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Part B
1 VISION, MISSION AND PROGRAM EDUCATIONAL OBJECTIVES (60) Total Marks 60.00

1.1 State the Vision and Mission of the Department and Institute (5) Total Marks 5.00

Institute Marks : 5.00

To develop RCCIIT as one of the most advanced technical institutes of the State by imparting technical knowledge and skill of the highest quality through the use of
state-of-the-art technological tools and thereby producing technical manpower fit for industries, research organizations and academia and by establishing the culture
Vision of the institute of interdisciplinary research and innovation (to cater to the social needs) in a congenial, inclusive and transparent work environment created by unbiased and
visionary leadership and participative management.

To produce technical professionals with fundamental and cutting-edge technological knowledge and skill, a flair for innovation and design, ability for
analysis and application to meet the demands of real-life projects and challenges of research

To produce well trained good human beings with ethics and values, good interpersonal skill, team spirit and leadership capability and concern for the society
and environment
Mission of the institute
To select, groom and retain talented, qualified and committed faculty and staff under a fair and transparent HR policy

To develop state-of-the-art infrastructure and learning resources for pursuing unhindered research and learning practices

To create congenial and inclusive work environment for all with zero tolerance on gender bias and ragging or harassment of any kind

Graduates of this department will be part of global academia/industry through sincere professional commitments, research, and
Vision of the Department innovations by ethically considering environmental impacts and societal benefits in the multidisciplinary culture for sustainable
development of civilization throughout their career.

Mission
Mission Statements
No.

Be able to develop sustainable solutions of problems related to electronics and communication engineering as
M1
Mission of the Department individual or part of a team maintaining professional ethics and environmental aspects.

Be competent to perceive higher studies through research, innovation and managerial skills for integrated life-long
M2
learning.

Create leadership qualities through learning beyond classroom, effective communication, inter-personal skill,
M3
technological development and innovation for benefit of society.

1.2 State the Program Educational Objectives (PEOs) (5) Total Marks 5.00
Institute Marks : 5.00

PEO
Program Educational Objectives Statements
No.

Be competent to solve electronics and communication engineering related problems by applying fundamental principles of natural sciences, domain
PEO1
knowledge using modern tools, techniques and inter-personal skills for early employment in industry/academia.

Be part of diverse multinational sectors by continuously interpreting global professional development through innovative research and self-study in subject
PEO2
domain and allied fields as a part of life-long learning.

Be qualified to construct professional work using acquired domain knowledge as individual or team-member in global environment pertaining to electronics
PEO3
fulfilling ethical, societal and environmental issues.

1.3 Indicate where the Vision, Mission and PEOs are published and disseminated among stakeholders (10) Total Marks 10.00

Institute Marks : 10.00

Stakeholders are broadly classified as internal and external. Internal stakeholders include students, faculty members, other staff members, Board of Management (BOM) and Board of Governors (BOG) while
external stakeholders comprise of alumni, parents, employers and affiliating University. Table 1.3(a) depicts the list of stakeholders in categorized form:

Table 1.3(a): List of stakeholders

Internal stakeholders External stakeholders

· Students · Alumni

· Faculties · Parents

· Staff members · Employers

· BOM and BOG members · Affiliating University

The details of the Internal stakeholders are elaborated as below:

Students: Students play as key stakeholders of an academic institute as they are the flag bearers of the institute. Graduates of this institute are expected to be successful professionals who will work in
multidisciplinary environment maintaining professional ethics by means of the acquired domain knowledge and thus serve the society at large. They are also expected to contribute in academia by pursuing
higher studies and research. The department always endeavours for quality technical and value based education of the students to fulfil the objective. Emphasis is given on attending the regular classes as
well as various training sessions, participation in different activities, development of positive attitude and handling of recent challenges. Students’ feedback is taken on regular intervals that can help to
improve the overall teaching learning process.
Faculties: Faculties play the most vital role to rationalize the mission and vision of the program and those of the institute. They always act as academic facilitator of the student. They are responsible to
plan, design, monitor, lead and control the academic affairs to ensure its desired standard. They always try to establish academic regulations in alignment with the university norms for the protection of
academic integrity. Besides, they always encourage and guide the students in diverse activities for their growth so that they can mould themselves as complete professionals in future.

