NED UNIVERSITY OF ENGINEERING &

TECHNOLOGY
1. Vision & Mission of NED UET
NED University of Engineering and Technology believes in establishing environment conducive
to continual improvement in its efforts for providing the highest level of quality education.
This University is making all out efforts to raise its standards through teaching excellence and
quality research. These efforts are carried out with involvement of the entire University work force
- To obtain utmost possible satisfaction of its customers.
Our endeavors are to make our students useful to society in particular and to humanity in general.
In dealings with industry and utilities, attempts are made to maintain standards of integrity as well
as quality.

2. Mission of Electronic Engineering Department

Department of Electronic Engineering aims to impart high quality education to students by
providing a learning environment to develop their knowledge and skills. It is our aim to produce
globally competitive electronic engineers enabling them to serve the society through sustainable
engineering principles and practices.

3. Mission of Telecommunications Engineering Programme

The mission of the Telecommunications Engineering Program is to prepare the students for
placement in local and International Telecom-related employment and/or Post-Graduate Studies
by equipping them with the fundamental concepts, practical skills, knowledge of the state-of-the-
art and the ability to adapt to the fast-paced advancements in the field while contributing towards
the betterment of the society.
4. Programme Educational Objectives (PEO)

PEO 1 Technical Knowledge

To provide a solid background of the fundamental concepts of Telecommunications Engineering

along with the supporting knowledge of mathematics and sciences and a broader perspective of
the multidisciplinary Engineering fields. The programme aims to provide in-depth knowledge of
contemporary Telecommunication Engineering designs.

PEO 2 Practical Skills

To develop skills to perform experiments, conceive and formulate the problem and devise alternate
solutions for implementation, testing and troubleshooting of electronic based systems.

PEO 3 Self-Learning and Ability to Adapt

Provide an environment conducive to self-learning and independent critical thinking. Develop

skills to adapt to the fast-paced advancements and appreciate innovative solutions by quickly
learning new skills and evaluate radical ideas.

PEO 4 Ethical Grooming

Provide an opportunity to the students to be excellent professionals for industry and responsible
members of the society and should have a clear understanding to uphold high moral values in face
of any conflict

PEO 5 Career Development

Prepare the students for placement in local and International Telecommunication engineering
related employment, entrepreneurship and/or Post-Graduate Studies. Incorporate necessary skills
of project management, teamwork, self-organization, effective communication and presentation.
5. Programme Learning Outcomes
Twelve PLOs have been defined for the Bachelor’s in telecommunications engineering
programme, keeping in mind the PEOs of the programme.

PLO 1 Engineering Knowledge

An ability to apply knowledge of mathematics, science, engineering fundamentals and an

engineering specialization to the solution of complex engineering problems.

PLO 2 Problem Analysis

An ability to identify, formulate, research literature, and analyse complex engineering problems
reaching substantiated conclusions using first principles of mathematics, natural sciences and
engineering sciences.

PLO 3 Design / Development of Solutions

An ability to design solutions for complex engineering problems and design systems, components
or processes that meet specified needs with appropriate consideration for public health and safety,
cultural, societal, and environmental considerations.

PLO 4 Investigation

An ability to investigate complex engineering problems in a methodical way including literature

survey, design and conduct of experiments, analysis and interpretation of experimental data,
and synthesis of information to derive valid conclusions.

PLO 5 Modern Tool Usage

An ability to create, select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modelling, to complex engineering activities,
with an understanding of the limitations.

PLO 6 The Engineer and Society

To enable them to apply reasoning informed by contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to professional
engineering practice and solution to complex engineering problems.

PLO 7 Environment and Sustainability

To able them to understand the impact of professional engineering solutions in societal and
environmental contexts and demonstrate knowledge of and need for sustainable
development.
PLO 8 Ethics

To apply ethical principles and commit to professional ethics and responsibilities and norms of
engineering practice.

PLO 9 Individual and Teamwork

To enable them to work effectively, as an individual or in a team, on multifaceted and /or multi-
disciplinary settings.

PLO 10 Communication

An ability to communicate effectively, orally as well as in writing, on complex engineering

activities with the engineering community and with society at large, such as being able to
comprehend and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

PLO 11 Project Management

An ability to demonstrate management skills and apply engineering principles to one’s own work,
as a member and/or leader in a team, to manage projects in a multidisciplinary environment.

