Beruflich Dokumente
Kultur Dokumente
Appid=1279&Progid=578#
2004
University Autonomous
Deemed University Affiliated
Government Aided
5 Ownership Status:
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7 Details of all the programs being offered by the institution under consideration:
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Note -
Full time on roll with prescribed pay scale. An employee on contract for a period of not less than two years AND drawing consolidated salary not less than applicable gross salary shall only be counted as a regular employee.
Prescribed pay scales means pay scales notified by the AICTE/Central Government and implementation as prescribed by the State Government. In case State Government prescribes lesser consolidated salary for a particular cadre then same will be
considered as reference while counting faculty as a regular faculty.
179 102 90
Faculty in Engineering (Male)
181 102 91
67 42 48
Faculty in Engineering (Female)
68 44 49
31 16 16
Faculty in Maths, Science & Humanities (Male)
32 16 16
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23 19 16
Faculty in Maths, Science & Humanities (FeMale)
24 20 16
88 70 62
Non-teaching staff (Male)
90 72 65
53 43 38
Non-teaching staff (FeMale)
55 46 40
0 0 0
Faculty in Engineering (Male)
0 0 0
0 0 0
Faculty in Engineering (Female)
0 0 0
0 0 0
Faculty in Maths, Science & Humanities (Male)
0 0 0
0 0 0
Faculty in Maths, Science & Humanities (FeMale)
0 0 0
37 29 21
Non-teaching staff (Male)
40 32 25
13 14 10
Non-teaching staff (FeMale)
15 16 12
Instructions -
(The data may be categorized in tabular form separately for undergraduate, postgraduate engineering, other program,if applicable) Note: In case the Institution is running AICTE approved additional courses such as MBA, MCA in the first shift,
engineering courses in the second shift, Polytechnic in Second shift etc., separate tables with the relevant heading shall be prepared.
Please check the Shift from the above check list to fill the details. Click the button to create table in which you have to fill the number of students in different Discipline and Shifts.
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To establish a pedestal for the integral innovation, team spirit, originality and competence in the students, expose them to face the global challenges and become pioneers of Indian vision of modern society.
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13 Contact Information of the Head of the Institution and NBA coordinator, if designated:
Designation Principal
Email ID mrcet2004@gmail.com
Email ID mrcetece@gmail.com
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Total 1000 951
Part B
1.1 State the Vision and Mission of the Department and Institute (5)
5.00
(Vision statement typically indicates aspirations and Mission statement states the broad approach to achieve aspirations)
(Here Institute Vision and Mission statements have been asked to ensure consistency with the department Vision and Mission statements; the assessment of the Institute Vision and Mission will be taken up in Criterion10)
To establish a pedestal for the integral innovation, team spirit, originality and competence in the students, expose
Mission of the institute them to face the global challenges and become pioneers of Indian vision of modern society.
The Department of Electronics and Communication Engineering came into existence in 2000 immediately after the Institute was founded.
In the beginning it offered the B.Tech Degree started the M.Tech programme in the areas of Systems and Signal Processing and VLSI
and Embedded Systems. Considering the requirements, the department set up many laboratories in various areas of Electronics
Engineering in order to provide a very good practical training to the students. These laboratories have been upgraded and modernized
from time to time. It is heartening to note that research activities undertook almost since its inception. Research activities in the areas like
Vision of the Department
VLSI, CAD, Digital Signal Processing and Embedded Systems have been taken up. A “Centre of Excellence in Robotics” was
established in association with Robotics Automation Pvt. Ltd., Hyderabad. The department got accredited in the year 2009 for three
years and scored 710 out of 1000 marks. Department Vision Statement: To evolve into a center of excellence in Engineering
Technology through creative and innovative practices in teaching-learning, promoting academic achievement & research excellence to
produce internationally accepted competitive and world class professionals.
To provide high quality academic programmes, training activities, research facilities and opportunities supported by continuous industry
Mission of the Department
institute interaction aimed at employability, entrepreneurship, leadership and research aptitude among students.
5.00
The Programme Educational Objectives of the programme offered by the department are broadly listed below:
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The Program Educational Objectives of the program offered by the department are articulated as follows.
1.3 Indicate where the Vision, Mission and PEOs are published and disseminated among stakeholders (10)
10.00
(Describe where(websites, curriculam, posters etc.) the Vision, Mission and PEOs are published and detail the process which ensures awareness among internal and externals take holders with effective process implementation)
(Internal stakeholders may include Management, Governing Board Members, faculty, support staff, students etc. and external stakeholders may include employers, industry, alumni, funding agencies, etc.)
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The Vision and Mission provide the direction to the department activities and its progress. For their effective implementation, the communities involved should understand, remember them. The stake holders in achieving the Vision and the Mission of the department are T
Students. The vision and Mission of the department are popularized by:
Mission and vision statements are displayed in the form of display boards in all the class rooms, laboratories, staff rooms, corridors and offices of the department including department boards.
Mission and vision statements are prominently published in the department home page of the college website which is frequented by all stakeholders of the programme.
They are also published in the department digital magazine and the college brochure which is released once every year.
Mission and vision statements are printed in the student handbooks which are published in hard/soft copy every semester and are given to students.
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1.4 State the process for defining the Vision and Mission of the Department, and PEOs of the program (25)
25.00
(Articulate the process for defining the Vision and Mission of the department and PEOs of the program)
The mission and vision statements of the department are derived from the mission and vision statements of the institution which are in turn derived from the CMR Educational Society’s affiliated university (JNTUH)’s
vision. The mission and vision statements are also in tune with the current and future technological requirements of the society in terms of professionals required for the development of the nation, as the CMR Educatio
and JNTUH’s mission and vision are derived from the state/central government plans, developments, and the needs of the state/country. The entire process of defining the department’s mission and vision is given be
also illustrated in figure 1.1:
1. Relevant information is gathered for framing vision and mission of the department, such as
State/central government plans
Latest technological developments
Needs of the state and country
Malla Reddy College of Engineering & Technology’s vision and mission which is defined from the above and as well as the following:
CMR Educational Society’s vision and mission
JNTUH’s (affiliating university) vision and mission
2. Brainstorming sessions are conducted for deriving the mission and vision of the department from that of the institution with the stakeholders that include members from Governing Management, Faculty, Paren
Employers.
3. From the resolutions of the brainstorming sessions the vision statement of the department is articulated and approved by all the involved stakeholders.
4. From the vision statement, the mission statements are articulated which provide the means to achieve the vision of the department that is articulated in the previous step.
The mission and vision of the department of Electronics and Communications are first defined in 2004 when the institute was established and during which B.Tech in ECE programme was started.
As shown below, the process involves conduct of several brainstorming sessions with all the stakeholders while defining both the institutions and the department’s mission and vision. To be more precise, the vision
framed first and the mission to achieve the vision is then framed. From the mission of the department, the Programme Educational Objectives (PEOs) are derived. Programme outcomes (POs) are in turn derived fro
course outcomes (COs) are derived from POs. The design hierarchy of Vision, Mission, PEO, PO, CO and Programme Curriculum is shown in figure 1.2.
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Process for defining the Vision and Mission statement of the Institute and Department:
Figure 1.2 Design hierarchy of Vision, Mission, PEOs, POs and COs
Before describing the process that periodically documents and demonstrates the PEOs, the needs of various stakeholders are to be identified and to be considered for defining the PEOs offered by the department.
The PEOs for the B.Tech ECE programme describe the overall thrust of the ECE department as they guide the operation and continuous improvement of its undergraduate engineering are developed by the sen
consultation with other stakeholders of the programme, and by taking into consideration the mission statements of JNTUH, Malla Reddy College of Engineering & Technology and the MRCET ECE Department.
To achieve the mission, the ECE department has established and formulated PEOs which are statements describing the expected accomplishments of graduates during the first few graduation. PEOs evolve a
stakeholders periodically review them and fine tune them.
The department also recognizes that, with time, especially in a rapidly changing socio-economic environment and indeed of the world order, there can be a shift in the aspirations of looks towards strategic researc
government agencies, and the department’s assessment and evaluation system, through its vast alumni network to provide and adapt of achieving them to meet changing environmental aspirations.
The process of establishment of PEOs is as follows:
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1. The information required for establishing PEOs is collected that includes the mission of the department.
2. Brainstorming sessions are conducted with the stakeholders committee and the needs of the stakeholders are identified.
3. Based on the needs identified and the mission of the department, the PEOs are defined, documented, published, and disseminated to all the stakeholders by the Department (DAC).
4. After a period of time (four years after the students graduate) the PEOs are assessed to know whether they have met the needs of the stakeholders by means of various direct methods/metrics that are given below:
a. Employer survey
b. Alumni Survey
c. Number of students who are successfully placed in industry
d. Number of students who have pursued higher education and research
e. Number of students who have setup an enterprise
5. If the results of the above assessments demonstrate that the defined PEOs are in tune with the needs of the stakeholders, the PEOs are considered to have been established.
6. If the results of the assessments demonstrate that the derived PEOs are not in tune with the needs of the stakeholders, then the PEOs are redefined by conducting brainstorming with all the stakeholders.
7. The process is repeated from step 3.
The process that is explained above is illustrated in the figure 1.3.
Documentation of the entire process of establishing is done by maintaining several files in the department. For each of the surveys explained above, a separate file is maintained year-The data in each of the files is collec
documented, and maintained by the department in both soft and hard copy.
Frequency with which Surveys, Updating Records and Meeting are conducted is given below in the table 1.4.
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The list of files maintained in the department along with contents, and their description is given below in Table 1.5.
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15.00
(Generate a "Mission of the Department – PEOs matrix" with justification and rationale of the mapping)
1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) If there is no correlation, put “-”
Note: In this document wherever the term ‘Process’ has been used its meaning is process formulation, notification and implementation.
The following table shows the mapping between PEOs and key components of mission statement of the Department.
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To provide high quality academic programmes, training activities, research facilities and opportunities supported by continuous industry institute interaction aimed at employability, entrepreneurship, lea
research aptitude among students.
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To create and sustain a community of learning in which students acquire knowledge and learn to apply it professionally with due consideration for ethical, ecological and economic issues.
As per the above definition, it is clear that PEO1 is mainly concentrated on creating a student community who can acquire knowledge on par with due consideration for ethics, ecological issues.
The first part of mission statement is stated as
To provide high quality academic programmes among students
The above part of mission statement also highlights the significance of creating a student learning centre with due consideration for ethics, ecological and economic issues.
Therefore, comparing the statement of PEO1 and mission statement, it is clearly understood that PEO1 is substantially connected to this part of mission statement
To provide training activities among students.
Comparing the PEO1 statement and the above part of mission statement, it is clearly understood that PEO1 is strongly connected to this part of mission statement as it stress training activities to the students
To provide research facilities among students.
Comparing PEO1 statement with the next part of mission statement, it is clearly understood that PEO1 is strongly connected to this part of mission statement which highlights the research work and findings.
To provide industry institute interaction aptitude among students
Comparing PEO1 statement with the next part of mission statement, it is clearly understood that PEO1 is moderately connected to this part of mission statement as it highlights the significance industry institute interacti
To provide employability among students
Comparing PEO1 statement with this part of mission statement, it is clear that PEO1 is again moderately connected to mission statement because providing employability among students is one of the basic ob
programme offered.
To provide entrepreneurship qualities among students.
Comparing PEO1 statement with this part of mission statement, it is clear that PEO1 is moderately connected to mission statement because providing entrepreneurship is an additional quality to be provided among th
the programme offered by the department.
To provide leadership among students.
Comparing PEO1 statement with this part of mission statement, it is clear that PEO1 is substantially connected to mission statement because providing leadership is an additional quality to be provided among the st
programme offered by the department.
To provide high quality academic programmes, training activities, research facilities and opportunities supported by continuous industry institute interaction aimed at employability, entrepreneurship, lea
research aptitude among students.
PEO2 is defined as
To provide knowledge based services to satisfy the needs of society and the industry by providing hands on experience in various technologies in core field.
As per the statement defined above, PEO2 stress the importance providing hands on experience in various technologies of core field to fulfill the needs of society and industries.
The first part of mission statement is stated as
To provide high quality academic programmes among students
The above part of mission statement also highlights the significance of creating a student learning centre with due consideration for ethics, ecological and economic issues.
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Therefore, comparing the statement of PEO2 and mission statement, it is clearly understood that PEO2 is strongly connected to this part of mission statement
To provide training activities among students
Comparing the PEO2 statement and the above part of mission statement, it is clearly understood that PEO2 is strongly connected to this part of mission statement as it stress the providing training activities with respec
of society and industry.
To provide research facilities among students.
Comparing PEO2 statement with the next part of mission statement, it is clearly understood that PEO2 is moderately connected to this part of mission statement which highlights the need of research work and findings
To provide industry institute interaction aptitude among students
Comparing PEO2 statement with the next part of mission statement, it is clearly understood that PEO2 is strongly connected to this part of mission statement as it highlights the importance of industry institute interactio
To provide employability among students
Comparing PEO2 statement with this part of mission statement, it is clear that PEO2 is again medium connected to mission statement because providing employability among students
To provide entrepreneurship qualities among students.
Comparing PEO2 statement with this part of mission statement, it is clear that PEO2 is again moderately connected to mission statement because providing entrepreneurship qualities among students.
To provide leadership among students
Comparing PEO2 statement with this part of mission statement, it is clear that PEO2 is again moderately connected to mission statement because providing leadership qualities among students is taken care by this PEO
PEO3 is defined as
To make the students to design, experiment, analyze, interpret in the core field with the help of other multi disciplinary concepts wherever applicable.
As per the statement defined above, PEO3 stress the importance of designing, experimenting, analyzing and interpreting various systems of the core field which will be the basic requirements multi disciplinary concepts
The first part of mission statement is stated as
To provide high quality academic programmes among students
The above part of mission statement also highlights the significance of providing a student learning centre with high quality academic programmes. Therefore, comparing the statement of PEO3 and mission statemen
understood that PEO3 is strongly connected to this part of mission statement
To provide training activities among students.
Comparing the PEO3 statement and the above part of mission statement, it is clearly understood that PEO3 is moderately connected to this part of mission statement as it stress the providing training activities with r
needs of society and industry.
To provide research facilities among students
Comparing PEO3 statement with the next part of mission statement, it is clearly understood that PEO3 is substantially connected to this part of mission statement which highlights the importance for research work and
To provide industry institute interaction among students
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Comparing PEO3 statement with the next part of mission statement, it is clearly understood that PEO3 is moderately connected to this part of mission statement as it highlights the important requirements of ind
interaction aptitude among students.
To provide employability among students
Comparing PEO3 statement with this part of mission statement, it is clear that PEO3 is again moderately connected to mission statement because providing employability will be taken care by achieving this Programm
Objective.
To provide entrepreneurship qualities among students.
Comparing PEO3 statement with this part of mission statement, it is clear that PEO3 is again moderately connected to mission statement because providing entrepreneurship will be taken care by achieving thi
Educational Objective
To provide leadership qualities among students.
Comparing PEO3 statement with this part of mission statement, it is clear that PEO3 is again moderately connected to mission statement because this PEO mainly concentrates in making the students to design, experi
and interpret the core field with multi disciplinary concepts.
PEO4 is defined as
To educate the students to disseminate research findings with good soft skills and become a successful entrepreneur
As per the statement defined above, PEO4 stress the importance of becoming a successful entrepreneur as well as dissemination of research findings with good soft skills.
The first part of mission statement is stated as
To provide high quality academic programmes among students
The above part of mission statement also highlights the significance of creating a student learning centre with due consideration for high quality academic programmes.
Therefore, comparing the statement of PEO4 and mission statement, it is clearly understood that PEO4 is substantially connected to this part of mission statement
To provide training activities among students.
Comparing the PEO4 statement and the above part of mission statement, it is clearly understood that PEO4 is substantially connected to this part of mission statement as it stress the significance of providing training
successful entrepreneur..
To provide research facilities among students
Comparing PEO4 statement with the next part of mission statement, it is clearly understood that PEO4 is substantially connected to this part of mission statement which highlights the importance of research work and f
To provide industry institute interaction among students
Comparing PEO4 statement with the next part of mission statement, it is clearly understood that PEO4 is substantially connected to this part of mission statement as it highlights the importance requirements to become
entrepreneur.
To provide employability among students
Comparing PEO4 statement with this part of mission statement, it is clear that PEO4 is moderately connected to mission statement because becoming a successful entrepreneur does not require any employability
To provide entrepreneurship qualities among students.
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Comparing PEO4 statement with the next part of mission statement, it is clearly understood that PEO4 is substantially connected to this part of mission statement as it highlights the importance requirements to become
entrepreneur.
To provide leadership qualities among students.
Comparing PEO4 statement with the next part of mission statement, it is clearly understood that PEO4 is substantially connected to this part of mission statement as it highlights the importance leadership qualitie
become a successful entrepreneur
As per the statement defined above, PEO4 stress the importance of becoming a successful entrepreneur as well as dissemination of research findings with good soft skills.
The first part of mission statement is stated as
To provide high quality academic programmes among students
The above part of mission statement also highlights the significance of creating a student learning centre with due consideration to high academic programmes .
Therefore, comparing the statement of PEO5 and mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement because it stress the requirement of high academic pro
To provide training activities among students.
Comparing the PEO5 statement and the above part of mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement as it stress upon the importance of training act
students in building the national capabilities in technology, education and research.
To provide research facilities among students
Comparing PEO5 statement with the next part of mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement which highlights the significance of research finding
national capabilities at the top position globally.
To provide industry institute interaction among students
Comparing PEO5 statement with the next part of mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement as it highlights the importance of industry institute
building the national capabilities in technology, education and research.
To provide employability among students
Comparing PEO5 statement with the next part of mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement as it highlights the importance of employability amon
building the national capabilities in technology, education and research.
To provide entrepreneurship qualities among students.
Comparing PEO5 statement with the next part of mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement as it highlights the importance of entrepreneurship qu
students in building the national capabilities in technology, education and research.
To provide leadership qualities among students.
Comparing PEO5 statement with the next part of mission statement, it is clearly understood that PEO5 is substantially connected to this part of mission statement as it highlights the importance of leadership qu
students in building the national capabilities in technology, education and research.
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2.1.1 State the process used to identify extent of compliance of the University curriculum for attaining the Program Outcomes and Program Specific Outcomes as mentioned in AnnexureI. Also mention the identified curricular gaps, if any (10)
10.00
(State the process details; also mention identified curricular gaps).
Note: In case all POs are being demonstrably met through University Curriculum then 2.1.2 will not be applicable and the weightage of 2.1.1 will be 20.
The mission of the Program Curriculum is to educate and prepare diverse learners to achieve scholarly, professional, and individual success within a local and global context. The College serves as a catalyst fo
economic development, lifelong learning, and civic engagement. Proponents of Program Curriculum also investigate the relationship between curriculum theory and educational practice and the relationship bet
programs and the contours of the society and culture in which Colleges are located. Curriculum represents all of the courses of study offered by an educational institution. Curriculum is designed to assist stude
toward their goals, whether for immediate employment or transfer to another institution of higher education.
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4. The Curriculum for programs containing the modifier “computer” in the title must include discrete mathematics.
I YEAR
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I YEAR
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The programme curriculum satisfies the IEEE Programme Specific Criteria and can be shown by dividing it into core components
1. Mathematical Logic:
The importance of a serious mathematics education for engineering was highlighted in many studies. While there is no consensus on the amount and content of the mathematics for different engineering disciplin
consensus on the need for a basic mathematics in all of them. The most effective subjects for engineering mathematics must be a part of an engineering program which must give the chance to see the main develo
concepts and understanding for related subjects. These subjects provide the foundation to the electronics and communication programme. These include probability, statistics and calculus necessary to solve complex
The core zero consists of the material that the freshman should study before entry to an undergraduate engineering degree program. The core zero contains material which together forms a solid platform on which bu
engineering mathematics at university. The material in Core Zero has been grouped into five areas: Algebra, Analysis & Calculus, Discrete Mathematics, Geometry & Trigonometry, and Statistics & Probability. The m
level 1 builds on core zero and is regarded as basic to all engineering disciplines in that it provides the fundamental understanding of many mathematical principles. The material in core level 1 can be used by
understanding and the development of theory and in the sensible selection of tools for analysis of engineering problems. This material will be taught in the early stages of a university programme .The material at leve
core level 1. The material is advanced enough for simple real engineering problems to be addressed. Different disciplines will select different topics from the material of level 2 . Level 3 is the one at which the
techniques covered should be applied to a range of problems encountered in industry by practicing engineers. These advanced methods build on the foundations laid by levels 1 and 2 of the curriculum. It is quite
much of this material will be taught not within the context of dedicated mathematical units but as part of units on the engineering topics to which they directly apply.
2. Science: These include subjects like Physical and Chemical science, which can be used to analyze and solve advanced engineering subjects. A vibrant engineering education enterprise benefits civic, economic, a
activity in this country. Engineering graduates learn to integrate scientific and engineering principles to develop products and processes that contribute to economic growth, advances in medical care, enhanced nat
systems, ecologically sound resource management, and many other beneficial areas. As a result, students who graduate with engineering degrees bring highly prized skills into a wide spectrum of sectors .Some con
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that results in socially or economically valuable technological applications. Others produce and manage the technological innovations said to account for one third to one half of growth in the economy. Still more br
analytical abilities and knowledge of high technology to fields as diverse as health care, financial services, law, and government.
3. Computing: These topics help to bridge the gap between hardware and software, to analyze and solve simple as well as complex problems.
4. Engineering Basics: Helps in developing awareness about various mathematical structures and its applications, which provide the breadth across the range of engineering topics implied by the title of the programm
5. Professional Core: These are ones that help to mould the student’s future, by developing appropriate skills. It helps in providing an academics perspective on electronics and communication addressing a wide r
like wired and wireless communication, VLSI, Embedded systems and Optics.
Note: In case all Pos are being demonstrably met through University Curriculum then2.1.2 will not be applicable and the weightage of 2.1.1 will be 20.
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2.1.2 State the delivery details of the content beyond the syllabus for the attainment of POs and PSOs (10) 10.00
(Provide details of the additional course/ learning material/ content/ laboratory experiments/ projects etc., arising from the gaps identified in 2.1.1 in a tabular form in the format given below)
Note: Please mention in detail whether the Institution has given such inputs and suggestions to the Affiliating University regarding curricular gaps and possible addition of new content/ add-on courses in the curriculum, to bridge the gap and to better attain program outcom
2014-2015
S.No Gap Action Taken Date-Month-Year Resource Person with Designation % of students Relevance to POs, PSOs
1 DIP Applications of Image Processing 22/08/2014 Dr.K.Anitha Sheela, Assoc.Prof, JNTUH 89 PSOs:1,2,3 POs:1,2,3,4,5,9,10,12
2 AWP Introduction to Microwave Antennas 15/09/2014 Dr.T.D.Bhatt Assoc. Prof MGIT 92 PSOs:1,2,3 POs:1,2,3,4,9,7,10,12
3 AC Removal of Noise in Communication 19/12/2014 Mr.D.Ramakrishna, Scientist, ISRO 95 PSOs:1,2,3 POs:1,2,3,4,7,9,10,12
4 WCN Adhoc networks 21/02/2015 Dr.A.Vani, Assoc.Prof, CBIT 91 PSOs:1,2,3 POs:1,2,3,4,5,9,10,11,12
5 PTSP Stochastic Processes 30/03/2015 Dr.K.Srihari Professor GITAM University 88 PSOs:1,2,3 POs:1,2,3,4,5,9,10,11,12
6 ES Embedded Systems 20/01/2015 Dr.C.Sharma Scientist, NRSC 93 PSOs:1,2,3 Pos:1,2,3,4,5,9,10,11,12
2013-2014
S.No Gap Action Taken Date-Month-Year Resource Person with Designation % of students Relevance to POs, PSOs
1 DSP Digital Signal Processing 18/10/2013 Dr.Y.Madhaveelatha Professor, MRECW 91 PSOs:1,2,3 POs:1,2,3,4,5,9,10,12
2 AC Wireless Communications 08/08/2013 Dr.M. R. K. Murthy, Prof, MRIET 92 PSOs:1,2,3 POs:1,2,3,4,5,6,7,9,10,12
3 RS Radar Technology 16/09/2013 Mr.D.Ramakrishna Scientist, ISRO 91 PSOs:1,2,3 POs:1,2,3,4,6,9,7,10,12
4 WCN Data Communications 22/03/14 Dr.R.Hemalatha, Assoc.Prof., OUCE 89 PSOs:1,2,3 POs:1,2,3,4,5,9,10,12
5 ES SOC 10/01/2014 Dr.E.Nagabhushanam Professor & Head SWEC 90 PSOs:1,2,3 POs:1,2,3,4,5,9,10,11, 12
6 SS Image Processing 05/02/2014 Dr.M.L.Mittal, Scientist,NRSA 93 PSOs:1,2,3 POs:1,2,3,4,5,9,10,12
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2012-2013
S.No Gap Action Taken Date-Month-Year Resource Person with Designation % of students Relevance to POs, PSOs
1 ES Design of Fault tolerant system 30/07/2012 Mr.DRVA Sharath Kumar, Assoc. Prof, GITS 90 PSOs:1,2,3 POs:1,2,3,4,5,9,10,12
2 AC Modern techniques in communication 27/09/2012 Dr. B N Bhandari, Assoc.Prof, JNTUH 92 PSOs:1,2,3 POs:1,2,3,4,5,6,9,10,12
3 PEE Power electronics 16/10/2012 Mrs.N Mangala Gouri, Assoc.Prof, JNTUH 91 PSOs:1,2,3 POs:1,2,3,4,9,10,12
4 MWE Recent trends in microwave technology 30/01/2013 Dr.P.Chandra Sekhar, Assoc.Prof., OUCE 88 PSOs:1,2,3 POs:1,2,3,4,5,6,7,9,10,12
5 DC Noise estimation in digital circuits 28/03/2013 Dr. L. Nirmala Devi, Assistant Professor, OUCE 89 PSOs:1,2,3 POs:1,2,3,4,5,7,9,10,12
6 EDC Semiconductor devices 27/02/2013 Mr.S.Srinivasa Rao, Professor, Aurora Institute. 94 PSOs:1,2,3 POs:1,2,3,4,9,10,12
2.2.1 Describe processes followed to improve quality of Teaching & Learning (25) 25.00
(Processes may include adherence to academic calendar and improving instruction methods using pedagogical initiatives such as real world examples, collaborative learning, quality of laboratory experience with regard to conducting experiments, recording observations, a
etc. encouraging bright students, assisting weak students etc. The implementation details and impact analysis need to be documented)
Step 1: The subjects are to be divided into two categories, which are theoretical and mathematical. Then, the faculty members are requested to give their preferences (at-least 3 subjects) in each category. With that list
Director finalizes the subjects by considering the specialization of the staff, experience and other workload of staff etc. The subjects are allocated well in time so that the faculty can prepare the course plan consist
delivery methods, assessment plan, assignment frequency. And the same is monitored by the HOD before commencement of the class. Weekly progress is monitored and reported to Dean Academics.
Step 2: The time table is framed by the Department Timetable Committee consisting of 2 senior Associate Professors and it has to be approved by the HOD. The primary requirement of the timetable is to ensure t
students to complete core units in a course level, to satisfy course rules and to complete elective combinations that are specified by course regulations to fulfill the requirements of the award.
Teaching activities will be scheduled at times and in places that are consistent with:
Facilitating student attendance and maximizing student choice
The use of specialist teaching space for its designated purpose
Occupational health and safety and fire code regulations (e.g. room capacity restrictions, staff working conditions)
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Utilizing teaching space and resources effectively and efficiently, consistent with allocations being equitable for staff and students and compatible with pedagogic requirements.
Activities will be scheduled in patterns that produce manageable teaching times for staff and allow staff appropriate time for other activities such as research, administration and post-graduate supervision.
Step 3: A Session plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning obje
class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful Session plan addresses and integrates these three key components:
Objectives for student learning
Teaching/learning activities
Strategies to check student understanding
Specifying concrete objectives for student learning will help the Teacher in determining, the kinds of teaching and learning activities he/she uses in the class, while those activities will define how to check whethe
objectives have been accomplished.
Step 4: Lecture Notes provide a record of the lecture content. It is prepared for all the Subjects by the concerned Faculty members teaching the specific subjects. It helps the students to learn and remember the id
presented. Reorganized or edited notes may form the basis for integrating all course materials and information. Notes encourage the students to take an active thinking part in the lecture and to do reference .It is also
specify the references at the end of each topic for clarity and information.
Step 5: Periodical Assignments are given by the Faculty in the respective subjects for their knowledge improvement and evaluation.
Framing of Assignments:
Consider the learning objectives.
Design assignments that are interesting and challenging.
Double-check alignment.
Provide information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)
Indicate special instructions, such as a particular citation style or headings
Specify the due date and the consequences for missing it
Articulate performance criteria clearly
Indicate the assignment’s point value or percentage of the course grade
Provide the students (where appropriate) with models or samples
Step 6: The Overhead Projector, or “OHP” is one of the most frequently used (and misused) tools in education and training today. It may be facing a challenge from the data projector, but it is still more flexible and
except uninterrupted, rehearsed presentations. The OHP is usually under the control of the teacher: this means that it is by default an instrument of teacher-centered instruction. This is not necessarily a bad thing, and
develop its use as a tool of session management. Switching it on, for example, is likely to send the message, "Now get ready for some input from me", and can be used to curtail discussions which are veering off the p
Step 7: The list of Websites that have to be referred for a specific topic are specified by the Faculty for student’s reference and pursual.
Step 8: Students are given the Course Material for reference and also soft copy of the Notes is forwarded by the Faculty. The course material consists of the Lecture notes and Previous question papers. The m
uploaded in the college website so that students can download and refer whenever required.
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The class room lectures are interspersed with discussion. This method helps students to discuss their views and ideas with their peers and the faculty for clarifying any doubts, as well as for better understanding of
For the students to be aware of the topic for discussion in the class room, the department gives handbooks at the beginning of the semester where in the session plan of every subject is included which guides the stud
day to day classes.
Examples for each topic in the real world context are delivered which helps the students to design a system, component, or process to meet desired needs within realistic constraints such as economic, environm
political, ethical, health and safety, manufacturability, and sustainability.
Each lecture is followed by a group discussion which helps the students to communicate effectively. Each class improves their knowledge of contemporary issues.
POs Attained : PO3, PO4, PO5, PO6, PO7, PO10, PO11, PO12
Anonymity and pseudonymity: as the face-to-face interaction is lacking, the shyer learners feel less pressure and thus their contribution to the discussion might be of a better quality;
Situated learning: the learners can apply the theories from the studied course in their own working environment;
Learner-learner: quality of interaction improves due to the learner having enough time to process the topics and respond in a meaningful way (“higher order thinking skills occurring”);
Learner-content: learner has time to digest the contents; learner is able to access online notes (written by all course participants).
