The curriculum is framed according to AICTE and Anna University norms. The IIT’s, NIT’s, leading Indian Universities and reputed autonomous college model syllabi are referred for curriculum and syllabi development.
Department follows a systematic process and plans for the development of the Design Thinking curriculum. For framing the curriculum, Two branches are mingled consist of Electrical & Electronics Engineering and Electronics & Instrumentation branch. It is named as Board of Studies of Electrical Sciences.
The Board members are University Nominee, Industrial Experts, and Subject experts from reputed Institutions, faculty members and alumnus. The current needs of the industry and society are assessed by taking into account the feedback reports given by the various stakeholders and the draft curriculum is designed by the head of the department and its faculty members.
Balanced curricular components are considered while framing the syllabus as per university norms. Components are such as Basic Sciences, Human Sciences, Engineering Sciences, Engineering Core, Professional Electives, Open Electives and Design Thinking courses are considered. Appropriate credits to each component, allotment of theory and practical sessions and hours are taken into account while framing syllabus are decided by the Head of the Institution.
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Design thinking- A human-centered approach has been applied to engineering education at undergraduate level. Design is widely considered as a distinctive activity of engineering. We the department of EEE provide a platform where a diverse group of learners are grouped and paired with industry partners to tackle real world problems and exposed to technological advancements. The department teach design process through interactive lectures and workshops in the classroom, and the students are given the opportunity to conduct testing of their prototypes generated during the semester at ﬁeld sites. The design thinking approach showcases a promising way of approach in project based learning among the students for their career development.
7+5 Thrust Areas
As knowledge in thrust areas plays a major role in technological development and innovation which replica at economic growth. In Electrical and Electronics Engineering department each activities like courses offering to the students, selection of elective subjects, faculty participating in the events, faculty organizing events, and students participations like attending online courses , internship programs will come under these areas. With wide knowledge in these areas students can easily do their project work. They can able to develop their own products which in turn filed as a patent.
- Agriculture & Food Technology
- Healthcare & Biomedical
- Power & Energy
- Aerospace & Defence
- Smart city
- Augmented Reality / Virtual Reality
- Internet of Things
- Data Analytics
- Robotics & Automation
- 3D Printing
Business Modal Canvas
The business model canvas is a great tool to help you understand a business model in a straightforward, structured way. Using this canvas will lead to insights about the students, what value propositions are offered through what channels, and how your department is producing quality engineers. Using this canvas will lead to insights about the kind of knowledge you provide, what value propositions are offered through what channels. In this we can describe Key activities carried out in our department, what are all the key resources we have, what is our special thing about our department, Parents and staff relationship, code of conduct of the students, their achievements, their placement records, our major recruiters list. This business model canvas helps us to make the parents, HR persons, Business men to understand the department features and in which way they differ from the others.
The curriculum consists of Theory Courses, Theory Integrated Practical Courses, Practical courses and Industry/Internship exchange courses. Each syllabus is framed with appropriate credits, consisting of five units. The first unit probably the introduction part of the course, second and third unit contains the in-depth knowledge sharing part. The fourth unit is application-oriented and the fifth unit is the design thinking part, where the students can able to utilize the concept in developing a project/prototype/product.
Teaching and Learning
Education is a dynamic force in the life of every individual influencing his physical, mental, emotional, social and ethical development. “Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding” by William Arthur Ward. Effective teaching and learning experiences are essential for students to develop the skills, knowledge, and attitudes to take action for a sustainable future. Therefore, the department of EEE mainly focuses on teaching and learning strategies relevant to sustainability education. These strategies will enable the students to develop a greater level of pedagogical content knowledge, and help in the development and acquisition of teaching and learning resources relevant to sustainability issues, actions, and pedagogies. In addition, the department also enhances the capabilities of students through getting them to work collaboratively on an action learning project, product development, patents and competitions which supports their professional career as well as simulates their entrepreneurship skills.
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 www.snscourseware.org 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
With the aim of equipping faculty members with required skills and knowledge, the EEE department pursues the Faculty Development Program as its primary objective.
We outburst faculty development as
- Instructional development which emphasized the development of faculty skills involving instructional technology, small group teaching, media, courses, and curriculum design
- Professional development which emphasized the development of individual faculty members in their professional responsibilities as educators, researchers, and administrators
- Organizational development which emphasized the requirements, and main concerns of the institution
- Career development which emphasized faculty preparation for career advancement
- Personal development stressed on life planning, interpersonal and communication skills of faculty members.
Student’s diverse learning progress exists in every classroom. This study aimed to discover what strategies can be used to deal with student’s diverse learning progress in the classroom. The data gathering consisted of two structured interviews and observations. A qualitative approach was utilized to analyses the data. The study reflected on the practices of addressing student’s diverse learning progress and made an action plan for improving teaching. The findings from this study have the potential to enrich the teaching approaches in the department.
Apart from classroom interaction, what are the provisions available for academic mentoring the students are encouraged to participate in different technical and other co-curricular events held on campus or anywhere else in the country. The students form teams and work on projects which create an excellent academic environment outside the classrooms.