PLO 12 Lifelong Learning

An ability to recognize importance of, and pursue lifelong learning in the broader context of
innovation and technological developments.
6. Mapping Mission and Vision to Programme Education Objectives:
S.No. University, Department, Programme Vision and Mission PEOs

1 2 3 4 5

1 University NED University of Engineering and Technology believes in x x x x X

Vision and establishing environment conducive to continual
Mission improvement3 in its efforts for providing the highest level of
quality education1,2.
This University is making all out efforts to raise its standards
through teaching excellence and quality research. These
efforts are carried out with involvement of the entire
University work force - To obtain utmost possible satisfaction
of its customers.
Our endeavors are to make our students useful to society4 in
particular and to humanity in general. In dealings with
industry and utilities2, 5, attempts are made to maintain
standards of integrity4 as well as quality.
2 Department’s Department of Electronic Engineering aims to impart high x x x x x
Vision and quality education to students by providing a learning
environment to develop their knowledge and skills1,2,4. It is
Mission our aim to create the globally competitive electronic
engineers5 enabling them to serve the society4 through
sustainable engineering principles and practices.

3 Programme The mission of the Telecommunications Engineering Program x x x x x

Vision and is to prepare the students for placement3,5 in local and
International Telecom-related employment and Post-Graduate
Mission Studies by equipping them with the fundamental concepts1,
practical skills2, Professional behaviour4, knowledge of the
state-of-the-art1 and the ability to adapt3 to the fast-paced
advancements in the field.
 DEPARTMENT OF ELECTRONIC ENGINEERING
BACHELORS IN TELECOMMUNICATIONS ENGINEERING
COURSE PROFILE

COURSE CODE/ TITLE SEMESTER(S) OFFERED

PREREQUISITES (Course Codes Only), if any CREDIT HOURS: Theory: ______ Practical: _________
CONTACT HOURS: Theory: ______ Practical: _________
COURSE OBJECTIVES (should be aligned with the Programme Learning Outcomes. At least one CO should cover lab credit, if
applicable)

COURSE TOPICS: (syllabus)

THEORY:

PRACTICAL: (if applicable)

TEXT BOOKS AND REFERENCE BOOKS:

COURSE OUTCOMES: (to be linked with PLO, At least one CO should cover lab credit, if applicable)
S.No. CLO PLO Domain Taxonomy Level
(refer Annexure A) (refer Annexure A)

TEACHING METHODOLOGY: (tools used to teach the course)

ASSESSMENT TOOLS: (Each and every course outcomes is to be assessed, including those relating to Labs)
THEORY:
PRACTICAL: (if applicable)
 ANNEXURE “A”

BLOOM’S TAXONOMY (COMPETENCY LEVELS)

In the PA Keys to Professional Development’s Core Knowledge Competencies, there are three levels of
competency that instructors will select from to identify the purpose of each training offering. The competency
levels are based on Bloom’s Cognitive Taxonomy.

Level C1: Session primarily designed to provide participants with information, knowledge and
comprehension of the topic.
Level C2: Session designed so that participants spend most of the time applying knowledge of the topic.
Level C3: Session designed so that participants spend most of the time using information to practice skills of
analysis, evaluation and synthesizing to create something new.