2. Synchronous interaction:
This mode of interaction is delivered by having real-time interaction with the student.
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Advantages of synchronous interaction
Stimulate motivation: via real-time interaction and ability to see and hear the classmates;
Interactive participation: step by step instructions can be given and followed in real time;
Immediate feedback: from both learners and instructor, thus allowing brainstorming of ideas, case-study analysis, debates and project work;
User-friendly technological tools for effective learning: only basic skills needed;
Cost and time saving: no real venue for the class needed.
3. Group discussion:
Group Discussion is a process where exchange of ideas and opinions are debated upon. Adopting this method helps students to know what to do/remember and what not to do/remember in GD. For example th
assertive but in a polite manner with expression in voice. Be calm but not quiet. Clarity in the thoughts. Appear pleasant with the other participating members. Be logical while answering or questioning anything. A
method helps students to face personal interviews with more ease.
4. Project:
Projects are often done in poster format, but faculty can also use their imagination to experiment with the form for content delivery.
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Hard work: Each project is the result of a lot of hard work. The authors of the projects have found information about their topic, collected or drawn pictures, written down their ideas, and then put all the parts toget
coherent presentation.
Creativity: The projects are very creative in terms of both content and language. Each project is a unique piece of communication, created by the project writers themselves.
Personal: This element of creativity makes project work a very personal experience.
Adaptable: Project work is a highly adaptable methodology. It can be used at every level from absolute beginner to advance and with all ages.
Different course delivery methods / modes adopted in the department for delivery of courses for effective attainment of POs are shown below:
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3) Regular assignments:
Assignments help the students to better understand, analyze and improve the presentation of the given topic in the concerned subjects. As per JNTU curriculum, assignments are a part of program curriculum as per R0
But right from the inception of the department, assignments are included in the program curriculum to improve the students understanding capabilities which in turn help to attain the defined POs
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(Sample Assignment Evaluation Form is included in the Annexure)
4) Continuous Evaluation
Student’s academic performance is to be evaluated continuously and update to the students and parents to put them in the right direction in order to achieve their goals and defined POs of the program. In this aspec
Evaluation is powerful tool to attain and define POs
(Sample Continuous Evaluation Form is included in the Annexure)
5) Tutorials:
As per JNTU curriculum, tutorials are a part of program curriculum. The main purpose of having tutorials for most of the core engineering subjects is to apply the concepts of the concerned subjects learned in the re
and able to solve complex engineering problems related to that subject. This shows effect on Course outcomes which in turn helps to attain the defined POs.
(List of Subjects which includes Tutorial classes as per JNTU Curriculum is included in the Section 3.1)
Student Seminars:
Seminars characteristically involve students and a member of the teaching staff. They provide an opportunity for active discussions on relevant topics. They make the students to develop transferable skills such as co
and team work. The topics on which the seminar is to be given will be intimated to the students well in advance and their performance will be evaluated and finally the best seminar from the class will be selected and a
of Appreciation” will be given which will be an added value to their career. The evaluation sheet for Student seminar and list of student seminar for CAY is given in Annexure (Please refer Annexure)
Guest Lectures
In order to bridge the gap between the Institute and Industry, the department organizes Guest Lectures in every subject by eminent personalities who are in and around Hyderabad.
(Please refer Annexure for complete list for the CAY, CAYm1, CAYm2)
Industrial Visits
It is important for the students to keep themselves abreast of changes taking place in the industry. To meet this end, department regularly organizes Industrial visits. Few of them are shown below and detailed list is en
Annexure.
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Workshops
To make efficient engineers is our goal and academic endeavor. With conventionally syllabi having limited practical exposure, our value-added workshops offer students to enhance their skills and add to their kno
without having to seek training off-campus. Few of them are shown below and detailed list is enclosed in the Annexure.
Examinations are planned and announced before the commencement of the semester classes, evaluated answer scripts are returned within five days and week students are monitored and mentored. The same is inf
parents. By this process the course outcome attainment is monitored and intern achieves the PO.
3. Subject wise quizzes are organized and conducted among the students of the class.
4. Laboratory exams, mini projects and main projects contribute to the assessment of practical skills which reflect the ability of students to implement ideas and techniques.
5.Reports, oral presentation and viva-voce contribute to the assessment of overall communication skills and dissemination of ideas.
6. These assessments are carried out periodically and hence allow the faculty members to monitor and provide attention to the students who may not be attaining the PO’s to the required level.
7. This ensures that all students attain the minimum level of each programme outcomes.
2.2.2 Quality of internal semester Question papers, Assignments and Evaluation (20) 20.00
(Mention the initiatives, implementation details and analysis of learning levels related to quality of semester question papers, assignments and evaluation)
The department has established DEPARTMENT EXAMINATION COMMITTEE (DEC) in order to assess the quality of the Internal Semester Question paper set by the concerned faculty in their respective
functions of the Department Examination Committee are as follows:
To review Question Papers set by subject teachers for Internal Semester Mid exams by a team of Subject Experts
To set guidelines for giving assignment to students and evaluation scheme.
To set Evaluation Scheme for Lab Internal & External Practical Exams.
Assigning Invigilation Duties to Faculty Members.
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Conducting Pre Final Exams
Result Analysis
Committee Members:
The following list shows the analysis of learning levels of the students in the respective subjects.
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R09 Regulation (III & IV Year) & R13 Regulation (II Year)-Academic Year: 2014-2015
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Quality of Assignments:
As per JNTU curriculum, assignments are mandatory. Five (5) marks are allocated for Assignments (as specified by the subject teacher concerned). The first Assignment should be submitted before the conduct of
examination, and the second Assignment should be submitted before the conduct of the second mid-examination. Implementation process is given below
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The performance of a student in each semester or I year shall be evaluated subject-wise for a maximum of 100 marks for a theory and 75 marks for a practical subject. In addition, industry-oriented mini-project, semina
work shall be evaluated for 50, 50 and 200 marks, respectively.
For theory subjects the distribution shall be 25 marks for Internal Evaluation and 75 marks for the End-Examination.
For theory subjects, during a semester there shall be 2 mid-term examinations. Each mid-term examination consists of one objective paper, one essay paper and one assignment. The objective paper and the essay pape
10 marks each with a total duration of 1 hour 20 minutes (20 minutes for objective and 60 minutes for essay paper). The Objective paper is set with 20 bits of multiple choice, fill-in the blanks and matching type of q
total of 10 marks. The essay paper shall contain 4 full questions (one from each unit) out of which, the student has to answer 2 questions, each carrying 5 marks. While the first mid-term examination shall be conducte
units of the syllabus, the second mid-term examination shall be conducted on 2.5 to 5 units. Five (5) marks are allocated for Assignments (as specified by the subject teacher concerned). The first Assignment should
before the conduct of the first mid-examination, and the second Assignment should be submitted before the conduct of the second mid-examination. The total marks secured by the student in each mid-term ex
evaluated for 25 marks, and the average of the two mid-term examinations shall be taken as the final marks secured by each candidate However, in the I year, there shall be 3 mid term examinations, each for 25 marks
assignments in a similar pattern as above (1st mid shall be from Unit-I, 2nd mid shall be 2 &3 Units and 3rd mid shall be 4 & 5 Units) and the average marks of the examinations secured (each evaluated for a total of
each subject shall be considered to be final marks for the internals/sessionals. If any candidate is absent from any subject of a mid-term examination, an on-line test will be conducted for him by the University.
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A) Internal Exams
For practical subjects there shall be a continuous evaluation during a semester for 25 sessional marks and 50 end semester examination marks. Out of the 25 marks for internal evaluation, day-to-day work in the labor
evaluated for 15 marks and internal practical examination shall be evaluated for 10 marks conducted by the laboratory teacher concerned.
B) External Exams
The end semester examination shall be conducted with an external examiner and the laboratory teacher. The external examiner shall be appointed from the clusters of colleges which are decided by the examination
University. The distribution of marks for external exam is shown below:
Hardware Labs: EDC, ICA, MWE, AC, PDC, ET & E&E Labs
Quality is the first concern when it comes to project (mini and main) in the Department of Electronics & Communication Engineering as project is one of the direct measures which will enable the department
knowledge and competency of the students. We encourage the students to take up the projects in the most innovative technologies which have a demand in present day market. The Department of Electronics & Co
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Engineering emphasizes to the students the importance of excelling in final year projects where students apply the knowledge gained over the under graduate program and develop and complete an engineering proje
This not only provides a good insight into the knowledge gained but also develops soft skills of the students and prepares them well for job in the industry or higher studies.
Processes related to project identification, allotment, continuous monitoring, evaluation including demonstration of working prototypes and enhancing the relevance of projects
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Assessment of Project work:
The evaluation of mini project and main project work shall be conducted at the end of final year. The mini project is evaluated for 50 marks. Out of a total of 200 marks for the main project work, 50 marks shall b
evaluation and 150 marks for the end semester examination. The end semester examination (viva-voce) shall be conducted by the committee. The committee consists of external examiner, head of the department, and
main project and a senior faculty member of the department. The internal evaluation shall be on the basis of three seminars given by each student on the topic of his project. The end semester examination (viva-v
conducted by the committee. The committee consists of external examiner, head of the department and supervisor of main project and project coordinator of the department. The external examiner is deputed by the Un
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Objectives
1. To arrange industrial training for students and identify student project work in Industries. To encourage Industry to collaborate in Industry Study Tour Programmes (ISTP) and placement of students in Industries.
2.To interact with R&D Organizations for conducting joint research work involving faculty/scientists and students/research scholars etc.
3.Faculty exchanges - getting professionals from industry as visiting faculty or adjunct professors for short or long periods and deputation of faculty to industry to gain industrial experience and/or work on projects in
4.Curriculum development- associating experts from industry in curriculum planning and review.
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5. Personality development workshop for students relating with soft skills (communication skills / personality development).
6. Guest lectures by eminent personalities, academics, leading industrialists at regular intervals to update the students knowledge.
7. To arrange technical festivals/open houses/student design competitions.
8. Continuing education programmes: Providing infrastructure to meet the training needs of the industry, like improving communication skills, job analysis, inventory & financial controls, efficient management ski
gradation of technical knowledge on current topics.
9. To update the knowledge base (qualification) of professionals in different emerging sectors
(Biotechnology, Nanotechnology etc.)
10. To arrange short-term programmes: Duration of 5 to 7 days for the benefit of Professionals in various technical disciplines.
11. In house training programme at the request of industries at their location
12. Promotion of Income Generating activities namely: Testing, Calibration, Consultancy and R & D (for achieving self sustenance of the Cell with in 3 - 5 years) typically for:
a. Creating facilities for Design, development and improvement of existing practices/ processes/
concepts.
b. Up gradation & modernization of workshop facilities.
c. Preparation of operators manuals, Audio and visual cassettes and assistance in implementation of BIS & ISO standards through conducting various audit analysis.
d. Finding solutions of various problems faced by the industry during production and operation of the industrial units.
e. Conducting market surveys and feasibility reports through projects assigned to the students and providing them to the industry for their benefit.
13. Technology transfer in the nearby rural areas.
14. To set up Innovation Centres and Centres of Excellence.
15. Signing MOU’s with industry and Institutes. Setting up of technology parks in collaboration with alumni and industry for cost effective opportunity for R&D leading to marketable products.
16. Promotion of Homegrown technologies, which is expected to strengthen the linkages between research institutes and industry indigenously by commercialization of indigenously developed technologies.
17. Institution of Industry sponsored special chairs/staff positions with all expenses met where reputed persons can be appointed for a fixed period.
18. Services to industry- Institute can provide services to industry such as:-
a. Library and information services to the industries
b. Access to institute research information service
c. Access to laboratory facilities.
d. Access as partner industry to set up common facilities for better Industry -Institute synergy.
ADVISORY BOARD:
ACTION PLAN:
In order to achieve the stated Aim and Objectives, MRCET-IIPC will broadly be engaged in the following activities:
To identify the scientific and technical requirements of the "industry", in which R&D work can be taken up by MRCET-IIPC.
To promote synergetic partnership between Industry and MRCET for taking up joint research programmes involving the students of MRCET.
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To conduct relevant R&D activities within or outside the premises of MRCET with the involvement of students and the faculty of ECE department under the supervision/guidance of experts from outside MRCET
To motivate and involve students of ECE department in the relevant R&D activities of this Cell with an aim to transform these graduating engineers into professional engineers who are usefully employable by the
To organise lectures, interactive workshops, conferences, seminars, brain storming sessions, technical discussions, consultancy Sessions, training, orientation courses, meetings, visits etc, involving members of
outside experts, eminent personalities, faculty and students of ECE department .
To generate resources- financial, material and human, both from within and outside MRCET for creating very high-quality infrastructure and research facilities within and outside the MRCET premise.
To take up sponsored projects from Industry and other funding agencies
To take up industry-based projects funded by AICTE, DST, DRDO, CSIR and other funding agencies.
To fund some projects and sub-projects to outside agencies including Academia, in order to conduct these relevant R&D activities smoothly and efficiently within or outside the premises of MRCET with the in
students and the faculty of MRCET under the supervision of outside experts.
To provide technical consultancy services to/from the industry.
To invite expert members of the Industry to ECE department to spend varying durations as Guest Faculty members/Research Supervisors/ Technical Consultants etc. with other Engineering Colleges and Techn
where such interactive research programmes are running successfully.
To share the experience, through exchange of lectures, visits and meetings etc.
To access periodically the scientific and technological scenario in India and abroad in order to translate it into action for taking up R&D work.
To help students of ECE department in getting suitable placements in industries/companies/other employing organization in the Government and Private Sectors based on the R&D work carried out by these stude
outside SKPEC and facilitated by MRCET-IIPC.
The following labs are associated with the Industries mentioned below in order to bring awareness about Industry requirements and prepare students of ECE department as Industry required graduates.
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Collaboration between university, industry and society is being increasingly emphasised:
The Centre for University Industry Collaboration (CUIC), would be established with a primary focus on the following domains namely Campus Placement for UG and P.G Degree Students, Interaction between U
Industry, and Training Programmes for students on core competency development such as employability skills, awareness on employment avenues etc.
1. Campus Placement of Students
The campus placement activities for students would be regularly (twice in a year) carried out for students belong to UG / PG programmes studying in the University Departments and affiliated colleges. The camp
offers mainly three kinds of jobs namely core, dream and IT/ITES placements etc.
3. Industrial Training
Industrial training would be made mandatory for all Under-Graduate students as per the CBCS curriculum. This would give wide exposure about the various functions of the Industries prior to the completion of their s
with assistance and coordination of various industries and departments will arrange Internship training to students, for Industrial exposure and comparative awareness of the state-of-art of the Industrial requirements.
Core Activities
Conducting Programmes to improve presentation and communication skills, assertiveness, developing leadership attributes and enhancing the level of internal motivation of the students.
Conducting career Information fairs every year for students and parents at University level.
Conducting campus interviews by collaborating with the industries.
Conducting Orientation Programmes on Industrial Expectations for the benefit of Students.
Conducting Seminars, Symposia and Workshops on current topics of national interest to Industrial Personnel. Interacting with various Industrial Personnel and consolidating the Industrial demand / expectations f
of the students.
Career Guidance and Counseling for U.G. and P.G. Degree Students.
The CUIC will play an instrumental role in establishing Institution Industry Interaction Centres (CIII) in all affiliated Colleges.
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Collaboration for:
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knowledge development and growth, i.e. university participation in the knowledge and innovation system.
better education, i.e. dialogue between universities and the surrounding society on the content and scope of degree courses and external contacts by students during their education.
democratic development, i.e. the work of universities on communicating research for public education.
Collaboration benefits for the academyUniversity research and education can benefit from close collaboration with knowledge users in several ways.
External funding places demands for up-to-date and relevant research topics. Through close collaboration these research topics can be expanded.
University degree courses are exposed to competition through the increased mobility of students.
Courses involving prospective employers are attractive since they improve the opportunities to get a job after graduation.
A well developed network and effective dialogue with actors within the industry and other sectors of society contributes to the external analysis that universities must prioritise in order to keep pace with a changin
new challenges .
List of MOUs:
1.City Of Glasgow College, UK.
2.Northern Arizona University, USA.
3. International Technological University, USA.
4.Institute of Technology Blanchardstown, Ireland.
5.Indian Institute of Hardware Technology Ltd.
6.BARC Training School, NFC.
7.Advanced Center for Atmospheric Science, SV University.
8.National Aerospace Laboratories.
9.Aeronautical Society of India.
10. Vector Institute, Hyderabad.
11. Orbit Educational Society, Hyderabad.
12. Serveen Software Systems, Hyderabad.
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13. National Institute of Amateur Radio.
14. National Remote Sensing Centre (NRSC), Hyderabad.
15. Robotspace Automation Pvt. Ltd., Hyderabad.
Speaker/Resource
S. No. Designation Organization
Person
Psychologist, Motivational
1. Dr.B.V.Pattabhiram Prashanthi Counseling Centre
Speaker
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14 Ms. S. Kavitha Rani Secretary & Treasurer ICSI, Hyderabad
Prof. A. Abhirama
20 Director South State Business School
Krishna
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Promotion of Income Generating activities namely: Testing, Calibration, Consultancy and R & D (for achieving self sustenance of the Cell with in 3 - 5 years) typically for:
a. Creating facilities for Design, development and improvement of existing practices/ processes/
concepts.
c. Preparation of operators manuals, Audio and visual cassettes and assistance in implementation of BIS & ISO standards through conducting various audit analysis.
d. Finding solutions of various problems faced by the industry during production and operation of the industrial units.
e. Conducting market surveys and feasibility reports through projects assigned to the students
Our college makes the industry representatives as members in the governing body and placement committee to make placement wing more strengthen.
Our college has strong bond with industry representatives to place our students in the leading corporate companies at esteemed positions.
College management has an idea that industry representatives can guide in an effective manner in placement activities.
Our college has a practice of inviting visiting faculty for training sessions regarding placement activities of the students.
Case study gives a practical picture of actual problems in the industry to the students. Our department utilizes the efforts of visiting faculty from corporate world while dealing with case study sessions as corporate people have true picture of practical problems.
Visiting faculty with their corporate experience can guide the students in a right track while identifying the root causes for the existing problems in the case study analysis.
Name Designation
Department Placement
Mr.G.S. Naveen Kumar
Officer
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Mr.K.Suresh Placement Coordinator
The Placement Committee shall organize Campus Placement Programs for various IT and non IT companies visiting our institute during the placement season under the guidance of the TPO. Usually it starts immediately after the 3rd semester exams. It can be also organiz
Campus) in the same academic year, if other companies wish to come.
Referring to the class timetables, prepare the timetables of individual faculty and labs. Mail all the timetables of the individual faculty and labs to all the staff, giving them three days to correct any discrepancies.
Prepare the final class, individual and laboratory timetables and get them approved from the HOD and Principal.
Display the class timetables on the staff and student notice boards/website and make the soft copy available on share-on library.
With regard to the individual faculty and lab timetables, submit one signed copy each to the HOD, Principal and the concerned faculty member/ lab in charge. The original set shall be retained with the Timetable Committee.
A copy of academic calendar and all time tables are to be mailed to the Director.
Make the class timetables available in the Documentation Room for students’ reference.
To gather the following information from Committee Conveners, HODs and the Principal in order to prepare Academic Calendar:
As our college is initiating internship projects, many companies are sponsoring the research work done by our students.
This internship projects yield valuable results, so that every time our college finds more and more number of sponsorships by many corporate giants.
It is prestigious issue for the college that every time sponsorships are on the rise regarding research activities.
As college is located in metropolitan city, many parents are working in different companies. These parents are ready to refer sponsorships from different companies.
Students’parents are so happy to see their children as all-round developed citizens in this institution.
Most of the parents opined that this institution has met their expectations interms of education, placements, career development and all-round progress of their children in this college.
As college is located in metropolitan city, many guardians are working in different companies. These parents are ready to refer sponsorships from different companies.
Most of the guardians opined that this institution has met their expectations interms of education, placements, career development and all round progress of their children in this college.
Students guardians are so happy to see their children as all round developed citizens in this institution
To generate resources- financial, material and human, both from within and outside MRCET for creating very high-quality infrastructure and research facilities within and outside the MRCET premise.
To take up sponsored projects from Industry and other funding agencies
To take up industry-based projects funded by AICTE, DST, DRDO, CSIR and other funding agencies.
To fund some projects and sub-projects to outside agencies including Academia, in order to conduct these relevant R&D activities smoothly and efficiently within or outside the premises of MRCET with the involvement of students and the faculty of MRCET unde
supervision of outside experts.
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***THE INSTRUCTIONS ARE SUBJECT TO CHANGES AND ANY CHANGE SHALL BE DULY NOTIFIED.
# FURTHER INFORMATION SHALL BE FORWARDED BY HOD, PRINCIPAL AND PROJECT IN-CHARGES AS AND WHEN REQUIRED.
The students are permitted to undergo Industrial Training after III B.Tech II Semester for a duration of one month in the companies in and around the companies situated in Hyderabad.
Some of the companies/Institutes where the students are permitted to undergo Industrial Training are:
1)DRDO, DRDL, RCI, BHEL, BSNL, ECIL, NFC and any other government sectors
ECE A
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ECE B
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To develop a student community who acquire knowledge by ethical learning and fulfill the societal and industry needs in various technologies of
PSO1
core field.
To nurture the students in designing, analyzing and interpreting required in research and development with exposure in multi disciplinary
PSO2
technologies in order to mould them as successful industry ready engineers/entrepreneurs
PSO3 To empower students with all round capabilities who will be useful in making nation strong in technology, education and research domains.
3.1 Establish the correlation between the courses and the Program Outcomes (POs) and Program Specific Outcomes (PSOs) (20)
Program Outcomes as mentioned in Annexure I and Program Specific Outcomes as defined by the Program
3.1.1 Course Outcomes(COs)(SAR should include course outcomes of one course from each semester of study, however, should be prepared for all courses and made available as evidence, if asked) (5) 5.00
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Note : Number of Outcomes for a Course is expected to be around 6.
Items 2014-2015
Be able to analyze the linear modeling of passive elements and
sources and use analytical techniques in resistive, inductive and
C2 04.1
capacitive circuits energized by direct current voltage and current
sources.
Be able to apply the Thevenins, Norton, nodal and mesh analysis
C2 04.2
to express complex circuits in their simpler equivalent forms
Systematically obtain the equations that characterize the
C2 04.3 performance of an electric circuit as well as solving both single
phase and three-phase circuits in sinusoidal steady state.
Have an understanding about the AC fundamentals and basic
C2 04.4
knowledge about the Electric and Magnetic circuits.
Be able to use the concept of network topology and the concept
C2 04.5
of resonance to real-world problems and applications.
Items 2014-2015
Be able to acquire understanding and ability to analyze static
C2 13.1 electric and magnetic fields, time-varying electric and magnetic
fields, wave propagation in different types of media
Have knowledge of, physical interpretation and ability to apply
C2 13.2 Maxwell’s equations to determine field waves, potential waves,
energy and charge conservation conditions.
Understand how EM waves will propagate in free space and their
C2 13.3
characteristics at the boundary between media.
Be able to analyze electromagnetic wave propagation and
C2 13.4 attenuation in various medium and propagation through boundaries
between media
Have acquired techniques for the measurement of basic
C2 13.5 transmission line parameters, such as the reflection coefficient,
standing wave ratio, and impedance.
Items 2014-2015
Have a thorough understanding of operational amplifiers with linear
C3 06.1
integrated circuits.
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C3 06.2 Have a thorough understanding of the different families of Digital
integrated circuits and their characteristics
Be able to design circuits using operational amplifiers for various
C3 06.3
applications.
Also be able to design circuits using the Digital Integrated Circuit
C3 06.4
ICs for various applications.
Be able to design circuits using IC555 timer and IC565 PLL for
C3 06.5
various applications.
Items 2014-2015
Perform time, frequency and Z-Transform analysis on signals and
C3 13.1 LTI systems and study the properties like stability, causality, time-
invariance and etc.
Analyze and implement digital systems using the Discrete Fourier
Transform and Fast Fourier Transform (FFT) techniques and use
C3 13.2
Z transforms to analyze a digital system finding the region of
convergence.
Design and understand simple finite impulse response filters and
C3 13.3
infinite impulse response filters.
Relate the course of study to the fields such as speech processing,
audio signal processing, and digital image processing, video and
C3 13.4
audio compression and use MATLAB as a tool for DSP system
analysis and design.
Understand the tradeoff between normal and multi rate DSP
C3 13.5
techniques and finite word length effects.
Items 2014-2015
Acquire qualitative knowledge about the fabrication process of
C4 02.1
integrated circuit using MOS transistors.
Choose an appropriate inverter depending on specifications
C4 02.2 required for a circuit. Draw the layout of any logic circuit which
helps to understand and estimate parasitic of any logic circuit.
Design different types of logic gates using CMOS inverter and
C4 02.3 analyze their transfer characteristics provide design concepts
required to design building blocks of data path using gates.
Design simple memories using MOS transistors and can
C4 02.4
understand Design of large memories.
C4 02.5 Design simple logic circuit using PLA, PAL, FPGA and CPLD.
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C4 02.6 Understand different types of faults that can occur in a system and
learn the concept of testing and adding extra hardware to improve
testability of system
Items 2014-2015
Have a fundamental understanding of the Wireless communication,
C4 11.1
networks & layered architecture.
Understand the processes happening in a radio environment and
C4 11.2
how it is manipulated to better communication technology.
Distinguish different multiple access techniques and its evolution to
C4 11.3
Hybrid Schemes.
C4 11.4 Understand the basic principles of GSM & CDMA technology.
C4 11.5 Have a good knowledge about the different LAN networks.
Be familiar with some of the existing and emerging wireless
C4 11.6
standards and present them.
