Electrical and Electronic Engineering (EEE) plays a vital role in modern civilization. Almost all aspects of modern human lives are affected by EEE. The Department of EEE offers the B.Sc. program in EEE with a view to producing engineering leaders who are compassionate and ethical members of the society.
Vision statement: To create excellent engineers instilled with quality education, human values and professional ethics.
Mission statement: The department is dedicated to endow students with knowledge, skills and values that prepare them to excel as leading engineering professionals and responsible citizens committed to life-long learning.
Program Educational Objectives (PEO) for the B.Sc. in EEE: PEOs are broad statements that describe the career and professional accomplishments that the B.Sc. in EEE program is preparing graduates to achieve. Graduates of the B.Sc. in EEE program are expected to attain the following PEO’s within a few (3 – 5) years of graduation.
- Establish themselves as leading engineering professionals or in advanced study and research
- Contribute to the society through the use of electrical and electronic engineering principles, practices and tools in an ethical and responsible manner
- Continue to learn and address evolving challenges in electrical and electronic engineering
Graduate Attributes (GA) or Program Outcomes (PO) for the B.Sc. in EEE: POs are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the knowledge, skills and attitudes that students acquire while progressing through the program. The students of the B.Sc. in EEE program are expected to achieve the following graduate attributes or program outcomes at the time of graduation.
PO1 – Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems.
PO2 – Problem analysis: Identify, formulate, research the literature and analyze complex engineering problems and reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.
PO3 – 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 public health and safety as well as cultural, societal and environmental concerns.
PO4 – Investigation: Conduct investigations of complex problems, considering design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
PO5 – 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.
PO6 – The engineer and society: Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.
PO7 – Environment and sustainability: Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate the knowledge of, and need for sustainable development.
PO8 – Ethics: Apply ethical principles and commit to professional ethics, responsibilities and the norms of the engineering practice.
PO9 – Individual work and teamwork: Function effectively as an individual and as a member or leader of diverse teams as well as in multidisciplinary settings.
PO10 – Communication: Communicate effectively about complex engineering activities with the engineering community and with society at large. Be able to comprehend and write effective reports, design documentation, make effective presentations and give and receive clear instructions.
PO11 – 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 or a leader of a team to manage projects in multidisciplinary environments.
PO12 – Life-long learning: Recognize the need for and have the preparation and ability to engage in independent, life-long learning in the broadest context of technological change.
The B.Sc. in EEE program is also committed to ensure that its curriculum encompasses all the desired elements of Knowledge Profile as given in table 1. The range of Complex Problem Solving and Complex Engineering Activities to be addressed in the program are, respectively, given in tables 2 and 3.
Table 1: Knowledge profile
|K1||A systematic, theory-based understanding of the natural sciences applicable to the discipline.|
|K2||Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline.|
|K3||A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline.|
|K4||Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline.|
|K5||Knowledge that supports engineering design in a practice area.|
|K6||Knowledge of engineering practice (technology) in the practice areas in the engineering discipline.|
|K7||Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic, social, cultural, environmental and sustainability.|
|K8||Engagement with selected knowledge in the research literature of the discipline.|
Table 2: Range of Complex Problem Solving
|Engineering problems which cannot be resolved without in-depth engineering knowledge, and have some or all of the characteristics listed below:|
|S. No.||Attribute||Complex Problems|
|1||Range of conflicting requirements||Involve wide-ranging or conflicting technical, engineering and other issues
|2||Depth of analysis required||
|3||Depth of knowledge required||Requires research-based knowledge much of which is at, or informed by, the forefront of the professional discipline and which allows a fundamentals-based, first principles analytical approach|
|4||Familiarity of issues||
|5||Extent of applicable codes||
|6||Extent of stakeholder involvement and level of conflicting requirements||Involve diverse groups of stakeholders with widely varying needs|
|7||Consequences||Have significant consequences in a range of contexts|
|8||Interdependence||Are high level problems including many component parts or sub-problems|
Table 3: Range of Complex Engineering Activities
|Complex activities mean (engineering) activities or projects that have some or all of the following characteristics listed below:|
|S. No.||Attribute||Complex Problems|
|1||Range of resources||Involve the use of diverse resources (and for this purpose, resources include people, money, equipment, materials, information and technologies)|
|2||Level of interaction||Require resolution of significant problems arising from interactions between wide-ranging or conflicting technical, engineering or other issues.|
|3||Innovation||Involve creative use of engineering principles and research-based knowledge in novel ways|
|4||Consequences to society and the environment||
|5||Familiarity||Are outside problems encompassed by standards and codes of practice for professional engineering|
Table 4: Mapping between PO’s and PEO’s
Curriculum of Bachelor of Science (B.Sc.) in Electrical and Electronic Engineering (EEE)
- General Education Requirement: 21 credits
- Core Requirement: 93 credits
- Elective Requirement: 20 credits
- Final Year Design Project Requirement: 6 credits
Total: 140 credits
|A. General Education Requirement||21 credits|
|(i) Compulsory General Education Courses||12 credits|
|ENG 101||Basic English||3|
|ENG 102||Composition and Communication Skills||3|
|GEN 201||Bangladesh Studies||3|
|MGT 321||Industrial Management||3|
|(ii) Optional General Education Courses||6 credits|
|Choose any two General courses from 200 level|
|(iii) Optional Course from non Engineering Subjects||3 credits|
|Choose one course|
|B. Core Courses||93 credits|
|EEE 101||Electrical Circuits I||3+1=4|
|EEE 102||Electronic Circuits I||3+1=4|
|CSE 105||Structured Programming||3+1=4|
|EEE 201||Electrical Circuits II||3+1=4|
|EEE 202||Electronic Circuits II||3+1=4|
|EEE 204||Numerical Techniques in Engineering||3+0=3|
|EEE 205||Digital Logic Design||3+1=4|
|EEE 300||Electrical Services Design||3+0=3|
|EEE 301||Electrical Machines||3+1=4|
|EEE 302||Microprocessors and Interfacing||3+1=4|
|EEE 303||Signals and Linear Systems||3+0=3|
|EEE 304||Electrical Power Systems||3+1=4|
|EEE 305||Electromagnetic Fields and Waves||3+0=3|
|EEE 307||Telecommunication Engineering||3+1=4|
|EEE 308||Electronic Properties of Materials||3+0=3|
|EEE 309||Digital Signal Processing||3+1=4|
|EEE 399||Project Management, Entrepreneurship and Industry Interactions||1+0=1|
|EEE 402||Control Systems||3+1=4|
|EEE 403||Engineer and Society||3+0=3|
|CHE 101||Introduction to Chemistry||3+1=4|
|MAT 101||Differential and Integral Calculus||3+0=3|
|MAT 102||Differential Equations and Special Functions||3+0=3|
|MAT 104||Co-ordinate Geometry and Vector Analysis||3+0=3|
|MAT 205||Linear Algebra and Complex Variables||3+0=3|
|PHY 109||Engineering Physics – I (Introductory Classical Physics)||3+1=4|
|PHY 209||Engineering Physics – II (Introductory Quantum Physics)||3+0=3|
|STA 102||Statistics and Probability||3+0=3|
C. Elective Courses 20 Credits
Students have to choose six elective courses (ELTV1-ELTV6) taking three courses from the major group of the students’ choice. The remaining three courses have to be taken from at least two other groups. Out of six elective courses, at least two of these have to be 4 credits course, of which one from major and one from other groups.
