Applied Electronics and Instrumentation Engineering

Placement records last 11 years

2009 65%
2010 84%
2011 77%
2012 70%
2013 70%
2014 74%
2015 83%
2016 90%
2017 81%
2018 70%
2019 83%
2020 60%(TILL NOW)
GATE, CAT,GRE Status of AEIE DEPT. students :
2009 15% 10% 5%
2010 16% 12% 10%
2011 12% 15% 12%
2012 20% 15% 5%
2013 15% 16% 10%
2014 18% 14% 10%
2015 20% 18% 10%
2016 15% 18% 10%
2017 15% 20% 10%
2018 15% 15% 10%
2019 10% 15% 10%

Based on the analysis criteria, the Strength (S), Weakness (W), Opportunities (O) and Threats (T) for the EIE Department are identified as follows.

  • Interest in engineering study – Strong among the youth (Choice of discipline /stream depending on merit , interest and means)
  • High regional reputation – i) Locational advantage ii) Attractive campus –big and expanding in the city heart iii) Fairly good placement assistance iv) Hence, Trust for Brand ( TI students)
  • Outlined curriculum – i)Designed by the affiliating MAKAUT (formerly WBUT) university ii) Comparable syllabus at local, national & international level iii) Multi-discipline course content iv) Strong engineering science & humanities components v) Adequately structured laboratory experience vi) Balanced professional component vii) Performance monitoring at departmental level –Tests & Viva-voce etc as scheduled
  • Students pool – i) Medium to excellent students ( Quality on the rise with entry of each new batch of students ii) About 30% students doesn’t fall under the XXI century learners [ ref 1(d) above] iii) About 20% students aims at pursuing higher studies iv) About 20% students shows interests in co-curricular & extra-curricular activities
  • Student centered faculty pool– i) Academic interests backed by huge industrial ( plant & consulting at national and international levels ) experience of the HOD ii) Young & dynamic faculty pool iii) Multidisciplinary specialization ( Electrical, Electronics & Instrumentation) with M.Tech degree to suit the teaching in AEIE degree (UG) curriculum iii) Some on the verge of submitting PhD thesis, few pursuing PhD program and others trying for a berth iv) Faculty strength – sufficient to support the main course plus other professional enhancement lectures held time to time for AEIE stream v) Availability of inter departmental and external faculty supports as required vi) Qualified and trained Technical Assistants for demonstrating experiments in the laboratories vii) Personalized attention to students by faculty and staff
  • Teaching / Infrastructural supports – i) Laboratories – Adequate space & experimental set-ups ( as per AICTE norms) ii) PC and Net connectivity for all faculties iii) Departmental library for faculty iv) Central library plus Book banking facility ( for students) v) Wi-Fi connectivity ( Faculty & Students) vi) Laptop & MMP for departmental use
  • Availability of funding (limited by justified requirements) – i) Students project ii) Teaching improvement – faculty training & development iii) Maintaining and upgrading facilities iv) Hiring of human resources (teaching, seminars /workshops, soft & technical skills enhancement) v) Sharing with the students for Excursion / Socialization etc.
  • Other relevancies of Strengths – i) Considerable admission capacity – already created ii) Significant role of instrumentation engineers in strategic sectors – Defense, Atomic Energy & Space iii) Growing demand for instrumentation engineers in the core sectors ( Manufacturing & Consultancy) – Steel, Power, Oil & Refineries, Fertilizer & Chemicals, Pharmaceuticals, Dairy & Food processing industries etc. iv) Faculty requirements in academe v) Opening in IT & ITES sectors (as the basics are covered under the syllabus) for those with good soft skills and good at computer applications. v) ICT based support— availability of study materials from NPTEL , NMECIT, etc
  • Growing stream – comparatively a new branch of engineering – introduced in 2005 only
  • MAKAUT (formerly WBUT ) curriculum – widely prevalent affiliating system of MAKAUT precludes timely curriculum updating and introduction of innovative reforms – i) Revised EIE syllabus introduced in 2006 curriculum ii) Improper distribution ( Semester wise) of theory & laboratory courses iii) Inexplicit outline of the course coverage for most of the papers iv) Students’ grievance on university-set questions regarding ‘ repetitions’ and ‘ out of syllabus’ – for reasons in (iii) above
  • Students quality – i) Behavioral pattern conforming to the XXI century learners [ref 1(d) above] ii) Lack of motivation to excel iii) Inadequate grooming at school level in critical and analytical thinking – heterogeneity exists as they come from different schools in urban & rural areas iv) Comparatively less merit group of students – tendency to take up IT related courses and to shun of core engineering especially instrumentation v) Not lured as relatively smaller size of employability market for the stream
