Department of Electrical and Electronic Engineering (EEE)
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 knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in K1 to K4 respectively to the solution of complex electrical and electronic engineering problems.
PO2 – Problem analysis: Identify, formulate, research literature and analyze complex electrical and electronic engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. (K1 to K4)
PO3 – Design/development of solutions: Design solutions for complex electrical and electronic engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. (K5)
PO4 – Investigation: Conduct investigations of complex electrical and electronic engineering problems using research-based knowledge (K8) and research methods including 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 modelling, to complex electrical and electronic engineering problems, with an understanding of the limitations. (K6)
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 and solutions to complex electrical and electronic engineering problems. (K7)
PO7 – Environment and sustainability: Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex electrical and electronic engineering problems in societal and environmental contexts. (K7)
PO8 – Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. (K7)
PO9 – Individual work and teamwork: Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.
PO10 – Communication: Communicate effectively on complex electrical and electronic engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
PO11 – Project management and finance: Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
PO12 – Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and 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 attributes of Knowledge Profile (K1 – K8) as presented in Table 1 and as included in the PO statements. The ranges of Complex Problem Solving (P1 – P7) and Complex Engineering Activities (A1 – A5) that should be addressed in the program are given in Tables 2 and 3, respectively.
|
S.No.
|
Attribute
|
|---|---|
|
K1
|
A systematic, theory-based understanding of the natural sciences applicable to the discipline
|
|
K2
|
Conceptually based mathematics, numerical analysis, statistics and the formal aspects of computer and information science to support analysis and modeling 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 of which 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 engineer’s professional responsibility for 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
|
|
Attribute
|
Complex Engineering Problems have characteristic P1 and some or all of P2 to P7:
|
|---|---|
|
Depth of knowledge required
|
P1: Cannot be resolved without in-depth engineering knowledge at the level of one or more of K3, K4, K5, K6 or K8, which allows for a fundamentals-based, first principles analytical approach
|
|
Range of conflicting requirements
|
P2: Involves wide-ranging or conflicting technical, engineering and other issues
|
|
Depth of analysis required
|
P3: There is no obvious solution, and abstract thinking and originality in analysis are required to formulate suitable models
|
|
Familiarity of issues
|
P4: Involves infrequently encountered issues
|
|
Extent of applicable codes
|
P5: Are outside problems encompassed by standards and codes of practice for professional engineering
|
|
Extent of stakeholder involvement and conflicting requirements
|
P6: Involves diverse groups of stakeholders with widely varying needs
|
|
Interdependence
|
P7: High level problems including many component parts or sub-problems
|
|
Attribute
|
Complex activities means (engineering) activities or projects that have some or all of the following characteristics:
|
|---|---|
|
Range of resources
|
A1: Involves the use of diverse resources (for this purpose, resources include people, money, equipment, materials, information and technologies)
|
|
Level of interaction
|
A2: Requires resolution of significant problems arising from interactions among wide-ranging or conflicting technical, engineering or other issues
|
|
Innovation
|
A3: Involves creative use of engineering principles and research-based knowledge in novel ways
|
|
Consequences for society and the environment
|
A4: Has significant consequences in a range of contexts; characterized by difficulty of prediction and mitigation
|
|
Familiarity
|
A5: Can extend beyond previous experiences by applying principles-based approaches
|
|
|
PO1
|
PO2
|
PO3
|
PO4
|
PO5
|
PO6
|
PO7
|
PO8
|
PO9
|
PO10
|
PO11
|
PO12
|
|
PEO1
|
X
|
|
X
|
|
|
|
|
|
X
|
X
|
|
|
|
PEO2
|
|
|
|
|
X
|
X
|
X
|
X
|
|
|
X
|
|
|
PEO3
|
|
X
|
|
X
|
|
|
|
|
|
|
|
X
|
Curriculum of Bachelor of Science (B.Sc.) in Electrical and Electronic Engineering (EEE)
|
a.
|
General Education Requirement:
|
21 credits
|
|
b.
|
Core Requirement:
|
93 credits
|
|
c.
|
Elective Requirement:
|
20 credits
|
|
d.
|
Final Year Design Project Requirement:
|
6 credits
|
|
Total:
|
|
140 credits
|
|
(i) Compulsory General Education Courses
|
12 credits
|
|
|
ENG 101
|
Basic English
|
3
|
|
ENG 102
|
Composition and Communication Skills
|
3
|
|
GEN 226
|
Emergence of Bangladesh
|
3
|
|
EEE 399
|
Engineering Project Management
|
3
|
|
(ii) Optional General Education Courses
|
6 credits
|
|
|
|
Choose any two approved General Education courses
|
|
|
(iii) Optional Course from non-Engineering Subjects
|
3 credits
|
|
|
|
Choose one course
|
|
|
EEE 101
|
Electrical Circuits I
|
3+1=4
|
|
EEE 102
|
Electronic Circuits I
|
3+1=4
|
|
EEE 105
|
Computer Programming
|
3+1=4
|
|
EEE 201
|
Electrical Circuits II
|
3+1=4
|
|
EEE 202
|
Electronic Circuits II
|
3+1=4
|
|
EEE 204
|
Numerical Analysis for Electrical Engineering
|
3+1=4
|
|
EEE 205
|
Digital Logic Design
|
3+1=4
|
|
EEE 300
|
Electrical Services Design
|
3+0=3
|
|
EEE 301
|
Electrical Machines
|
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 306
|
Fundamentals of Embedded Systems
|
3+1=4
|
|
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 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
|
Students have to choose any six elective courses (ELTV1-ELTV6) totaling at least 20 credits from the following list. If any student takes EEE490, the remaining 14 credits have to be completed from four elective courses.