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Staffs: Staffs are also important internal stakeholders of the institute. Besides faculties technical staffs are also responsible for the smooth conduction of academic activities. Non-technical staffs take the
responsibilities of different official works, maintenance of library, conduction of examination, placement related activities etc.
BOM and BOG members: Stakeholders in this category are responsible for different policy making functions of the institute under the leadership of the Chairman of BOM and the Chairman of BOG.
Members of these two bodies are accountable for regulations and guidance for the holistic development of the institute.

The details of the External stakeholders are elaborated as below:

Alumni: Active participation of alumni for enrichment of the students may be considered as an asset of an institute. Alumni can help a department or an institute by mentoring the students in their areas of
expertise. They can be supportive by acting as resource persons for introducing current technologies for the overall development of the students. A strong alumni network can be a potential resource of
placement opportunities of the students. Alumni representative is there in the Departmental Advisory Board (DAB).
Parents: Parents are also important stakeholders of an institute. They are concerned with the academics and placement opportunities of their wards and hence their feedback is essential for an institute.
Active participation of the parents help an institute to shape the direction of education. Parents’ feedback is taken at regular interval for the concerned UG program. Besides, parent representative is also
there in the DAB.
Employers: Employers play a vital role as external stakeholders. Industry personnel help an institute to make out industry requirement and bridge the industry-academia gap. Their feedback is always
important for an institute. They also represent the DAB.
Affiliating University: The affiliating university is responsible for framing the academic curriculum and different regulations. It monitors the standard of education of an affiliated institute. This ensures the
quality of a graduate engineer after completion of the course.

Vision and Mission in the Institute and Departmental level (and also PEOs in the Departmental level) are published in different ways for spreading within the stakeholders. This includes website, brochure, display
boards etc. Moreover, institutional Vision and Mission are also broadcasted through administrative office and first year induction program whereas departmental Vision, Mission and PEOs are spread through
magazines, display boards, laboratory manuals, course files etc. The details of publication modes amongst the internal and external stakeholders are depicted in Table 1.3(b).

Table 1.3(b): Publication modes of Vision, Mission (Institute level) and Vision, Mission, PEOs (Department level)

Internal External
Level Mode of publication
Stakeholders Stakeholders

Institute website (www.rcciit.org/institute/about.aspx) Yes Yes

Institute brochure Yes Yes

Display boards Yes Yes

Vision and Mission
Placement brochure No Yes
(Institute level)
Administrative office Yes Yes

First year orientation/ induction program Yes Yes

Departmental website link

Yes Yes
(https//www.rcciit.org/academic/ece.aspx)

Departmental magazine Yes Yes

Departmental display boards Yes Yes

Vision, Mission and PEOs HOD office Yes Yes

(Department level) Departmental information brochure Yes Yes

Laboratory manuals and lab charts/posters Yes No

Course files Yes No

Departmental conference room, faculty rooms, class

Yes Yes
rooms and corridor

Additionally, the Vision, Mission (and also PEOs in the departmental level) at both institute and departmental level are disseminated through diverse student activities, institute/departmental programs, alumni
meetings and parent teacher meeting.

Institutional Vision and Mission can be obtained in the following link: www.rcciit.org/institute/about.aspx (http://www.rcciit.org/institute/about.aspx)

Departmental Vision and Mission can be obtained in the following link : www.rcciit.org/academic/ece.aspx (http://www.rcciit.org/academic/ece.aspx)

Following figures give some sample pictures of the aforementioned publishing and dissemination modes of Vision, Mission and PEOs.

Figure 1.3.1: Publication and dissemination of Institutional Vision and Mission at New Building

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(a)

(b)
Figure 1.3.2: Publication and dissemination of Departmental Vision, Mission and PEOs in (a) Class Room and (b) Corridor

1.4 State the process for defining the Vision and Mission of the Department, and PEOs of the program (25) Total Marks 25.00
Institute Marks : 25.00
Process for defining Vision and Mission of the Department

Vision and Mission statements of the Department of Electronics and Communication Engineering (ECE), RCCIIT are constructed through a number of steps as outlined below:

Step 1: Department collects the following inputs for the preparation of the Vision and Mission statements:

(i) Institutional Vision and Mission

(ii) Departmental SWOT (Strength, Weakness, Opportunities and Threat) Analysis

(iii) Views and suggestions of different stakeholders collected through survey forms

Step 2: Departmental Academic Committee (DAC) examines the collected inputs and frames the Departmental Vision and Mission statements following Revised Bloom’s Taxonomy (RBT) and program outcomes
(POs) as well as in alignment with Institutional Vision and Mission.

