Lovely Professional University

ACADEMIC POLICY

Programme Code: 148 Programme Name: B.Tech EEE (Affiliated to LPU)

1. Introduction: This policy document reflects academic objectives of the Department of Electrical and Electronics Engineering and the strategies envisaged
to achieve the same.

2. Academic Objectives

The educational objectives of the undergraduate programme in Electronics and Communication Engineering under Department of EEE, Lovely Faculty of
Technology and Science.
1. To impart technology-based engineering education to develop professional skills that will prepare the students for immediate employment in the electronics
and communication industry. The objective is to prepare students for careers as practicing engineers in areas such as digital systems, embedded processor
applications, digital communications, control systems, sensor networks, biomedical signal processing, microelectronics, computer security, and power
networks.
2. To develop the design capability among students so that they have the ability to participate in creative, synthetic and integrative activities of the relevant
branch of engineering.
3. To develop among students breadth of knowledge so that they have familiarity with many important technical areas.
4. To develop among students ability to apply in depth knowledge of one or more specializations within the relevant branch of engineering.
5. To develop communication skills so that the students are able to express ideas clearly and persuasively, in written and oral forms.
6. To develop among students the awareness of, and the competence to be savvy users of information technology.
7. To develop ability to design and perform experiments in the relevant discipline, and to acquire the ability to interpret and evaluate experimental results.
8. To develop among students the ability to work with others, in professional and social settings.
9. To create among students the curiosity, the desire and the ability to keep learning throughout life.
10. To develop an understanding among students of the human, social and business context in which they will utilize their engineering skills.
11. To develop a global view among students so that they can appreciate diversity in the world and in intellectual pursuits.
12. To develop ability to recognize and appreciate the importance of ethical standards in professional work.

3. The Challenges

The main challenges in designing an appropriate curricular programme to achieve these objectives are:

1. The spread in abilities of students: Even when it is ensured that the minimum entry standards are high enough for the lowest-capability student to
undertake a technology-based engineering curriculum, there are students at the top end who are not sufficiently challenged if the courses are taught to
include all.
2. The previous training of the students does not orient them towards engineering as a prescriptive profession. There appears to be a high level of numerical
orientation among students.
3. Even though students joining our programmes have learnt their science through English as the medium of instruction, many of them do not have sufficient
ability to use English for communication at a level where they can be considered to have sufficient proficiency in technical/professional communication.
4. The semester system and the requirement to split the curriculum into course units create a severe problem in students seeing each course as a separate
entity. There is an increasing tendency to forget what a student learns in an earlier semester as he/she moves up.

4. Strategies to Achieve the Academic Objectives and overcome the challenges:

Objectives & Challenges
Technology Orientation
Strategies to achieve the objectives and
overcome the challenges
The curricula will be so framed that a student
would be exposed to more of technology courses
at the very beginning of the academic programme.
Courses that support/highlight this strategy
PCB Design, Assembling and troubleshooting Electronic
Equipment. The exposure to workshop practice has to
increase.
Incorporated in course ECE100
Electricall and Electronics Workshop
Engineering Core The curriculum would have one two-semester  Mechanical Science I
courses, namely, Integrated Mechanical  Mechanical Science II
Engineering for instance

Design Orientation Design forms a very important part of engineering

as a prescriptive discipline. We intend to make MATLAB/SIMULINK
design training an integral part of our curricula. To PSPICE
ensure that students will be made to learn software
tools.

Professional Orientation Industry Inputs for curriculum development and Microprocessor based system design
Computer aided power system analysis
review will be taken from time to time to ensure
the inclusion of latest advancement required to be
inculcated in the existing courses.

Science and Mathematics There will be four courses in Mathematics.  Maths-I

 Maths-II
 Applied Maths-I
 Applied Maths-II

Breadth and Depth The compulsory courses are designed to provide  The compulsory courses include 04 unified laboratory
Requirements
 students broad knowledge in electronics and courses in EEE, which are provided to illustrate practical
communication engineering. aspects of electric circuits, electronics, feedback control,
signal processing and communication.
 By the end of the third year, the student will complete the
study of most compulsory courses, except for courses related
to seminar and senior project, which will be taken in the
fourth year.
 Students will be offered four discipline elective courses of
which 3 should be of any one stream.
Incorporated in courses: ECE201, ELE202, ELE209, ELE207,
ELE210, ELE300, ELE301, ELE302, ELE402, ELE403

Information Technology To meet the latest information technology needs

the students will be exposed to computer courses.  Foundatiuons of Computing
 ‘C’ Language
 ‘C++’ & Oops

Experimental Methods The purpose of the laboratory experiments should Unified Electrical Lab I
be to teach experimental methods to obtain design Unified Electrical Lab II
information rather than to demonstrate physical
Unified Electrical Lab III
phenomena.
Unified Electrical Lab IV

 The students also must learn the necessity

 of proper error analysis.
 Various optimization techniques and error
and state estimation methods.
 A course in virtual instrumentation will be
a desirable feature.
 The lab courses would have extended
number of experiments by clubbing two or
three areas together.

Comprehensive Viva: There shall be a Capstone Project

comprehensive oral examination at the end of the
programme that will test a student on his
comprehension of the discipline as a whole.

