Main content

  1. INTRODUCTION

Right from the establishment of the NITTTR in 1965, the Department of Electrical and Electronics Engineering Education, the faculty members of the department has been catering to the needs of professional development of technical teachers and technical staff by conducting short term training programmes in content and technical education in the contact and online mode for trainees from all over India and other parts of the world.Based on the needs of the client states and industry it has trained the teachers and industry executives by involving them through several curriculum innovation projects, laboratory instruction, long-term and short-term educational programmes, researches in engineering education,learning resource development, consultancy work and such other activities. This is reflected in the upgradation the faculty performance and systemic improvements in the technical education systems in different states of India as seen in the following sections

 

  1. VISION OF THE DEPARTMENT

Continue to innovate processes and products to usher in developments in electrical/electronic engineering education, keeping excellence in focus and deliver quality services to match the needs of the technical education system, industry and society.

 

  1. MISSION

 

  • Undertake researches to develop, review and modify curricula to match the needs of electrical and electronics engineeringand allied programmes to enhance employability of the graduates.
  • Undertake researches in processes and products related to electrical and electronics engineering and also in engineering education.
  • Offertraining,long-term and short-term programmesrelated to electrical and electronics engineering and technical education for the quality improvementthrough blended and other modes.
  • Undertake Outcome-Based Curriculum Developmentin Electrical and allied disciplines
  • Undertake consultancy and extension services to external agencies with a view to help society related to electrical and electronics engineering education.
  • Author books and different types of learning resources to fulfil the needs of electrical and electronics engineering and engineering education.
  • Network with industries, national and international institutions, R & D, community & service organisations for synergic partnership.

 

  1. OBJECTIVES

The following are the broad objectives of the DEEEE:

  • Offer quality training programmes in emerging areas of electrical and electronics engineering and allied disciplines for teachers of polytechnics and engineering colleges in different modes including online-cum-contact mode.
  • Offer long-term, short-term and certificate programmes related to Electrical and Electronics and allied disciples of Engineering.
  • Liaison with industry/employers to evolve models to train teachers in different modes.
  • Undertake systemic and action researches necessary for electrical and electronics engineering and technical education system to improve the teaching learning systems.
  • Develop competency-banks of electrical and allied disciplines.
  • Evolve innovative models of outcome-based curricula to enhance employability of graduates.
  • Evolve innovative models for laboratory instruction.
  • Develop variety of LRs, online courses and MOOCs based programmes.
  • Undertake innovative engineering education practicesin the area Electrical and Electronics Engineering.
  • Train electrical and electronics engineering technical teachers from overseas.
  • Undertake electrical and electronics engineering education consultancy and extension activity for industry, technical education institutions and other organizations.
  • Network with stake holders and user systems viz. technological universities, Boards of Technical Education, DTEs of various states in the country.
  • Collaborate with community development agencies and industry for furthering continuing education and vocational education.

 

Departmental Values

DEEEE believes in the following values that are the central, underlying philosophies that guide the working of the department. These beliefs also influence the way  the department interacts with partners, clients, and shareholders in turn creating a good work culture:

  • Quality work focus
  • Teamwork
  • Commitment
  • Professional ethics.

 

  1. CORE STRENGTHS OF THE DEPARTMENT

 

      The following are the core strengths of the department:

  • Competent to conduct state-of-the-art electrical and electronics engineering courses.
  • Rich experience of working on national, multilaterally funded projects.
  • Competent to author books and modules related to technology and engineering Education.
  • Unique competence of integrating domain knowledge with engineering education practices.
  • Adapting and leading Engineering Education reforms and researches.
  • Competent to meet the training requirements of NBA and outcome based education
  • Competent to develop and deliver MOOC programmes.

 

 

  1. FACULTY AND STAFF

Faculty

 

Sl.

No.

Name

Designation

Qualification

1.       

Dr. A. S. Walkey

Professor & HoD

B.E. (Elect. Engg.) , M.Tech (HEE) , Ph.D (Power Systems)

2.       