Step 3: Program Assessment Committee (PAC) subsequently checks the suitability of Departmental Vision and Mission statements in reference to Institutional Vision and Mission.

(i) If PAC accepts the statements then these are forwarded under the purview of Departmental Advisory Board (DAB) (Step 4).

(ii) If PAC does not accept the statements then these are reframed by DAC (Step 3).

Step 4: DAB checks the Vision and Mission statements for approval.

(i) If the statements are finalized by DAB then these are forwarded for the approval of the Principal of the Institute (Step 5).

(ii) If the statements are not approved by DAB then these are to be reframed by DAC (Step 3).

Step 5: The Principal of the Institute takes the matter in his cognizance for the final approval of Vision and Mission statements.

(i) If the statements are approved by the Principal then Departmental Vision and Mission statements have been established (Step 6).

(ii) If the statements are not approved by the Principal then these are reframed by DAC (Step 3).

Step 6: Departmental Vision and Mission statements are established.

Step 7: Final statements are published and disseminated among different stakeholders.

Step 8: Finish.

The flowchart of the entire process for defining Vision and Mission of the Department of ECE is illustrated below

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Figure 1.4(a): Flow chart for defining Vision and Mission of the Department of ECE, RCCIIT

Process for defining PEO statements of the UG(ECE) Program, Department of ECE, RCCIIT

PEO statements of the UG Program, Department of ECE, RCCIIT are created through a number of steps as outlined below:

Step 1: Department collects the following inputs for the preparation of the PEO statements:

(i) Vision and Mission of the Department

(ii) Program Specific Outcomes (PSOs) and Program Outcomes (POs)

(iii) Views and suggestions of different stakeholders collected through survey forms.

Step 2: DAC scrutinises the collected inputs and frames the PEOs statements of the Undergraduate (UG) program following RBT and POs as well as in alignment with Departmental Vision and Mission.

Step 3: PAC then checks the aptness of PEO statements in reference to Departmental Vision and Mission.

(i) If PAC accepts the statements then these are sent under the purview of DAB (Step 4).

(ii) If PAC does not accept the statements then these are reframed by DAC (Step 3).

Step 4: DAB checks the Vision and Mission statements for approval.

(i) If the statements are confirmed by DAB then these are forwarded for the approval of the Principal of the Institute (Step 5).

(ii) If the statements are not approved by DAB then these are to be reframed by DAC (Step 3).

Step 5: The Principal of the Institute subsequently checks the PEO statements for final approval.

(i) If the statements are approved by the Principal then PEOs of the UG program have been established (Step 6).

(ii) If the statements are not approved by the Principal then these are reframed by DAC (Step 3).

Step 6: PEOs of the UG program are established.

Step 7: Final statements are published and disseminated among different stakeholders.

Step 8: Finish

The flowchart of the entire process for establishing PEO is illustrated below

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Figure 1.4(b): Flow chart for defining PEOs of the UG(ECE) program, Department of ECE, RCCIIT

1.5 Establish consistency of PEOs with Mission of the Department (15) Total Marks 15.00
Institute Marks : 15.00

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Both the PEOs and the Departmental Mission statements are framed on the basis of Program Outcomes (POs) as defined by NBA along with specific target level as per Revised Bloom’s Taxonomy (RBT). The
mission statements of the department together with target levels (as per RBT) and the covered POs are stated as below:

M1: Be able to develop sustainable solutions of problems related to electronics and communication engineering as individual or part of a team maintaining professional ethics and environmental aspects.

[Target level: RBT 3; Covered POs: PO1, PO2, PO3, PO7, PO8, PO9]

M3: Create leadership qualities through learning beyond classroom, effective communication, inter-personal skill, technological development and innovation for benefit of society.

[Target level: RBT 6; Covered POs: PO4, PO6, PO10, PO11, PO12]

The correlation between PEO and departmental mission statements is tabulated below. It first demonstrates the PEO statements with target levels (as per RBT) and the covered POs. Subsequently, pairwise
correlation between PEOs and mission statements are shown in the table.

