Civil Engineering

Curriculum Structure

Department of Civil Engineering has framed its Design Thinking Curriculum based on the AICTE guidelines. The design process of curriculum includes the needs of stakeholders, learning goals and outcomes, common constraints, instructional methods and evaluation methods. Our curriculum is based on Problem-centered curricula that focus on how students can look at a problem and come up with a solution to the problem. Hence our students are exposed to real-life issues and allow students to be creative and innovative. The structure consists of theory, practical and blended courses with a total credit of 169. The courses are structured to fulfill the gap between industry and education. The courses are broadly categorized into Humanities & Social Sciences Including Management, Basic Science, Engineering Science, Professional Core, Professionalelectives, open elective, employability enhancement and one-credit course and credits are given according to the categories. Courses are structured by equipping the learners with the knowledge, competence and orientations and are selected on the basis of current industry requirements. To enhance the employability skills, every semester has been planned with the mini project, internship and project work to make the students as problem solvers and industry-ready persons. Choice-based credit system (CBCS) is followed in our system, it provides flexibility to choose their course from a list of elective, core and soft skill courses.

Design Thinking

Design Thinking (DT) approach is used in our Department of Civil Engineering education system to accomplish the transformation in teaching and learning, it is effective to impact the life of individuals and society, both locally and globally. It is the primary concept in designing the course content which makes the graduates improve their problem-solving skills, soft skills, and entrepreneurial skills and be a high competitor in all government and private sector endeavor’s. To inculcate the DT among the faculty members and students boot camp and training programs are conducted. Various teaching pedagogies are used in teaching each topic is delivered based on the DT. This approach develops a growth mindset of students to confidently participate in the industrial and project contest, developing new innovative products, identifying and giving solutions to the industrial problems.

7+5 Thrust Areas

To inculcate the present scenario in education, our Department of Civil Engineering DT curriculum is structured with 7+5 thrust areas for shaping the future engineers to make the sustainable world. Faculty and students are encouraged to work on this thrust areas.The new transformational innovative technologies like Augmented Reality (AR)/Virtual Reality (VR), Internet of Things (IoT), Data Analytics, Robotics and Automation and 3D printing are incorporated in syllabus. The main innovative industry verticals are Agriculture& Food Technology, Health care, Energy, Aerospace and Defence, Automobiles, Smart City and Fintech.

Industry Verticals

  • Agriculture & Food Technology
  • Healthcare & Biomedical
  • Power & Energy
  • Aerospace & Defence
  • Automobiles
  • Smart city
  • Fintech


  • Augmented Reality / Virtual Reality
  • Internet of Things
  • Data Analytics
  • Robotics & Automation
  • 3D Printing

Business Model Canvas

Fine-tuned strategies are framed in our institution to unite our organization with clear visualization of future predictions. Through BMC, Department of Civil Engineering could able to attain substantial growth of students and institution. It involves students exchange to foreign universities, memorandum of understanding (MoU), intensive collaboration with industries and universities, All-rounder performance (ARP) awards, best outgoing and best outstanding awards, students’ scholarship etc.

Our Syllabus

Department of Civil Engineering with the concurrence of Board of Studies committee we have prepared the syllabus for various courses keeping in view of objectives of the college, interest of the stakeholders and national requirement. Feed backs from the stake holders, Alumni and industry experts are incorporated while updating the syllabi. The main component of syllabus is course objective, course content, learning and course outcomes. The syllabi consists theory, practical and blended courses. To link the theory and practical concepts blended courses are introduced.The syllabus provides the basic and essential part of the learning and paves the way for the student to continue further in this direction using self-learning approach. The content beyond syllabus is also taught to bridge the curriculum gap by means of guest lecture, case studies, practising competitive exam question paper and industrial visit etc.

Teaching and Learning

The Center for learning and teaching (CLT) has been established in our institution to look after by a community of educators dedicated to support teaching and learning, which is a keystone of our institution. The main goal of CLT is to transform our teachers and students in their educational practice, inspire innovative and evidence-based teaching, and create a culture of continuous improvement. Department of Civil Engineering follows our institution set up systems comprises create a habit of learning, develop critical thinking ability, and prepare them to get a job, be a socially responsible person and allow them to enjoy his finer aspects of life. The main objective of our teaching is inspired & crate interest towards learning subjects and train diversified students to achieve academic excellence. To achieve our goals and objectives we are following inductive teaching and learning methodology instead of deductive teaching and learning methodology. In inductive instruction instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works.To make the students to higher level of learning flipped classroom teaching is used in which learning is flipped (higher level of learning inside of classroom and lower level of learning such as remembering and understanding in outside of classroom). To make flipped classroom teaching the course materials are posted in course ware for easy accessing of study materials prior to the class.

Inductive teaching and learning encompasses a range of instructional methods like including Activity Based Learning (ABL), Problem Based Learning (PBL) and Project-Based Learning (PjBL). This makes our students to the student with positive attitude, independent thought processing ability, professionally groomed, socially interactive and technically skilful. Students are engaged with various teaching aids in classroom such as industry cases, ICT, lecture, GD, role play, demo models and debates etc. To use the above techniques class rooms are equipped with LCD projector and smart boards.

SNS Courseware

Every course teacher uploads his/her lesson plan, lecture notes, assignments, Puzzles, Question banks with answer keys, multiple-choice questions (MCQs), etc in the college web portal which are accessible by the students anywhere at any time. All the contents shared in the classroom are also uploaded on the website for students’ reference. Online learning holds the promise of broadening access to higher education to more individuals, while also lowering costs for students

Faculty Development

Department of Civil Engineering is very keen in enriching the knowledge of faculty members in all aspects like Life Skills, Time Management, Technical Skills and particularly in Design thinking. The resource persons are identified based on the relevance of area of training. These value-added training courses are arranged based on the interest of the faculty to update their knowledge with the current scenario in any particular stream. It helps the faculty to adapt with present design thinking, outcome-based education and improve their teaching strategies to accomplish their duties with effective time management skills. This makes the faculty to achieve self-development, enhance placement opportunities to students and contribute to institutional growth to meet present industrial requirements. All the faculty gaining knowledge by attending faculty development courses and Short-term courses organised under ATAL, TEQIP, QIP, Guest Lectures, seminars, workshops, conference and much more programs in various international universities, IITs, NITs, IIITs and other renowned  institutions. Faculty are encouraged to undergo online courses in the areas of emerging technologies (Internet of Things, Additive Manufacturing, Augmented reality and Virtual reality, Robotics and Automation and Data Analytics) in various online learning forums like NPTEL, MOOC etc.,

Student Progression

We in Department of Civil Engineering, to monitor the progress of each student mentor have been assigned throughout their studies. Mentors routinely spend time with students during and after classes to discuss about academic, placement, industrial training, co-curricular & extra-curricular activities and career goals. Student’s personality and talent is identified and they are encouraged and guided systematically to achieve their goals. Students are encouraged to participate in different technical and other co-curricular events held on campus or anywhere else in the country. Students form teams and work on projects which creates excellent academic environment outside the class rooms. To fit the students into their goals various domains are identified and training has been given accordingly.