3.1.2 CO-POmatrices of courses selected in 3.1.1(Six matrices to be mentioned; one per semester from 3rd to 8th semester) (5) 5.00
Note : Enter correlation level s1, 2 or 3 as defined below :
1 : Slight(Low) 2 : Moderate(Medium) 3 : Substantial(High) If there is no correlation, put -
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C204.1 3 3 - - - - - - - - - -
C204.2 3 3 2 2 - 2 - - - - - -
C204.3 3 3 2 - - - - - - - - 2
C204.4 3 3 - - - - - - - - - 2
C204.5 3 3 2 2 - 2 - - - - - 2
Average 3 3 1 1 0 1 0 0 0 0 0 1
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C213.1 - - - - - - - - - - - -
C213.2 3 3 - - - - - - - - - 2
C213.3 2 2 - - - - - - - - - 2
C213.4 2 2 2 3 - 2 - - - - - 2
C213.5 2 2 2 3 3 2 - - - - - 2
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Average 2 2 1 1 1 1 0 0 0 0 0 2
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C306.1 - - - - - - - - - - 2 2
C306.2 - - - - - - - - - - - 2
C306.3 2 2 3 3 3 2 - - 2 - - -
C306.4 2 2 3 3 3 2 - - 2 - - 3
C306.5 2 2 3 3 3 2 - - 2 - - -
Average 1 1 2 2 2 1 0 0 1 0 0 1
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C313.1 3 3 3 3 - - - - - - 2 2
C313.2 3 3 3 3 3 2 - - 3 - 2 2
C313.3 2 2 3 2 3 2 - - 2 - - -
C313.4 3 3 3 3 3 3 - - 3 - 3 3
C313.5 2 2 - 3 2 3 2 2 3 2 3 3
Average 3 3 2 3 2 2 0 0 2 0 2 2
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C402.1 - - - - - - - - 2 - - 3
C402.2 - - 3 3 2 - - - - - - 3
C402.3 - - 3 3 3 - - - - - - -
C402.4 - - 3 3 2 - - - 2 - - -
C402.5 - - 3 3 2 - - - 2 - - -
C402.6 - - 3 3 2 - - - 2 - - 3
Average 0 0 2 2 2 0 0 0 1 0 0 2
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C411.1 2 2 - - - - - - - - - -
C411.2 2 2 - - - 2 - - - - - 3
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C411.3 - - 2 1 - 2 - - - - - 3
C411.4 - - - - - 2 - - 2 - - -
C411.5 - - 2 - - 2 - - - - - 3
C411.6 2 2 2 3 - - - - 3 3 - 3
Average 1 1 1 1 0 1 0 0 1 0 0 2
C204.2 2 3 -
C204.3 2 2 -
C204.4 2 2 -
C204.5 3 3 3
Average 2 2 0
C213.2 2 2 2
C213.3 2 2 2
C213.4 3 2 2
C213.5 3 2 2
Average 2 2 1
C306.2 2 - 2
C306.3 2 3 2
C306.4 3 3 2
C306.5 2 3 2
Average 2 1 2
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C313.1 2 3 2
C313.2 3 3 3
C313.3 2 3 2
C313.4 3 3 3
C313.5 3 3 3
Average 2 3 2
C402.2 2 3 2
C402.3 2 3 -
C402.4 2 3 2
C402.5 2 3 2
C402.6 2 3 2
Average 2 2 1
C411.2 2 - 2
C411.3 2 - 2
C411.4 2 2 2
C411.5 2 2 2
C411.6 2 3 3
Average 2 1 2
3.1.3 - A Program level Course-PO matrix of all courses INCLUDING first year courses (10) 10.00
Before proceeding please click on Edit to fetch the data. Note : Enter correlation levels 1, 2 or 3 as defined below :
1 : Slight(Low) 2 : Moderate(Medium) 3 : Substantial(High) If there is no correlation, put -
Edit
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C101 - 1 1 - - - - 2 1 3 1 3
C102 3 3 3 - - - - - - 3 - -
C103 3 3 3 3 - - - - - 1 - 3
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C104 3 2 2 1 - - - - - - - 2
C105 3 2 2 2 2 1 - - - 3 - 3
C106 3 2 2 2 3 - - - - 2 - 3
C107 3 2 2 2 1 - - - - - - 1
C108 3 3 2 3 3 - - - - 2 - 3
C109 3 2 2 1 - 1 - - 2 1 - -
C110 - 1 - - 3 - - - 3 3 3 3
C111 3 2 2 2 3 - - - 2 2 - 3
C201 3 3 2 1 - 2 - - - - - 3
C202 3 3 3 3 - 2 - - - - - -
C203 3 3 3 2 - - - - - - - 3
C204 3 3 1 1 - 1 - - - - - 1
C205 3 3 3 3 - 1 - - - - - 1
C206 3 3 2 3 3 2 - - - 1 - 3
C207 3 3 3 3 3 - - - 3 - - 1
C208 3 3 2 - 3 - - - 3 - - -
C209 3 3 - 2 - 2 3 - - - - 3
C210 3 3 - 3 3 - - - - - 2 2
C211 3 3 2 3 - - - - - - 2 2
C212 - - 2 2 - 3 3 2 3 2 - 3
C213 3 2 1 1 1 1 - - - - - 2
C214 2 2 3 3 3 - - - - - - 3
C215 3 3 3 3 - 1 1 1 3 3 2 2
C216 - 2 3 3 2 - - - 3 - 2 3
C301 3 3 3 3 - 2 - - - - 3 -
C302 - 3 2 3 3 - - - - - - -
C303 2 1 2 2 - 3 2 1 - - 1 2
C304 3 3 3 - 3 3 3 1 3 - 3 3
C305 3 3 3 2 3 3 - - - - 2 3
C306 2 1 2 2 2 1 - - 1 - - 1
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C307 2 2 - 3 3 - - - - - 3 2
C308 2 - 3 3 3 - - - 3 - 2 1
C309 - - - 2 - - 2 2 3 3 3 3
C310 3 2 3 3 3 3 - 2 3 2 2 3
C311 3 3 3 3 - - - - 3 - 2 2
C312 - 1 3 3 3 3 - - 3 - - -
C313 3 3 2 3 2 2 - - 2 - 2 2
C314 - - 3 3 3 - 2 - 3 2 2 2
C315 3 3 3 3 3 - - - 3 3 2 3
C316 - - - - - - - - - 3 - 3
C401 3 3 - 2 - 2 - 3 3 2 3 3
C402 2 - 2 2 2 - - - 1 - - 2
C403 2 2 3 2 - 1 1 - 2 - 1 2
C404 1 1 1 1 - - - - 2 - - 3
C405 1 1 2 2 2 2 2 2 2 - 3 3
C406 - - 3 2 3 3 - - - - - 3
C407 3 - 3 3 3 - - - 3 - 2 3
C408 3 3 3 3 - - - - 3 3 2 3
C409 - 3 3 3 - 2 - - 3 - - 3
C410 1 1 - 2 - 2 - - 2 - - 3
C411 1 1 1 1 - 1 - - 1 - - 2
C412 2 2 3 3 3 2 - - 2 2 - 2
C413 2 - - - - 3 2 3 2 3 2 2
C414 2 3 2 3 2 2 - 2 2 3 2 2
C415 3 2 - - - 3 - 3 3 3 2 3
3.1.3 - B Program level Course-PSO matrix of all courses INCLUDING first year courses
Edit
C101 2 3 3 Delete
C102 1 3 1 Delete
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C103 2 2 1 Delete
C104 2 3 1 Delete
C105 3 3 2 Delete
C106 2 3 2 Delete
C107 2 3 1 Delete
C108 2 3 2 Delete
C109 1 2 1 Delete
C110 2 3 2 Delete
C111 2 3 2 Delete
C201 3 3 2 Delete
C202 3 3 1 Delete
C203 2 3 2 Delete
C204 2 2 - Delete
C205 2 3 1 Delete
C206 2 3 2 Delete
C207 2 3 2 Delete
C208 2 3 2 Delete
C209 3 2 2 Delete
C210 2 3 2 Delete
C211 2 3 2 Delete
C212 3 2 3 Delete
C213 2 2 1 Delete
C214 2 3 2 Delete
C215 2 3 2 Delete
C216 2 3 3 Delete
C301 2 3 2 Delete
C302 - 3 - Delete
C303 2 2 2 Delete
C304 3 3 3 Delete
C305 2 3 2 Delete
C306 2 1 2 Delete
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C307 2 3 2 Delete
C308 2 3 2 Delete
C309 2 3 3 Delete
C310 3 2 2 Delete
C311 2 3 2 Delete
C312 1 2 2 Delete
C313 2 3 2 Delete
C314 1 3 2 Delete
C315 2 3 3 Delete
C316 2 - 2 Delete
C401 3 3 3 Delete
C402 2 3 2 Delete
C403 2 2 1 Delete
C404 2 3 2 Delete
C405 2 3 2 Delete
C406 1 2 1 Delete
C407 2 3 2 Delete
C408 2 3 3 Delete
C409 2 3 3 Delete
C410 1 2 1 Delete
C411 2 1 2 Delete
C412 1 2 1 Delete
C413 2 2 3 Delete
C414 2 3 3 Delete
C415 2 2 3 Delete
3.2.1 Describe the assessment processes used to gather the data upon which the evaluation of Course Outcome is based (10) 10.00
(Examples of data collection processes may include, but are not limited to, specific exam/ tutorial questions, assignments, laboratory tests, project evaluation, student portfolios(A portfolio is a collection of artifacts that demonstrate skills, personal characteristics and acco
created by the student during study period), internally developed assessment exams, project presentations, oral exams etc.)
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Data sources that are useful to consider in evaluating course outcomes are:
1. Final Exams, where the questions ranging from basics to challenging problems are used to assess the fundamental concepts, numerical and analytical skills
2. Subjective tests, where the questions ranging from basic to challenging problems are used to assess the fundamental concepts, numerical and analytical skills.
3. Objective tests, where the questions ranging from basic to challenging problems are used to assess the fundamental concepts, numerical and analytical skills.
4. Assignments on specific topics which involve application of concepts to solve a wide range of problems are given frequently to the students.
5. Mini projects/practical assignments/ power point presentations are used to evaluate the students’ ability to use various tools, equipment, components and software.
6. Participation and involvement in different clubs/societies such as IEEE Student Branch, IETE Student Chapter, technical fest and cultural fest to evaluate the curricular, co-curricular and extra-curricular activities and the abilities to work as a team in a professional e
7. Assessment of project work to ensure proficiency in the student’s chosen field of interest and the tools necessary to practice that field.
8. Student Portfolios which reveals the demonstrate skills, personal characteristics and accomplishments created by the students, if any.
3.2.2 Record the attainment of Course Outcome of all courses with respect to set attainment levels (40) 40.00
Program shall have set Course Outcome attainment levels for all courses.
(The attainment levels shall be set considering average performance levels in th euniversity examination or any higher value set as target for the assessment years. Attainment level is to be measured in terms of student performance in internal assessments with respect to the
Outcomes of a course in addition to the performance in the University examination)
The procedure for recording the attainment of Course Outcomes (COs) of all courses with respect to target attainment levels are explained as shown below:
1. Final Exam
2. Subjective Test
3. Objective Test
4. Assignments
5. Project
6. Practical Exam
Based on Course Outcomes defined for each course, the Assessment-CO Matrix is obtained by reflecting percentage of COs contributed in each assessment type.
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Finally the average percentage of each CO is calculated which will be considered as the target value to assess whether a particular CO is attained or not for a particular course.
For example, the Assessment-CO matrix table for the course Signals & Systems is shown below:
As per the JNTUH, Hyderabad (Affiliated University), the Overall Percentage Distribution is shown below which is useful in calculation of attainment of COs
Student Marks are to be recorded as per the assessment type mentioned in Table 1. For the Course taken into consideration, Project and Practical Exam assessments are not applicable.
The marks are to be recorded for all the students who cleared the exam. In the table shown below, a sample of 15 student’s marks is shown.
CO1= (0.2*FE*0.75)+(0.25*Sub*0.1)+(0.2*Obj*0.1)+(0.15*A*0.05)
CO2=(0.15*FE*0.75)+(0.25*Sub*0.1)+(0.25*Obj*0.1)+(0.2*A*0.05)
CO3= (0.15*FE*0.75)+(0.3*Sub*0.1)+(0.25*Obj*0.1)+(0.3*A*0.05)
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CO4= (0.3*FE*0.75)+(0.2*Sub*0.1)+(0.25*Obj*0.1)+(0.25*A*0.05)
CO5= (0.05*Obj*0.1)+(0.1*A*0.05)
Using the formula defined in Step-4, Course Outcome Attainment is calculated for all the students who cleared the exam and a sample for 15 students is shown below.
CO1=(8/20)*100;
CO2=(6.2/22)*100;
CO3=(13.9/25)*100;
CO4=(11.9/25)*100;
CO5=(0.4/8)*100;
The same procedure is used for all the students who cleared the course and a sample of 15 student’s calculation is shown below
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Finally, the assessment of CO attainment is done by comparing the obtained value with the Target CO% Value to be attained and recorded as YES/NO against each CO for the course considered which is shown below:
The attainment of Course Outcomes of all courses with respect to set attainment levels for the academic year 2014-2015, 3rd to 8th semester have been recorded as follows:
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Similarly the attainment of Course Outcomes have been recorded for the academic year 2013-2014 and 2012-2013.
Assignements given in the concerned area with more porblems for practice
Tutorial & Remedial classes conducted in that particular subject
Guest lectures were organized
3.3.1 Describe the assessment tools and processes used for measuring the attainment of each of the Program Outcomes and Program Specific Outcomes (10) 10.00
(Describe the assessment tools and processes used together the data upon which the evaluation of each of the Program Outcomes and Program Specific Outcomes is based indicating the frequency with which these processes are carried out. Describe the assessment pro
demonstrate the degree to which the Program Outcomes and Program Specific Outcomes are attained and document the attainment levels)
Assessment tools & processes used for measuring the attainment of each of Program Outcomes and Program Specific Outcomes
The following methods of assessment are identified for assessing the Program Outcomes & Program specific outcomes.
1. Direct method
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e. Seminar Presentations
2. Indirect method
The following types of information are collected: Question papers of CIE tests, Question papers of Semester end exam, Question papers of practical tests/ quizzes, Course exit survey, Student exit survey, Employer survey, Placement records, Alumni Survey.
Since each course is defined to address specific program outcomes, course assessment is used to map attainment of course outcomes to assess whether 12 program outcomes are attained.
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The procedure for attainment of program outcomes and program specific outcomes is as follows:
For example here we have considered only 6 subjects each per semester
For the attainment calculation we have considered the information obtained from the section 3.2.2 i.e., the COs attained (the COs highlighted in as shown in Table: 2 & 3) and the CO-PO & CO-PSO matrices.
Average= (Sum of the values of Cos attained)/ (Sum of values of all Cos)
For example:
For C204
Percentage= Average*100
Grades:
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60-69 – Grade 2
Below 60 – Grade 1
The same attainment process is tabulated as follows and has been used to fill the data in Section 3.3.2
The same procedure is followed for the remaining POs & PSOs
(The attainment levels by direct(student performance) and indirect(surveys) are to be presented through Program level Course – PO & PSO matrix as indicated).
PO Attainment
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
C101 - 3 3 - - - - 1 3 1 -
C102 3 3 3 3 - - - - - - -
C103 3 3 3 3 - - - - - 3 -
C104 3 3 3 3 - - - - - - 3
C105 3 3 2 3 2 3 - - - 3 -
C106 3 3 1 2 3 - - - - 1 -
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C107 3 3 3 3 3 - - - - - -
C108 3 3 2 3 2 - - - - 3 -
C109 3 3 3 3 - 3 - - - 3 -
C110 - 3 - - 3 - - - 3 3 3
C111 3 3 3 3 3 - - - 3 3 -
C201 3 2 1 - - 1 - - - - -
C202 3 2 2 2 - 3 - - - - -
C203 1 1 1 1 - 2 - - - - -
C204 2 2 1 1 - 3 - - - - -
C205 3 3 1 2 - - - - - - -
C206 3 3 1 1 3 2 - - - 3 -
C207 3 3 3 3 3 - - - 3 - -
C208 2 2 3 - 2 - - - 2 - -
C209 3 3 - 1 - 3 2 - - - -
C210 2 2 - 2 2 - - - - - 1
C211 3 3 - 3 - - - - - - 1
C212 3 3 3 3 - - - - - - -
C213 3 3 - 3 3 - - - - - -
C214 1 1 1 1 1 - - - - - -
C215 1 1 1 1 2 3 3 3 2 3 3
C216 - 3 3 3 3 - - - 3 - 3
C301 3 3 3 3 - 3 - - - - 3
C302 - 1 1 1 3 - - - - - -
C303 1 - 1 - - 1 3 3 - - -
C304 3 3 3 - 2 3 3 3 1 - 3
C305 3 3 3 3 3 - - - 3 - 3
C306 3 3 3 3 3 3 - - 3 - 3
C307 2 2 - 2 2 - - - - - 2
C308 3 - 3 3 3 - - - 3 - 3
C309 - - - 3 - - 1 1 1 1 1
C310 1 1 2 2 3 3 - 2 2 3 3
C311 3 3 3 3 - - - - 3 - 3
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C312 - 3 3 3 3 3 - - 3 - -
C313 3 3 3 3 3 3 3 3 3 3 1
C314 - - 3 3 3 - 3 - 3 3 3
C315 3 3 3 3 3 - - - 3 3 3
C316 - - - - - - - - - 3 -
C401 1 1 - 1 - 1 - 1 1 1 1
C402 3 - 3 3 3 - - - 3 - -
C403 3 3 3 3 - 3 3 - 3 - 3
C404 3 3 3 2 - 2 3 - 1 - -
C405 3 3 3 3 - 3 3 3 3 - 3
C406 - - - 3 1 1 - - - - -
C407 1 - 1 1 1 - - - 1 - 1
C408 3 3 3 3 - - - - 3 3 3
C409 - 3 3 3 - 3 - - 3 - -
C410 3 3 - 3 - 3 - - 3 - -
C411 3 - 3 3 - 3 - - 3 3 -
C412 - - 1 1 1 3 - - - 3 -
C413 3 - - - - 3 3 3 3 3 3
C414 3 3 3 3 3 3 - 3 3 3 3
C415 3 3 - - - 3 - 3 3 3 3
CO Attainment Level
PSO Attainment
C102 3 3 3
C103 1 3 3
C104 3 3 3
C105 3 3 3
C106 3 3 3
C107 3 3 3
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C108 2 2 3
C109 3 3 3
C110 3 3 3
C111 3 3 3
C201 1 1 3
C202 2 2 3
C203 1 3 2
C204 3 1 3
C205 3 3 3
C206 3 3 2
C207 3 3 3
C208 2 2 2
C209 3 3 3
C210 2 2 2
C211 3 2 1
C212 2 1 1
C213 3 3 3
C214 1 1 1
C215 3 2 3
C216 3 3 3
C301 3 3 3
C302 - 1 -
C303 1 3 1
C304 3 3 3
C305 3 3 3
C306 3 3 3
C307 2 2 2
C308 3 3 3
C309 1 1 1
C310 3 2 2
C311 3 3 3
C312 3 3 3
C313 3 3 3
C314 3 3 3
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C315 3 3 3
C316 3 - 3
C401 1 1 1
C402 3 3 3
C403 3 3 3
C404 3 3 3
C405 3 2 3
C406 1 1 1
C407 2 2 3
C408 3 3 3
C409 3 3 3
C410 3 3 3
C411 3 3 3
C412 3 3 3
C413 3 3 3
C414 3 3 3
C415 3 3 3
CO Attainment Level
Table 4.1
Item (Information to be provided cumulatively for all the shifts with explicit headings, wherever applicable) 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011
Sanctioned intake of the program(N) 240 240 180 120 120
Total number of students admitted in first year minus number of students migrated to other programs/ institutions plus No. of students migrated to this program (N1) 240 237 180 120 120
Number of students admitted in 2nd year in the same batch via lateral entry (N2) 48 18 29 24 7
Separate division students, If applicable (N3) 0 0 0 0 0
Total number of students admitted in the programme(N1 + N2 + N3) 288 255 209 144 127
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Table 4.2
Number of students who have successfully graduated without backlogs in any semester/ year of study (Without Backlog means no compartment or failures in an
Total No of students admitted in the program (N1 + N2 + year of study)
Year of entry
N3)
I year II year III year IV year
Table 4.3
20.00
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Assessment : 20.00
4.2.1 Success rate without backlogs in any semester / year of study (25) 14.00
SI = (Number of students who have graduated from the program without backlog) / (Number of students admitted in the first year of that batch and admitted in 2nd year via lateral entry and separate division, if applicable)
Average SI = Mean of Success Index(SI) for past three batches
Latest Year of Graduation, LYG (2011- Latest Year of Graduation minus 1, LYGm1 Latest Year of Graduation minus 2 L
Item
2012) (2010-2011) 2010)
X
Number of students admitted in the corresponding First year + admitted in 2nd year via lateral entry and seperated 144.00 127.00 122.00
division, if applicable
Y
90.00 71.00 61.00
Number of students who have graduated without backlogs in the stipulated period
Success Index [ SI = Y / X ] 0.62 0.56 0.50
Latest Year of Graduation, LYG (2011- Latest Year of Graduation minus 1, LYGm1 Latest Year of Graduation minus 2 L
Item
2012) (2010-2011) 2010)
X
Number of students admitted in the corresponding First year + admitted in 2nd year via lateral entry and seperated 144.00 127.00 122.00
division, if applicable
Y
140.00 123.00 110.00
Number of students who have graduated in the stipulated period
Success Index [ SI = Y / X ] 0.97 0.97 0.90
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10.09
Academic Performance = 1.5 * Average API(Academic Performance Index)
API = ((Mean of 3rd Year Grade Point Average of all successful Students on a 10 point scale) or (Mean of the percentage of marks of all successful students in Third Year / 10)) x (number of successful students / number of students appeared in the examination)
Successful students are those who are permitted to proceed to the final year.
10.12
Academic Performance Level = 1.5 * AverageAPI(Academic Performance Index)
API = ((Mean of 2nd Year Grade Point Average of all successful Students on a 10 point scale) or (Mean of the percentage of marks of all successful students in Second Year / 10)) x (number of successful students / number of students appeared in the examination)
Successful students are those who are permitted to proceed to the Third year.
37.20
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Item 2012-2013 2011-2012
Total No of Final Year Students(N) 203.00 140.00
No of students placed in the companies or goverment sector(X) 97.00 65.00
No of students admitted to higher studies with valid qualifying scores(GATE or equivalent State or National Level tests, GRE, GMAT etc.) (Y) 89.00 60.00
No of students turned enterpreneur in engineering/technology (Z) 4.00 3.00
4.6.1 Professional socities/ chapters and organizing engineering events (5) 5.00
FACULTY ADVISORS
EXECUTIVE COMMITTEE
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Events conducted
January, 2015
Technical Events
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Non-Technical Events
The IEEE Student Branch decided to celebrate SANKRANTI in a unique way. The SB organized Rangoli and kite making competition on 13th January 2015 as a precursor to the celebration. The SB observed a trad
mark the event and organized discussion to acknowledge our thanks giving to nature and farming. We discussed technologies that could revolutionize Indian agricultural practices, more specifically agricultural automat
time Embedded Systems.
The uniqueness of our celebration was that it was focused on group activities and was to build the much need TEAM spirit among the members
T: Together
E: Everyone
A: Achieves
M: More
Administrative Activities
Formation of committees
For better administration and efficiency the MRCET Student Branch, created 6 committees with each committee headed by a rotating committee chair person and constituted with members working on clearly defined/
tasks.
Planning Committee
Organizing Committee
Information and Broadcasting Committee
Finance Committee
Membership and Records Committee
Co-ordination Committee
Having different operating committees has helped us achieve the goal of a balanced, broad-reaching program of activities. By having several committees, we have involved more of our members in the planning and
many activities. Thus MRCET’s IEEE Student Branch has become a great platform for grooming good leaders and for harnessing leadership skills.
Bimonthly Agenda
The Officers of the IEEE SB Executive Committee met for the first planning meet to set the agenda for the months of January and February. The meeting was held at the Dr. A.P.J. Abdul Kalam Hall. It was decided t
the administrative and EC meets will go online through platforms like google hangout and the sessions would be paperless, echoing our concern for nature.
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February, 2015
Technical Events
The MRCET Student Branch organized a Panel Discussion on ‘Emerging trends in technologies in 2015’ on 11th February, 2015 at the Albert Einstein Hall. The Panel comprising academic and industrial experts
brought out the latest innovations and predicted the trends for the year. The discussion touched on various ongoing research and projects that have a great impact on the current state of technology. We were given a
the technologies that could be commercialized by the end of the year.
Robotics Workshop
The IEEE Student Branch organized three day workshop on “EMBEDDED SYSTEM: ROBOT APPLICATION” using AURDUINO. It was conducted by Centre of Excellence in robotics, Department of ECE, in ass
Hello Robotics from 24th to 26th February 2015. Students were exposed to the basics of embedded C with simple examples such as blinking an LED and had an opportunity to learn how to build a robot.
Non-Technical Events
The Student Branch organized the IEEE Information Session for non-members on 12th February 2015.
Administrative Activities
Meet to organize the month’s events and review the outcomes of the previous month’s events on 7th February 2015 through google hangout.
March, 2015
Technical Events
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We conducted a Tech Quiz on Wireless Communication Technologies on 16th March 2015. Team Diodes emerged as the winners, winning all the 4 rounds followed by Team Transistors who gave them a tough comp
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Non-Technical Events
The Student Branch organized a Pep Talk by the Administrative Officer of MRGI, a retired soldier Mr.Rajeshwar Reddy. The Pep Talk titled ‘Your future is brighter than you imagine’ was scheduled on 30th
an eye opener for many students seeking to be recognized as the first of their kind. The Pep Talk stood by its name. It was effective in motivating the 218 students in attendance for the event.
Administrative Activities
Meet to organize the month’s events and review the outcomes of the previous month’s events on 7th March 2015 through google hangout. We had a feedback session to know the areas of improvements. It was
resolved by the EC to incorporate some minor modifications in its functioning, including voting on all proposals put forward before the EC in order to stay in tune with the democratic practices that we so dearly che
met again on 31st March 2015 to plan the events for the month of April. The response for the events in the months of January, February and March was extremely positive and encouraging.
April, 2015
Technical Events
Industrial Visit
The IEEE Student Branch in association with the IETE Student Forum organized an industrial visit to National Remote Sensing Center (NRSC), Shadnagar, on April 6th 2015. Different types of satellites were explain
fortunate enough to witness two live passes of Aqua and Terra Remote Sensing Satellites. We were amazed by the way the automated cassegrain antennas oriented itself to receive the dumps during the satellite pa
shown the components present in the antenna and the working of the antenna. It was interesting to know how the data was acquired through satellite in the form of image using various image processing techniques. T
us the scope to practical applications used in real life.
IEEE Talks
This edition of the IEEE Talks was aimed at: Student to Professional transformation was conducted on 16th April, 2015. The IEEE Talks was delivered by MRCET’s IEEE Branch Counselor, Professor, Researcher
ECE Department Dr. S. Srinivasa Rao. The talk titled: ‘Industry, Innovation, Entrepreneurship and Research Opportunities for the Next Gen Engineers’. The IEEE Talk’s message gave all the attendees a good in
expectations of the industry. The talk was motivating to its core and was concluded amidst thundering applause of appreciation.
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Non-Technical Events
Au Revoir
The IEEE SB organized a Farewell meet for the outgoing batch of students. The day was marked by walk down the memory lane. The previous EC Chair congratulated the incumbent EC and promised all support a
future.
Administrative Activities
Meet to organize the month’s events and review the outcomes of the previous month’s events on 4th April, 2015 through google hangout.
May, 2015
No Events could be organized owing to the end semester examination of the University.
Administrative Activities
Meet to organize the outcomes of the previous month’s events and plan for the next semester programs on 28th May, 2015 through google hangout.
June, 2015
Technical Events
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Inspire Innovation
The Inspire Innovation program was directed at giving guidance to Final Year students to choose creative areas to work for their Industry Oriented Mini Project. Members were encouraged to take up challenges fro
and try using their knowledge and come out with work that are possible solutions to real world societal problems. It was organized on 24th June 2015 and was effective in guiding the participants, who later on chose s
topics to work on for their academic mini project that hold the key to solving some challenging problems.
Non-Technical Events
Administrative Activities
Meet to re-shuffle the committees and to plan for the month’s events on 11/07/15.
July, 2015
Technical Events
Since the IEEE MRCET SB didn’t have its own logo, the Executive Committee organized a logo design contest. The entries to the contest was kept open between 13th July 2015 and 27th July 2015. The logo was se
pool of 48 entries that the EC received.Based on the merits we chose the following logo which indicates:
"We the budding Engineers, from the disciplines of ECE, IT and CSE, wish to network with the larger community of Engineers to widen the horizons of learning (indicated by the rings). Proud of our diversity
the rings), we wish to work in Advancing Technology for Humanity, a common unidirectional goal, that binds us with the IEEEs Motto(Indicated by the arrow-the antenna tower and the radiating signals)".
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The IEEE SB organized the first Tech Debate in order to instill professional and healthy debating skills in the participants on 15th July 2015. The topic for the
debate was: Is a singularity of technology-The theory o
inevitable in the Future?The debate explored on questions whether it was even possible to have a unified theory or technology, where our technological evolution is taking us and what could such a unified tech/theory
Non-Technical Events
Administrative Activities
Meet on July 7th to plan out the organizing of the month’s events
Meet on July 29th and 30th to screen, review, evaluate and choose the IEEE Student Branch Logo
Meet on July 20th for pooling in resources for Aptitude Skill Development Program and to review the progress of the branch in June and July.
August, 2015
Technical Events
The Futuronics Gen Y and Gen Z is a mini tech fest for the III year and II year students respectively, was jointly organized by the IEEE Student Branch and IETE Student Forum on 30th and 31st August 2015. Futuro
the following events:
Poster Presentation contest
Paper Presentation contest
Tech Quiz contest
Project Expo contest
Mock interviews
Several Spot Events
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It gave the participants the opportunity to get hands on learning about participating in professional and technical activities. Futuronics saw the emergence of excellent talent that has been latent for quite long. It has
exposure and platform for participants to hone their skill.
Non-Technical Events
Administrative Activities
Meet on August 6th to plan out the organizing of the month’s events
Meet on 12th August 2015 to mark the success of Futuronics
Meet on August 20th for planning the events of the next two months.
September, 2015
Technical Events
IEEE Talks
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The third edition of the IEEE Tech Talk was organized on 10th September 2015. In this edition we invited a Retired Scientist at DRDO and currently the Director of ECE Dept., Prof. P. Sanjeeva Reddy. The IE
directed towards the topic: ‘Advanced Radar Systems for modern military applications’. The IEEE Talk that was extended up to 90 minutes to cover more topics on demand by students, included narratives from Pro
personal experience and contribution in developing some missile components and indigenous radar technologies. The Talk ended with a thundering applause from the audience.
Non-Technical Events
Engineers’ day celebrated on 15th September every year as a remarkable tribute to the greatest Indian Engineer and a Bharat Ratna, M. Visvesvaraya. He is held in high regard as a pre-eminent engineer of India. "
Challenges for Knowledge Era" is the theme of Engineers Day 2015. On this occasion the IEEE SB celebrated engineers’ day by an assembly faculty and students, where students planned a set of events such as
dignitaries, skit, videos and dance . The main aim of this event was to make future engineers understand the importance of engineering and also appreciate past engineers. Two videos were played based on im
engineering and how Indian engineers have made an impact on the world and their contribution to the society. Finally ended with a skit performed by 3rd years on the importance of Women in Engineering.
Administrative Activities
Meet to organize the month’s events and review the outcomes of the current month’s events on 3rd September, 2015 through google hangout.
October, 2015
Technical Events
The IEEE Student Branch in association with IETE Student Forum and CSI Student Forum organized a three day workshop in Web Designing for the 2nd year B. Tech. Students of ECE, CSE and IT Departmen
students participated in this workshop cum training session conducted from 12th October 2015 to 14th October 2015.
A three day Android App Development Workshop was organized jointly by the IEEE, IETE and CSI Student Branches between 15th October 2015 and 17th October 2015. The target audience were 3rd year students
and IT. The Workshop was a grand success with over 500 students participating and successfully acquiring hands on app development opportunity. The final day of the workshop was concluded by felicitating the w
Best App of the Workshop, a small contest that was conducted where participants of the workshop were encouraged to showcase their creative and app dev skill.
Non-Technical Events
IEEE Day
The IEEE MRCET Student Branch celebrated the IEEE day on 6th October with grandeur. A number of activities were queued up for the day. They included:
Launch of the IEEE Student Branch Logo and felicitation of the winner of the logo design contest.
Inaugural session of the newly institutionalized OptiMent: The Optimistic ParliaMent of the Technocrats, the first student senate of MRCET. The OptiMent became an event on the Global Map for th
2015. The Agenda of the OptiMent for its first session included:
Legislative Business
Adoption of the title and objectives
Adoption of the general code of conduct
Adoption of the Constitution of the OptiMent
Passed a resolution of note of thanks to the ECE Dept.
House Debate
Is technology making human brain redundant?
Winners of the Debate: Noes (184 votes) against Ayes (16 votes)
Voting
Every item of the agenda concluded with voting and the side that wins 2/3rd of the votes was deemed to be the final decision of the OptiMent.
It seemed as the true spirit of democracy had seeped into the work, debate and approach of all the participants. Democracy is ultimately the strongest pillar of our country making us the world’s largest democracy.
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Administrative Activities
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Meets to organize the month’s events and review the outcomes of the current month’s events every week through google hangout.
The IEEE MRCET Student Branch Members also launched MRCET’s First Student Newsletter by the name NEWS’ellite and has already published three editions completely done for and by the stu
(The Department shall list the publications mentioned earlier along with the names of the editors, publishers, etc.)
(The Department shall provide a table indicating those publications, which received awards in the events/ conferences organized by other institutes.)
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5 FACULTY INFORMATION AND CONTRIBUTIONS (200)
Note: Please provide cumulative information for all the shifts for three assessment years in below format in AnnexureII.