Dr. C. S. Rajeshwari

Professor

B.E. (Elect. Engg.), M. Tech, Ph.D

3

Prof.  Susan S Mathew Associate Professor B.E.,  M.E. 

4.       

 Dr. Anjali Potnis

Assistant Professor

 B.Tech (Electronics from MANIT, Bhopal, M.Tech (Digital Communication), Ph.D. (Electronics and Communication Engineering) 

5.       

 Mr. Sanjeet Kumar

Assistant Professor 

 B.E., M.Tech

 

 

 

 

 

Staff

Sl.

No.

Name

Designation

1.       

Mrs. Ratnesh Yadav

LDC/Typist

2.       

Mr. Lokendra Mehra

Mechanic

3.       

Mr. K.V. Raghunathan Nair

Laboratory Attendant

4.       

Mrs. Shakuntala Bai

Multi Skilled Attendant

 

  1. FACILITIES

 

S.

No.

Name of the Lab

Major Equipment and Software

1

Power System and Electrical Machine Lab

·       Buchholz Relay setup for Transformer -01 No.

·       Synchronous Motor Generator Setup with control panel and load bank - 01 No.

·       Simulation Model for protection consisting of a Motor generator (alternator) set- 01 No.

Ø  Microcontroller and microprocessor base various protective relays

Ø  Testing panel

·       Speed control(V/F control)of three phase ac induction motor-01 No.

·       Three Phase fault analysis  trainer- 1 No.

·       Trainer for determination of positive , negative and zero sequence impedance of an alternator- 2 Nos.

·       Microcontroller base slip ring Induction motor speed control using static Kramer drive - 01 No.

·       Speed Control of DC shunt motor using three phase fully control converter-01 No.

·       Transformer protection simulation panel- 01 No.

·       Transmission line simulation unit(400 KM)

Ø  Differential relay training system,

Ø  earth fault relay training system

·         Multifunction 9 in 1 test lab equipment ,model-4049 Aplab make-01 No.

·         Instantaneous Over current Relay, Static type over voltage relay set, oil Test0-60 KVA motorized type-01 No.

2

Renewable Energy  Lab

 

·         Solar Photo voltaic training and research kit-01 No.

·         Solar PV lab Experiment Kit-01 No.

·         10 Watt vertical axis wind turbine-01 No.

·         300 watt Horizontal Axis Wind turbine-01 No.

·         Airx  400Watt Horizontal Axis wind mill-01 No.

·         Renewable (Wind) Energy Laboratory Equipment-01 No.

3

Digital Communication Lab

·       Fiber optics Optical  trainer model ST2501-01 No.

·       Light Runner-01 No.

·       DSO -01 No.

·       Fiber optics light source-01 No.

·       Fiber Optics laboratory Kit-01 No.

·       Fiber optical characterization Kit-01 No.

·       Function generator falcon make-01 No.

·       Oscilloscope  30 MHz-01 No.

4

Microcontroller lab

·       Microcontroller Trainer V-51

5

VLSI Lab

 

·       Xilinx UEF-VIVADO-SYSTEM-25, with  Hardware--Anvyl Board, Nexys Board, Zed Board, Electronic Explorer, Analog Part kit - 25 Users

6

Software Engineering Lab

 

Licensed softwares

·         MATLAB ,SIMULINK - Academic suit license

·         MULTISIM , ULTIBOARD ,PSIM - 10 Users

·         LABVIEW including related hardware – 25Users

·         ETAP - 10 Users

·         CASPOC - 16 Users

·         PSCAD - 25 Users

·         MiPOWER - 20 Users

·         Electrical Expert (IGE+XAO) - 5 Users

·         Electronic Work bench (Computer based) Electronic lab simulator- 01 User

·         Electronic Work bench Version 5 (Computer based) Electronic lab simulator- 05 Users

 

 

 

 

  1. FACULTY RESEARCH AREAS

      The following are the research areas of the existing faculty members:

  • Renewable Energy Systems
  • Outcome-based Curriculum
  • Laboratory Instruction
  • Distributed Generation
  • Energy conservation and management
  • Micro grid, Smart Grid Technology
  • Deregulated Power Systems
  • Power System Operation and Control
  • HVDC Transmission
  • Power Quality issues, Power system optimization using soft computing techniques
  • Digital Communication
  • Image Processing
  • Digital Signal Processing.

