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Undergraduate Program

Electronics and Communication Engineering

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Faculty members use innovative methods for teaching a course and also adopt various pedagogical methods.

Faculty innovation in teaching

The following innovative methods are developed and practiced by faculty in the department. These methods are presented, evaluated and approved by the PAC of the department and made available in website for peer critique.

I. Statement: Research Paper Reading and Comprehension based Assignments for creating a research perspective


  • To create better understanding of applications and research potential of identified topics in syllabus by reading and comprehension of research papers.


  • Faculty coordinator of the course delivers the topics in the syllabus as per lesson plan.
  • After introducing the fundamentals of important topics, students are instructed to browse and identify research papers on these topics from reputed publishers like Elsevier, Springer, IEEE etc.,
  • The students bring the identified paper and discuss the content with the faculty.
  • After the discussion, the student is instructed to prepare a comprehensive report and submit as assignment.
  • The assignment is evaluated and used as a continuous assessment tool for the internal component of marks.


  • Research paper reading and comprehension develops research perspective in students.
  • It helps studets to explore the subject deeper /wider and write a comprehensive report based on their understanding.
  • This may be used as an assessment tool.


  • It builds knowledge and understanding about the applications and challenges in the topics/subject concerned.
  • It creates familiarity with research paper writing which helps the students when they prepare papers to present/publish at Conferences/Journals.


Sub code: JEC1001
Sub Name: Medical Electronics
Faculty Course Coordinator:Dr. Sheeja V Francis


II. Statement: Collaborative learning of a course through Mentor-Mentee framework using NPTEL


  • To use Online NPTEL course to increase learning outcomes for a regular course offered in curriculum.


  • The department will identify NPTEL course aligned with a regular course offered in the curriculum.
  • Faculty In-charge of the course enrolls for the NPTEL course and ensures all students in the class also enroll for the same.
  • Other faculty members with interest/expertise in the course also enroll in the same course.
  • The NPTEL SPOC of the college assigns identified faculty and the course coordinator as mentors.
  • The department lists out students as mentees under each mentor.
  • The NPTEL SPOC enables mentor option for these identified faculty.
  • The department instructs the students to select mentors as per this list before the NPTEL deadline for mentor selection by mentees.
  • The mentees and their progress are visible to the mentor on his/her dashboard.
  • The students learn through NPTEL video classes and submit weekly assignments. The mentor monitors this process.
  • The faculty coordinator of the course discusses salient points from the weekly NPTEL videos along with the regular lecture delivery of the subject. He/She streams particular video lectures to give better insights into technology, applications or content beyond syllabus.
  • The performance in weekly NPTEL assignments may be used as one of the tools for evaluating continuous assessment.


  • Using high quality course materials from NPTEL to enhance learning of a regular course under the mentor-mentee framework, along with the conventional classroom lecture delivery.
  • Using NPTEL weekly assignment scores to obtain the continuous assessment component of internal marks.


  • Deeper and Wider understanding of concepts is possible which may produce better results and greater interest in the domain.


Sub code:


Sub Name:

Managerial Principles

Faculty Course Coordinator:


NPTEL Course:

Principles of Management

NPTEL Mentors:


Ms.S.Lavanya devi