Category Definition Related Behaviors

Recalling or remembering
something without necessarily
Remembering understanding, using or changing
it. Can the student recall or
remember the information?
Understanding something that has
been communicated without
Understanding necessarily relating it to anything
else. Can the student explain ideas
or concepts presented?
Using a general concept to solve
problems in a particular situation;
using learned material in new and
Applying concrete situations. Can the
student use the information in a
new way?
Breaking something down into its
parts; may focus on identification
of parts or analysis of relationships
Analyzing between parts, or recognition of
organization principles. Can the
student distinguish between the
different parts or principles?
Judging the value of material or
methods as they might be applied
in a particular situation; judging
Evaluating with the use of definite criteria.
Can the student justify a stand or
decision?
Creating something new by
putting parts of different ideas
Creating together to make a whole. Can
the student create new product
or point of view?
Define, describe, identify, label, list, match,
memorize, point to, recall, select, state.
Alter, account for, annotate, calculate,
change, convert, group, explain,
generalize, give examples, infer, interpret,
paraphrase, predict, review, summarize,
translate.
Apply, adopt, collect, construct,
demonstrate, discover, illustrate,
infer, outline, point out, select,
separate, sort, subdivide.
Analyze, compare, contrast, diagram,
differentiate, dissect, distinguish, identify,
illustrate, infer,
outline, point out, select, separate,
sort, subdivide.
Accept, appraise, assess, arbitrate, award,
choose, conclude, criticize,
defend, evaluate, grade, judge,
prioritize, recommend, referee,
reject, select, support.
Blend, build, change, combine,
compile, compose, conceive, create,
design, formulate, generate,
hypothesize, plan, predict, produce,
reorder, revise, tell, write.
 Psychomotor Domain
Category
Perception (awareness): The ability
to use sensory cues to guide motor
activity. This ranges from sensory
stimulation, through cue selection, to
translation.
Set: Readiness to act. It includes
mental, physical, and emotional sets.
These three sets are dispositions that
predetermine a person's response to
different situations (sometimes
called mindsets).
Guided Response: The early stages
in learning a complex skill that
includes imitation and trial and
error. Adequacy of performance is
achieved by practicing.
Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and
proficiency.
Complex Overt Response (Expert):
The skillful performance of motor
acts that involve complex movement
patterns. Proficiency is indicated by
a quick, accurate, and highly
coordinated performance, requiring a
minimum of energy. This category
includes performing without
hesitation, and automatic
Example and Key Words (verbs)
Examples: Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. Adjusts heat
of stove to correct temperature by smell and taste of food.
Adjusts the height of the forks on a forklift by comparing
where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Examples: Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and
limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of Psychomotor is
closely related with the “Responding to phenomena”
subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to
operate a forklift.
Key Words: copies, traces, follows, react, reproduce,
responds
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Key Words: assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches.
Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately. D isplays
competence while playing the piano.
Key Words: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.
performance. For example, players
are often utter sounds of satisfaction
or expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel of
the act what the result will produce.
Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
Origination: Creating new
movement patterns to fit a particular
situation or specific problem.
Learning outcomes emphasize
creativity based upon highly
developed skills.
Affective Domain
Category
Receiving Phenomena: Awareness,
willingness to hear, selected
attention.
Responds to Phenomena: Active
participation on the part of the
learners. Attend and react to a
particular phenomenon. Learning
outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
NOTE: The Key Words are the same as Mechanism, but will
have adverbs or adjectives that indicate that the performance
is quicker, better, more accurate, etc.
Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of the
learners. Perform a task with a machine that it was not
originally intended to do (machine is not damaged and there
is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes,
revises, varies.
Examples: Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new
gymnastic routine.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes, originates.
Example and Key Words (verbs)
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced people.
Key Words: acknowledge, asks, attentive, courteous,
dutiful, follows, gives, listens, understands
Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts, models,
etc. in order to fully understand them. Know the safety
rules and practice them.
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
presents, tells
Valuing: The worth or value a
person attaches to a particular
object, phenomenon, or
behavior. This ranges from simple
acceptance to the more complex
state of commitment. Valuing is
based on the internalization of a set
of specified values, while clues to
these values are expressed in the
learner's overt behavior and are
often identifiable.
Organization: Organizes values
into priorities by contrasting
different values, resolving conflicts
between them, and creating an
unique value system. The emphasis
is on comparing, relating, and
synthesizing values.
Internalizes
Values (characterization): Has a
value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
important characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal,
social, emotional).
Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultu ral
differences (value diversity). Shows the ability to
solve problems. Proposes a plan to social improvement
and follows through with commitment. Informs
management on matters that one feels strongly about.
Key Words: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins, justifies,
proposes, respect, shares
Examples: Recognizes the need for balance between
freedom and responsible behavior. Explains the role of
systematic planning in solving problems. Accepts
professional ethical standards. Creates a life plan in
harmony with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs of the
organization, family, and self.
Key Words: compares, relates, synthesizes
Examples: Shows self-reliance when working
independently. Cooperates in group activities
(displays teamwork). Uses an objective approach in
problem solving. Displays a professional commitment
to ethical practice on a daily basis. Revises judgments
and changes behavior in light of new evidence. Values
people for what they are, not how they look.
Key Words: acts, discriminates, displays, influences,
modifies, performs, qualifies, questions, revises,
serves, solves, verifies