Table 1.5(a): Correlation between PEO and Departmental Mission Statements

PEO No. PEO statements M1 M2 M3

Be competent to solve electronics and communication engineering related problems by applying

fundamental principles of natural sciences, domain knowledge using modern tools, techniques and inter-
PEO1 personal skills for early employment in industry/academia. 3 2 2

[Target level: RBT 3; Covered POs: PO1, PO2, PO3, PO5]

Be part of diverse multinational sectors by continuously interpreting global professional development

through innovative research and self-study in subject domain and allied fields as a part of life-long
PEO2 learning. 1 3 3

[Target level: RBT 5; Covered POs: PO4, PO6, PO11, PO12]

Be qualified to construct professional work using acquired domain knowledge as individual or team-
member in global environment pertaining to electronics fulfilling ethical, societal and environmental
PEO3 issues. 2 2 3

[Target level: RBT 6; Covered POs: PO4, PO6, PO7, PO8, PO9, PO10]

1: Slight (Low), 2: Moderate (Medium), 3: Substantial (High)

The following Table 1.5(b) is an explanation of the pairing mapping of PEO and mission statements shown in above Table 1.5 (a).

Table 1.5(b): Justification for each of the elements mapped in the matrix as shown in Table 1.5 (a)

Correlation
PEO with Mission Justification
Levels

Both PEO1 and M1 are directly related to the engineering graduates’ acquired technical knowledge as well as
PEO1 with M1 3 capability to apply it appropriately. Both target at RBT level 3 and most of the covered POs are common as
validated by the earlier discussion. Hence, the correlation between PEO1 and M1 is concluded as high.

PEO1 is related to attained knowledge of the engineering graduates whereas M2 is mainly concerned with
the development of them by the attained knowledge along with lifelong learning. PEO1 targets RBT level 3
PEO1 with M2 2
and M2 aims at RBT level 5. The common covered PO is one (PO4), so the correlation between PEO1 and
M2 is decided as moderate.

PEO1 is based on the acquired knowledge the engineering graduates whereas M3 is concerned with the
development of leadership qualities in professional life by different means. Obviously, attained knowledge
PEO1 with M3 2 through regular academics plays a key role to serve the purpose. PEO1 has a target level RBT level 3 but M3
aims at RBT level 6. Since PO4 is common between them, the correlation between PEO1 and M3 is inferred
as moderate.

PEO2 is mainly related with professional development of the graduate engineers by means of acquired
technical knowledge. This involves innovative research and self-study in subject domain and allied fields.
PEO2 with M1 1 This is also somehow dependent on attainment of technical as well as ethical knowledge and these are the
major concerns of M1. Nevertheless, PEO2 aims at RBT level 5 and M1 aims at RBT level 3. Besides there is
no common PO between PEO2 and M1. The correlation is therefore concluded as low.

Both PEO2 and M2 focus at professional growth of the graduate engineers in academia and industry. Both of
them emphasize on research, innovation and attainment of managerial skill with life-long learning. Both aim
PEO2 with M2 3
at RBT level 5 and a good number of POs are common between them. The correlation between PEO2 and M2
is therefore concluded as high.

PEO2 is concerned with professional growth of the graduate engineers and M3 highlights on creating
leadership qualities by means of total development as a professional engineer. The PEO2 statement targets at
PEO2 with M3 3
RBT level 5 but M3 targets at RBT level 6; albeit the correlation between them is considered as 3 as most of
the covered POs are common between them.

PEO3 is related with professional engineers who can work individually or in a team maintaining ethical,
societal and environmental norms. M1 statement is concerned with acquired technical knowledge of an
PEO3 with M1 2 undergraduate student along with societal and ethical issues. Thus M1 statement basically establishes the
foundation to fulfil the objective of PEO3. However, PEO3 targets at RBT level 6 but M1 targets at RBT
level 3. As a few PO statements are common between them the correlation is considered as medium.

PEO3 conveys the qualities that an engineer should acquire during his/her professional career. M2 defines the
competency of an engineering graduate in academia or industry. Both the statements mainly tell about
PEO3 with M2 2
producing proficient engineers for societal benefit. PEO3 aims at RBT level 6 and M2 aims at RBT level 5.
As a few PO statements are common between them the correlation is considered as medium.