2012-2013
ME/ M
S BABU RAO JNTU 1992 Professor PROFESSOR 10/05/2010 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
Tech
MRK MURTHY PhD OU 2002 Professor PROFESSOR 21/06/2010 0.00 100 0.00 0.00 0.00 No 10 5 0 0 ECE
ME/ M Associate
B JYOTHI JNTUH 2008 Asst.Professor 01/07/2005 0.00 100 0.00 0.00 25.00 No 0 5 1 0 DSCE
Tech Professor
K ME/
SATHYABHAMA Associate
MALLIKARJUNA M 2007 Asst.Professor 18/09/2007 0.00 100 0.00 0.00 0.00 No 0 0 0 1 VLSI DESIG
UNIVERSITY Professor
LINGAM Tech
SRINIVASA
ME/ M Associate
NAVEEN JNTUH 2008 Asst.Professor 19/11/2008 0.00 100 0.00 0.00 0.00 No 0 2 1 1 DECS
Tech Professor
KUMAR G
ME/ M Assistant
M ANUSHA JNTUH 2011 Asst.Professor 02/07/2011 0.00 100 0.00 0.00 25.00 No 0 1 0 0 VLSI SYSTE
Tech Professor
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P ANITHA ME/ M JNTUH 2010 Associate Asst.Professor 14/10/2010 0.00 100 0.00 0.00 0.00 No 0 1 0 0 VLSI SYSTE
Tech Professor
ME/ M Assistant
N SARITHA JNTUH 2012 Asst.Professor 17/06/2008 0.00 100 0.00 0.00 0.00 No 0 0 0 0 SSP
Tech Professor
DIGITAL EL
ME/ M Assistant AND
D ASHA JNTUH 2009 Asst.Professor 21/12/2009 0.00 100 0.00 0.00 25.00 No 0 0 0 0
Tech Professor COMMUNI
SYSTEM
ME/
SATHYABHAMA Assistant
K SURESH M 2010 Asst.Professor 26/07/2010 0.00 100 0.00 0.00 0.00 No 0 0 0 0 VLSI DESIG
UNIVERSITY Professor
Tech
ME/ M Assistant
P SUBHASITHA JNTUH 2007 Asst.Professor 14/07/2010 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
Tech Professor
DIGITAL EL
ME/ M Assistant AND
P SWETHA JNTUH 2010 Asst.Professor 15/11/2010 0.00 100 0.00 0.00 25.00 No 0 0 0 0
Tech Professor COMMUNI
SYSTEM
ME/ M Assistant
KDK AJAY JNTUH 2012 Asst.Professor 11/07/2011 0.00 100 0.00 0.00 0.00 No 0 1 0 0 SSP
Tech Professor
ME/ M Assistant
Sridhar goud Malle JNTUH 2011 Asst.Professor 18/10/2011 0.00 100 0.00 0.00 0.00 No 0 0 0 0 VLSI
Tech Professor
ME/ M Assistant
R Chinna rao JNTUH 2012 Asst.Professor 05/07/2005 0.00 100 0.00 0.00 0.00 No 0 0 0 0 SSP
Tech Professor
ME/ M Assistant
R Bhanu JNTUH 2012 Asst.Professor 20/07/2010 0.00 100 0.00 0.00 0.00 No 0 0 0 0 SSP
Tech Professor
ME/ M Assistant
M Lavanya JNTUH 2012 Asst.Professor 05/07/2010 0.00 100 0.00 0.00 0.00 No 0 0 0 0 SSP
Tech Professor
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Rajesh Talathoti ME/ M JNTUH 2012 Assistant Asst.Professor 04/07/2011 0.00 100 0.00 0.00 0.00 No 0 0 0 0 SSP
Tech Professor
ME/ M Assistant
M MADHAVI JNTUH 2012 Asst.Professor 18/07/2009 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
Tech Professor
ME/ M Assistant
CH SREENU JNTUH 2012 Asst.Professor 15/07/2009 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
Tech Professor
ME/ M Assistant
A MAMATHA JNTUH 2012 Asst.Professor 02/11/2011 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
Tech Professor
KT
VISWANATHA PhD JNTUH 2012 Professor PROFESSOR 01/09/2012 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
REDDY
DR A
ADHIPATHI PhD IIT KGP 2005 Professor PROFESSOR 01/12/2009 0.00 100 0.00 0.00 0.00 No 0 0 0 0 ECE
REDDY
2013-2014
ME/ M No
S BABU RAO JNTU 1992 Professor PROFESSOR 10/05/2010 0.00 100 0.00 0.00 0.00 0 0 0 0 EEE
Tech No
ME/ M Associate No
B JYOTHI JNTUH 2008 Asst.Professor 01/07/2005 0.00 100 0.00 0.00 0.00 0 2 0 0 DSCE
Tech Professor No
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K ME/ SATHYABHAMA Associate No
MALLIKARJUNA M 2007 Asst.Professor 18/09/2007 0.00 100 0.00 0.00 0.00 0 3 0 0 VLSI DESIG
UNIVERSITY Professor No
LINGAM Tech
SRINIVASA
ME/ M Associate No
NAVEEN JNTUH 2008 Asst.Professor 19/11/2008 0.00 100 0.00 0.00 0.00 0 0 1 0 DECS
Tech Professor No
KUMAR G
ME/ M Assistant No
M ANUSHA JNTUH 2011 Asst.Professor 02/07/2011 0.00 100 0.00 0.00 0.00 0 0 0 0 VLSI SYSTE
Tech Professor No
ME/ M Associate No
P ANITHA JNTUH 2010 Asst.Professor 14/10/2010 0.00 100 0.00 0.00 0.00 0 2 0 0 VLSI SYSTE
Tech Professor No
DIGITAL EL
ME/ M Assistant No AND
D ASHA JNTUH 2009 Asst.Professor 21/12/2009 0.00 100 0.00 0.00 0.00 0 0 0 0
Tech Professor No COMMUNI
SYSTEM
ME/
SATHYABHAMA Assistant No
K SURESH M 2010 Asst.Professor 26/07/2010 0.00 100 0.00 0.00 0.00 0 0 0 0 VLSI DESIG
UNIVERSITY Professor No
Tech
DIGITAL EL
ME/ M Assistant No AND
P SWETHA JNTUH 2009 Asst.Professor 15/11/2010 0.00 100 0.00 0.00 0.00 0 0 0 0
Tech Professor No COMMUNI
SYSTEM
ME/ M Assistant No
KDK AJAY JNTUH 2012 Asst.Professor 11/07/2011 0.00 100 0.00 0.00 0.00 0 0 0 0 SSP
Tech Professor No
ME/ M Assistant No
Sridhar goud Malle JNTUH 2011 Asst.Professor 18/10/2011 0.00 100 0.00 0.00 0.00 0 0 0 0 VLSI
Tech Professor No
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ME/ M Assistant No
R Chinna rao JNTUH 2012 Asst.Professor 05/07/2005 0.00 100 0.00 0.00 0.00 0 0 0 0 SSP
Tech Professor No
BITS No
Dr.Mittal PhD 1999 Professor Professor 20/12/2012 0.00 100 0.00 0.00 0.00 0 0 0 0 ECE
PILANI No
Dr.DRVA Sharath No
PhD CMJ 2012 Professor Professor 01/07/2013 0.00 100 0.00 0.00 0.00 0 7 0 0 VLSI
kumar No
No
Dr.S.Srinivasa Rao PhD JNTUH 2013 Professor Professor 01/07/2013 0.00 100 0.00 0.00 0.00 0 10 0 0 DSCE
No
Dr.A Adhipathi No
PhD IIT KGP 2005 Professor Professor 01/12/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 WIRELESS
Reddy No
No
MRK MURTHY PhD JNTUH 2010 Professor Professor 01/09/2012 0.00 100 0.00 0.00 0.00 0 0 0 0 DECS
No
ME/ M Assistant No
N SARITHA JNTUH 2013 Asst.Professor 17/06/2008 0.00 100 0.00 0.00 0.00 0 0 0 0 PE
Tech Professor No
ME/ M Assistant No
MAMATHA P JNTUH 2010 Asst.Professor 11/02/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 VLSI
Tech Professor No
ME/ M Assistant No
BHANU R JNTUH 2012 Asst.Professor 03/08/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 PE
Tech Professor No
ME/ M Assistant No
LAVANYA M JNTUH 2012 Asst.Professor 29/12/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 SSP
Tech Professor No
ME/ M Assistant No
SUBHASHITHA P JNTUH 2007 Asst.Professor 21/07/2010 0.00 100 0.00 0.00 0.00 0 0 0 0 VLSI
Tech Professor No
ME/ M Assistant No
MADHAVI K JNTUH 2012 Asst.Professor 18/07/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 ECE
Tech Professor No
ME/ M Assistant No
PNS RAO JNTUH 2012 Asst.Professor 01/01/2011 0.00 100 0.00 0.00 0.00 0 0 0 0 ECE
Tech Professor No
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ME/ M Assistant No
I PRANEETHA JNUTH 2011 Asst.Professor 01/07/2013 0.00 100 0.00 0.00 0.00 0 0 0 0 PE
Tech Professor No
2014-2015
No
Dr S Srinivasa Rao PhD JNTUH 2013 Professor Professor 01/07/2013 0.00 100 0.00 0.00 25.00 3 14 0 1 DSCE
No
ME/ M No APPLIED
K Subash JNUTH 1975 Professor Professor 07/12/2015 0.00 100 0.00 0.00 0.00 0 0 0 0
Tech No ELECTRONI
Dr DRVA Sharath No
PhD CMJ 2012 Professor Professor 01/07/2013 0.00 100 0.00 0.00 25.00 2 5 0 0 VLSI
Kumar No
ME/ M Assistant No
KDK Ajay JNTUH 2012 Asst.Professor 11/07/2011 0.00 100 0.00 100.00 0.00 0 0 0 0 SSP
Tech Professor No
ME/ M Assistant No
I Pranitha JNTUH 2012 Asst.Professor 01/07/2013 0.00 100 0.00 100.00 0.00 0 0 0 0 PE
Tech Professor No
ME/ M Assistant No
P.Raji Reddy JNTUH 2010 Asst.Professor 01/07/2011 0.00 100 0.00 100.00 0.00 0 2 0 0 Digital System
Tech Professor No
ME/ M Assistant No
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R Chinnarao Tech JNTUH 2012 Professor Asst.Professor 04/07/2005 0.00 100 0.00 0.00 0.00 No 0 2 0 0 SSP
ME/ M Assistant No
Renju Panicker JNTUH 2013 Asst.Professor 15/06/2013 0.00 100 0.00 0.00 0.00 0 3 0 0 SSP
Tech Professor No
ME/ M Assistant No
B SURESH JNTUH 2010 Asst.Proferssor 02/07/2012 0.00 100 0.00 0.00 0.00 0 0 0 0 PE
Tech Professor No
ME/ M Associate No
B Jyothi JNTUH 2008 Asst Professor 01/07/2005 0.00 100 0.00 0.00 0.00 0 9 0 0 DSCE
Tech Professor No
ME/ M Associate No
G S Naveen kumar JNTUH 2008 Asst Professor 09/11/2008 0.00 100 0.00 0.00 0.00 0 9 1 0 DECS
Tech Professor No
ME/ M Associate No
M Ramanjaneyulu JNTUK 2002 Asst Professor 01/07/2013 0.00 100 0.00 100.00 25.00 0 0 0 1 ES
Tech Professor No
ME/ M Associate No
V Kiran kumar JNTUH 2008 Asst Professor 02/11/2005 0.00 100 0.00 0.00 0.00 0 2 0 0 ES
Tech Professor No
ME/ M Associate No
M Sreedhar Reddy JNTUH 2009 Asst Professor 01/11/2008 0.00 100 0.00 0.00 25.00 0 3 0 0 SSP
Tech Professor No
ME/ M Assistant No
P Swetha JNTUH 2009 Asst Professor 15/11/2010 0.00 100 0.00 0.00 0.00 0 2 0 0 DIGITAL EL
Tech Professor No
ME/ M Associate No
M Arun kumar JNTUH 2009 Asst Professor 14/07/2010 0.00 100 0.00 100.00 0.00 0 0 0 0 VLSI SYSTE
Tech Professor No
ME/ M Assistant No
D Asha JNTUH 2009 Asst Professor 21/12/2009 0.00 100 0.00 0.00 25.00 0 8 0 0 DIGITAL EL
Tech Professor No
ME/
SATHYABHAMA Assistant No
K Suresh M 2010 Asst Professor 26/07/2010 0.00 100 0.00 0.00 0.00 0 2 0 0 VLSI DESIG
UNIVERSITY Professor No
Tech
ME/ M Associate No
P Anitha JNTUH 2010 Asst Professor 21/12/2009 0.00 100 0.00 0.00 0.00 0 7 0 0 VLSI SYSTE
Tech Professor No
ME/ M Associate No
M Anusha JNTUH 2011 Asst Professor 02/07/2011 0.00 100 0.00 0.00 25.00 0 2 0 0 VLSI SYSTE
Tech Professor No
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ME/ M Associate No
S Aruna Kumari JNTUH 2010 Asst Professor 26/07/2010 0.00 100 0.00 0.00 25.00 0 3 0 0 CS
Tech Professor No
ME/ M Assistant No
N Saritha JNTUH 2013 Asst.Professor 17/06/2008 0.00 100 0.00 0.00 0.00 0 3 0 0 SSP
Tech Professor No
ME/ M Assistant No
K SWATHI JNTUH 2012 Asst.Professor 24/06/2013 0.00 100 0.00 0.00 0.00 0 0 0 0 DECS
Tech Professor No
N
ME/ M SASTA Assistant No
VENKATESWARA 2011 Asst.Professor 01/07/2014 0.00 100 0.00 0.00 0.00 0 0 0 0 DECS
Tech UNIVERSITY Professor No
REDDY
ME/ M Assistant No
K TEJASWE JNTUH 2012 Asst.Professor 01/07/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 DECS
Tech Professor No
ME/ M Assistant No
T SRINIVAS JNTUH 2013 Asst.Professor 01/07/2015 0.00 100 0.00 100.00 0.00 0 0 0 0 VLSI DESIG
Tech Professor No
CH ME/ M Assistant No
JNTUH 2014 Asst.Professor 01/07/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 DECS
SRINIVASULU Tech Professor No
ME/ M Assistant No
R KIRAN JNTUH 2014 Asst.Professor 01/07/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 DECS
Tech Professor No
ME/ M Assistant No
N RAMESH JNTUH 2013 Asst.Professor 01/07/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 PE
Tech Professor No
ME/ M Assistant No
T JYOTHI JNTUH 2009 Asst.Professor 26/01/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 ECE
Tech Professor No
ME/ M Assistant No
NIMISHA B JNTUH 2014 Asst.Professor 06/04/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 SSP
Tech Professor No
ME/ M Assistant No
MASHAN VALI JNTUH 2014 Asst.Professor 07/04/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 SSP
Tech Professor No
ME/ M Assistant No
LAVANYA M JNTUH 2012 Asst.Professor 29/12/2009 0.00 100 0.00 0.00 0.00 0 0 0 0 SSP
Tech Professor No
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ME/ M Assistant No
P DEEPTHI JNTUH 2009 Asst.Professor 07/04/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 ECE
Tech Professor No
ME/ M Assistant No
P PRATHYUSHA JNTUH 2013 Asst.Professor 06/04/2015 0.00 100 0.00 0.00 0.00 0 0 0 0 ECE
Tech Professor No
V SIVAKUMAR No
PhD JNTUH 2007 Professor PROFESSOR 17/02/2009 0.00 100 0.00 0.00 0.00 9 20 2 0 ECE
REDDY No
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20.00
S:F ratio = N/F; N = No. of students = 3*X where x is (approved intake + 20% lateral entry intake + separate division, if any)
F = No. of faculty = (a+b–c) for every assessment year
a: Total number of full-time regular Faculty serving fully to 2nd, 3rd and 4th year of the this program
b: Total number of full-time equivalent regular Faculty(considering fractional load) serving this program from other Program(s)
c: Total number of fulltime equivalent regular Faculty(considering fractional load )of this program serving other program(s)
Regular Faculty means:
• Fulltime on roll with prescribed payscale. An employee on contract for a period of more than two years AND drawing consolidated salary more than applicable gross salary shall only be counted as a regular employee.
• Prescribed pay scales means pay scales notified by the AICTE/ Central Government and implementation as prescribed by the State Government. In case State Government prescribes lesser consolidated salary for a particular cadre then same will be considered as refe
counting faculty as a regular faculty.
Marks to be given proportionally from a maximum of 20 to a minimum of 10 for average SFR between 15:1 to 20:1, and zero for average SFR higher than 20:1.
25.00
The reference Faculty cadre proportion is 1(F1):2(F2):6(F3)
F1: Number of Professors required = 1/9 x Number of Faculty required to comply with 15:1 Student-Faculty ratio based on no. of students(N) as per 5.1
F2: Number of Associate Professors required = 2/9 x Number of Faculty required to comply with 15:1 Student-Faculty ratio based on no. of students(N) as per 5.1
F3: Number of Assistant Professors required = 6/9 x Number of Faculty required to comply with 15:1 Student-Faculty ratio based on no. of students(N) as per 5.1
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2012-2013 3.20 5.00 6.40 7.00 19.20 21.00
Cadre Ratio Marks [ (AF1 / RF1) + [(AF2 / RF2) * 0.6] + [ (AF3 / RF3) * 0.4] ] * 12.5 : 32.34
18.82
FQ = 2.5 x [(10 X+6 Y)/ F)]
where X is no. of regular faculty with Ph.D.,
Y is no. of regular faculty with M.Tech.,
F is no. of regular faculty required to comply 1:15 Faculty Student ratio(no. of faculty and no. of students required are to be calculated as per 5.1)
20.00
Average : 78.17
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20.00
Innovations by the Faculty in teaching and learning shall be summarized as per the following description.
Contributions to teaching and learning are activities that contribute to the improvement of student learning. These activities may include innovations not limited to, use of ICT, instruction delivery, instructional methods, assessment, evaluatio
classrooms that lead to effective, efficient and engaging instruction. Any contributions to teaching and learning should satisfy the following criteria:
The department / institution may set up appropriate processes for making the contributions available to the public, getting them reviewed and for rewarding. These may typically include statement of clear goals, adequate preparation, use of appro
significance of results, effective presentation and reflective critique.
Step 1: The subjects are to be divided into two categories, which are theoretical and mathematical. Then, the faculty members are requested to give their preferences (at-least 3 subjects) in each category. With that list, the HOD & Director finalizes the subjects by
specialization of the staff, experience and other workload of staff etc. The subjects are allocated well in time so that the faculty can prepare the course plan consisting of course delivery methods, assessment plan, assignment frequency. And the same is monitored by
commencement of the class. Weekly progress is monitored and reported to Dean Academics.
Step 2: The time table is framed by the Department Timetable Committee consisting of 2 senior Associate Professors and it has to be approved by the HOD. The primary requirement of the timetable is to ensure that it enables students to complete core units in a cours
course rules and to complete elective combinations that are specified by course regulations to fulfill the requirements of the award.
Teaching activities will be scheduled at times and in places that are consistent with:
Step 3: A Session plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design app
activities and develop strategies to obtain feedback on student learning. A successful Session plan addresses and integrates these three key components:
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Teaching/learning activities
Strategies to check student understanding
Specifying concrete objectives for student learning will help the Teacher in determining, the kinds of teaching and learning activities he/she uses in the class, while those activities will define how to check whether the learning objectives have been accomplished.
Step 4: Lecture Notes provide a record of the lecture content. It is prepared for all the Subjects by the concerned Faculty members teaching the specific subjects. It helps the students to learn and remember the ideas and facts presented. Reorganized or edited notes ma
for integrating all course materials and information. Notes encourage the students to take an active thinking part in the lecture and to do reference .It is also important to specify the references at the end of each topic for clarity and information.
Step 5: Periodical Assignments are given by the Faculty in the respective subjects for their knowledge improvement and evaluation.
Framing of Assignments:
Step 6: The Overhead Projector, or “OHP” is one of the most frequently used (and misused) tools in education and training today. It may be facing a challenge from the data projector, but it is still more flexible and useful for all except uninterrupted, rehearsed presenta
is usually under the control of the teacher: this means that it is by default an instrument of teacher-centered instruction. This is not necessarily a bad thing, and teachers can develop its use as a tool of session management. Switching it on, for example, is likely to send the
get ready for some input from me", and can be used to curtail discussions which are veering off the point.
Step 7: The list of Websites that have to be referred for a specific topic are specified by the Faculty for student’s reference and pursual.
Step 8: Students are given the Course Material for reference and also soft copy of the Notes is forwarded by the Faculty. The course material consists of the Lecture notes and Previous question papers. The material is also uploaded in the college website so t
download and refer whenever required.
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The class room lectures are interspersed with discussion. This method helps students to discuss their views and ideas with their peers and the faculty for clarifying any doubts, as well as for better understanding of the concepts. For the students to be aware of the topic
the class room, the department gives handbooks at the beginning of the semester where in the session plan of every subject is included which guides the student to follow day to day classes.
Examples for each topic in the real world context are delivered which helps the students to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manu
sustainability.
Each lecture is followed by a group discussion which helps the students to communicate effectively. Each class improves their knowledge of contemporary issues.
POs Attained : PO3, PO4, PO5, PO6, PO7, PO10, PO11, PO12
2. ASYNCHRONOUS MODE OF INTERACTION:
Time to reflect: learners can give a reply to the problems raised when they’re comfortable with the topic;
Anonymity and pseudonymity: as the face-to-face interaction is lacking, the shyer learners feel less pressure and thus their contribution to the discussion might be of a better quality;
Situated learning: the learners can apply the theories from the studied course in their own working environment;
Learner-learner: quality of interaction improves due to the learner having enough time to process the topics and respond in a meaningful way (“higher order thinking skills occurring”);
Learner-content: learner has time to digest the contents; learner is able to access online notes (written by all course participants).
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CD-ROMs, - e-mail,- bulletin boards (online forums),- newsgroups (information is received via newsfeeds),- web pages, - computer conferencing, IRC – Internet Relay Chat (chat rooms),- instant messaging,- - fax,- audiotape / videotape,- collaborative work spa
available to multiple users that can be added on or modified by the users themselves),- blogs (weblogs)
Among the above examples, we adopt CD-ROMs, e-mail, audiotape/videotape, blogs mode of asynchronous interaction. Course materials, expert lecture notes are given to students through CD-ROM. Video; audio lectures of experts are distributed to students, thr
can listen to lectures for better understanding of complex concepts more than once. The department faculty has their blogs in which they post the course material, assignments. E-mail helps both student and faculty to be in contact asynchronously for learning and i
modes help even a shy student, lack of effective oral communication student to contribute their views, present their assignments through sample applications designed by them and finally to clarify doubts, share and exchange their ideas with faculty. Through this mod
contact with faculty even after the program and engage themselves in life-long learning.
Queries and clarifications through this mode helps the students to design a system, component, or process to meet desired needs and apply the techniques, skills, modern tools to formulate, analyze and solve multi-disciplinary problems. This mode of interaction help
improve their communication and professional ethics while responding through mails.
This mode of interaction is delivered by having real-time interaction with the student.
Stimulate motivation: via real-time interaction and ability to see and hear the classmates;
Interactive participation: step by step instructions can be given and followed in real time;
Immediate feedback: from both learners and instructor, thus allowing brainstorming of ideas, case-study analysis, debates and project work;
User-friendly technological tools for effective learning: only basic skills needed;
Cost and time saving: no real venue for the class needed.
Real-time audio, - application sharing (learners can add, make changes or delete info on a shared software application),- voice and videoconferencing,- share whiteboards and live presentation tools,- live assessment testing and voting,- audience control tools
Among the above mentioned examples we adopt effectively black/green/white boards which is analogous to the Lecture interspersed with discussion listed above. We use live presentation tools like OHP and LCD projectors for effective interaction. This mode of inter
faculty to collect immediate feedback and thus allowing for clarification, analysis of students ideas. Larger the group, lesser the interaction possible. To countermeasure this problem, we adopt tutorials apart from regular lectures, where the number of student group is lim
– to –one interaction.
Concepts for each topics with real time interaction through presentation modes helps the students to design a system, component, or process to desired needs within realistic constraints. Each lecture is followed by questioner session to collect feedback to analyze the le
of PO.
Group Discussion is a process where exchange of ideas and opinions are debated upon. Adopting this method helps students to know what to do/remember and what not to do/remember in GD. For example they should be assertive but in a polite manner with expres
calm but not quiet. Clarity in the thoughts. Appear pleasant with the other participating members. Be logical while answering or questioning anything. Adopting this method helps students to face personal interviews with more ease.
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Effectiveness of the method for the attainment of the PO
Case studies can be discussed. Queries and answers through this mode help the students to analyze and interpret to meet the requirements. This mode of interaction helps the students to improve their communication and professional ethics during discussion.
Projects are often done in poster format, but faculty can also use their imagination to experiment with the form for content delivery.
Hard work: Each project is the result of a lot of hard work. The authors of the projects have found information about their topic, collected or drawn pictures, written down their ideas, and then put all the parts together to form a coherent presentation.
Creativity: The projects are very creative in terms of both content and language. Each project is a unique piece of communication, created by the project writers themselves.
Personal: This element of creativity makes project work a very personal experience.
Adaptable: Project work is a highly adaptable methodology. It can be used at every level from absolute beginner to advance and with all ages.
Examples for complex topic in the real world context are delivered in the form of projects which helps the students to design a system, component, or process to meet desired needs within realistic constraints.
Different course delivery methods / modes adopted in the department for delivery of courses for effective attainment of POs are shown below:
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They are very powerful teaching tools. AV aids should be used to enhance the lecture by offering clarification of material in the lecture, and are particularly useful for students whose preferred learning style is visual. AV also stands for Added Value. So, AV aids he
effectively
The Blackboard Learning System allows instructors to post course information and course materials, readings and assignments and provides functionality for basic discussion and other collaborative tools (from Blackboard) which in turn help to attain the defined POs
3) Regular assignments:
Assignments help the students to better understand, analyze and improve the presentation of the given topic in the concerned subjects. As per JNTU curriculum, assignments are a part of program curriculum as per R09 regulation.
But right from the inception of the department, assignments are included in the program curriculum to improve the students understanding capabilities which in turn help to attain the defined POs
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4) Continuous Evaluation
Student’s academic performance is to be evaluated continuously and update to the students and parents to put them in the right direction in order to achieve their goals and defined POs of the program. In this aspect, Continuous Evaluation is powerful tool to attain and d
5) Tutorials:
As per JNTU curriculum, tutorials are a part of program curriculum. The main purpose of having tutorials for most of the core engineering subjects is to apply the concepts of the concerned subjects learned in the regular classes and able to solve complex engineering pro
that subject. This shows effect on Course outcomes which in turn helps to attain the defined POs.
(List of Subjects which includes Tutorial classes as per JNTU Curriculum is included in the Section 3.1)
The outcome of any program is to mould and nurture the student who can be an all rounder in all aspects be a successful engineer. This is possible if few additional instruments are added to bring the best of every student inherent intellectual talents. The following is
activities designed by the department to achieve the defined POs which in turn help to attain PEOs
a) Student Seminars
b) Guest Lectures
c) Industrial Visits
d) Adjunct courses
e) Workshops
f) Conferences
Student Seminars:
Seminars characteristically involve students and a member of the teaching staff. They provide an opportunity for active discussions on relevant topics. They make the students to develop transferable skills such as communication and team work. The topics on which the
given will be intimated to the students well in advance and their performance will be evaluated and finally the best seminar from the class will be selected and a “Certificate of Appreciation” will be given which will be an added value to their career. The evaluation s
seminar and list of student seminar for CAY is given in Annexure (Please refer Annexure)
Guest Lectures
In order to bridge the gap between the Institute and Industry, the department organizes Guest Lectures in every subject by eminent personalities who are in and around Hyderabad.
(Please refer Annexure for complete list for the CAY, CAYm1, CAYm2)
Industrial Visits
It is important for the students to keep themselves abreast of changes taking place in the industry. To meet this end, department regularly organizes Industrial visits. Few of them are shown below and detailed list is enclosed in the Annexure.
Workshops
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To make efficient engineers is our goal and academic endeavor. With conventionally syllabi having limited practical exposure, our value-added workshops offer students to enhance their skills and add to their knowledge base without having to seek training off-campus. F
shown below and detailed list is enclosed in the Annexure.
1. Examinations are planned and announced before the commencement of the semester classes, evaluated answer scripts are returned within five days and week students are monitored and mentored. The same is informed to the parents. By this process the course outc
is monitored and intern achieves the PO.
2. Subject wise quizzes are organized and conducted among the students of the class.
3. Laboratory exams, mini projects and main projects contribute to the assessment of practical skills which reflect the ability of students to implement ideas and techniques.
4. Reports, oral presentation and viva-voce contribute to the assessment of overall communication skills and dissemination of ideas.
5. These assessments are carried out periodically and hence allow the faculty members to monitor and provide attention to the students who may not be attaining the PO’s to the required level.
6. This ensures that all students attain the minimum level of each programme outcomes.
List of Workshops:
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The following online links are made available to the students for their quick reference to prepare for the competitive exams and research work
VLSI
http://www.stanford.edu/class/ee271/
http://webcast.berkeley.edu/course_details.php?seriesid=1906978430
http://webcast.berkeley.edu/course_details.php?seriesid=1906978393
VHDL
Several links related to simulation, synthesis EDA tools and so many are given at
http://www.ee.ucla.edu/~hu/links.htm
FPGA Manufacturers
Xilinx :
http://www.xilinx.com/
Altera:
http://www.altera.com/
Actel:
ATMEL:
http://www.atmel.com/
Xilinx Resources
Xilinx :
http://www.xilinx.com/products/devboards/index.htm
IP cores:
http://www.xilinx.com/ipcenter/index.htm
Training:
http://www.xilinx.com/support/education-home.htm
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Design tools:
http://www.xilinx.com/products/design_resources/design_tool/index.htm
University program:
http://www.xilinx.com/univ/index.htm
IP Reuse for FPGA Design Rapidly Unravel Internal and Third-Party IP from:
http://www.e-consultancy.com/knowledge/whitepapers/80334/ip-reuse-for-fpga-design-rapidly-unravel-internal-and-third--party-ip.html
http://www.ganssle.com/articles.htm
http://www.ece.cmu.edu/~koopman/iccd96/iccd96.html
http://www1.cs.columbia.edu/~sedwards/presentations/2005-wese-emsys.pdf
http://www.ddsanalysis.com/index.html
DDFS links:
http://www.hit.bme.hu/~papay/sci/DDS/products.htm
http://www.nptel.ac.in.html
LAB MANUALS:
The following faculty members have prepared the Lab Manuals as per the curriculum and are made available for the students.
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COURSE FILES:
The following faculty members have prepared the Course Files as per the curriculum and are made available for the students.
I Semester:
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II Semester:
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The following faculty members have prepared the Syllabus for UGC Autonomous curriculum.
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15.00
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Assessment [3*(Sum / 0.5RF)] 18.89 26.96 24.58
National/
Sl No Name Title Year Details
International
Novel two-layer
Journal of Electronics (China), Springer
International motion estimation for 2014
publications, Vol.31 No.4, August 2014
video coding
An efficient multi-layer
J Real-Time Image Proc., Springer
reference frame motion
International 2014 publications, June 2014, DOI
estimation for video
10.1007/s11554-014-0431-0
coding
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1. Dr. VSK and Compression 8735.Volume 9, Issue 6, Ver. V (Nov - Dec.
Reddy Applications 2014), PP 27-33, DOI: 10.9790/2834-
09652733
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International Image Change 2014 Signal Processing, Computing and Information
Detection using UDWT Technologies (ICCSPCIT-2014), ISBN:
978-93-83038-27-5, December 2014.