 

  1. ACHIEVEMENTS

      The Department of Electrical and Electronics Engineering Education of NITTTR Bhopal, always provided:

  • Quality need‐based training in contemporary and emerging areas
  • Demand driven and innovative instructional resources
  • Online‐cum‐contact mode programmes
  • Subject matter updating programmes related to various areas of electrical and electronics engineering
  • Help technical education institutions in developing curricula in new/emerging areas of electrical and electronics engineering for Undergraduate and Diploma Programmes
  • Developed innovative laboratory manuals
  • Outcome-based curricula
  • Competency-focused outcome-based curricula
  • Video programmes in emerging area such as wind power technology

 

  • 9.1 TRAINING-NATIONAL

In order to cater to the needs of professional development of large number of technical teachers, the institute offers vide variety of need-based training programmes for teachers of technicaleducation institutions and other organisations. The summary of training programs conducted and number of trainees trained by DEEEE for the past ten years is shown below:

 

 

 

 

 

Summary of Training Programmes Conducted and number of trainees trained

Sl.No

Title of the Programme

No. of training programmes and No. of trainees trained year wise

2015-16

2016-17

2017-18

2018-19

2019-20

Trg. Pro

Participants

Trg. Pro

Participants

Trg. Pro

Participants

Trg. Pro

Participants

Trg. Pro

Participants

1

Technology Programmes

17

106

18

192

14

187

14

95

10

156

2

Curriculum development Programmes

05

107

11

826

24

518

09

729

07

164

3

Induction Training Programmes

09

634

09

419

15

592

15

356

18

320

4

Interdisciplinary Programmes

08

239

07

181

07

624

02

56

17

713

 

Total

39

1086

45

1618

60

1921

40

1236

52

1353

 

Note:  DEEEE faculty members also contributed as faculty along with the other departments to cater the training needs of multidisciplinary clients

 

Apart from conducting short term training programs, the department also contributed in the following projects and activities as shown below:

 

Contributions of DEEEE in SWAYAM MOOC Projects

Sl. No.

Book Name

DEEE Faculty Role

Publisher

Place

Year

1

SWAYAM – MOOC program on ‘Fundamentals of Outcome-based Curriculum in Engineering Education’

Author

MoE, Government of India

New Delhi

2019

2

AICTE-NITTT Module – 2: SWAYAM – MOOC program Professional Ethics and Sustainability

Co-authors

AICTE

New Delhi

2020

3

AICTE-NITTT Module – 4: SWAYAM – MOOC program Instructional Planning and Delivery

Co-authors

AICTE

New Delhi

2020

4

National Resource Centre (NRC) modules on ‘Assessment and Evaluation’  Module – 1: Overview of Assessment SWAYAM – MOOC program

Co-author

NRC, MoE, Government of India

New Delhi

2018

5

National Resource Centre (NRC) modules on ‘Assessment and Evaluation’  Module – 2: Assessment of Practical and Social Skills SWAYAM – MOOC program

Co-author

NRC, MoE, Government of India

New Delhi

2018

 

 

  • 9.2 TRAINING - INTERNATIONAL

      The department has conducted the following International programs:

  • Engineering/Technology content based programmes
  • One-month training program under Technical Cooperation Scheme(TCS) under Colombo Plan on Renewable Energy System from 30/01/2012 to 24/02/201(Moodle based)
  • Occupational skills up gradation program on Electrical power generation, transmission and distribution for Instructors of Balaju Technical training centre, Balaju Nepal from 22/05/2002 to 14/07/2002
  • Two International conferences on Wind Energy: Trends & Issues (WETI) organized in 2006 and 2011.
  • The faculty of department has also contributed  in the following International programs coordinated by other departments/centres:-
  • Bangladesh: Two trainees were trained in diploma in technical teaching from Bangladesh.
  • of SriLanka: 9 Senior officers from Ministry of Vocational Training and Rural industries underwent 4 week training programme on project management funded by Asian Development Bank.
  • Somalia: Five Teachers from Govt. of Somalia who were awarded fellowship under UNDP completed 3 semesters M.Tech. Ed. In 1991-92.

