Journal of Engineering Education Transformations

Abstract

Design, development and analysis are the integral part of electronics Industry. Majority of Electronics Engineering graduates are working in embedded, VLSI, Automation, and Software Industries. To design industry ready curriculum is a major focus of this paper. To cope with industry requirements theoretical approach of Electronics subjects will not provide required skills and unable to build confidence while working in industry. In this paper we discussed autonomous curriculum which is based on project-based learning implemented from year 2016-17. First year curriculum focuses on to development of social awareness to observe social, environmental and industry needs. Second year has been focused on analog and digital components, sensors, market survey and to develop the small circuitry with PCB design. Main focus on third year is given on controlling parameters, Integrated circuits, controllers design and programming like Python, Raspberry Pi etc. Final year has been planned to make students expertise in domains of Embedded, VLSI and Automation to build social and environmentally sustainable projects. Overall 40 percent credit evaluation is based on project-based learning. In this paper comparison of non-autonomous curriculum and present curriculum of autonomous which is project-based learning with soft and technical outcomes measured through rubrics are presented. During last three years it has been observed that project-based learning approach is developing the technical skills like problem analysis, design and development, problem investigations etc. It also improves soft skills like team working ability, leadership quality, marketing skills etc.