Analysis of Spectrum
International Journal on Computing,
Sensing Algorithms For
Communications and Systems (IJCCS),
International Improvement of 2015
ISSN: 2277-6699 Vol-4, Issue-1 (February-
Performance in
2015).
Cognitive Radio
Improved Security
International Journal of Engineering & Science
Copy Right Protection
International 2014 Research (IJESR), ISSN 2277-2685, Vol-4,
by Watermarking
Issue-10, October 2014.
Technique using FPGA
Improvement of
International Research Journal Sustainable
Sensing Capacity in
International 2014 Science Engineering (IRJSSE), Volume 2,
Femto Cells using
Issue 2, Feb 2014, ISSN: 2347- 6176
NLM
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5/3/2016 https://enba.nbaind.org/SARTemplates/SARUGTireIITemplateRevisedPrint.aspx?Appid=1279&Progid=578#
Analysis of Spectrum
International Conference on Communications,
Sensing Algorithms For
Signal Processing, Computing and Information
International Improvement of 2014
Technologies (ICCSPCIT-2014), ISBN:
Performance in
978-93-83038-27-5, December 2014.
Cognitive Radio
Design of Multiplier
Dr D. R. V.
and Divider Using International Journal for Research in Applied
A. Sharath Reversible Logic Gates Science and Engineering Technology
4. Kumar International 2014
with Vedic (IJRASET), ISSN: 2321-9653, Volume II,
Mathematical Issue IX, September 2014, Pages 178-187.
Approach
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Reversible Medical
Image Watermarking International Conference on Emerging Trends
International Technique using in Science and Cutting Edge Technology
Histogram Shifting (ICETSCET-2014), September 2014.
A New Video
K. Murali International Journal of Scientific Engineering
Compression Method
Krishna and Technology Research (IJSETR), ISSN
6. International using DCT Coefficients 2014
2319-8885, Vol.03, Issue.30, October-
Based on Accordion
2014, Pages: 6045-6050.
Representation
A Comparative Study
International Journal on Computing,
of Various Moment
Communications and Systems (IJCCS),
International Based Shape 2015
ISSN: 2277-6699 Vol-4, Issue-1 (February-
Descriptors For
2015).
Efficient CBMIR
A Comparative Study
of Various Moment International Conference on Communications,
Based Shape Signal Processing, Computing and Information
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International Descriptors For 2014 Technologies (ICCSPCIT-2014), ISBN:
Efficient CBMIR 978-93-83038-27-5, December 2014.
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International Parasites Detection and 2014 Issue.08, October 2014, ISSN 2348-
Classification from 2370,PP 737-740. Impact factor 2.124.
Microscopy Images
An NBTI Aware
Architecture for the
International Journal of Modern Sciences and
Humming Bird
Engineering Technology (IJMSET), ISSN
International Cryptography 2015
2349-3755; Volume 2, Issue 3, 2015, pp.84-
Algorithm Employing
92.
Multiple Threshold
Voltage NCL gates
P. Anitha
11.
A Proposed
Architecture for BISR
of the Humming Bird
International Journal of Advanced science,
Cryptography
International 2015 Engineering and Technology, March 2015
Algorithm Employing
Issue, BI, International Journals.
Multiple Threshold
Voltage NCL gates
on a NOC
Optimization of
International Journal on Computing,
M. Anusha Microcode Built-in Self
Communications and Systems (IJCCS),
13. International Test and Repair using 2015
ISSN: 2277-6699 Vol-4, Issue-1 (February-
Redundancy Logic For
2015).
Embedded Memory
Optimization of
International Journal on Computing,
Microcode Built-in Self
Communications and Systems (IJCCS),
International Test and Repair using 2015
ISSN: 2277-6699 Vol-4, Issue-1 (February-
Redundancy Logic For
2015).
Embedded Memory
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Cryptography
M.Arun Algorithm based on International Journal of Science and Research
14. Kumar International DES and RSA in 2014 (IJSR), ISSN 2319-7064, Volume 3, Issue
Bluetiith 12, December 2014,PP 1848-1852
Communication
Optimization of
International Conference on Communications,
Microcode Built-in Self
Signal Processing, Computing and Information
International Test and Repair using 2014
Technologies (ICCSPCIT-2014), ISBN:
Redundancy Logic For
978-93-83038-27-5, December 2014.
Embedded Memory
Adaptive Bit
Interleaved Coded International Journal of Advanced Technology
Modulation for Mobile in Engineering and Science (IJATES), ISSN
International 2014
Radio OFDM Systems 2348-7550, Volume 02, Issue 01, September
by using Rician Fading 2014,PP 208-217.
Channel
Adaptive Bit
Interleaved Coded
International Conference on Emerging Trends
Modulation for Mobile
International 2014 in Science and Cutting Edge Technology
Radio OFDM Systems
(ICETSCET-2014), September 2014.
by using Rician Fading
Channel
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International Segmentation using 2014 Research (IJESR), ISSN 2277-2685, Vol-4,
Multiple Fixation Issue-10, October 2014, Pages 672-676.
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International Significance of 2015 Communications and Systems (IJCCS),
Vocoders in Mobile ISSN: 2277-6699 Vol-4, Issue-1 (February-
R.Chinna Communication 2015).
21. Rao
Asynchronous Data
Transactions on SOC
International Journal on Computing,
using FIFO Between
Communications and Systems (IJCCS),
International Advanced Extensible 2015
ISSN: 2277-6699 Vol-4, Issue-1 (February-
Interface 4.0 and
2015).
Advanced Peripheral
Bus 4.0
Asynchronous Data
T. Transactions on SOC
International Conference on Communications,
Vinaysimha using FIFO Between
Signal Processing, Computing and Information
22. Reddy International Advanced Extensible 2014
Technologies (ICCSPCIT-2014), ISBN:
Interface 4.0 and
978-93-83038-27-5, December 2014
Advanced Peripheral
Bus 4.0
Asynchronous Data
Transactions on SoC
using FIFO between International Conference on Current
International Advanced Extensible 2014 Innovations in Engineering and Technology
Interface 4.0 and (ICCIET-2014), September 2014.
Advanced Peripheral
Bus 4.0
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Content Based Video International Journal of Engineering & Science
M. Lavanya International Retrieval System using 2014 Research (IJESR), ISSN 2277-2685, Vol-4,
24. Multiple Features Issue-10, October 2014, Pages 771-776
National/
Sl No Name Title Year Details
International
Synthesis of La2O3
International Journal of Education
nanoparticles by Pechini
International 2014 and Applied Research, (Accepted)
method for future CMOS
ISSN: 2348-0033
applications
Synthesis characterization of
Advances in Sciences, Engineering
Nano lanthanum aluminate
International 2014 and Medicine (American scientific
and simulation of nano metal
publishers) Vol 6, pages 1–7, 2014
oxide semiconductor
Comparison of Band
Diagrams and other Journal of Advanced Research
International parameters obtained by 2014
(Elsevier)
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simulation analyses of the
MOS devices
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International Integrating Shape and Motion 2013 communications and Systems
Features for Video Retrieval (IJCCS), ISSN 2277-6699,
Volume 1, No. 2, November 2013
Prof. P.
International journal for Scientific
2. Sanjeeva Intelligent Parking Space
Research & Development, ISSN
Reddy International Detection System Based on 2013
(online): 2321-0613, volume-1,
Image Segmentation
Issue-6, Aug 2013
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5. International Image Resolution Using 2013 Research & Technology (IJERT),
Discrete Wavelet Transform ISSN:2278-0181, Vol. 2
Issue0,October-2013.
International Conference on
Systemics, Cybernetics and
B.Jyothi CBMIR based on Integrated
Informatics (ICSCI-2014), Under
7. International SOFM and Clustering 2014
the aegis of Pentagram Research
Multiple Features
Center, India, February 03-06,
2014.
International Conference on
CBMIR Based on Integrated Sustemics, Sybernetics and
International SOFM and Clustering 2014 informatics Feb, 2014 at Hyderabad
Multiple Features published by the Pentagram
Research Center(P) Limited
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International conference on
Navigational Systems and Signal
Content Based Video
Processing applications (NSSP-
International Retrieval by Integrating 2013
2013), In Technical cooperation
Shape and Motion features
with IEEE, Hyderabad Section. Dec
2013.
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Unintentional Attacks Issue-1, November 2013
11. P. Anitha
International Journal of Engineering
A Novel Pragmatic RRW Science & Advanced technology
International Framework to Resist on 2013 (IJESAT), ISSN 2250-3676.Vol-3,
Unintentional Attacks Issue-3, November 2013, pages
122-125
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National Algorithm Using NSS 2013 83038 077).
Approach In DCT Domain
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International Utilization Scheme For Video 2013 Communication and Systems
Transmission Over Wireless (IJCCS), ISSN 2277-6699,
K. Swathi
20. Sensor networks Volume 2, No. 1, November 2013.
National/
Sl No Name Title Year Details
International
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Simulation Studies of Electronic Physics, Vol. 5 No 4,
International MOSFETs Containing Silica 2013 04058(3pp), 2013 Sumy State
and Lantana Nanooxide University, 2077-
Layers 6772/2013/5(4)04058(3)
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Content Based video International Journal of Computing,
Retrieval Based on color communications and Systems
International 2012
feature (IJCCS), Vol.1, Issue.1, March
2012, ISSN: 2277-6699
G. S. Naveen
6.
Kumar
International Conference on
Scale Invariant Feature Computing, Communications
International Transform Algorithm for 2012 Systems and Aeronautics
Video Retrieval (ICCCSA-12), 30-31 March 2012,
ISBN 978-81-921580-8-2
Implementation of Dynamic
System Approach for Radio
M. Anusha Location Finger Printing in
International Journal for computer
8. International Implementation of Dynamic 2012
applications,2012
System Approach for Radio
Location Finger Printing in
WLANS
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10. D.Asha
International Conference on
K.Suresh Multi Objective Optimization Commutating, Communication,
11. International Pre-DFT Coded-SOMO 2012 System and Aeronautics ISBN:978-
OFDM 81-921580-8-2,Page number:16 to
20, 30th -March 2012
International Conference on
K.D.K.Ajay Object Based Video Commutating, Communication,
12. International Retrieval Using SIFT 2012 System and Aeronautics ISBN:978-
algorithm 81-921580-8-2,Page number:16 to
20, 30th -March 2012
CITATIONS
VSK Reddy
·Relevance Feed Back Content Based Image Retrieval Using Multiple Features B Jyothi, YM Latha, VSK Reddy - … Intelligence and Computing Research (ICCIC), 2010 …, 2010
Cited by:-
[1].Content Based Image Retrieval using combined features of shape, color and relevance feedback
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S Putheti, SR Edara, SA Edara - Hybrid Intelligent Systems (HIS …, 2012 - ieeexplore.ieee.org
[5].Relevance Feedback for Content Based Image Retrieval Based On Multitexton Histogram and Microstructure Descriptor
[6].An Adaptive Calibration Circuit for Ultrasonic Flow Sensor using Optimized ANN
[8]. A NOVEL APPROACH TO OPTIMIZE RELEVANCE FEEDBACK IN CBIR VIA INTEGRATING MSD AND FRB FUNCTION NETWORK
[10].A Novel Approach to Reduce Semantic Gap in CBIR Using Relevance Feedback: Based on Integration of MSD and MTH Descriptors
Content based color image retrieval via wavelet transforms MY Latha, BC Jinaga, VSK Reddy - International Journal of Computer Science and …, 2007
Cited by:-
[4].An improved real time image detection system for elephant intrusion along the forest border areas
[5].Improving Content Based Retrieval of Magnetic Resonance Images by Applying Graph Based Segmentation
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[7].Automatic target image detection for morphing
Medical Image Retrieval using Multiple Features. B Jyothi, YM Latha, VSK Reddy - Advances in Computational Sciences & Technology, 2010
Cited by:-
[2].Foliage plant retrieval using polar Fourier transform, color moments and vein features
[3].A Proposed Feature Extraction Technique for Dental X-Ray Images Based on Multiple features
[5].Fig (Ficus Carica L.) Identification Based on Mutual Information and Neural Networks
[7].Leaf Identification Using Polar Fourier Transform and Linear Bayes Normal Classifier
New VLSI architecture for motion estimation algorithm VSK Reddy, S Sengupta, YM Latha - World Academy of Science, Engineering and …, 2007
Cited by:-
[1].A high performance hardware architecture for multi-frame hierarchical motion estimation
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H Ho, R Klepko, N Ninh, D Wang - Consumer Electronics, IEEE …, 2011 - ieeexplore.ieee.org
[2].A novel dual processing architecture for implementation of motion estimation unit of H. 264 AVC on FPGA
[5].An optimal fast full search motion estimation algorithm in video coding
A new predictive full-search block motion estimation VSK Reddy, S Sengupta - Pattern Recognition, 2004. ICPR 2004. Proceedings of …, 2004
Cited by:-
[2].Comparative study of block matching techniques used in video images motions estimation
[3].REAL TIME MOTION DETECTION FOR FAST HUMAN IDENTIFICATION BASED ON FACE RECOGNITION
[5].Evaluación de Métodos de Detección de Movimiento para un Sistema de Identificación de Personas Basado en Reconocimiento Facial
[6].Evaluación de Métodos de Detección de Movimiento para un Sistema de Identificación de Personas Basado en Reconocimiento Facial
·A Precise Content-based Color Image Retrieval: Lifting Scheme YM Latha, BC Jinaga, VSK Reddy - CGST-GVIP Journal, ISSN: 1687-398X, 2008
Cited by:-
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5/3/2016 https://enba.nbaind.org/SARTemplates/SARUGTireIITemplateRevisedPrint.aspx?Appid=1279&Progid=578#
[1].Development of Descriptors for Color Image Browsing and Retrieval
·Efficient path estimation routing protocol for QoS in long distance MANETs SJ Ahmad, VSK Reddy, A Damodaram, PR Krishna - Intelligent Systems Design and Applications (ISDA …, 2012
[1].Location aware and energy efficient routing protocol for long distance MANETs
[2].An Improved QoS and Ranking Paths for Multimedia Traffic over MANETs
[4].Delay optimization using Knapsack algorithm for multimedia traffic over MANETs
[5].Improved AODV based on Load and Delay for Route Discovery in MANET
·Medical Image Retrieval Using MomentsB Jyothi, YM Latha, PGK Mohan, VSK Reddy - International Journal of Application or Innovation in …, 2013.
Cited by:-
[3].Medical Image Retrieval based on LBP Histogram Fourier features and KNN classifier
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[5].WRAPPER BASED FEATURE SELECTION FOR CT IMAGE.
EZ Mohammed
Video watermarking based on motion vectors of H. 264 K Swaraja, YM Latha, VSK Reddy, AV Paramkusam - India Conference (INDICON), 2011 Annual IEEE, 2011
Cited by:-
[1].robust compressed domain video watermarking in p-frames with controlled bit rate increase
[3].An Information Hiding Approach Based on Integer Transform Coefficient and Virtual Space Encoding for H. 264/AVC
1. S Li, J Fu, P Liu, Y Jiang - Circuits, Systems, and Signal Processing, 2015 - Springer
·A high-level pipelined FPGA based DCT for video coding applications VSK Reddy, S Sengupta, YM Iatha - … 2003. Conference on Convergent Technologies for the …, 2003
Cited by:-
[2].Optimizing the design of a configurable digital signal processor for accelerated execution of the 2-D discrete cosine transform
·The efficient optimal and suboptimal motion estimation algorithms AV Paramkusam, VSK Reddy - Signal, Image and Video Processing, 2013
Cited by:-
[1]. efficient multi-layer reference frame motion estimation for video coding
[2].Temporal correlation based general search strategy for multiple reference frame motion estimation
CS Park, GR Kwon, JY Pyun, C Kim - Signal, Image and Video Processing, 2016 - Springer
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[3].Fast predictive motion estimation algorithm with adaptive search mode based on motion type classification
L Lin, IC Wey, JH Ding - Signal, Image and Video Processing, 2016 - Springer
·An optimal fast full search motion estimation algorithm in video coding AV Paramkusam, VSK Reddy - Signal Processing, Communication, Computing and …, 2011
Cited by:-
·Packet loss estimation using Poisson random process for improving multimedia transmission in MANETs SJ Ahmad, A Damodaram, VSK Reddy, PR Krishna - Advances in Computing, Communications and …, 2013
Cited by:-
[1].Performance Evaluation of Multimedia Transmission in MANETs for AODV nthBR Routing Protocol
[2].SIMULATION OF VARIOUS QoS PARAMETERS IN A HIGH DENSITY MANET SET-UP USING AODV nthBR PROTOCOL FOR MULTIMEDIA TRANSMISSION, …
·Two-layer motion estimation algorithm for video coding AV Paramkusam, VSK Reddy - Electronics Letters, 2014
Cited by:-
·Low-computation and high-performance adaptive full search block-matching motion estimation VSK Reddy, S Sengupta - … Processing and Communications, 2004. SPCOM04. …, 2004
Cited by:-
·Predictive Search Range and Block Size in Block Matching Motion Estimation Algorithms in Video Coding SK Satyanarayana, M Kavya, VSK Reddy - Image and Signal Processing, 2009. CISP09. 2nd …, 2009
Cited by:-
[1].Global motion compensation for image sequences and motion object detection
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·Detection of Black Hole Attack Using Code Division Security Method SJ Ahmad, VSK Reddy, A Damodaram, PR Krishna - Emerging ICT for Bridging the Future-Proceedings …, 2015
Cited by:-
[1].A modified algorithm to improve security and performance of AODV protocol against black hole attack
·An efficient fast full search block matching algorithm with SSD criterion AV Paramkusam, VSK Reddy - India Conference (INDICON), 2011 Annual IEEE, 2011
Cited by:-
·Wireless transmission of bio-medical signals: Wireless doc ND Kumar, CVB Kumar, VSK Reddy, PR Ram - India Conference (INDICON), 2011 Annual IEEE, 2011
·Location aware and energy efficient routing protocol for long distance MANETs SJ Ahmad, VSK Reddy, A Damodaram… - International Journal of Networking and Virtual …, 2013
Cited by:-
[2].A Dynamic Priority Based Scheduling Scheme for Multimedia Streaming Over MANETs to Improve QoS
·A study of software quality models T Davuluru, J Medida, VSK Reddy - Advances in Engineering and Technology Research ( …, 2014
·Multilayer reference frame motion estimation for video coding AV Paramkusam, VSK Reddy - Signal, Image and Video Processing, 2014
Cited by:-
[1].Fast predictive motion estimation algorithm with adaptive search mode based on motion type classification
L Lin, IC Wey, JH Ding - Signal, Image and Video Processing, 2016 - Springer
·An efficient multi-layer reference frame motion estimation for video coding AV Paramkusam, VSK Reddy - Journal of Real-Time Image Processing, 2014
Cited by:-
·Denoising of radar signals by using wavelets and Doppler estimation by S-Transform VSS Reddy, DT Rao - International Journal of Advancements in Research & …, 2012
·An Optimal Fast Full Search Motion Estimation and Suboptimal Motion Estimation Algorithms AV Paramkusam, VSK Reddy - International Journal of Computer Applications, 2012
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·Video Watermarking in Motion vectors Based on visual masking KSDYM Latha, VSK Reddy - International Journal of Research in Signal Processing, …
·E-Medicine: Best Solution for health care of Remote & Rural Reach ND Kumar, VSK Reddy
·Hybrid DWT-DCT Algorithm for Digital Image Watermarking and Compression Applications A Venkateswarlu, VSK Reddy, NU Rani
·A pristine digital video watermarking in H. 264 compressed domain K Swaraja, Y MadhaveeLatha, VSK Reddy - … Intelligence and Computing Research (ICCIC), 2014 …, 2014
·A Computationally Adaptive Block-Matching Motion Estimation Algorithm VSK Reddy, S Sengupta - Proceedings of the Eleventh National Conference on …, 2005
·A novel fast search motion estimation boosted by multilayer concept AV Paramkusam, VSK Reddy - Multimedia Tools and Applications, 2014
·New fast motion estimation algorithm in video coding AV Paramkusam, VSK Reddy - Recent Advances in Intelligent Computational Systems …, 2011
·ANALYSIS OF COOPERATIVE TRANSMISSION MODIFIED ROUTING PROTOCOL IN MANETS K Vanisree, VSK Reddy
·An Improved QoS and Ranking Paths for Multimedia Traffic over MANETs SJ Ahmad, VSK Reddy, A Damodaram, PR Krishna - Information Technology (ICIT), 2014 International …, 2014
·ANALYSIS OF MODIFIED COOPERATIVE TRANSMISSION ROUTING PROTOCOL IN MANET K Vanisree, VSK Reddy - IJCSI International Journal of Computer Science Issues, 2013
·Delay Optimization using Knapsack Algorithm for Multimedia Traffic over MANETs SJ Ahmad, VSK Reddy, A Damodaram, PR Krishna - Expert Systems with Applications, 2015
·Steerable Texture Descriptor for an Effective Content-Based Medical Image Retrieval System Using PCA B Jyothi, Y MadhaveeLatha, PGK Mohan, VSK Reddy - … of the Second International Conference on …, 2016
·A novel block-matching motion estimation algorithm based on multilayer concept AV Paramkusam, VSK Reddy - Multimedia and Expo (ICME), 2014 IEEE International …, 2014
·A FPGA-based Architecture for Block Matching Motion Estimation Algorithm KBK Rangan, MP Reddy, VSK Reddy - TENCON 2005 2005 IEEE Region 10, 2005
·Energy saving in cooperative transmission using opportunistic protocol in MANET K Vanisree, VSK Reddy
·The Imperceptible Video Watermarking Based on Region of Motion Vectors in P-frames. K Swaraja, YM Latha, VSK Reddy - Advances in Computational Sciences & Technology, 2010
·Novel two-layer motion estimation for video coding AV Paramkusam, VSK Reddy - Journal of Electronics (China), 2014
S. Srinivasa Rao
·Human activity tracking using RFID tags SS Rao, EG Rajan, K Lalkishore - International Journal of Computer Science and …, 2009
Cited by:-
[2].Optimal outsourcing for intellectual property protection and production cost minimization
[3].Proposed prediction algorithms based on hybrid approach to deal with anomalies of RFID data in healthcare
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AA Leema, M Hemalatha - Egyptian Informatics Journal, 2013 - Elsevier
[4].POLICE OFFICER EXPECTATIONS OF PRIVACY AGAINST ELECTRONIC SURVEILLANCE IN THE WORKPLACE: AN INTRODUCTORY LEGAL ANALYSIS.
·ASAF ALOHA protocol for dense RFID systems SS Rao, EG Rajan, K Lalkishore - Wireless Personal Communications, 2012
Dr.M.R.K Murthy
[1].Computational Comparisons of GPC and NGPC Schemes DN Rao, MRK Murthy, DN Harshal, SRM Rao - 2007
[2].NEURAL GENERALIZED PREDICTIVE CONTROLFOR REAL TIME APPLICATIONS DN RAO, MRK MURTHY, SRM RAO, DN HARSHAL - Institute for Scientific, 2007
A Adhipathi Reddy
·A new wavelet based logo-watermarking scheme AA Reddy, BN Chatterji - Pattern Recognition Letters, 2005
Cited by:-
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[8].Robust wavelet-based video watermarking scheme for copyright protection using the human visual system
·Wavelet Packet Based Digital Image Watermarking. AA Reddy, BN Chatterji - ICVGIP, 2004
Cited by:-
ML Mittal
·Wavelet transform based technique for speckle noise suppression and data compression for SAR images ML Mittal, VK Singh, R Krishnan - Signal Processing and Its Applications, 1999. ISSPA99 …, 1999
Cited by:-
[3].Using new WaveShrink technique and edge information to reduce the SAR speckle
[4].Speckle Noise Reduction Using Local Binary Pattern, Anisotropic Diffusion and Bilateral Filter
ЮС Бехтин - dspa.ru
·An efficient and fast compression technique for multispectral browse images ML Mittal, VK Singh, R Krishnan, VB Subhadra - Geoscience and Remote Sensing Symposium, 1999. …, 1999
Cited by:-
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[1].An efficient method for satellite image matching and management
JH Parka, JH Choib, KH Choia - … of LSPRS Congress Commission IV, Jul, 2004 - isprs.org
·Effect of data compression on DEM accuracy derived from satellite images ML Mittal, VK Singh, R Krishnan - Joint Workshop of ISPRS WGI/1, I/3 and IV/4, Hanover, 1999
Cited by:-
[1].Effects of JPEG 2000 compression on automated DSM extraction: Evidence from aerial photographs
·A new criteria for evaluation of compression technique ML Mittal, VK Singh, R Krishnan - Signal Processing and Its Applications, 1999. ISSPA99 …, 1999
Cited by:-
S Ameer, O Basir - Signal Processing, 2008. ICSP 2008. 9th …, 2008 - ieeexplore.ieee.org
·Technical note:Discrete wavelet transform based image compression: A correction ML Mittal, VB Subhdra - 2000
·A hybrid technique for onboard image data compression MI Mittal, VK Singh, R Krishnan - Journal of Spacecraft Technology, 1998
B Jyothi
·Relvance Feed Back Content Based Image Retrieval Using Multiple Features B Jyothi, YM Latha, VSK Reddy - … Intelligence and Computing Research (ICCIC), 2010 …, 2010
Cited by:-
[1].Content Based Image Retrieval using combined features of shape, color and relevance feedback
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S Putheti, SR Edara, SA Edara - Hybrid Intelligent Systems (HIS …, 2012 - ieeexplore.ieee.org
[5].Relevance Feedback for Content Based Image Retrieval Based On Multitexton Histogram and Microstructure Descriptor
[6].An Adaptive Calibration Circuit for Ultrasonic Flow Sensor using Optimized ANN
[8].A NOVEL APPROACH TO OPTIMIZE RELEVANCE FEEDBACK IN CBIR VIA INTEGRATING MSD AND FRB FUNCTION NETWORK
1. A Novel Approach to Reduce Semantic Gap in CBIR Using Relevance Feedback: Based on Integration of MSD and MTH Descriptors
·Medical Image Retrieval using Multiple Features. B Jyothi, YM Latha, VSK Reddy - Advances in Computational Sciences & Technology, 2010
Cited by:-
[2].Foliage plant retrieval using polar Fourier transform, color moments and vein features
[3].A Proposed Feature Extraction Technique for Dental X-Ray Images Based on Multiple features
[5].Fig (Ficus Carica L.) Identification Based on Mutual Information and Neural Networks
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[7].Leaf Identification Using Polar Fourier Transform and Linear Bayes Normal Classifier
·Medical Image Retrieval Using Moments B Jyothi, YM Latha, PGK Mohan, VSK Reddy - International Journal of Application or Innovation in …, 2013
Cited by:-
[3].Medical Image Retrieval based on LBP Histogram Fourier features and KNN classifier
·Medical image retrieval using multiple features clustering technique B Jyothi, YM Latha, PGK Mohan - … Intelligence & Computing Research (ICCIC), 2012 …, 2012
Cited by:-
[1].Incluindo funções de distância e extratores de características para suporte a consultas por similaridade
·An effective multiple visual features for Content Based Medical Image Retrieval B Jyothi, Y MadhaveeLatha, PG Krishna Mohan - Intelligent Systems and Control (ISCO), 2015 IEEE 9th …, 2015
·A REVIEW OF LOW LEVEL VISUAL FEATURES FORA CONTENT BASED MEDICAL IMAGE RETRIEVAL SYSTEM B Jyothi, YM Latha, PGK Mohan - 2006
·Region based texture descriptor for content based medical image retrieval using second order moments B Jyothi, Y MadhaveeLatha, PG Krishna Mohan - … Systems (ICIIECS), 2015 International Conference on, 2015
·Multidimensional feature space for an effective content based medical image retrieval B Jyothi, Y MadhaveeLatha, PG Krishna Mohan - Advance Computing Conference (IACC), 2015 IEEE …, 2015
·Steerable Texture Descriptor for an Effective Content-Based Medical Image Retrieval System Using PCA B Jyothi, Y MadhaveeLatha, PGK Mohan, VSK Reddy - … of the Second International Conference on …, 2016
Cited by:-
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[1].An Improved Content Based Medical Image Retrieval System Using Integrated Steerable Texture Components and User Interactive Feedback Method
B Jyothi, YM Latha, PGK Mohan - Information Systems Design and …, 2016 - Springer
·FACE DETECTION USING ACTIVE APPEARANCE MODEL V Sharma, B Jyothi, YM Latha - parameters, 2013
Arunkumar Madupu
·An Image Analysis on Self Captured Resource Limited CMOS Camera P GUNTA, A MADUPU - 2014
·Cryptography Algorithm based on DES and RSA in Bluetooth Communication K Veeresh, A Madupu
D Asha
·Extraction of respiratory rate from ppg signals using pca and emd B Prathyusha, TS Rao, D Asha - EXTRACTION, 2012
Cited by:-
[1].Spike detection from electroencephalogram signals with aid of hybrid genetic algorithm-particle swarm optimization
[2].Spike Detection from EEG Signals with Aid of Morphological Filters and Hybrid GAPSO
[3].A Photoplethysmography Melanin Evaluation System by Modified Boltzmann Transport Equation (BTE)
[4].Spike Detection from EEG Signals with Aid of Morphological Filters and Particle Swarm Optimization (PSO)
[5].Estimation of a Respiratory Signal from Single Channel Electrocardiogram Signal using Empirical Mode Decomposition
[9].Electronics and Tele Communication Engineering, Dr. Babasaheb Ambedkar Technological University, Lonere, Tal.-Mangaon, Dist.-Raigad, pin-402103. …
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K Kamble, V Lohikpure, S Sirsat, N Jadhav - ijsetr.com
Ph.D. Guided
Year of
S.No Name of the candidate Topic/Title University
Completion
1 Mr.G.S. Naveen Kumar Content Based Image Retrieval JNTUK, Kakinada 2010
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2014-2015
2013-2014
2012-2013
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• ProductDevelopment
• Researchlaboratories
• Instructionalmaterials
• Workingmodels/charts/monogramsetc.