 

  • 9.3 LONG TERM PROGRAMMES

The contribution of the DEEEE faculty members for the technical education system and in technology areas, the following were the long term programmes in which the faculty members were associated with:

  • Masters in Technical Education since 1985 (MoE and AICTE approved intake 18 later enhanced to 24)
  • ME in Power Systems - from 2014 – 2016(AICTE approved intake 18)
  • M Tech in Digital Communication - 2014 - 2016 (AICTE approved intake 24)

 

  • 9.4 CURRICULA DEVELOPED

 

      The faculty members have evolved/contributed the following curriculum innovations shown below :

Role of DEEEE faculty in Curriculum Innovations

Sl. No.

Curriculum Innovations

DEEEE Role

Period

Beneficiaries

1        

Competency-Focused Outcome Based Curriculumanother variant of OBE

Evolved  model

2017 launched and continuing

Whole state of Maharashtra polytechnics in or 17 different engineering diploma programmes for 510 courses developed. Out of which 175 courses are DEEEE related

2        

Gujarat Model of Competency-based OBC’ a variant of OBE

Evolved model

2012 launched and continuing

GTU - for the whole state of Gujarat

750 courses in 25 engineering diploma diploma programmes.  Out of which 245 courses are DEEEE related

3        

UG in Electronics and Telecommunication

Evolved model for University

2008-2009

Engineering for RGPV Bhopal  45 courses

4        

Engineering diploma programme curriculum of Goa

Evolved model

2008

180 courses developed

5        

Research Study for Development of Competency-bank of‘Direct Central Assistance’ of Ministry of Education

Evolved model

2003

Whole nation and the world as it contained researched competency list for Competency-focused Outcome –based Curriculum

6        

TTTI-St.Xavier Competency-based Curriculum Model

Evolved  model for autonomous polytechnic

Late 1990s

2 electronic engineering and 1 computer engineering diploma programmes in autonomous p St.Xavier’s Polytechnic, Mahim, Mumbai. 100% campus placements year after year for the technologists of that institute for the last 3 decades.

7        

TTTI Bhopal Skill-based Curriculum Development Model’

Evolved model

Mid 1990s

Selected Polytechnics of Madhya Pradesh

8        

Electrical and Electronics Engineering diploma curriculum

Developed

Mid 1990s

State of Nagaland

9        

Multi-point Entry and Credit system (MPECS) model

Contributor

Late 1980s

Whole state of Gujarat

10    

“TTTI-Bhopal Model of Curriculum” a variant of OBE

Contributor

Mid 1970s

Maharashtra, Gujarat, Madhya Pradesh (including Chattisgarh)

11    

Outcome Based Curriculum

Contributor

 

Chhattisgarh for 4 DEEEE related engineering diploma programmes out of which  140 courses  were developed

 

 

 

  • 9.5 PEDAGOGY RESEARCH CONTRIBUTIONS

Systemic research and action research was part and parcel of NITTTR Bhopal’s functioning to introduce reforms and innovations in the technical education system since its inception. Some prominent reforms are the following in which the faculty of Electrical and Electronics Engineering Education has been in the forefront especially related to this discipline.