  • Mode of teaching – i) Syllabus driven and lecture hours available generally less than required ii) Lack of active learning – teaching by ‘push’ and seldom by ‘pull’ method iii) Sometimes extra classes beyond schedule hours necessary iv) Unpredictable results as a common issue for affiliated against autonomous institutions
  • Faculty pool – i) Large proportion of faculty with limited teaching and/ or industrial experience ii) Dearth of engineering PhD degree holders iii) Institution’s perception of a faculty member as a 9 –5 worker, a purchasable commodity in the market – though changing over years iv) Not yet a self-sufficient department – needs interdepartmental faculty support.
  • Teaching / Infrastructural supports – i) More ( both in titles & numbers) books in departmental library ii) Up-gradation of PCs for faculty and laboratories iii) Provision of more laptop & MMP in the department iv) Setting up of a design and project laboratory v) Provision of a conference room for the department
  • QIP – Assessment and Accreditation by NBA and other recognized bodies
  • Widening of reach – i) Introduction of technology enhanced learning ii) Distance learning possibilities especially for continuing education iii) setting up of virtual instrumentation laboratory
  • Industry – Institute vis- a- vis Department interaction – i) Bridging gap between the engineers in the institute and industry through committed educators, researchers and professionals ii) Symbiotic relationship – dependence on each other and reap the mutual benefits iii) Synergetic relationship – partners functioning in phase and resonance and hence more impact iv) Win-win partnership for both
  • Employability – Employments in potential fields – Instrumentation / Automation, Electrical / Automation , Electronics / Instrumentation and IT ( selectively)
  • Networking – Networking of technical institutions at different levels for mutual benefits leading to sharing of resources and undertaking different projects
  • Faculty development – Sufficient funding for i) Institutional supports for sabbatical travels etc ii) Attending to national and international seminars iii) Possibility of using local mentors for teaching and research
  • Departmental autonomy – Multidisciplinary teaching and learning as per the recent trend by i) introduction of qualified and experienced faculties from different disciplines ii) redesigning of curriculum ( concerns MAKAUT ) and iii) being guided by the theme “Care your own Children (students of your department) first ’’
  • Higher education – i) Introduction of PG course ii) Patronization of research work in the respective discipline.
  • Dynamic society – i) A good pool for potential students ii) Readiness to accept changes
  • Lack of interest in pursuing PG or PhD programs or teaching career
  • Shortage of qualified and competent faculty
  • Lack of adequate industry –institute partnership
  • Competitions ( local, regional, national & international )
  • The tendency of research scholars to prefer computer based research over experimental research
  • The tendency of the students to opt for IT related courses

A closer examination of the SWOT analysis reveals that Departmental Strategic Plan should focus on the improvements that are related to students, teaching methods and faculty. Therefore, the following strategic objectives are outlined to address the weaknesses and threats related to various aspects of those issues.

  1. Means to recruit, nurture and retain outstanding students
  2. Means to recruit, nurture and retain outstanding faculty and staff
  3. Promoting a strong sense of community and departmentalism / collegiality among the students, faculty ,staff and alumni
  4. Improving teaching and learning through continuous assessment
  5. Promoting research and consultation that address the immediate and long-term needs of the department / institute /society
  6. Creating a strong relationship with society / other technical institutes and in particular with industry to cooperate in the advancement of the regional and national economy
  7. Continuing development and maintaining an adequate infrastructure

In developing objectives into strategies and specific actions, effective leveraging of internal strengths and external opportunities are required to be taken into account. Furthermore, an operational plan including the strategies, specific actions, responsibilities, success metrics, and suggested timeline can also be developed taking other departments in consideration to focus at institutional level.