Research Laboratories
Centre of Excellence in
1. 2015 Rs 10 Lakhs
Robotics
G Jyothish
“Delta Robot for pick and
1 G Maneesh Chowdary
place operation”
IV/IV II Sem
B Tech ECE
Baki Pranaya
Bollarapu Venkatesh
IV/IV II Sem
B Tech ECE
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K Ushasri
Kandula Abhinav
“Voice Activated Coffee
3 Mohammed Rafath
making System”
IV/IV II Sem
B Tech ECE
N Vijay Kumar
P Teja
“Car Parking system using
4 S Dinesh Kumar Wireless network based
Zigbee”
IV/IV II Sem
B Tech ECE
Kondi Rajeshwari
Markanti Sukanya
“Multi sensor Fuzzy logic
5 Molugu Suma based train collision
avoidance system”
IV/IV II Sem
B Tech ECE
Pabba Abhilash
P Maheswara Reddy
V Keerthi
“Automatic animal feeder
6
Rathod Kethan Kumar using Raspberry Pi”
IV/IV II Sem
B Tech ECE
Pravallika Chinni
Rokkam Devraj
“Home Automation &
7 V Sai Shravan
security using Raspberry Pi”
IV/IV II Sem
B Tech ECE
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J Vamshi Krishna
Kondapalli Y Aman
B Tech ECE
N Vijay Kumar
P Teja
B Tech ECE
A Ramana Karthik
B Tech ECE
Akunuri Hemalatha
B Tech ECE
Tulala Sreevani
V V N S Bharath
GPS-GSM Based Bus Stop
5 Vedavally Mounika Automation
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IV/IV I Sem
B Tech ECE
M.Kathyani Kumar
M.Govardhan Reddy
“Monitoring the solar energy
1 L.Chitti charging system using
wireless technology”
IV/IV II Sem
B Tech ECE
Thallapally Satwika
Shanigarapu Chandu
“Intellegent Train Engine to
2 Yuvaraj Decca avoid Accidents and Railway
gate Controlling”
IV/IV II Sem
B Tech ECE
Pathuri Soujanya
Mukku Anusha
B Tech ECE
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Kshatri Alekhya
M.Karthikeya
“Design and layout of
1 K.V.Navya CMOS comparator using X-
OR gate”
IV/IV I Sem
B Tech ECE
T.Suvarchala Naidu
B Tech ECE
Mukku Anusha
Myadari Saikiran
B Tech ECE
Ch Sai Ranga
B Tech ECE
Akshat Agarwal
Abhey Kumar
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Arvind Ravi Kumar
5 G.V.Sasanka Sekhar “Data Acquisition Using PC”
IV/IV I Sem
B Tech ECE
B Tech ECE
B Tech ECE
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IV/IV II Sem & GSM”
B Tech ECE
B Tech ECE
Ponnathota Yogeshwari, P
Priyanka Yadav “Pattern recognition Scheme
3 using Wavelet based
IV/IV II Sem
Dominant feature”
B Tech ECE
B Tech ECE
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Prabhakar Reddy Meeniga, “Using color strings
Mudupu Gopi comparison for video frames
6
retrieval”
IV/IV II Sem
B Tech ECE
(Provide a list with Project Title, Funding Agency, Amount and Duration) Funding amount(Cumulative during assessment years)
2014-2015
2013-2014
2012-2013
Cumulative Amount(X + Y + Z) =
30.00
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Faculty members of Higher Educational Institutions today have to perform a variety of tasks pertaining to diverse roles. In addition to instruction, Faculty members need to innovate and conduct research for their self-renewal, keep a breast w
technology, and develop expertise for effective implementation of curricula. They are also expected to provide services to the industry and community for understanding and contributing to the solution of real life problems in industry. Another rol
shouldering of administrative responsibilities and co-operation with other Faculty, Heads-of-Departments and the Head of Institute. An effective performance appraisal system for Faculty is vital for optimizing the contribution of individual Faculty
performance.
A well-defined system for faculty appraisal for all the assessment years(10)
Its implementation and effectiveness(20)
We believe in the premise that people are more productive when they agree on what is expected of them and receive feedback on their performance. The success of the appraisal process is essentially associated with establishing a constructive dialogue between th
appraised. This can be a valuable process for both the department/college and faculty as it improves communication channels between both sides.
This aims at helping faculty get a clearer idea of their expected important roles in the department/College and University, given that academic staff members are the essence of the education system. Ultimately it is the caliber and standards of the faculty members th
influence on the education process. Planning is part of the process of assisting faculty members improve such standards.
i. Provide up-to-date reports involving teaching activities and student advising as assigned by the department.
ii. Be responsible for course development and participate in curriculum and program development.
iii. Fulfill all instructional and advising responsibilities as specified in the policies and procedures.
iv. Participate in scholarly and research activities which enhance their professional development and contribute to their discipline.
In addition, criterion 5 of ABET (Accreditation Board for Engineering and Technology), the accreditation body for engineering programs, focuses on faculty members. It states that
"The faculty is the heart of any educational program. The faculty must be of sufficient number; and must have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty int
advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students.
The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of
educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective pr
scholarship, participation in professional societies, and licensure as Professional Engineers."
The College decided to develop a customized version of appraisal system. The rationale behind this move is:
i. Embedding the "professional" nature of the college in the system (linking courses to industry, design, and real world problems).
ii. Targeting a simpler but more effective and relevant evaluation system.
iii. Having a clearer link to the development system for faculty members which are one of the main aims of the evaluation system. Based on the department need, there should be a mutual agreement between the head and the faculty member on whether to continue
strength areas, or to focus on their weak areas or a combination of both.
v. Capitalizing on the role of different ranked faculty members in the education process.
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2 General Objectives
i. Helping faculty members recognize areas in need of development or improvement, and to capitalize on their areas of strength.
iv. Creating a fair indication for annual merit increases and other rewards programs to be developed.
v. Provide opportunities for discussion and feedback in order to identify problems, obstacles, or difficulties that hinder progress and institution development.
3 General Guidelines
The evaluation system should be applied to all "regular faculty members" defined in the bylaws as:
"Regular faculty members are full-time individuals who hold full professional ranks and who are appointed by the College and ratified by the University to fulfill the following functions and duties:
• Student advisement
• Other functions and duties deemed necessary by the Department and College"
This process is conducted annually (at the end of the academic year) and the outcome of the evaluation is kept confidential and is by no means a way to compare one faculty member against another.
Conducting the departmental evaluation is the sole responsibility of the department head, and should not be delegated to any other member of the department. However, the head can seek help from other faculty members to conduct specific tasks in the evaluation proce
After the departmental evaluation, the Dean for Academics and Principal will review it and send recommendation to the department head.
5 Procedure
i. During the first two weeks of the odd semester, each department head will hold a department meeting during which the following will be addressed:
a. Refresh the team with the mission and vision of the department.
b. Update on the status of implementation of the department academic plan and advisory committee recommendations.
ii. During the following week, the head will hold an individual meeting with each department faculty member. During this meeting, they discuss the individual plan of the member in terms of teaching, research, and services, as well as the College and Department stra
development plan of the member should then be addressed, and required resources should be agreed upon. The plan will include agreement on special distribution of effort over the three evaluation areas (i.e., teaching, research, and service).
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iii. Within two days of the meeting, the member should submit hard/soft copy of his/her plan for the year.
iv. The head will then confirm that the plan is in line with the discussion agreement in the meeting.
vi. Faculty members will submit their achievements and any supporting document in the prescribed faculty appraisal form. This task is due on the last day of teaching.
vii. Head of the Department hold appraisal meetings with faculty members in the department to go over achievements and to provide feedback.
viii. Faculty members are required to sign the summary sheet for evaluation which is an indication that they have seen the scores.
ix. Faculty member signature on the form doesn’t necessarily mean that the member agrees with the result.
x. Any appeal on the evaluation results should be submitted within two weeks of the meeting to the department head.
xi. Head of the Department will submit the evaluation summary of faculty members to the Principal through Dean of Academics by the end of the final exams period.
Evaluation Components
1 Teaching (50-60%)
i. Each faculty member will submit course files for all taught courses that include all course materials together with samples of students work. Each faculty member will pick one course file for evaluation.
ii. The average student feedback score will be used in the evaluation and not a certain course feedback.
iii. Course improvement may involve adopting new teaching pedagogies, new assessment methods, new technology or software, new applications related to local industry, converting a course to be an online course, or combinations of these.
iv. All courses will be managed using Blackboard to achieve the minimum score of “satisfactory”.
v. For faculty with reduced loads or with buyout time, teaching weight can be reduced to 40%.
5: Excellent student evaluation (greater than 92%), outstanding course file(s), substantial improvement in a course or introduction of a new course, and an excellent effort for self-improvement through attending workshops. Examples of excellent performance indicator
teaching prizes, writing a journal paper in the area of teaching, delivering presentations, conferences and demonstrating exceptional skills in teaching/learning. Revised – 4: Very good student evaluation (greater than 85%), very good course file(s), good improvement in
obvious effort for self-improvement through participating in workshops, delivering presentations, conferences.
3: Good student evaluation (greater than 75%), a good and complete course file(s), some improvement in a course, and a reasonable effort for self-improvement through attending workshops, presentations, conferences
2: Fair student evaluation (greater than 60%), course file is not complete, no course improvement, and no evidence of self-development.
1: Poor student evaluation (< 60%). No course file. Faculty member will be given a warning and further action may be considered.
• Self-Development: 15%
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i. Each faculty member will include his/her recent publication record (past 2 years included) for the head to check the progress.
ii. Senior faculty members are expected to publish in international well reputed, indexed journals with high impact factor in its field.
iii. Research in priority areas of the department will have a higher weight.
vi. A leading author is the author whose name appears as a single or first author on a jointly published paper, or the second author on a paper whose first author is a graduate student or a postdoc supervised by the second author.
5: A leading author on at least three papers in significant indexed journals over the past two years, receiving (or managing) a significant external grant as a lead PI in the current year which is in line with departments goals/areas of interest, and solid efforts in research dev
4: A leading author on at least two papers in significant indexed journals over the past two years, or receiving an external grant as a lead PI in the current year which is in line with departments goals/areas of interest, or receiving a patent, and a very good effort in resea
in the department.
3: Publishing one paper in significant indexed journals over the past two years, or a leading author on at least two papers in an international and significant conference over the past two years, receiving research grants in the role of PI or Co-PI with good effort in researc
2: No journal or conference publications in the past two years with little efforts to improve research capabilities.
1: No publications at all over the past three years with no effort to improve research capabilities.
• Publications: 30-80%
• Self-Development: 20%
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i. It is the role of the head to capitalize on the strength of each member of the department by nominating them to different college, and department committees or assigning them other special duties such as coordination.
ii. Faculty members involved in services outside college should keep the head informed about their activities and their exact roles and contributions.
iii. All faculty members are expected to be members of professional societies both local and international. Every effort must be deployed to achieve this target.
iv. All faculty members are expected to engage in the implementation of the college and department strategic plan by being involved in relevant projects or tasks.
v. All faculty members are expected to engage in their personal development in one or several of the areas of teaching, research or community service so as to improve in any area of perceived weakness or in areas where the faculty wants to go from an excellent a
outstanding assessment.
vi. Services are expected to be delivered to the department, college and the profession through all available venues.
5: Exceptional contribution to and/or impact on a department/college committee, an active/leading role in supporting technical publications (journals, conferences), giving at least one seminar a year, exceptional student advising, providing consulting services, and
development efforts An excellent attitude and high level of collegiality.
4: Effective contribution to internal committees, active support of professional organizations, good and effective student advising, and clear self-development efforts. Very good attitude and collegiality.
3: Acceptable contribution to internal committees, basic contribution to student advising, occasional support of professional organizations, and minimum self-development efforts. Good attitude and collegiality.
2: Contribution to committees is attendance at most, weak student advising, no involvement in professional societies, and no sign of self-development.
1: No involvement in department, college or university services/activities, no student advising, and no evidence of personal development. The faculty member will get a warning and further action may be taken.
• External committees/consulting, journal editorial duties or membership in conference TPC (technical program committees), reviewer for technical publications; external service: (10-30%)
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The format of College Faculty Self Performance Appraisal Report is shown below:
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4. Student Feedback
The subject feedback of each faculty is taken every semester from students. Faculty’s performance parameters are rated out of 5 and the overall performance percentage is calculated.
There is a well-defined format used for the analysis. Here is a sample of it:
After taking the feedback from the students, the score given by the students is consolidated and analysis is done for every faculty of the concerned subject.
Once the analysis is ready, Principal, Dean of Academics and Head of the Department inform to each individual faculty and corrective measures are taken for the subjects where the feedback is less.
The feedback and analysis for the past Academic Years is given below.
I SEMESTER
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8.00
The following are the list of Subject experts visiting our institute for the past 3 academic years. The visit is arranged once/twice in a semester in the form of a expert guest lecture and the student is allowed to interact with the industry experts. The main aim is to expose th
latest technologies being used in the industry.
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6.1 Adequate and well equipped laboratories, and technical manpower (30)
30.00
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utilized) staff
6.2 Additional facilities created for improving the quality of learning experience in laboratories (25)
25.00
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3 Printer HP Laser To take the printouts of important documents as ready To display the important documents like circuit diagrams ,precautions , complex With such quick access tools and frequent reference the retention is
reckoner . wave forms ,timing diagrams etc for ready reference always better.
To display the important documents like circuit diagrams ,precautions , complex such quick access to important information servers the purpose of
4 Charts omniscience For quick reference of gist of all experimental data
wave forms ,timing diagrams etc for ready reference regular recapitulation
To give the uninterrupted power supply for continuity of work Without UPS students quite often lose their valuable time in
5 UPS Physitech Extended to all Laboratories.
without interruption conducting the experiments repeatedly from beginning
To give the regulated power supply so as to avoid the damage Considerable time of students is lost in repairing the damaged
6 Stabilizer falcon Extended to all Laboratories.
of equipment during power fluctuations. equipment.
College designed To give proper guidance for students to conduct the lab Enable students to conduct the experiments precisely with full
7 Lab manuals Provided to all students at the beginning of each semester
instruction manuals experiments understanding.
This will give some insight into the details of the components &
8 Data sheets Manufacturer Desirable study material. Provided as supplement to laboratory manuals.
equipment used in the experiment .
This will give complete insight into the details of the components &
9 Handbook Manufacturer Desirable study material. Provided as supplement to laboratory manuals.
equipment used in the experiment.
Storage
10 Falcon To observe the input and output waveforms of the experiments For acquiring and archiving the complete wave forms data related to experiments. Will serve as a permanent record for further study and analysis
Oscilloscope
Can study and analysis of the various types of experiments in a single trainer kit
11 Trainer Kits Physitech To do the complex experiments within very little time to setup. Can conduct more experiments in a relatively short time
within a short time
10.00
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Step 1: Establishing the perimeters of our labs according to our organizations rules.
Concerned Lab In-charges will decide what search terms or websites our students require for that lab. We also establish the criteria for firewall.
Step 2: If you have many parts to organize, label a bin or box for each category.
There should be room for growth. Open bins allow for faster access while boxes can more easily be stacked. If you are unsure how big a box is needed sort your parts into piles first. Sample categories are "Intern
cables", "A/V cables", "Network and Phone Cables", "Small power supplies"
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Step 3: Label three adjacent sides of each box or bin so they need never be turned, removed or inserted in a consistent manner to see what category of parts it contains.
A label maker can make particularly easy to read labels.
Step 4: Put each part or set of identical parts (such as screws or small cables) in a clear closeable plastic bag such as a "zipper" sandwich bag.
This is very important because plastic bags are compact, do not lock together, and are slippery. They cannot tangle and can be slid about to find what one is looking for or even dumped out onto a flat surface and sco
returned to the box later. They are reusable and last a long time stored in a box. Clear bags eliminate the need to label contents.
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OVERALL AMBIENCE
All laboratories are equipped with modern equipments to meet the requirement of curriculum.
Laboratory manuals are prepared and are available in soft and hard copy.
All laboratories are well furnished.
Laboratories kept open beyond office hours as per the need.
All laboratories have sufficient natural light, good ventilation with tubes and fan arrangement.
Overall ambience of laboratory is good.
CODE OF CONDUCT FOR THE LABORATORIES
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All students must observe the Dress Code while in the laboratory.
Sandals or open-toed shoes are NOT allowed.
Foods, drinks and smoking are NOT allowed.
All bags must be left at the indicated place.
The lab timetable must be strictly followed.
Be PUNCTUAL for your laboratory session.
Program must be executed within the given time.
Noise must be kept to a minimum.
Workspace must be kept clean and tidy at all time.
Handle the systems and interfacing kits with care.
All students are liable for any damage to the accessories due to their own negligence.
All interfacing kits connecting cables must be RETURNED if you taken from the lab supervisor.
Students are strictly PROHIBITED from taking out any items from the laboratory.
Students are NOT allowed to work alone in the laboratory without the Lab Supervisor
USB Ports have been disabled if you want to use USB drive consult lab supervisor.
Report immediately to the Lab Supervisor if any malfunction of the accessories, is there.
BEFORE LEAVING THE LAB
Place the chairs properly.
Turn off the system properly
Turn off the monitor.
Please check the laboratory notice board regularly for updates.
5.00
Mention facilities & Utilization
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10.00
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1. Do not misbehave in the computer laboratory 2. Do not remove
2 Basic Simulation anything from the computer without permission 3. Avoid stepping
on electrical wires or any other computer cables. 4. Do not open
the system unit casing or monitor casing particularly when the
power is turned on 5. Do not insert metal objects such as clips,
pins and needles into the computer casings. They may cause fire.
6. Do not plug in external devices without scanning them for
computer viruses. 7. Students should not attempt to repair, open,
tamper or interfere with any of the computer, printing, cabling, air
conditioning or other equipment in the laboratory. 8. Know the
location of the fire extinguisher and the first aid box and how to
use them in case of an emergency. 9. Report fires or accidents to
your lecturer/laboratory technician immediately. 10. Report any
broken plugs or exposed electrical wires to your
lecturer/laboratory technician immediately.
1. Keep the INTENSITY on oscilloscopes as LOW as possible
when in use and all the way down when not in use to avoid burning
out the screen. 2. Always OBSERVE POLARITY when
connecting components into a circuit, especially with electrolytic
capacitors 3. DOUBLE CHECK circuits for proper connections
and polarity prior to applying the power. 4. KEEP soldering irons
in their protective STAND when not in use 5. You must not
remove test equipment, test leads or power cables from any lab
without permission. 6. Do not use any equipment unless you are
3 EC&PC trained and approved as a user by your supervisor. 7. You are
expected to comply with instructions, written or oral, that the
laboratory Instructor gives you during the course of the laboratory
session 8. Eating, smoking and drinking in the laboratories are
forbidden. 9. You should inspect laboratory equipment for visible
damage before using it. If there is a problem with a piece of
equipment report it to the technician or lecturer. DO NOT return
faulty equipment to a storage area 10. You must ensure that at the
end of the laboratory session all equipment used is stored away
where you found it.
1. Gloves and apron should be worn at all times when dealing with
certain equipment. 2. Students are instructed to wear the formal
shoe to avoid the electrical shocks 3. Students are supposed to
maintain the proper clearance to avoid the electrical shocks. 4.
Fire Protection pipe is fitted nearby Laboratory. 5. Laboratory
floor is insulated to avoid electrical shock 6. Work on live
equipment is only permitted if there is no alternative. Supervision is
4 Electrical Technology compulsory. 7. Never open field circuits of DC motors because
the resulting dangerously high speeds may cause a “mechanical
explosion”. 8. Avoid heat dissipating surfaces of high wattage
resistors and loads because they can cause severe burns. 9. Some
components (particularly large wattage resistors) have exposed
metal that is electrically “hot.” Take extra care when working with
these components. 10. Never touch electrical equipment while
standing on a damp or metal floor.
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1. Keep the INTENSITY on oscilloscopes as LOW as possible
when in use and all the way down when not in use to avoid burning
out the screen. 2. Always OBSERVE POLARITY when
connecting components into a circuit 3. DOUBLE CHECK
circuits for proper connections and polarity prior to applying the
power. 4. KEEP soldering irons in their protective STAND when
5 Analog Communication not in use 5. You must not remove test equipment, test leads or
power cables from any lab without permission. 6. Do not use any
equipment unless you are trained and approved as a user by your
supervisor. 7. You are expected to comply with instructions,
written or oral, that the laboratory Instructor gives you during the
course of the laboratory session 8. Eating, smoking and drinking in
the laboratories are forbidden. 9. You should inspect laboratory
equipment for visible damage before using it. If there is a problem
with a piece of equipment report it to the technician or lecturer.
DO NOT return faulty equipment to a storage area
1. Do not misbehave in the computer laboratory 2. Do not remove
anything from the computer without permission 3. Avoid stepping
on electrical wires or any other computer cables. 4. Do not open
the system unit casing or monitor casing particularly when the
power is turned on 5. Do not insert metal objects such as clips,
pins and needles into the computer casings. They may cause fire.
6. Do not plug in external devices without scanning them for
6 ICA and HDL Simulation Lab computer viruses. 7. Students should not attempt to repair, open,
tamper or interfere with any of the computer, printing, cabling, air
conditioning or other equipment in the laboratory. 8. Know the
location of the fire extinguisher and the first aid box and how to
use them in case of an emergency. 9. Report fires or accidents to
your lecturer/laboratory technician immediately. 10. Report any
broken plugs or exposed electrical wires to your
lecturer/laboratory technician immediately.
1. Try not to touch any of the circuit boards and power sockets
when a device is connected to them and switched on. 2. Take a
note of all the exits in the room, and also take note of the location
of fire extinguishers in the room for the sake of fire safety. 3. Look
away from the screen once in a while to give your eyes a rest. 4.
7 Microprocessors & Microcontrollers
Do not spill water or any other liquid on the machine, in order to
maintain electrical safety. 5. First Aid boxes are located in various
locations within the Computer Laboratory and lists of qualified first
aiders in the department. 6.Smoking in the computer laboratory is
strictly prohibited
1. Fire Protection pipe is fitted nearby Laboratory. 2. No
equipment given to student without proper demonstration. 3. Any
8 Digital signal Processing unsafe or dangerous behavior of the equipments informed to
concern authority. 4. Electrical works frequently reviewed by an
electrician
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1. Follow all written and verbal instructions carefully. If you do not
understand the instructions, the handouts and the procedures, ask
9 Microwave Engineering& Digital Communication the instructor or teaching assistant. 2. Never work alone! You
should be accompanied by your laboratory partner and / or the
instructors / teaching assistants all the time. 3. Perform only those
experiments you find in the instructions or authorized by the
instructors. 4. Unauthorized experiments are prohibited. 5. Read
the handout and procedures before starting the experiments. 6.
Appropriate personal protective clothing must be worn at all times
in laboratories and comply with instructions to students.
1.Do not misbehave in the computer laboratory 2. Do not remove
anything from the computer without permission 3. Avoid stepping
on electrical wires or any other computer cables. 4. Do not open
the system unit casing or monitor casing particularly when the
power is turned on 5. Do not insert metal objects such as clips,
pins and needles into the computer casings. They may cause fire.
6. Do not plug in external devices without scanning them for
10 e-CAD & VLSI Lab computer viruses. 7. Students should not attempt to repair, open,
tamper or interfere with any of the computer, printing, cabling, air
conditioning or other equipment in the laboratory. 8. Know the
location of the fire extinguisher and the first aid box and how to
use them in case of an emergency. 9. Report fires or accidents to
your lecturer/laboratory technician immediately. 10. Report any
broken plugs or exposed electrical wires to your
lecturer/laboratory technician immediately.
7.1 Actions taken based on the results of evaluation of each of the POs & PSOs (20)
20.00
Identify the areas of weaknesses in the program based on the analysis of evaluation of POs & PSOs attainment levels. Measures identified and implemented to improve POs & PSOs attainment levels for the assessment years
PO 1 : Engineering Knowledge
PO 2 : Problem Analysis
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Action1:The faculty and industry experts jointly demonstrating problem analysis skills in electronics & communication domain. Action2:By exposing students to a variety of real time problems, we are enhancing their problem analysis ability.
PO 3 : Design/development of Solutions
Action1:The department is initiating by giving variety of real time problems in ECE by way of mini & major projects. Action2:The department is undertaking consultancy projects from industry in which faculty and students carry out their investigations of complex projec
PO 5 2 1.6 Students need additional opportunities to model complex engineering activities utilizing appropriate techniques a
Action1:As being autonomous institution we have incorporated advanced tools in to the curriculum and hence students are more enthused to develop real time ECE applications. Action2:Due to the advancement of digital technology & availability of internet facility, stud
access to learning resources including modern tools across the globe.
Action1:The role of engineer in society will be more broadly addressed across the program curriculum. Action2:The department has initiated & conducted no.of. societal programs under the aegis of NSS and other student chapters and hence the students are utilizing th
solve societal day to day problems. Action3:After getting exposed to variety of courses in the program, students develop a sense of responsibility to work for the betterment of the society.
PO 8 : Ethics
PO 8 2 1 Students were able to identify ethical issues and create solutions, but had difficulty defending the solutions.
Action1:In the autonomous curriculum the department has introduced “Professional Ethics” as a compulsory course to enhance their moral and ethical values. Action2:The department is conducting workshops by external experts to all the faculty and students to drive ho
importance of ethics in human society.
PO 10 : Communication
PO 10 2 1.44 Students were able to formulate good solutions but were not able to effectively communicate them to the intend
Action1:Students will be required to: Submit draft documents to faculty for preliminary feedback. Practice oral presentations. Action2:The department has introduced English Laboratory (Advanced Communications) to improve the communication skills of the students.
department is offering training program from Cambridge university namely BEC for improving the Business/Professional Communication skills of students. Action4:The Department also conducting various online training program for improving their communication skills.
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Action1:The department has introduced MS & MEFA courses for ECE students as a result the students got familiarized with the concepts of project management and finance. Action2:The department is organizing various workshops by external experts in the area of p
management and finance to improve their knowledge.
PO 12 : Life-long Learning
Action1:As the technology is advancing rapidly the students are encouraged to keep up with their learning habits to gain more knowledge in their specific domain. Action2:Our faculty is adopting a student centric approach in teaching which basically encourages them to
continuous learning habit among the student community.
Action1:The department is continuously making efforts to impart practical knowledge to students. Action2:The R&D Projects are being carried out in the department with the support of industry establishments.
PO 2 : Problem Analysis
PO 2 2 2.15 Target level has been achieved.
Action1:The faculty and industry experts jointly demonstrating problem analysis skills in electronics & communication domain. Action2:By exposing students to a variety of real time problems, we are enhancing their problem analysis ability.
PO 3 : Design/development of Solutions
PO 3 2 2.1 Target level has been achieved.
Action1:The faculty in the department has been following the practice of giving design problems as assignments to students to enhance their problem solving ability. Action2:In the department there are appreciable number of PhD Scholars who are exposing the students
design & development related topics thereby enhancing their skill set in evolving solutions. Action3:Students will be required to write an analysis of the problem-solving process and its outcome(s).
Action1:The department is initiating by giving variety of real time problems in ECE by way of mini & major projects. Action2:The department is undertaking consultancy projects from industry in which faculty and students carry out their investigations of complex projec
PO 5 2 1.5 Students need additional opportunities to model complex engineering activities utilizing appropriate techniques a
Action1:As being autonomous institution we have incorporated advanced tools in to the curriculum and hence students are more enthused to develop real time ECE applications. Action2:Due to the advancement of digital technology & availability of internet facility, stud
access to learning resources including modern tools across the globe.
Action1:The role of engineer in society will be more broadly addressed across the program curriculum. Action2:The department has initiated & conducted no.of. societal programs under the aegis of NSS and other student chapters and hence the students are utilizing th
solve societal day to day problems. Action3:After getting exposed to variety of courses in the program, students develop a sense of responsibility to work for the betterment of the society.
Action1:Exploration of environment and sustainability issues will be more broadly addressed and integrated across the program curriculum Action2:In the autonomous curriculum the department has introduced environmental science as a compulsory course to all the stu
an awareness about the environment. Action3:The students also take part in the outdoor field work to better appreciate the importance of the environment and they also conduct workshops to the general public.
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PO 8 : Ethics
PO 8 2 1.1 Students were able to identify ethical issues and create solutions but had difficulty defending the solutions.
Action1:In the autonomous curriculum the department has introduced “Professional Ethics” as a compulsory course to enhance their moral and ethical values. Action2:The department is conducting workshops by external experts to all the faculty and students to drive ho
importance of ethics in human society.
Action1:Students will participate in a conflict management workshop within the context of the class. Action2:The faculty in the department has been following the practice of conducting laboratory experiments, mini & major projects to promote their individual and team
Action3:The departments is also conducting workshops for students and faculty by external experts to enhance their skills.
PO 10 : Communication
PO 10 2 1.44 Students were able to formulate good solutions but were not able to effectively communicate them to the intend
Action1:Students will be required to: Submit draft documents to faculty for preliminary feedback. Practice oral presentations. Action2:The department has introduced English Laboratory (Advanced Communications) to improve the communication skills of the students.
department is offering training program from Cambridge university namely BEC for improving the Business/Professional Communication skills of students. Action4:The Department also conducting various online training program for improving their communication skills.
Action1:The department has introduced MS & MEFA courses for ECE students as a result the students got familiarized with the concepts of project management and finance. Action2:The department is organizing various workshops by external experts in the area of p
management and finance to improve their knowledge.
PO 12 : Life-long Learning
PO 12 2 2.49 Target level has been achieved.
Action1:As the technology is advancing rapidly the students are encouraged to keep up with their learning habits to gain more knowledge in their specific domain. Action2:Our faculty is adopting a student centric approach in teaching which basically encourages them to
continuous learning habit among the student community.
Action1:The department is continuously making efforts to impart practical knowledge to students. Action2:The R&D Projects are being carried out in the department with the support of industry establishments.
PO 2 : Problem Analysis
PO 2 2 2.12 Target level has been achieved.
Action1:The faculty and industry experts jointly demonstrating problem analysis skills in electronics & communication domain. Action2:By exposing students to a variety of real time problems, we are enhancing their problem analysis ability.
PO 3 : Design/development of Solutions
PO 3 2 2 Target level has been achieved.
Action1:The faculty in the department has been following the practice of giving design problems as assignments to students to enhance their problem solving ability. Action2:In the department there are appreciable number of PhD Scholars who are exposing the students
design & development related topics thereby enhancing their skill set in evolving solutions. Action3:Students will be required to write an analysis of the problem-solving process and its outcome(s).
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PO 4 2 2.2 Target level has been achieved.
Action1:The department is initiating by giving variety of real time problems in ECE by way of mini & major projects. Action2:The department is undertaking consultancy projects from industry in which faculty and students carry out their investigations of complex projec
Action1:As being autonomous institution we have incorporated advanced tools in to the curriculum and hence students are more enthused to develop real time ECE applications. Action2:Due to the advancement of digital technology & availability of internet facility, stud
access to learning resources including modern tools across the globe.