  • Introduced Micro projects in each course in the Competency-focused OBCsince 2017 in Maharashtra state
  • Built in provisions for self-directed Learning concept since 2017 in Maharashtra state
  • Introduced Course map a new concept in curriculum design since 2017 in Maharashtra state
  • Introduced Capstone projects since 2019 in Maharashtra state
  • Built in Affective Domain related skills Assessment since 2019 in Maharashtra state
  • Introduced portfolio-based assessment since 2019 in Maharashtra state
  • Since 2005 offering Wind power technology courses for the first time in India in the Online-cum-Contact ModeLMS Moodle platform jointly with Gotland University, (Now Uppsala University) Sweden.
  • Since 2008 offering Renewable Energy Technology Courses for the first time in India in the Online-cum-Contact Mode on LMS Moodle platform
  • During early seventies the research activities done on “Planned Change Model”. These action research studies paved the way of introducing the concept of Autonomous Polytechnics among the polytechnics of Madhya Pradesh and Maharashtra.
  • Systemic research in curriculum implementation laid the path of laboratory innovations. New laboratory experimentations and number of laboratory manuals were developed in large numbers and implemented in western region polytechnics.
  • Comprehensive Scheme of Assessment (CSA) in which different methods of assessment were implemented whereby various types of questions were developed in almost all the disciplines of engineering diploma programmes.
  • In early nineties reforms like industrial training for In-service technical teachers, has been a successful innovation introduced by NITTTR Bhopal and used as a powerful tool for problem analysis of industries and fields
  • Distance learning in technical education system especially for working professionals was another innovation introduced in the state of Gujarat in the early nineties. This has brought new dimension of continuing education into polytechnic system and number of Continuing education modules were developed with the help of NITTTR, Bhopal.
  • Under World Bank Assisted Project Tech Ed I and Tech Ed II wherein NITTTRs played a very vital role in bringing this project and implementing it as core consultant. All the innovations developed during last four decades by NITTTR, Bhopal were implemented as major reforms in polytechnics of the country through three major components namely, capacity expansion, quality improvement, and efficiency improvement. Reforms like Curriculum development, Institutional autonomy, Industry-institute-interaction, Laboratory manual development, Learning resources development and utilization, Continuing education and Community polytechnics, etc. were introduced in 16 states of the country in I’st phase and 12 states in second phase. NITTTR, Bhopal was instrumental in implementing the project in its regional states including J&K, Andaman & Nicobar. Through Tech. Ed. III, the institute provided support to NE states in implementing project component.
  • The institute is publishing its innovations and reforms in its Journal of Engineering, Science & Management Education and still continuing.

 

  • 9.6 LEARNING RESOURCE DEVELOPMENT (PRINT AND NON PRINT)

 

The faculty members of DEEEE have contributed in developing the following learning resources shown below :

Learning Resources Developed

Sl.

No.

Details of LR(s) developed(Print and Non Print)

Number

1           

Developed Videos for SWAYAM MOOC programs

3 Nos.

2           

Developed Videos for MOOC program on ‘Fundamentals of Outcome-based Curriculum in Engineering Education’

 

3           

Contributed in national level NRC modules on Assessment and Evaluation

2 Nos

4           

Developed Videos for MOOC program on Accreditation of engineering PG programs

12 Nos

5           

Machine Learning for Predictive Analysis – Lecture Notes

1 No

6           

Innovative Visual laboratory manual for the state of Goa

4 Nos.

7           

Innovative DEEEE related Lab manuals related to Competency-Based Outcome Based Curriculum have been evolved for the state Gujarat.

10

8           

Innovative DEEEE related Practical manuals related to Competency-Focused Outcome Based Curriculum have been evolved for the state Maharashtra.

15

9           

Developed Comprehensive multi-media training packages for skill development of Cement Industry

2 Nos.

10         

Developed Video series in wind power technology

5 Nos

11         

Under British Council Project, developed teacher training modules for the teaching fraternity of NITs.

4 units

12         

Developed videos on Matlab, alternator, sensor and transducers

14 Nos

 

  • 9.7 RESEARCH AND DEVELOPMENT ACTIVITIES UNDERTAKEN

       The publications of the DEEEE faculty members is as shown below:

 

Book Publications

Sl. No.

Book Name

DEEE Faculty Role

Publisher

Place

Year

1.       

AICTE-NITTT Mentor Guideline Manual

Co-authors

AICTE

New Delhi

2020

2.       

Outcome–Based Curriculum for Higher Education – Proof Reading Started

Author

NITTTR  Bhopal

Bhopal

December 2020

3.       

Outcome-based Curriculum for Engineering Education – A Handbook –in Proof Reading

Author

NITTTR  Bhopal

Bhopal

December 2020

4.       

AICTE Model Curriculum for Engineering Diploma Programmes - Part of Book

Chairman of Electrical Committee

AICTE

New Delhi

2019

5.       