PEO3 conveys the qualities that an engineer should acquire during his/her professional career. M3 describes
creating leadership qualities by different means. Both are concerned about functions of a professional
PEO3 with M3 3
engineer for societal benefit. Both aim at RBT level 6. Also several POs are common between them and
hence the correlation is considered as high.

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PEO Statements M1 M2 M3

Be competent to solve electronics and communication engineering related problems by applying fundamental principles
of natural sciences, domain knowledge using modern tools, techniques and inter-personal skills for early employment in 3 2 2
industry/academia.

Be part of diverse multinational sectors by continuously interpreting global professional development through innovative
1 3 3
research and self-study in subject domain and allied fields as a part of life-long learning.

Be qualified to construct professional work using acquired domain knowledge as individual or team-member in global
2 2 3
environment pertaining to electronics fulfilling ethical, societal and environmental issues.

2 PROGRAM CURRICULUM AND TEACHING - LEARNING PROCESSES (120) Total Marks 120.00

2.1 Program Curriculum (20) Total Marks 20.00

2.1.1 State the process used to identify extent of compliance of the University curriculum for attaining the Program Outcomes and
Institute Marks : 10.00
Program Specific Outcomes as mentioned in AnnexureI. Also mention the identified curricular gaps, if any (10)

The process used to identify extent of compliance of the University Curriculum for attaining the POs and PSOs are described in the below steps: -

Step-1: The annual affiliation is granted to the Institute by the Maulana Abul Kalam Azad University of Technology, West Bengal, which has jurisdiction to affiliate the Engineering
Colleges all over the State of West Bengal and approved by All India Council for Technical Education. The University started in the year 2001 and at present university have more than
200 affiliated colleges and In-house departments with undergraduate courses in various disciplines, PG program and Ph.D. with research programs and over 3 lakh engineering
students study in the various institutes affiliated to the University. Department of Compute Science and Engineering curriculum is affiliated to Maulana Abul Kalam Azad
University of Technology, West Bengal (MAKAUT , WB), Haringhata, Nadia, West Bengal. The University has Board of Studies for Syllabus which consists of senior faculty ,
external academicians, and Industry experts from concerned specialization. The Board of Studies traditionally has the responsibility to amend the curriculum considering
the changes in the technological advancement. The Board of studies in association with the selected faculties from affiliated colleges prepares the draft syllabus and after
considering the suggestion/feedbacks, necessary changes are incorporated. The recommended syllabus from all programs is reviewed by the joint Board of Studies and later notified
to the colleges after approval by the University. As many stakeholders are involved in the process, this process almost ensures that the curriculum released will be meeting the industry
expectation at that time. However, in some programs, due to rapid technological advances certain gaps may exist which need to be taken care of. The above explained process is
illustrated in Figure 2.1.1.a. It is observed that the distribution of the subjects in the university curriculum have some credits gaps in the old syllabus of Electronics and
Communication Engineering but new syllabus curriculum almost matches that of the AICTE model curriculum recommendations published in 2012 and later amended in 2018-19.

Figure 2.1.1(a): Process of formation of Curriculum by affiliating University.

Step-2: When the University notifies the new curriculum, the Department Academic Committee (DAC) meets to study the curriculum and prepares a table with relevant
courses to classify them in different modules indicating the distribution of courses to identify the extent of compliance to the AICTE recommendations. Collecting the relevant
courses, they are classified in different modules in the meeting of DAC. The Modules with relevant courses are Humanities and Social Sciences (HSS), Basic Sciences (BS),
Engineering Sciences (ES), Professional Core (PC), Program Elective (PE), Free Elective (FE), and Sessional (SS). Each course is explained below in detail in the Table 2.1.1(a). The
percentage of each module in Electronics and Communication Engineering Syllabus of MAKAUT in described in Table 2.1.1(b) based on the total credit of each module.

Table 2.1.1(a): Details of courses under each module and corresponding credit points

Module Subject/Course Area Paper Code Credit Total Credit Total Number

1 Humanities and Social Science(HS) HU 101 2 16 7

HU401 3

HU481 2

HU501 3

HU601 2

HU781 2

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