5. Program Structure

Discipline No. of Courses

Communication Min 2, Max 4
Basic Sciences 08
Computer Literacy 02
Engineering Sciences 02
Technical Arts 02
Discipline Core 20 (including 4 unified laboratory courses)
 Elective Courses:
(a) Specialization Electives (a)
- Major - 02
- Minor - 03
th
(b) Open Electives (b) 04 (-1 for compulsory 4 English Course)
rd
(c) Social Science Electives (c) 02 (-1 for compulsory 3 English Course)
Projects (including Major Capstone projects, 02
Minor and Summer projects)
Total No. of courses 49

6. Comparison with Benchmark institutions

International University / Institute National University / Institute Regional University / LPU

Curriculum Curriculum Institute Curriculum (Points that have been
incorporated in the LPU
I MIT, USA II McGill University, I Indian Institute II NIT, Trichy I. Punjab Engineering curriculum and other initiatives
Canada 0f Technology, College, Chandigarh taken)
) Kanpur

i. B.Sc. Electrical i. BEng inElectrical i. B.Tech Electrical i.B.Tech EEE i. B.E. Electrical i) B.Tech EEE
Science and Engineering Engineering ii.4 Years Engineering ii) 3 Years
Engineering. ii. 4 years ii. 4 Years iii. Semester ii. 3 years iii) Semester
ii. 4 years iii. Semester iii. Semester iv.Pass in 10+2. iii. Semester iv) 10+2 with 55%
iii. Semester iv. Grades and iv. Pass in 10+2. Admission is made iv. 10+2 Pass + v) a) 5 Theory + 1 Unified
iv. Grades and college board scores Admission is through a AIEEE AIEEE Lab Course, 28-30
college board with SAT Exam made through a conducted by v. a) 6 courses per contact hours per week
scores with SAT v. a) 5 or 6 courses Joint Entrance CBSE. term, 23-25 b) 13 discipline core
Exam per term Examination v. a) 6 theory + 2 contact hours per courses, including 4 lab
v. a) 5 or 6 b) 20 departmental conducted on an lab courses, 25-28 term courses.
courses per term core courses All India level. contact hrs per b) 15 discipline c) 3 Specializations
b) 8 core courses c) NIL v. a) 6 courses per week. core courses d) 2 open electives, 2
(4 foundation d) 5 department term, 18-20 b) 35 core courses including 4 lab social science electives
courses + 4 electives (4 theory contact Hrs per c) NA courses e) 2 Capstone Projects,
header courses) and one lab course) week. d) 5 departmental c) Four optional semester long
c) 3 specializations 2 humanities and b) 12 department electives, no open Specializations industrial internship
d) 6 department social science core courses & SS electives d) 2 Open project.
electives, 12 electives c) 3 specializations e) Three 2 months Electives and 4 f) NIL
general institute e) Two design d) Department industrial training Humanities and vi) Demonstrations, unified labs
requirements, 3 projects electives 12 Credits after semester Social Science based on breadboard based
restricted f) NA Open Electives 16 vacations. Electives approach, drill problems, discussion
electives, 5 open vi) Online quizzes Credits, Humanities f) NIL e) 2 Capstone based tutorials, review/closing
electives and practical oriented and Social Science vii. Problem solving Projects, optional quizzes.
e) Industry exercises and stress electives 08 Credits. skills and stress on semester long vii. 3 Homeworks (best of 4), test
internship projects on design projects. e) Optional projects. industrial base evaluations, Mid term exam and
f) NA vii) Self evaluation Internship Project vii) Continuous internship, 1 four End Term Exam.
vi) Animations, online assignments, f) NA evaluations by week industrial
vi. credit based
demonstration, quizzes and tests. tests, Mid internship for viii) Course on “Practical
system, The
virtual sessions, viii) A course on Semester and Final students who don’t Electronics” to create interest by
examination system
hobby shops etc. “Impact of technology at this Institute is a
Exam. opt for semester small project design.
vii) Assignments, on society” continuous process viii) NA long industrial
class tests, exams. of evaluation internship.
Grading done by normally based f) NIL
individual course on short tests, two vi. Unified Labs for stress on
instructor. mid-semester Practical skills.
viii) Integrated examinations and vii. The evaluation of the
basic laboratory one end-semester students is a continuous
courses. examination in process and is based on their
addition to performance in mid-semester
performance in examinations, end semester
homework and examination, quizzes/short
laboratory tests, tutorials, assignments,
assignments. Based laboratory work (if any),
on a weighted make-up examinations (if
average of the
applicable), etc. Credit based
marks obtained in
examinations, system.
quizzes and other viii. NIL
assignments during
the semester, a
letter grade is
awarded in each
course in which a
student is registered.
vii) Real life
projects, student
 self evaluation by
online assignments.
viii) NA

7. Salient Pedagogical Features distinct from the University pedagogy document

The department is following university pedagogy document.

8. Career Prospects

The specialization Electrical Energy Technology deals with the production, distribution and conversion of electrical energy. Topics such as the use of
renewable energy sources and appropirate energy management play an important role in these studies. All areas of electrical engineering are developing
quickly. A Bachelor of Electrical Engineering degree offers graduates a wide variety of career opportunities, including: electrical industry, energy industry,
information technology, machine and plant engineering and construction, automotive industry, medical technology, chemical industry, Qualified graduates can
keep pace with the rapid developments of modern technology due to their broad-based training. Key areas for career opportunities are:
research and development, project planning, construction and manufacturing, operations and maintenance, installations and start-up operations, quality,
control and marketing, administration and company organization.