Wind power Technology – 3 Edition

Author

PHI Learning (earlier Prentice Hall, India)

New Delhi

2019

6.       

Wind power Plants and Project Development – 2 Edition

Author

PHI Learning (earlier Prentice Hall, India)

New Delhi

2015

7.       

Competency-based Curriculum

Co-Author

Mahamaya Publisher

New Delhi

2008

8.       

Assessment in Engineering Education Systems – Manuscript stage

Co-Author

NITTTR  Bhopal

Bhopal

 

9.       

Laboratory Instruction in Engineering Education Systems – Manuscript stage

Author

NITTTR  Bhopal

Bhopal

 

10.   

Synchronous Machines – Manuscript stage

Co-Author

TLC

-

-

 

 Ph.D./M.Tech.Projects

The number of Ph.D. and M. Tech. dissertations guided by the existing faculty members is as shown below:

Ph.D. and M.Tech.Dissertations Guided

 

Department Name

Ph.D. awarded

Ph.D. in progress

M. Tech./ M. Tech.(Ed.) guided

DEEEE

01+ 01

08

90+08

 

 

  • 9.8 CONSULTANCY PROJECTS FOR ACADEMIA/INDUSTRIES/FIELD AGENCIES

 

  • Competency-Focused Outcome Curriculum redesign and development for Engineering diploma programme curricula for Maharashtra State Board of Technical Education (MSBTE) Maharashtra State
  • Competency-Focused Outcome Curriculum redesign and development Engineering diploma programme curricula for Gujarat Technology University (GTU), Gujarat State
  • Curriculum redesign and development of three years Diploma programs of electrical , electronic and  allied courses  of CSVTU, Chhattisgarh state
  • Training of Trainers (ToT) for faculty of higher education Institutes of Uttarakhand and Jharkhand   under TLC project
  • AICTE -NITTT Mentor training programs
  • Short terms training programs
  • MOOCs programs

 

  • 9.9 EXTENSION SERVICES

Following are the extension services of DEEEE faculty members

  • Rajiv Gandhi National Drinking Water Project (RGNDWP) (1998-2003) - Trained (approx. 24000 Nos.) Mason, pump mechanic, health and hygiene worker and motivators using multimedia packages. These multimedia packages were developed by NITTTR, Bhopal
  • Conducted Skill-based training Programme under CDTP
  • Trained newly recruited junior engineers in MP Police Housing Corporation, Bhopal

 

  • 9.10 DISTANCE LEARNING MODE

 

  • Two weeks training programme on Wind Power using Moodle platform- 11 programmmes conducted using the mixed mode (contact+ online) and 147 teachers trained.
  • ICT-AVIEW Online Induction training programmes- Induction training programmes of two week duration (Approx. 21 Nos.) and ICT-AVIEW one week programmes (Approx. 10 Nos.) were conducted for regional states through 40 active ICT remote centres spread over the country.
  • Offering new calendar programmmes for teachers from engineering colleges and polytechnics for promoting distance learning using state of art technologies:
  • E content development for technical education
  • Web Based Courseware Development (LMS MOODLE)
  • Wind and solar power

 

NVQF Project (Vocational Education)

  • NVEQF project (2010-2013) - Under the National Skill Development Mission of GOI, NITTTR, Bhopal have designed and developed curriculum (Approx 95 nos.) with the help of industry and field experts. Areas allocated to NITTTR, Bhopal include:
  • IT and Information Technology Enabled Service

 

  • 9.11 COMMUNITY DEVELOPMENT

 

DEEE faculty members have contributed as Co-coordinator and co-faculty members in some of the community development programs such as-

 

  1. Community relevant projects, social outreach:
  • DEEE faculty members have contributed as Co-coordinator and co-faculty members in some of the community development programs.
  • DEEE faculty members has been contributing for creating awareness of Renewable energy sources and its benefits to the teacher community

 

  1. Sensitiveness to on-campus labor/ environment/ energy/ water/ land etc. issues:
  • Installation of solar PV street lighting systems.
  • Installation of 30 kW solar power plant.