Action1:The role of engineer in society will be more broadly addressed across the program curriculum. Action2:The department has initiated & conducted no.of. societal programs under the aegis of NSS and other student chapters and hence the students are utilizing th
solve societal day to day problems. Action3:After getting exposed to variety of courses in the program, students develop a sense of responsibility to work for the betterment of the society.
Action1:Exploration of environment and sustainability issues will be more broadly addressed and integrated across the program curriculum Action2:In the autonomous curriculum the department has introduced environmental science as a compulsory course to all the stu
an awareness about the environment. Action3:The students also take part in the outdoor field work to better appreciate the importance of the environment and they also conduct workshops to the general public.
PO 8 : Ethics
PO 8 2 1.1 Students were able to identify ethical issues and create solutions but had difficulty defending the solutions.
Action1:In the autonomous curriculum the department has introduced “Professional Ethics” as a compulsory course to enhance their moral and ethical values. Action2:The department is conducting workshops by external experts to all the faculty and students to drive ho
importance of ethics in human society.
Action1:Students will participate in a conflict management workshop within the context of the class. Action2:The faculty in the department has been following the practice of conducting laboratory experiments, mini & major projects to promote their individual and team
Action3:The departments is also conducting workshops for students and faculty by external experts to enhance their skills.
PO 10 : Communication
PO 10 2 1.46 Students were able to formulate good solutions but were not able to effectively communicate them to the intend
Action1:Students will be required to: Submit draft documents to faculty for preliminary feedback. Practice oral presentations. Action2:The department has introduced English Laboratory (Advanced Communications) to improve the communication skills of the students.
department is offering training program from Cambridge university namely BEC for improving the Business/Professional Communication skills of students. Action4:The Department also conducting various online training program for improving their communication skills.
Action1:The department has introduced MS & MEFA courses for ECE students as a result the students got familiarized with the concepts of project management and finance. Action2:The department is organizing various workshops by external experts in the area of p
management and finance to improve their knowledge.
PO 12 : Life-long Learning
PO 12 2 2.56 Target level has been achieved.
Action1:As the technology is advancing rapidly the students are encouraged to keep up with their learning habits to gain more knowledge in their specific domain. Action2:Our faculty is adopting a student centric approach in teaching which basically encourages them to
continuous learning habit among the student community.
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PSO 1 : To develop a student community who acquire knowledge by ethical learning and fulfill the societal and industry needs in various technologies of core field.
PSO 2 : To nurture the students in designing, analyzing and interpreting required in research and development with exposure in multi disciplinary technologies in order to mould them as successful industry ready engineers/entrepreneurs
PSO 3 : To empower students with all round capabilities who will be useful in making nation strong in technology, education and research domains.
PSO 1 : To develop a student community who acquire knowledge by ethical learning and fulfill the societal and industry needs in various technologies of core field.
PSO 2 : To nurture the students in designing, analyzing and interpreting required in research and development with exposure in multi disciplinary technologies in order to mould them as successful industry ready engineers/entrepreneurs
PSO 3 : To empower students with all round capabilities who will be useful in making nation strong in technology, education and research domains.
PSO 1 : To develop a student community who acquire knowledge by ethical learning and fulfill the societal and industry needs in various technologies of core field.
PSO 2 : To nurture the students in designing, analyzing and interpreting required in research and development with exposure in multi disciplinary technologies in order to mould them as successful industry ready engineers/entrepreneurs
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PSO 2 2 2.63 Target level has been achieved.
PSO 3 : To empower students with all round capabilities who will be useful in making nation strong in technology, education and research domains.
7.2 Academic Audit and actions taken thereof during the period of Assessment (10)
10.00
Academic audit is a regular feature in the department, being an ISO 9001-2015 certified institute, annual academic audit is done by the external auditors. Observations brought out by the team are promptly auctioned. In addition to this internal
regular intervals which is ordered by the principal and auditors from other department are detailed to carry out. The terms and references are framed by the head of the institution based on his observations and feedback from previous audits
audit team valuates the following important aspects in the department.
A) COURSE FILE: Every Faculty Member has to prepare Course File in the concerned subject according to the guidelines given from the department, shown below.
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B) TIME TABLES: A well planned time table with all necessary information will be prepared well in advance and will be displayed in the department notice boards. A sample copy of the same is given below
C) LAB INFRASTRUCTURE: The laboratories are equipped with sufficient hardware and licensed software to run the program.
Each lab operates according to the schedule which is given by the department. Time Table for the specific semester/branch.
NOTE: Each laboratory course consists of two sessions (three periods) every week. Each laboratory maintains a Stock registers detailing the equipment history within it
E) STUDENTS FEEDBACK: Feedback is collected for all classes. The students are given with feedback forms containing the questions concerning the faculty who deals with the respective classes. The questionnaire is designed to enable them to give their opinion as
good, satisfactory, and poor. We calculate the score for each faculty and are forwarded to the principal. The students are also allowed to write whatever comments they want to make about the teachers which will be finally checked by Principal and HOD and forwarde
concerned
F) STUDENTS ASSIGNMENTS: In a semester two assignments are given to the students at the internal examination and evaluated for 5 marks
H) USAGE OF CLEANING MATERIALS: Periodically cleaning of materials is done and the action are maintained
I) TIMELY COMPLETION OF SYLLABUS: Continuous feedback is taken from all the staff members in regard to complete the syllabus on time
J) MAINTENANCE OF ALL OFFICE FILES: The department has check list regarding the maintenance of the office files accordingly the files are maintained and updated on time to time.
K) FACULTY PERFORMANCE APPRAISAL: Faculty Self Appraisal is taken at the end of the every academic year and the feedback is given to each individual faculty member for further improvement.
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1. Academic Audit
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A sample Academic Audit Report for the Academic Year 2014-15 is given below
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In addition to internal academic auditing, college has got ISO 9008-2015 Certification for all the departments where the team who visited the college has thoroughly checked all academic related files, laboratory files, library files, student related
given the certification which is shown below.
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10.00
Assessment is based on improvement in:
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10.00
Assessment is based on improvement in terms of ranks/ score in qualifying state level/ national level entrances tests, percentage marks in Physics, Chemistry and Mathematics in 12th Standard and percentage marks of the lateral entry students.
No of students admitted
National Level Entrance Examination
Opening Score/Rank
Closing Score/Rank
No of students admitted
State/ University/ Level Entrance Examination/ Others
Opening Score/Rank
Closing Score/Rank
Name of the Entrance Examination for Lateral Entry or lateral entry No of students admitted
details
Opening Score/Rank
Closing Score/Rank
Average CBSE/Any other board result of admitted students(Physics,
Chemistry&Maths)
5.00
Faculty Ratio(FYSFR) (5) Assessment = (5×15)/AverageFYSFR (Limited to Max.5)
Data for first year courses to calculate the FYSFR
Year Number Of Students(approved intake strength) N Number of Faculty members(considering fractional load) F FYSFR (N/F)
2012-2013 180 12 15
2013-2014 240 16 15
2014-2015 240 16 15
AverageFYSFR: 15.00
4.00
Assessment of qualification = (5x + 3y)/RF
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x = Number of Regular Faculty with Ph.D,
y = Number of Regular Faculty with Post-graduate qualification
RF = Number of faculty members required as per SFR of 15:1, Faculty definition as defined in 5.1
Year x (Number Of Regular Faculty with Ph.D) y (Number Of Regular Faculty with Post graduate Qualification) RF (Number Of Faculty Members required as per SFR of 15:1 Assessment Of Faculty Qualification [ (5x
2012-2013 6 6 12 4.00
2013-2014 8 8 16 4.00
2014-2015 8 8 16 4.00
7.33
Academic Performance=((Mean of 1st Year Grade Point Average of all successful Students on a 10 point scale) or (Mean of the percentage of marks in First Year of all successful students / 10)) x (number of successful students / number of students appeared in the exa
Successful students are those who are permitted to proceed to the second year.
Academic Performance
Mean of CGPA or mean percentage of all successful students(X) 7.57 7.65 7.33
Total Number of successful students(Y) 235.00 226.00 179.00
Total Number of students appeared in the examination(Z) 240.00 237.00 180.00
API [X*(Y/Z)] 7.41 7.29 7.29
8.4.1 Describe the assessment processes used to gather the data upon which the evaluation of Course Outcomes of first year is done (5) 5.00
(Examples of data collection processes may include, but are not limited to, specific exam questions, laboratory tests, internally developed assessment exams, oral exams assignments, presentations, tutorial sheets etc.)
Data sources that are useful to consider in evaluating course outcomes are:
1. Final Exams, where the questions ranging from basics to challenging problems are used to assess the fundamental concepts, numerical and analytical skills
2. Subjective tests, where the questions ranging from basic to challenging problems are used to assess the fundamental concepts, numerical and analytical skills.
3. Objective tests, where the questions ranging from basic to challenging problems are used to assess the fundamental concepts, numerical and analytical skills.
4. Assignments on specific topics which involve application of concepts to solve a wide range of problems are given frequently to the students.
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5. Student Portfolios which reveals the demonstrative skills, personal characteristics and accomplishments created by the students, if any.
The procedure for recording the attainment of Course Outcomes (COs) of all courses with respect to target attainment levels are explained as shown below:
1. Final Exams
2. Internal Exams (includes Subjective and Objective Tests)
3. Assignments
Based on Course Outcomes defined for each course, the Assessment-CO Matrix is obtained by reflecting percentage of COs contributed in each assessment type.
Finally the average percentage of each CO is calculated which will be considered as the target value to assess whether a particular CO is attained or not for a particular course.
For example, the Assessment-CO matrix table for the course Engineering Physics is shown below:
As per the JNTUH, Hyderabad (Affiliated University), the Overall Percentage Distribution is shown below which is useful in calculation of attainment of COs
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Student Marks are to be recorded as per the assessment type mentioned in Table 1. For the Course taken into consideration, Project and Practical Exam assessments are not applicable..
The marks are to be recorded for all the students who cleared the exam. In the table shown below, a sample of 15 student’s marks is shown.
CO1= (0.2*FE*0.75)+(0.225*Int*0.2)+(0.2*A*0.05)
CO2= (0.2*FE*0.75)+(0.175*Int*0.2)+(0.2*A*0.05)
CO3= (0.2*FE*0.75)+(0.225*Int*0.2)+(0.2*A*0.05)
CO4= (0.2*FE*0.75)+(0.175*Int*0.2)+(0.2*A*0.05)
CO5= (0.2*FE*0.75)+(0.2*Int*0.2)+(0.2*A*0.05)
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Step-5: Course outcome Attainment according to CO% of Assessment methods (Table: 4)
Using the formula defined in Step-4, Course Outcome Attainment is calculated for all the students who cleared the exam and a sample for 15 students is shown below.
CO1=(7.9/20.8)*100;
CO2=(7.3/19.2)*100;
CO3=(7.9/20.8)*100;
CO4=(7.8/19.2)*100;
CO5=(7.9/20)*100;
The same procedure is used for all the students who cleared the course and a sample of 15 student’s calculation is shown below
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Finally, the assessment of CO attainment is done by comparing the obtained value with the Target CO% Value to be attained and recorded as YES/NO against each CO for the course considered which is shown below:
8.4.2 Record the attainment of Course Outcomes of all first year courses (5) 5.00
Program shall have set attainment levels for all first year courses.
(The attainment levels shall be set considering average performance levels in the university examination or any higher value set as target for the assessment years. Attainment level is to be measured in terms of student performance in internal assessments with respect the C
plus the performance in the University examination)
CO ATTAINMENT OF ALL 1st YEAR COURSES FOR THE ACADEMIC YEAR 2012-13
S.No Course CO Attainment Result
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1 C101- English:
2 C102- Mathematics-1
C103- Mathematical
3
Methods
C106- Computer
6 programming & Data
Structures
C108-Computer
8
Programming Lab
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C109-Engineering
9
Physics/Chemistry Lab
C110-English Language
10
Communication Skills Lab
C111 - IT Workshop /
11
Engineering Workshop
CO ATTAINMENT OF ALL 1st YEAR COURSES FOR THE ACADEMIC YEAR 2013-14:
S.No Course CO Attainment Result
1 C101- English:
2 C102-Mathematics1
C103-Mathematical
3
Methods
4 C104-Engineering Physics
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C105- Engineering
5
chemistry
C106- Computer
6 programming & Data
Structures
C107-Engineering
7
Drawing
C108-Computer
8
Programming Lab
C109-Engineering
9
Physics/Chemistry Lab
C110-English Language
10
Communication Skills Lab
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11 C111 - IT Workshop /
Engineering Workshop
CO ATTAINMENT OF ALL 1st YEAR COURSES FOR THE ACADEMIC YEAR 2014-15:
S.No Course CO Attainment Result
1 C101- English
2 C102-Mathematics1
C103-Mathematical
3
Methods
4 C104-Engineering Physics
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C106- Computer
6 programming & Data
Structures
7 C107-Engineering Drawing
C108-Computer
8
Programming Lab
C109-Engineering
9
Physics/Chemistry Lab
C110-English Language
10
Communication Skills Lab
C111 - IT Workshop /
11
Engineering Workshop
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8.5.1 Indicate results of evaluation of ezch relevant PO and/ or PSO, if applicable (15) 15.00
(Describe the assessment processes that demonstrate the degree to which the Program Outcomes are attained through first year courses and document the attainment levels. Also include information on assessment processes used to gather the data upon which the evalua
Program Outcome is based indicating the frequency with which these processes are carried out)
POs Attainment:
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
C101 3 3 3 3 - 3 3 3 3 3 3
C102 3 3 3 3 3 3 3 3 3 3 3
C103 3 2 2 2 2 3 3 2 3 3 3
C104 3 3 3 3 3 3 3 3 3 3 3
C105 3 3 3 3 3 3 3 3 3 3 3
C106 3 3 3 3 3 3 3 3 3 3 3
C107 2 2 3 3 3 3 2 3 3 3 3
C108 3 3 2 3 2 - - - - 3 -
C109 3 3 3 3 - 3 - - - 3 -
C110 - 3 - - 3 - - - 3 3 3
C111 3 3 3 3 3 - - - 3 3 -
CO Attainment Level
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
Direct Attainment 2.64 2.82 2.55 2.64 2.27 2.18 1.82 1.82 2.45 3 2.18
InDirect Attainment 3 3 2 3 3 3 3 3 3 3 3
CO Attainment 2.71 2.86 2.44 2.71 2.42 2.34 2.06 2.06 2.56 3.0 2.34
PSOs Attainment:
C102 3 3 3
C103 3 3 2
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C104 3 3 3
C105 3 3 3
C106 3 3 3
C107 2 3 3
C108 3 3 3
C109 3 3 3
C110 3 3 3
C111 3 3 3
CO Attainment Level
8.5.2 Actions taken based on the results of evaluation of relevant POs (5) 5.00
(The attainment levels by direct(student performance) are to be presented through Program level Course-PO matrix as indicated)
PO 1 : Engineering Knowledge
PO 1 2 2.54 PO 1 Attained
ACTION-1 Encourage the students to attend appropriate workshops that improve their creativity in designing equipments and tools. ACTION-2 Guest lectures are conducted to add on value to the current program and course outcome.
PO 2 : Problem Analysis
PO 2 2 2.45 PO 2 Attained
ACTION-1 Students are motivated to solve wide range of problems of different authors other than the JNTU prescribed authors to sharpen the problem solving analytical skills. ACTION-2 To introduce new methodologies of teaching and learning process thereby de
course outcomes which give beyond the curriculum, enhancement of skills.
PO 3 : Design/development of Solutions
PO 3 2 2.27 PO 3 Attained
ACTION-1 Appreciable number of PHD scholars are exposing the students to various design and development related topics thereby enhancing their skill set in evolving solutions. ACTION-2 Competitive events like technical fest, engineer’s day, etc are organized to
habit of design and development of solutions.
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PO 4 2 2.72 PO 4 Attained
ACTION-1 Online modules showcasing the concept related to complex engineering processes are shown to the students. ACTION-2 The arena of research and investigation is widened by inviting industry experts to share their expertise to synthesize the information w
conclusions.
PO 8 : Ethics
PO 10 : Communication
PO 10 2 2.63 PO 10 Attained
ACTION 1: To show the students the gap that lies between formal and informal language and to bridge that gap between the college and the company, the trainers undertake language training and soft skill training activities.
PO 11 2 1.63 PO 11 Attained
ACTION 1: Real life situations are briefed out by industry experts from TCS and others to bring out the professional approach in training of the students. ACTION 2: Workshops are conducted to instruct the student about finance management since it is a major criter
executing a technical project
PO 12 : Life-long Learning
PO 12 2 2 PO 12 Attained
ACTION 1: The department holds expert talks to make the students aware of new trends and requirements of the companies/industry. ACTION 2: The students are motivated to attend workshops and seminars to know the importance of updating their knowledge to
their life and to achieve their long-term life goals.
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PO 1 : Engineering Knowledge
PO 1 2 2.45 PO 1 Attained
ACTION-1 To improvise on the course outcome by introducing methodologies of teaching that goes beyond the JNTU curriculum to enhance the vistas of engineering knowledge. ACTION-2 Conduct guest lecture from time to time to add value to the existing profess
knowledge of students.
PO 2 : Problem Analysis
PO 2 2 2.45 PO 2 Attained
ACTION-1 Organize seminars that revolve round the problem analysis there by making the students aware about various troubleshooters thus providing solutions to resolve them. ACTION-2 Improvise the course outcome by introducing methodologies of teaching wh
beyond the curriculum to enhance problem solving analytical skills.
PO 3 : Design/development of Solutions
PO 3 2 2.27 PO 3 Attained
ACTION-1 The faculty in the department has been following the practice of giving problems as assignment thereby enhancing their capability for design/development of solutions. ACTION-2 To nurture this Program outcome, events like scientific models, technical fest
models are introduced.
PO 4 2 2.36 PO 4 Attained
ACTION-1 Industry experts are invited to share their ideas in the area of research and investigation so that students can resolve complex problems. ACTION-2 Exclusive methodologies are introduced during the lab session to improve the quality of conducting investig
PO 5 2 2.18 PO 5 Attained
ACTION 1: The subject experts conduct workshops to teach the students the selection of tools based on technical criteria. ACTION 2: Instructors give students an opportunity to participate in Project-based learning during the delivery of course
ACTION 1: The College encourages the students to participate in programs such as NSS, the Lion’s club, etc to enlarge their social outlook. ACTION 2: The faculty along with the learners engages in community development activities to recognize that the service to s
highest priority.
Action 1: Exploration of environment and sustainability issues are more broadly addressed and integrated across the program curriculum. Action 2: The students take part in the outdoor field work to better appreciate the importance of the environment.
PO 8 : Ethics
ACTION 1: The students are engaged in developing ethics case studies and are involved in discussions of the same with their peers. ACTION 2: The department has arranged workshops on “engineering disasters” to make the students retrospect on infrastructural mist
from their failure.
PO 9 2 2.18 PO 9 Attained
ACTION 1-The instructors give an opportunity to the students to involve themselves in fieldwork which improves their team skills. ACTION 2- The department frequently conducts workshops by industry experts for the students focusing on improvement of individual
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PO 10 : Communication
PO 10 2 2.72 PO 10 Attained
ACTION 1-The English department highlights the importance of communication showing videos and exercises on listening activities to help students to focus on pronunciation and language usage. ACTION 2-The language trainers assess the students based on soft skill
communication skills thereby giving feedback to correct the students to give professional approach to the technical profession.
ACTION 1: Practical application of engineering knowledge is encouraged by assigning science projects to the students so that they also learn about the know how of finance in launching a product..
PO 12 : Life-long Learning
PO 12 2 2.27 PO 12 Attained
ACTION 1: The faculty posts articles on the notice boards to update the students on the changing technologies and the new developments happening. ACTION 2: Technical fests are organized to help the students focus on life-long learning and application
PO 1 : Engineering Knowledge
PO 1 2 2.64 PO 1 Attained
ACTION -1 The students is encouraged to participate in competitive events to expand their knowledge to apply their skills in complex engineering problems. ACTION-2 Giving hands on training by organizing workshops to create tools, equipment and infrastructu
circuit and non-
PO 2 : Problem Analysis
PO 2 2 2.82 PO 2 Attained
ACTION-1 Sharpen the problem- solving analytical skills by solving wide range of problems of different authors not restricting to only JNTU prescribed books. ACTION -2 Exposing the students by conditioning their cognitive sense to predict any problem shoote
solve it confidently through continuous practice. ACTION 3 The students are exposed to a variety of problems thereby enhancing their problem ana
PO 3 : Design/development of Solutions
PO 3 2 2.55 PO 3 Attained
ACTION-1 To develop different software and find their solutions exclusive guest lectures are organized to make the student improve the skill of developing and designing a tool concerned with engineering discipline. ACTION-2 Workshops are conducted to give a liv
of designing and creation of a tool that enables the student to work independently in any en
PO 4 2 2.64 PO 4 Attained
ACTION-1 The student is encourages to perform a variety of experiments and investigate it with valid conclusions. ACTION-2 The faculty is encouraged to introduce research based curriculum in laboratory sessions so that the students can think
PO 5 2 2.27 PO 5 Attained
ACTION 1: The faculty adds variety to the learning environment by engaging the students to give live demonstrations of each tool in a classroom environment. ACTION 2: The department has taken the students on field trips to various engineering sites to promote the
and applicatio
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PO 6 2 2.18 PO 6 Attained
ACTION 1: For the students to interact with the community and appreciate their needs, the department has undertaken various fieldtrips. ACTION 2: The department holds science conference where the students get to interact with the industry experts to g
professional responsibility they have towa
ACTION 1: The course on environmental science has been introduced as a compulsory subject for all the students to create awareness about the environment. ACTION 2: The faculty organizes educational summits and workshops to allow the university profession
new opportuni
PO 8 : Ethics
ACTION 1: Students are provided with a classroom session every week to develop the overall personality conducive to professional ethics and active participation needed for a successful career. ACTION 2: To prepare each student for excellence, leadership rol
career paths, every student of the freshmen year is equipped with a manual on pro
PO 9 2 2.45 PO 9 Attained
ACTION 1- The department faculty focuses on conducting project research activities which involve individuals and teams in order to improve both types of skills ACTION 2- The teachers aim at developing the student by asking them to give individual and group p
technical and non-
PO 10 : Communication
PO 10 2 3 PO 10 Attained
ACTION 1- The faculty has focused on the common errors committed by the students and the same is corrected in their communication to develop grip over the basic language structure. ACTION 2-The instructors focus on the communication drawbacks, in “Just A
and Role plays” that are conducted to give exposure to real life situati
PO 11 2 2.18 PO 11 Attained
ACTION 1: The faculty involves in organizing fest and workshops so that the students may be benefited by demonstrating knowledge and understanding of the engineering and management principles. Action 2: The department encourages the pupils in organizing p
develop leadership qualities and manage projects in multidisciplinar
PO 12 : Life-long Learning
PO 12 2 2.55 PO 12 Attained
ACTION 1: The College organizes Counseling sessions for the students to help him/ her understand the importance of engaging in independent and life-long learning in the broadest context of technological change. Action 2: The faculty in the department is adopting a s
approach in teaching which encourages them to keep up with a continuo
PSO 1 : To develop a student community who acquire knowledge by ethical learning and fulfill the societal and industry needs in various technologies of core field.
Action 1: The faculty along with the students form cluster teams to conduct surveys and thus come to an understanding of the needs of the community.
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PSO 2 : To nurture the students in designing, analyzing and interpreting required in research and development with exposure in multi disciplinary technologies in order to mould them as successful industry ready engineers/entrepreneurs
Action 1: The department organizes guest lectures and workshops to expose them to the latest developments in the industry.
PSO 3 : To empower students with all round capabilities who will be useful in making nation strong in technology, education and research domains.
Action 1: The trainers aim at giving Soft skill training with an intention to reach the national goals and industry perceptions. Action 2: The institution aims at bringing out the hidden talents by conducting various creative competitions which are technically oriented.
5.00
Type of mentoring: Professional guidance/ career advancement/ course work specific/ laboratory specific/ all-round development. Number of faculty mentors : Number of students per mentor : Frequency of meeting :
(The institution may report the details of the mentoring system that has been developed for the students for various purposes and also state the efficacy of such system)
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9.2 Feedback analysis and reward /corrective measures taken, if any (10)
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Feedback collected for all courses: YES/NO; Specify the feedback collection process; Average Percentage of students who participate; Specify the feedback analysis process; Basis of reward/ corrective measures, if any; Indices used for measuring quality of teaching &
summary of the index values for all courses/ teachers; Number of corrective actions taken.
The feedback is taken from the students once in a semester for every class of II, III and IV Year.
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After taking the feedback from the students, the score given by the students is consolidated and analysis is done for every faculty of the concerned subject.
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Once the analysis is ready, Principal, Director, and Head of the Department inform to each individual faculty and corrective measures are taken for the subjects where the feedback is less.
The feedback and analysis for the three Academic Years is given below.
I SEMESTER
II ECE A (50)
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II ECE C (48)
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System of Reward:
Best faculty award is given based on student’s feedback, HOD’s evaluation, the faculty’s self-appraisal report and the marks given by Faculty appraisal committee, headed by Principal. The increments and promotions are also bearing some effect on these scores.
Level of feedback is taken into account while evaluating the staff for promotion. Performance rating of faculty through student feedback system is one of the factors in evaluating the annual performance of the faculty.
Based on the annual performance of the faculty the annual increments are released.
Corrective Measures:
The faculties performing below average are asked for written explanation and counseled to improve their performance in future.
Senior faculty attends the class of the concerned teacher and the mode of improvement in teaching is suggested.
Those teachers who have not obtained good appraisals have a detailed discussion with the HOD on how to improve the teaching. Both study the metrics where the teacher has failed to impress the students and steps charted out, for improvement.
If the subject is new, concerned teachers are deputed for training.
Faculty development program is conducted regularly for all teachers who are new to the profession.
5.00
Assessment is based on student feedback collection, analysis and corrective action taken.
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The feedback is taken from 200 students on the facilities provided in the college and the consolidated results are given below
From the above analysis, we can observe that the students expressed Satisfactory/Unsatisfactory for the facilities provided listed in the following table for which the corrective action taken is also mentioned
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(The institution needs to specify the facilities, materials and scope for self-learning/ learning beyond syllabus, Webinars, Podcast, MOOCs etc. and evaluate their effectiveness)
Everything in engineering cannot be taught in the class room or laboratories. The explosion in knowledge related to applied science and engineering during the last century has been so much that four years is too short a period even to cover one branch of engineer
This fact calls for the relevance for self-learning for young engineers. What an institution should do is to provide adequate facilities for self learning to students so that they get motivated to learn more and more and ultimately become life-long learners and innovator
Motivation for self-learning should be provided in the classrooms. They should also be motivated to do things themselves so that they gain confidence to try anything with their own hands. An intuition should provide ample opportunities and facilities for these to stu
Students are given assignments, practical projects, to promote self learning. Learning Resource Centre, University LAN and internet resources help in self learning. The B Tech projects given to the students in final year also provide a good tool of self learning wh
practical knowledge to achieve objectives of the project.
9.4.2 Generation of self-learning facilities, and availability of materials for learning beyond syllabus
Web-based Learning:
The internet is an open information system from where the students can obtain various kinds of information, media and materials such as texts, images, video sequences which can help them in a diverse way for generating self-learning environments. Due to its inter
(students) can gather information which is important in learning and helpful in accomplishing their learning objectives. Hence, the potential of the Internet self-learning mode is considered to be very high. Therefore, the Institute provides internet facility in both the acad
campuses for 24 hours to promote and motivate students to self-learning. The availability of internet facility allows them to learn and to gather the information from worldwide network without any interruptions.
The following facilities are provided to the students for their self-learning and learning beyond syllabus.
Infrastructure:
Learning resources:
NPTEL
MITOPENCOURSEWARE
SCHOOL OF OPEN LEARNING, etc.
Availability of course material on intra-net Digital Library facility LCD projectors for presentation
Technical Symposiums:
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Organizing annual events like, Electrosurge, SPCOM and various contests. Organizing various events like poster presentation, debate, awareness, etc. Motivating students to participate in inter-college events for paper presentation and project exhibitions.
The institution supports teachers to make learning efficient. The college provide a central library with all latest books and journals which the faculty can utilize effectively and provide comprehensive latest information to students. Students are encouraged t
independently to enhance their skills and knowledge.
Apart from this college provides seminar halls where the students can participate in group discussions, debates, seminars etc. The institution and faculty members support and encourage every student to make use of Internet, computers and latest technologies ava
themselves in their respective field of studies.
Student projects:
Each student is assigned a Mini project during Third year II semester and a Main project during Final year second semester. The students have the freedom to select projects of their choice in consultation with teachers. Execution of these projects by themselves
in developing independent thinking, organizing various elements of work in the project and finding solutions to problems they face. These projects inculcate creativity and innovative mind among students. The execution of these projects will help to lifelong learners
The institution has taken keen interest to promote research culture among students. The steps taken in this regard at the college level are listed below:
1. Constitution of a Research Committee to mentor and monitor research among students and to inculcate a scientific and research environment in the college
2. Research project for all students are carried out in the campus itself to make them more research oriented.
5. Personal mentoring and guidance by the research supervisor throughout the research Process.
6. Scope for publishing eligible research results in the College Research journal.
These activities initiated by the college for promotion of research motivate students to think independently and go for self-learning and to learn their subjects of interest beyond syllabus
PODCAST
A podcast is a form of digital media that consists of an episodic series of audio, video, digital radio, PDF, or ePub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. The department maintains a colle
videos of all subjects related to the curriculum and will be made available to the students. The list of NPTEL Video lectures available in the department are mentioned below:
MOOCs
A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user for
community interactions among students, professors, and teaching assistants (TAs)
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The college is providing Online Training courses in association with Globarena Technologies Pvt. Ltd., Hyderabad, pioneers in providing Online Training for Professional Skills Development (PSD) Program provided for students.
Similarly many certification courses are conducted for students on regular basis to nurture them and make them Industry ready engineers.
The lists of certificate courses conducted in the department are given below:
10.00
(The institution may specify the facility, its management and its effectiveness for career guidance including counseling for higher studies, campus placement support, industry interaction for training/ internship/ placement, etc.)
To make a career and thus a living is very important in a life. Students have to be very objective in deciding a career.
Career choice made turns the life of a person by a great measure. Although salaries matter, if students get into a field which they love, they will be happy throughout their life.
Many experts predict the emergence of new roles in the coming years with specialized educational courses evolving to serve the industry. The job market has become very dynamic over the years and you have to be very careful while deciding job role or else a cou
students for it.
MRCET has a very strong Training, Placement & Career Guidance Cell which will take care of provide training as per companies requirement and guiding the students as per their choice.
