Curriculum Development Cell (CDC) & Board of Studies (BoS)
Curriculum Design Process
Curriculum Design Process is a prime process to frame a standard teaching-learning of a program. It translates the broad statements of intent into specific plans of action for the program. The main purpose of this process is to ensure that the students receive integrated, coherent learning experiences that contribute towards the professional, academic and personal learning and development. All the courses in the Electrical Engineering programme offered by Karunya Institute of Technology and Sciences are developed having relevance to local, national and global developmental needs. The electrical curriculum has 12 POs, 4 PSOs and all the Courses have Course outcomes in place.The Board of Studies of the EEE department oversees the relevancy and requirements of the courses. Every year, the courses are revised if any need revision, considering the academic trends and market or industry requirements and feedback from various stakeholders. The department has formal and informal mechanisms to obtain feedback from stakeholders through various committees, associations, organization, etc., All courses have undergone major syllabus revision incorporating major thrust areas. The ideas obtained from the various bodies are thoroughly discussed by the experts in the academic bodies and carefully incorporated in the curriculum.
Step 1: Based on the Vision and Mission statement of the institution, Program Educational Objectives (PEOs) are framed to describe the career and professional achievement that the program is preparing the graduates to achieve within the first few years after graduation
Step 2: The graduate attributes are defined based on various criteria as Program Outcomes (POs) of the program. Program Specific Objectives (PSOs) are also formulated which are closer to POs. It describes the knowledge, skills and behavior of the students as they progress through the program
Step 3: To achieve the POs and PSOs, Course Outcomes (COs) are framed in different specialization of the program.
Step 4: The Course is identified by grouping the relevant course outcomes.
Step 5: The syllabus for every course is defined.
Step 6: The curriculum and syllabi are reviewed in Curriculum Development Cell (CDC). It constitutes of Head of the Department as Chairman, Dean as Ex-Officio, all Professors, all Associate Professors and all Assistant Professors (AGP of 8000) as members. Similarly, the Common Curriculum Development Cell is constituted as under for finalizing the subjects for both common and departmental core. It constitutes of a Chairman, Registrar, all Directors, all Deans and all HoDs as the members.
Step 7: The curriculum and syllabi are further reviewed in the Board of Studies (BoS). It constitutes of Head of the Department as Chairman, Dean as Ex-Officio, an expert from Industry, an expert from Academia, an alumni member, all Professors, all Associate Professors and all Assistant Professors (AGP of 8000) as members. The feedback from the experts are considered and incorporated in the curriculum and syllabi.
Step 8: At Standing Committee, A compatibility check are carried among the common courses in the approved curriculum and syllabi.
Step 9: Resolutions are passed in the Academic Council for finalizing the curriculum and syllabi of the program.
Choice based credit system (CBCS) is followed. The curriculum focuses on the core competency of Electrical Engineering with specialization in Machine Learning. The curriculum will be more rigorous and formal in nature. The total credits have been reduced to 160 so that the students can get more time for preparation and self- study. They will be given more assignments and have to go through periodical quizzes. This will help them to grasp and retain the fundamentals of Engineering in a better manner. To enhance the Hands-on skills of the graduates, most of the courses are integrated with skill-oriented practices. Apart from this, the lab credits have also been increased relative to lecture credits. The courses will be conducted differently to inculcate not only hands-on learning but also creativity and innovation. The students will be asked to design a capstone project which will be part of internal assessment. This will give students a lot of opportunities for creativity and innovation. To avoid fragmentation of knowledge, the curriculum has been designed to interlink and intertwine different courses. This will help students to grasp and retain the knowledgeable and have a broader understanding of the subject at the end of the day.