GROUP A (Electronics)
|
EEE 413
|
Fundamentals of Nanotechnology
|
3+0=3
|
|
EEE 414
|
Optoelectronics
|
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 and Signal Processing)
|
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
|
|
EEE 436
|
Introduction to Machine Learning
|
3+0=3
|
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
|
Special elective courses
|
EEE 450
|
Special Topic in Electrical and Electronic Engineering
|
3+0=3
|
|
EEE 490
|
Research Project
|
6+0=6
|
| EEE 400A
|
Final Year Design Project (part 1 of 3)
|
0+1=1
|
| EEE 400B
|
Final Year Design Project (part 2 of 3)
|
0+2=2
|
| EEE 400C
|
Final Year Design Project (part 3 of 3)
|
0+3=3
|
Legends
| OGEC
|
Optional General Education Courses.
|
| ONEC
|
Optional Courses from non-Engineering courses.
|
| ELTV
|
Elective Courses
|
|
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 306
|
(4)
|
EEE 403
|
(3)
|
|
|
CHE 109
|
(4)
|
OGEC-I
|
(3)
|
EEE 303
|
(3)
|
ELTV-I
|
(3/4)
|
|
|
|
|
GEN 226
|
(3)
|
|
|
EEE 400A
|
(1)
|
|
|
|
(11)
|
|
(13)
|
|
(11)
|
|
(11/12)
|
|
|
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)
|
|
|
|
|
ONEC-I
|
(3)
|
EEE 399
|
(3)
|
EEE 400B
|
(2)
|
|
|
|
(10)
|
|
(13)
|
|
(13)
|
|
(11/14)
|
|
|
III
|
ENG 102
|
(3)
|
PHY 209
|
(3)
|
EEE 307
|
(4)
|
ELTV-V
|
(3/4)
|
|
MAT 104
|
(3)
|
EEE 204
|
(4)
|
EEE 308
|
(3)
|
ELTV-VI
|
(3/4)
|
|
|
EEE 105
|
(4)
|
EEE 205
|
(4)
|
EEE 309
|
(4)
|
EEE 400C
|
(3)
|
|
|
EEE 201
|
(4)
|
|
|
|
|
|
|
|
|
|
(14)
|
|
(11)
|
|
(11)
|
|
(09/11)
|
|
Assessment and grading: assessment of students’ performance in a course is an important task that relates to assigning grades, assessing attainment of course outcomes and giving feedback. The selection of appropriate assessment tools 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 tools in a course 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, design 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 tools. A rubric allows interpretation and grading of the student work using pre-set marking criteria or indicators and expected performance standards. The grades assigned to students in any course should be based on formal assessment and should be consistent with the university grading policy.
|
Course#
|
PO1
|
PO
2
|
PO
3
|
PO
4
|
PO
5
|
PO
6
|
PO
7
|
PO
8
|
PO
9
|
PO
10
|
PO
11
|
PO
12
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
EEE101
|
X
|
|
|
|
X
|
|
|
|
|
|
|
|
|
EEE102
|
X
|
|
|
|
X
|
|
|
|
|
|
|
|
|
EEE105
|
X
|
|
|
|
|
|
|
|
|
|
|
|
|
EEE201
|
X
|
|
|
|
X
|
|
|
|
|
|
|
|
|
EEE202
|
X
|
|
X
|
|
X
|
|
|
|
|
|
|
|
|
EEE204
|
X
|
X
|
|
|
|
|
|
|
|
|
|
|
|
EEE205
|
X
|
|
X
|
|
X
|
|
|
|
|
|
|
|
|
EEE300
|
|
X
|
X
|
|
|
X
|
|
|
|
X
|
|
|
|
EEE301
|
X
|
|
X
|
|
X
|
|
|
|
|
|
|
|
|
EEE303
|
X
|
X
|
|
|
|
|
|
|
|
|
|
|
|
EEE304
|
X
|
|
|
|
X
|
|
|
|
|
|
|
|
|
EEE305
|
X
|
X
|
|
|
|
|
|
|
|
|
|
X
|
|
EEE306
|
X
|
X
|
X
|
|
|
|
|
|
|
|
|
|
|
EEE307
|
X
|
X
|
X
|
|
X
|
|
|
|
|
|
|
|
|
EEE308
|
X
|
X
|
|
|
|
|
X
|
|
|
|
|
X
|
|
EEE309
|
X
|
X
|
X
|
X
|
|
|
|
|
X
|
|
|
|
|
EEE399
|
|
|
|
|
|
|
X
|
|
|
X
|
X
|
|
|
EEE402
|
X
|
X
|
X
|
X
|
|
|
|
|
X
|
|
|
|
|
EEE403
|
|
|
|
|
|
X
|
X
|
X
|
|
X
|
|
|
|
EEE400A
|
|
|
X
|
|
|
X
|
X
|
X
|
X
|
|
X
|
X
|
|
EEE400B
|
|
X
|
X
|
|
|
|
|
X
|
X
|
|
|
|
|
EEE400C
|
|
|
X
|
X
|
X
|
|
|
X
|
X
|
X
|
X
|
|