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Vision:
The MRCET Training, Placement & Career Guidance Cell is committed to the professional progress of students through integrating the career issues within an academic environment for realizing their best possible career path.
Mission:
The MRCET Training, Placement & Career Guidance Cell will help the undergraduate, postgraduate and MBA students through counseling, instructions and training for development of desired skills essential for suitable job profile/ higher education/ self employ
the Corporate Industries / Research or Academic Institutes/ Commercial Organizations/ Public Sector Undertakings for campus placement.
Objectives:
To prepare students to face campus interviews by arranging training in Aptitude tests, group discussions, preparing for Technical and HR interviews through professional trainers.
To organize campus interviews for final year students and summer internship(training) for third year students with industries and reputed business from all over India
To promote career counseling by organizing guidance lectures by senior corporate personnel.
Maintaining regular interaction with the industry through Seminars, Guest Lectures, Conferences, Corporate Meets etc
Providing requisite training to students in the area of Personality Development and Communication Skills
Collaborate with industry for live projects, Research work, Workshop or any academic alliance, Industrial visit with many industrial organizations.
Advisory Board:
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PLACEMENT DETAILS
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5.00
(The institution may describe the facility, its management and its effectiveness in encouraging entrepreneurship and incubation) (Success stories for each of the assessment years are to be mentioned)
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Vision:
Mission:
FUNCTIONS
8. Create awareness about Technology Incubation and Commercialization of R & D products and processes.
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The following fields are identified by the students for the functioning of incubation centre
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BARC Training School, NFC, Govt.of India, Hyderabad.
National Aerospace Laboratories, Govt.of India, Bangalore.
Serveen Software Systems, Hyderabad.
University of Texas at Tyler, USA
ESOL Examinations (BEC) University of Cambridge, UK.
Recognized as a Nodal Center for Conducting Faculty Development Programs by IIT – Bombay.
TCS Academic Interface Programme Centre
IBM Centre for Excellence
List of MOUs:
1.City Of Glasgow College, UK
Roopak Jada is an innovator and entrepreneur in the fields of Robotics and Automation, Internet of Things (IoT) and Embedded Systems. Technology was his passion since childhood, he was always intrigued by how everything around him worked. He began to tinker
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to quench his thirst for understanding how things worked. He soon realized he required a technical course to channel this passion of his into something useful.
He took up Electronics and Communication Engineering at MRCET to educate himself about the technicalities of building real time solutions. While studying engineering he used to participate in many national level technical symposiums and bag awards in the robotic
competitions. During this time Roopak was approached by many to build customized robotic solutions for them. Owing to his expertise in robotics and presentation he was given a project to build 40 robots and setup a demo to introduce robotics to school kids durin
year of college.The project was executed by roopak in a months span with help from friends and family. The demo was successful and exhibited in over 40 schools in the states of Andhra Pradesh and Telangana. While the demo was a huge success Roopak wanted
solutions and was looking for opportunities.
In the summer that year Roopak joined Simple Labs a embedded solutions company in Chennai as an Intern(Robotics) for a period of 4 months to get some hands on experience with real time systems. During his stay at Chennai roopak developed many embedded sys
prototypes. Mr Prakash the founder of Simple Labs was impressed and asked Roopak to return soon as he had some innovative projects in mind on which he wanted Roopak to work on. Roopak returned the following December and worked on android accessory d
published companion apps for microcontrollers to add bluetooth and voice capability. The apps are highly rated and used by many people to date.
Roopak being entrepreneurial in nature always wanted to start a company of his own. After observing the need for technology services in his field he started Robotspace in January 2013 with support from his parents, college staff and the principal. Soon Robotspace sta
and serving clients in various locations even internationally with excellent client feedback. However it was not easy managing both study and a company, MRCET helped Roopak immensely during his time of hardship. Roopak says if not for the cooperation of the facu
and the college it would not have been possible for him to run Robotspace.
Robotspace is now a team of 6 people serving clients in the areas of Robotics and Automation, Internet of Things (IoT) and Embedded Systems. Robotspace also manufactures customized fully automatic drones for surveillance and monitoring application in telecom, oi
and defence industries. Robotspace was officially registered as Robotspace Robotics And Automation Pvt. Ltd. in June 2014, Roopak Jada now is the CEO & Managing Director of Robotspace Robotics And Automation Pvt. Ltd. In his free time Roopak can b
badminton, cooking, listening to music, debating over technology or training students. Roopak is always grateful to his parents, wellwishers, college and the ecosystem as he believes everyone contributed to his success. Roopak believes that “The success of a clien
yours” to everyone with entrepreneurial goals Roopak says “ Always work smart with a smile on your face and persist success will be yours”
Roopak Jada is a alumnus of MRCET, He pursued Electronics and Communication Engineering in the Dept of ECE, MRCET. MRCET has played an instrumental role in guiding him in the initial years of his career during college. He was supported by the faculty and c
his company. He was allowed to use extensively make use of the research facilities at the college and also received help from faculty whenever required. The college also helped him to connect to key people in the industry to help him get business. Roopak with th
helped setup a “Center of Excellence in Robotics” at Dept of ECE MRCET.
10.00
(The institution may specify the co-curricular and extra-curricular activities) (Quantify activities such as NCC, NSS etc.)
The College views extracurricular and co-curricular activities as integral to the holistic development of students. Opportunities are identified, created and opened to promote student participation in them. Financial support as well as training and development support are
institution appropriately.
The college helps the students in these activities in the following ways.
2. Students are informed of Special dietary requirements, provided with sports uniform, necessary materials and other relevant information
3. Students organize three days National Techno Cultural fest , Arts day, Ethnic day, College day, Engineers day, Teachers day, Onam and Christmas celebrations.
4. Department organizing seminars / workshops / invited talks from industry/inter college and intra college technical and cultural fest. Student chapters of various professional societies such as IEEE, CSI etc. function in the college.
5. With a view to honing the technical and cultural skills and talents of students, and to promote their aptitude for research and extension, the college offers both technical as well as non-technical clubs.
6. Students are given duty leave to participate in technical and cultural activities organized by the university or any other college.
7. For those who win the competition have been awarded the grace marks along with the internal marks.
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The following are the students who are selected for different games:
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10.1.1 State the Vision and Mission of the Institute (5) 5.00
(Vision statement typically indicates aspirations and Mission statement states the broad approach to achieve aspirations)
Vision :
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Mission :
To establish a pedestal for the integral innovation, team spirit, originality and competence in the students, expose them to face the global challenges and become pioneers of Indian vision of modern society.
10.1.2 Governing body,administrative setup,functions of various bodies,service rules, procedures, recruitment and promotional policies (10) 10.00
List the governing, senate, and all other academic and administrative bodies; their memberships, functions, and responsibilities; frequency of the meetings; and attendance there in, in a tabular form. A few sample minutes of the meetings and action-taken reports should be
The published rules including service rules, policies and procedures; year of publication shall be listed. Also state the extent of awareness among the employees/ students.
GOVERNING BODY:
The constitution and functioning of Governing Body, which is supreme, are detailed hereunder:
The Governing Body shall have at least eleven members including the Chairman and the Member-Secretary. The Registered Society / Trust shall nominate six members including the Chairma
Member-Secretary, and the remaining five members shall be nominated as indicated below
Member (Government
4. Sri. C. Mallesham
Nominee)
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12 Dr. V.S.K.Reddy Member Secretary
The Chairman of the Governing Body shall preferably be a technical person either an entrepreneur or an industrialist or an educationalist of repute who is interested in the development of technic
education, and has demonstrated an interest in promotion of quality education in particular.
Meeting:
In the absence of the Chairman, the members can elect a Chairman from amongst the members present for that meeting.
Functions:
3. To appoint Principal/Director, the teaching and non teaching staff on the recommendations of the selection committees constituted under the relevant regulations of the universities.
6. Promoting industry institute partnership cell for student training and placement activities.
7. To monitor and evaluate the teaching programs in the college and suggest remedial measures.
8. To constitute committees, sub committees & standing committees for specific purpose delegating appropriate powers.
9. To perform such other duties and exercise such other powers as may be entrusted by the management.
10. Fix the fees and other charges payable by the students of the college on the recommendations of the Finance Committee.
11. Institute scholarships, fellowships, studentships, medals, prizes and certificates on the recommendations of the Academic Council
12. Approve institution of new programmes of study leading to degrees and/or diplomas.
13. Perform such other functions and institute committees, as may be necessary and deemed fit for the proper development, and fulfil the objectives for which the college has been declared as
autonomous.
In addition to being the supreme administrative authority of the College, the Governing Body shall have the following additional functions with respect to autonomy.
Academic Council:
The Academic Council will be solely responsible for all academic matters, such as, framing of academic policy, approval of courses, regulations and syllabi, etc. The Council will involve facu
levels and also experts from outside, including representatives of the university and the government. The decisions taken by the Academic Council will not be subject to any further ratificat
Academic Council or other statutory bodies of the university. The composition and functions of the Academic Council are;
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Recommended composition of the Academic Council and its functions in an Autonomous college.
The Academic council will be responsible for all academic matters such as framing of academic policy, approval of courses, regulations and syllabi.
Composition:
Member
2 Prof. P Sanjeeva Reddy Professor & Director, ECE
Secretary
8 Dr. PVV Sesha Talpa Sai Head of the Dept., MECH Member
Controller of Examinations
13 Dr. K. Ramakrishna Member
(CE)
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I. Scrutinize and approve the proposals with or without modifications with Board of studies with regard to
a. Course study
b. Academic regulations
c. Curricular
f. Academic council when defers on any proposals will return the matter for reconsideration to B.O.S with reasons.
a. Conduct of Examinations.
b. Evaluations & Results declaration and other connected issues like revaluation or modifications.
*When council defers on any proposal, it has a right to return for reconsideration of the examination committee or reject with reasons.
IV. Make regulations for academic activities i.e teaching learning process, sports, and extracurricular activities.
V. Make regulations for sports , Extracurricular activities and proper maintenance of play grounds hostels as per requirements.
VII. Recommending for Institutional scholarships, fellowships, Awards ,rewards and framing regulations.
FINANCE COMMITTEE:
The Finance Committee will advise the Governing Body on financial matters and shall meet at least twice a year. The composition and functions of the Finance Committee are
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Dr. V. Madhusudhana Reddy, Head of H&S – Member
Functions:
Finance Committee will propose the budget of the institution for construction, purchase of equipment, consumables etc., depending upon the finance available. The Committee formulate an
the budget estimates department-wise for purchase of lab equipments, consumables and non-consumables, year to year. The Committee estimates the probable inflows and outflows for th
institution and arrive at the budget.
PLANNING COMMITTEE
Functions:
The Planning Committee is very important for establishing a path of progress for the institution from time to time. It should also monitor the progress from time to time. The Committee pla
things such as addition of new UG/PG programme and/or applying for additional intake for the existing programmes. It also plans the building required in the campus as also the need for ad
facility to the students to concentrate on their education.
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Composition
Functions:
The vital function of this committee is to maintain close rapport with the students. The committee will observe, understand the feelings and discuss difficulties experienced by the students in bo
and any other matters for finding corrective measures.
The co curricular and extracurricular activities will be discussed with the members for selecting the programs. This enhances th e motivation and improves the performance of the students
Govt. Nominee
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Jnt University Nominee
The Principal Dr. VSK Reddy has extended a warm welcome to all the members for 9th governing body meeting. Firstly, the minutes of the meeting of the 8th governing body have been approved.
Dr.V.S.K Reddy, Principal has presented briefly the activities, achievements and other programs undertaken in the academic year 2013-14.
1. Unanimously resolved to apply to AICTE for Extension of Approval. Also resolved to apply for increase in intake and Additional Courses as mentioned below: 2014-2015
i. Extension of approval for existing programs/courses for the academic year 2014-15.
ii. Extension of PIOs approval by AICTE for the Academic Year 2014-15.
iii. B.Tech in Mechanical Engineering – 180 to 240 seats in 1st shift (Increase Intake)
v. M.Tech in Wireless and Mobile Communicants – 18 seats in 1st shift (Additional Course).
vii. M.Tech in VLSI and Embedded Systems – 24 seats in 2nd shift (Additional Course).
viii. M.Tech in Computer Science and Engineering – 36 to 54 seats in 2nd Shift (Increase Course).
2. Unanimously resolved to apply to AICTE for Closure of Courses/Programs/Reduction in Intake mentioned below: 2014-2015
iv. Closure of M.Tech in Systems & Signal Processing - 18 seats (2nd Shift)
The members unanimously agreed for allocation of required funds to the college for the above mentioned
3. Prof. SVL Narasimham, SIT, JNTUH University Nominee, suggested that in presenting the result analysis differentiation should be made between number of students appeared and numb
students passed for better appreciation of results.
4. Prof. C. Mallesham, Principal, IOE Govt. Nominee, pointed out on the same issue that along with the results it is also required to indicate number of students appeared, passed and drop
in separate tabular form.
5. Technical tools:
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Prof. SVL.Narasimham, advice that the old and outdated software’s like BORLEND C++ and TURBO C++ should be replaced with more advanced software’s like OPEN SOURCE SOFTWARE, DEVELO
which is 32 bit base and MATLAB, CYLAB is preferable.
6. Utility Software:
He also advised that in place of MS Office ODF to be adopted. Similarly in place of MS Windows – Linux operating system to be installed. As it is less susceptible to virus and is more widely used
7. Industry academia interface: chairman of the body suggested that for post graduate courses to be introduced in the curriculum to cater to the specific needs of few industries.
Dr. VSK Reddy replied that this will be actively considered and implemented after obtaining autonomous status.
8. Sri. C. Sitapathi Rao, Director (ETDC Retd.,), advised the college to establish MOU with Indian Institute of Space Technologies located in Thiruvanantapuram, as it will be very useful for
students of Aeronautical Engineering.
9. Principal was very happy to inform the governing body members that there is a inspection towards NAAC Certification for the college.
The following are the major achievements of the MRCET during the academic year 2013-14.
• Ranked ‘AA+’ among India’s Best Engineering colleges -2013, Survey by Careers360.
• Ranked 4th Among the Top Engineering Colleges of Excellence in AP Competition Success Review (CSR) -2013
• 9th Best B-School (Other than IIMs) in India for Academic Excellence by Silicon India Best B-School Survey.
• Ranked as one of the Best Engineering Colleges in India - Survey conducted by Outlook Magazine.
• Institute has entered an MoU with National Aerospace Laboratories (NAL), Bangalore.
• Grant of about Rs. 100 Lakhs sanctioned by AICTE, Govt. of India for various projects under Research & Development.
• Microsoft Innovative Center at Campus to expose the students in the latest technologies.
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• JAVA Certification through Oracle Academy
11. The college is recognized as a nodal centre for conducting “Faculty Development Programs” by IIT Kharagpur. A program on “Signals and Systems” is organized from 14th January to 2014
for the benefit of faculty from different colleges. IIT Kharagpur has conferred the certificates to the participants for their active role.
The following technical fests are organized during the year 2013-14
The student response from various colleges is very encouraging and more than 1500 students have participated in the fest. The students had actively participated in the event like Paper Presenta
Robotics Workshops, Business Young Manager, Technical/Business Quiz etc.,
About 200 students are recruited in various prestigious companies in campus recruitment drives. The lists of the companies which have come for campus drive include CSC, TERA DATA, HCL Techn
Mahindra Satyam, Tech Mahindra, HDFC, Cognizant, Symantic Space Technologies, Infosys, NTT Data, Tech Mahindra, Genpact, Amazon, IKYA Human Solutions, Celebron Technologies etc.
The results of B.Tech and MBA are encouraging and the efforts of faculty are appreciated.
The budget for the year 2013-14 is presented for discussion and approval as appended at Annexure. After deliberating in detail the budget is approved for the year 2013-14.
The governing body approves the delegation of financial powers to the principal, HODs and relevant incharges in the proportion mentioned below:
Principal - 25,00,000/-
HOD’s - 33,00,000/-
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The Governing Body approves the constitution of a committee for implementing the de-centralization in working of the institution with the following members
The college has made efforts to collaborate with the following universities and is in dialog for finalizing the programs.
C.C. cameras were installed in the campus for ensuring discipline, as an Anti-Ragging
I. All the board members appreciated the principal Dr. V.S.K Reddy for the successful growth and achievements in all aspects.
II. College has applied for the permanent affiliation status under JNTUH Hyderabad from the academic year 2013-14 and the same is presented for the kind approval of the Governing Body.
III. The Institute is about to send a proposal for the UGC Autonomous status for which the approval of the Governing Body is anticipated.
IV. Prof. P.Sanjeev Reddy, thanked all the members for sparing their valuable time and making useful suggestions. He requested for their continued cooperation and valued suggestions.
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3. Prof. C. Mallesham, Principal, IOE - Member
Govt. Nominee
I. The Principal Dr. VSK Reddy has extended a warm welcome to all the members for
Governing Body Meeting.
Firstly, the minutes of the meeting of the last governing body have been approved. The agenda points were further discussed.
II. Dr. VSK Reddy, Principal has presented briefly the activities, achievements and other programs undertaken in the academic year 2014-15.
1. UG and PG Programmes
The following courses are being conducted with the sanctioned strengths mentioned against each discipline.
UG Programs:
4 Information Technology 60
6 Mining Engineering 60
Total 900
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PG Programs:
4 M.Tech(Computer Science) 18
1. All members have conveyed their appreciation to the Chairman Ch. Mall Reddy Garu for being elected as a Member of Parliament., G.O.I.
2. Members have praised for NAAC Grade A with Score 3.20 achieved by MRCET, and also its number one position as compared to the remaining colleges applied for NAAC certification
3. Member Secretary Dr. VSK Reddy, principal of the Institution informed about the granting of Permanent affiliation from JNTUH to the Institution till 2018-2019 Academic year.
4. He also informed that the college has received the letter for Autonomous in November from Inspection committee of UGC and the inspection date is yet to be confirmed.
5. Placement details- Members of Governing Body praised about the placements achieved during the academic year 2014-15, for 65% of B.Tech students and 80% of MBA students.
6. Closure – M.Tech 2nd shift in SSP with strength of 18 and M.Tech C.S.E with strength of 18 has been closed from the academic year 2014-15.
7. Reduction- The seats for B.Tech Aeronautical Engg have been reduced from120 to 60 from the academic year 2014-15.
8. Chairman, Sri C.Sitapati rao, Dr.S.V.L.Narasimham, Dr.Mallesham & K.Suryanarayana have suggested the closure of existing Information Technology course and advised in its place cou
Instrumentation, Mechatronics, and Chemical Engineering can be explored for Introduction.
9. Dr.S.V.L.Narasimham, stated that Hiring third party services for the Table models in place of Huge machines for the exposure of the students with much cheaper cost.
10. Secretary Dr. VSK Reddy clarified to Sri C.Sitapati Rao Garu, that the college has allocated separated Buildings for the Departments.
11. Committee has appreciated Principal Dr.V.S.K.Reddy much for being chosen MRCET as best Engineering College for conducting of IIT workshop.
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12. Secretary Dr. VSK Reddy informed the members that the college have received 300 AKASH TABLETS. And also shared that the faculty of ECE Mr. GS Naveen Kumar selected as a Tra
Analog Digital Program
13. Dr. T.C.Sarma asked for clarity regarding the budget allotment for Conference, FDP and R&D purpose and advised to project the same.
14. The Principal of the college has been highlighted the special achievements for all the members of the Institution.
Special Achievements:
· Ranked ‘AAA’ among India’s Best Engineering colleges -2014, Survey by Careers360.
· Ranked 4th Among the Top Engineering Colleges of Excellence in AP Competition Success Review (CSR) -2014
· 9th Best B-School (Other than IIMs) in India for Academic Excellence by Silicon India Best B-School Survey.
· Ranked as one of the Best Engineering Colleges in India – Survey conducted by Outlook Magazine.
· 13th State wise Best Engineering Colleges Ranking by EDU Tech RAND 2014.
· Institute has entered an MoU with National Aerospace Laboratories (NAL), Bangalore.
· Grant of about Rs. 100 Lakhs sanctioned by AICTE, Govt. of India for various projects under Research & Development.
· Microsoft Innovative Center at Campus to expose the students in the latest technologies.
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15. Dr. S.V.L.Narasimham and Dr. T.C.Sarma suggested about the need to create Corpus Fund for the Conferences, FDP and R&D activities.
16. Dr. VSK Reddy replied that AICTE fund for the R&D projects were received.
17. The Governing Body has recommended the following names to the Academic Council as members from the Academic Year 2015-16 for a period of 2 years.
2. Industrial Nominee: Sri. T.V. Shiva Rao National Manager, ANTON PAAR India Pvt. Ltd.,
18. Mr. K.Suryanarayana enquired about incentives being provided by the college for those pursuing Ph.D in terms of Registration Fee & sponsoring towards Workshops etc.
19. Dr. S.V.L.Narasimham advised that college should explore the avenues for the Generation of more Revenue.
20. Sri K.Suryanarayana suggested that the status of completion of R&D projects should be projected for the benefit of college.
21. Dr. VSK Reddy appraised the members about the recognition of the Institution for Business Incubator Center (B.I) by MSME-D.I Government of India, New Delhi. The members apprecia
efforts put on by Principal Dr. VSK Reddy and the Coordinator Dr. P.H.V SHESHATALPASAI and unanimously authorise/accept for entering into agreement with MSME-D.I as a host Institution
Business Incubator Center (B.I), under the scheme for providing support for Entrepreneurial and Managerial Development of SME’s through Incubator.
22. Prof. P. Sanjeev Reddy thanked all the members for sparing their valuable time and making useful suggestions. He requested for their continued cooperation and valued suggestions.
List the names of the faculty members who have been delegated powers for taking administrative decisions. Mention details in respect of decentralization in working. Specify the mechanism and composition of grievance redressal cell including AntiRagging Committee & S
Harassment Committee.
De-centralization in working:
· Governing body of the institution has approved the constitution of the committee for de-centralization for working.
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The committee implements de-centralization in working of the institution in the following ways.
a. Recommends to the heads of various departments regarding appointment of faculty/staff to meet emergency requirements arising in between the academic year.
b. The committee recommends delegation of financial powers to heads of department upto a limit of Rs.3,00,000/- year co-ordinator/Lab incharge limit of Rs.1,00,000/- for meeting the trainin
the students as well as improving the equipment infrastructure.
c. Recommends all the departmental heads to deal with the day to day academic/administrative issues arising in respect of faculty and students.
The departmental head/year coordinators are delighted with powers to initiate the training programs beyond the syllabus and also to arrange internship programs in industry for the students to b
up to match with industry needs.
The composition and the functions of the committee are given below
Functions:
Sometimes the faculty and students may have some grievances against the management on some issues. Since the grievance has to be satisfactorily resolved, a committee is required to r
Hence grievance committee is formed. The committee is supposed to examine the issue and suggest the redressal actions for satisfaction of the employees which enhances his performance
As a part of the Grievance Redressal Committee, a separate sub-committee is constituted which will specifically look into complaints received pertaining to sexual harassment of women at
place. The sub-committee is comprised of the following:
Chairman-Principal
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Senior Lady HOD’s-2 members
The person found guilty of sexual harassment will be given strict warning and depending on the severity of the offence will be suspended/terminated form his service.
Composition
STUDENT MEMBERS:
Name of the
S.No. Year Branch
Student
1 D Laasya IV ECE
2 K Y Aman IV ECE
5 K Sridhar II ECE
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6 V Sree Haritha II ECE
8 J. Urmila IV CSE
11 Bharath II CSE
12 Dherendra II CSE
18 G Swaroop II ANE
19 Saraswathi IV IT
20 K. Pavan Kumar IV IT
21 Kavya III IT
22 Abhiram III IT
24 Vishwanath IV MECH
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27 Sudheer II MECH
28 Sripriya II MECH
R. Siva Shankar
31 II MBA
Naidu
32 G.Mounika II MBA
33 D.Dattatreya II MBA
34 M.Vandana II MBA
Function
· Nowadays many cases of teasing the girls and junior students are observed in colleges. In view of it an Anti ragging committee is constituted in the college to be vigilant and taking preca
measures for avoiding such incidents in the college. This gives a continuous assurance and confidence to the parents of new entrants of the college driving out the fear perception from their mind
In the process, if anybody is found guilty, strict punishment will be awarded by the committee.
Institution should explicitly mention financial powers delegated to the Principal, Heads of Departments and relevant in-charges. Demonstrate the utilization of financial powers for each year of the assessment years
The governing body approves the delegation of financial powers to the principal, HODs and relevant incharges in the proportion mentioned below:
Principal - 25,00,000/-
HOD’s - 3,00,000/-
10.1.5 Transparency and availability of correct/unambiguous information in public domain (5) 5.00
(Information on policies, rules, processes and dissemination of this information to stakeholders is to be made available on the website)
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The information on policies, rules and processes is made available in the institution website for use by all the stake holders.
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10.2 Budget Allocation, Utilization, and Public Accounting at Institute level (30)
Summary of currentfinancial year’s budget and actual expenditure incurred(for the institution exclusively)in the three previous financial years
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CFYm1 : (Current Financial Year minus 1),
CFYm2 : (Current Financial Year minus 2) and
CFYm3 : (Current Financial Year minus 3)
Table 1 - CFY 2014-2015
Fee Govt. Grants Other sources(specify) Recurring including salaries Non Recurring Special Projects/Anyother, specify Expenditure per s
Fee Govt. Grants Other sources(specify) Recurring including salaries Non Recurring Special Projects/Anyother, specify Expenditure per s
Fee Govt. Grants Other sources(specify) Recurring including salaries Non Recurring Special Projects/Anyother, specify Expenditure per s
Fee Govt. Grants Other sources(specify) Recurring including salaries Non Recurring Special Projects/Anyother, specify Expenditure per s
Budgeted in 2014- Actual Expenses in 2014-2015 Budgeted in 2013- Actual Expenses in 2013-2014 Budgeted in 2012- Actual Expenses in 2012-2013 Budgeted in 2011- Actual Expenses
Items
2015 till 2014 till 2013 till 2012
Infrastructure Built-Up 39003000 38503076 59946000 60846335 45326000 45126741 34614000 34314962
(The institution needs to justify that the budget allocated during assessment years was adequate)
As the institution is self financed and sponsored by the society and the institution being already 12 – years old, the complete civil infrastructure is already in place and hence the total tuition f
from the students is more than adequate to run the institution including recurring & non-recurring expenditure.
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10.2.2 Utilization of allocated funds (15) 15.00
(The institution needs to state how the budget was utilized during assessment years)
The budget utilized for recurring and non-recurring expenditure under the following heads:
b. The budget has been utilized in procuring the laboratory equipment as per the recommendations of the HOD’s based on the curriculum, also for organizing the FDP’s and students training prog
c. Administrative Expenditure – budget has been utilized in meeting day to day expenses in running the institution.
10.2.3 Availability of the audited statements on the institute’s website (5) 5.00
The audited statements have already been uploaded on the college website
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23847481 Actual expenditure (till…): 27419316 Total No. Of Students 540
Budgeted in 2014- Actual Expenses in 2014-2015 Budgeted in 2013- Actual Expenses in 2013-2014 Budgeted in 2012- Actual Expenses in 2012-2013 Budgeted in 2011- Actual Expenses
Items
2015 till 2014 till 2013 till 2012
Laboratory equipment 1197576 1156690 1398964 1608082 1053437 1153437 913188 982514
Software 513247 495724 599572 689178 451473 494330 391366 421077
Laboratory consumable 529730 471149 474925 514757 194464 158827 160693 200100
Maintenance and spares 2312754 2118161 1382036 1282469 893857 840251 672277 633002
R&D 1087679 1223992 415995 256690 338000 284424 149702 50781
Training and Travel 754603 949169 313808 254067 224285 277953 125148 95484
(Program needs to justify that the budget allocated over the assessment years was adequate for the program)
As the institution is self financed and the program being offered right from inception of the establishment of institution, the complete civil infrastructure is already in place and hence the total tu
collected from the students is more than adequate to run the institution including recurring & non-recurring expenditurestroke-width: 0px; word-spacing:0px>b. The budget has been utilized in pr
laboratory equipment as per the recommendations of the Lab incharge / Year coordinator based on the curriculum, also for organizing the FDP’s and students training programs.
(Program needs to state how the budget was utilized during the last three assessment years)
The budget utilized for recurring and non-recurring expenditure under the following heads:
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a. Salaries – Salaries has been disbursed to AICTE norms.
b. The budget has been utilized in procuring the laboratory equipment as per the recommendations of the Lab incharge / Year coordinator based on the curriculum, also for organizing the FDP’s and students training programs.
c. Administrative Expenditure – budget has been utilized in meeting day to day expenses in running the institution.
(Indicate whether zero deficiency report was received by the Institution for all the assessment years. Effective availability/ purchase records and utilization of facilities/ equipment etc. to be documented and demonstrated)
Library:
The students and faculty have been utilizing the library re-sources as well as laboratory facilities very effectively as most of the faculty and students stay in the hostels in close proximity of th
by staying late hours in the campus.
Internet:
With the rapid advancement of digital technology, internet facility has become very affordable to all and thus being widely utilized in accessing technology resources available globally
Adequate learning resources including e-resources are available in the college digital library. Therefore the students and faculty community are effectively utilizing this resource through internet f
Annexure I
(A) PROGRAM OUTCOME (POs)
Engineering Graduates will be able to:
1. Engineering Knowledge : Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems.
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2. Problem Analysis: Identify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environme
considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively 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 an
instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.
Declaration
The head of the institution needs to make a declaration as per the format given Below :
This Self-Assessment Report (SAR) is prepared for the current academic year and the current financial year on behalf of the institution.
I certify that the information provided in this SAR is extracted from the records, and to the best of my knowledge, is correct and complete.
I understand that any false statement/information of consequence may lead to rejection of the application for the accreditation for a period of three or more years.
I also understand that the National Board of Accreditation (NBA) or its sub-committees will have the right to decide on the basis of the submitted SAR whether the institution should be considered for an accreditation visit.
If the information provided in the SAR is found to be wrong during the visit or subsequent to grant of accreditation, the NBA has the right to withdraw the grant of accreditation and no accreditation will be allowed for a period of next three years or more and the fee will
I undertake that the institution shall co-operate the visiting accreditation team, shall provide all desired information during the visit and arrange for the meeting as required for accreditation as per the NBA’s provision.
I undertake that, the institution is well aware about the provisions in the NBA’s accreditation manual concerned for this application, rules, regulations and notifications in force as on date and the institute shall fully abide to them.
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Place : Hyderabad
Date : 01-05-2016 15:28:08
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5/3/2016 https://enba.nbaind.org/SARTemplates/SARUGTireIITemplateRevisedPrint.aspx?Appid=1279&Progid=578#
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