GROUP A (Electronics)
|EEE 413||Fundamentals of Nanotechnology||3+0=3|
|EEE 415||Semiconductor Processing and Fabrication||3+1=4|
|EEE 416||VLSI Circuits and Systems||3+1=4|
|EEE 417||Semiconductor Devices||3+0=3|
|EEE 418||Analog Integrated Circuits||3+1=4|
|EEE 419||Biomedical Electronics||3+0=3|
GROUP B (Communication Engineering)
|EEE 421||RF and Microwave Engineering||3+1=4|
|EEE 422||Digital Communications||3+1=4|
|EEE 423||Wireless and Mobile Communications||3+1=4|
|EEE 425||Digital Image Processing||3+0=3|
|EEE 426||Advanced Telecommunication Engineering||3+0=3|
GROUP C (Computer Engineering)
|EEE 433||Computer Networks||3+1=4|
|EEE 434||Computer Architecture||3+1=4|
|EEE 435||Embedded Systems||3+1=4|
|CSE 436||Multimedia Design and Development||3+0=3|
|CSE 450||Data Structure and Algorithm||3+1=4|
GROUP D (Power Engineering)
|EEE 441||Power Stations||3+0=3|
|EEE 442||Switchgear and Protective Relays||3+1=4|
|EEE 444||High Voltage Engineering||3+0=3|
|EEE 445||Renewable Energy||3+0=3|
|EEE 446||Power System Operation and Reliability||3+0=3|
|EEE 447||Power Electronics||3+1=4|
|D. Design Project||6 credits|
|EEE 400||Final Year Design Project||6+0=6|
OGEC : Optional General Education Courses
(any two from GEN 202 to GEN 212)
ONEC : Optional Courses from non-Engineering courses.
ELTV : Elective Courses
|Flow-Chart for Courses to be followed during the FOUR YEARS of the Undergraduate Program of EEE (Numbers in parentheses indicate Credits)|
|Semester||Year I||Year II||Year III||Year IV|
|I||PHY 109||(4)||STA 102||(3)||EEE 301||(4)||EEE 402||(4)|
|MAT 101||(3)||EEE 102||(4)||EEE 302||(4)||EEE 403||(3)|
|CHE 101||(4)||OGEC-I||(3)||EEE 303||(3)||ELTV-I||(3/4)|
|GEN 201||(3)||EEE 400||(1)|
|II||ENG 101||(3)||OGEC-II||(3)||EEE 300||(3)||ELTV-II||(3/4)|
|MAT 102||(3)||MAT 205||(3)||EEE 304||(4)||ELTV-III||(3/4)|
|EEE 101||(4)||EEE 202||(4)||EEE 305||(3)||ELTV-IV||(3/4)|
|MGT 321||(3)||EEE 400||(2)|
|III||ENG 102||(3)||PHY 209||(3)||EEE 307||(4)||ELTV-V||(3/4)|
|MAT 104||(3)||EEE 205||(4)||EEE 308||(3)||ELTV-VI||(3/4)|
|CSE 105||(4)||EEE 204||(3)||EEE 309||(4)||EEE 400||(3)|
|EEE 201||(4)||ONEC-I||(3)||EEE 399||1|
Assessment and grading: assessment of students’ performance in a course is an important task that relates to both assigning grades and giving feedback. The selection of appropriate assessment methods in a course depends on many factors, such as, the course outcomes, the topics, the course level, available resources, and the delivery of course contents. Alignment of the assessment methods adopted with the course outcomes, and delivery of contents is essential. Traditional exam based assessment tools are not suitable for assessing many of the course outcomes, especially those related to professional skills. Alternative methods to assess such outcomes may include practical projects, formal reports and presentations, hands-on activities in the lab, etc. Rubrics are in particular suitable for evaluating students’ works under non-exam assessment methods. A rubric is a tool that allows interpretation and grading using pre-set marking criteria or indicators and expected performance standards. The grades assigned to students’ performances should be based on the assessment and should be consistent with the university grading policy.
Mapping of Course Outcomes (CO’s) of EEE core courses to Program Outcomes (PO’s)