Electronics & Communication

KOMMURI PRATAP REDDY INSTITUTE OF TECHNOLOGY

Department of Electronics & Communication

The Department of Electronics and Communication Engineering was established in the year 2008. The experienced professors guide the department aiming at educating and training students with sound knowledge and awareness in the fields of Electronics, Communication, and Information Technology.

The major goal of the Department of Electronics and Communication Engineering is to produce highly knowledgeable, competent and resourceful young engineers who can perform well in a wide variety of job profiles. To achieve this, curriculum provides a strong foundation in both the analytic and technological aspects of E&C Engineering.

It also provides ample opportunities to students to work on mini-projects, develop communication skills, explore internship opportunities in industry and world-class universities and take part in national and international design contests.

The Department of ECE also organizes Workshops, Expert Talks, Project Expo, Poster Presentation competitions for the students. The department has established the Industry Supported Laboratory in association with Shreeji Charan Electronics.

Core Companies offering Electronics and communication Engineering (Bharat Electronics Limited (BEL), Electronics Corporation of India Limited (ECIL), Intel, Samsung Electronics, Sony, Toshiba, Philips Semiconductors, Texas Instruments, LG Electronics, Nokia, AMD, CISCO, Nvdia, HP and IBM are just few to mention).

Vision of the Department

To impart quality technical education in Electronics and Communication with accent on creativity, innovation and research thereby producing competent engineers who can meet global challenges with societal commitment.

Mission of the Department

To impart quality education to students in Basic Sciences, Mathematics, Electronics and Communication Engineering through innovative teaching-learning processes.
To facilitate students to define, design, and solve engineering problems in the field of Electronics and Communications Engineering using various Electronic Design Automation (EDA) tools.
To encourage research culture among faculty and students thereby facilitating them to be creative and innovative through constant interaction with R & D organizations and Industry.
To inculcate teamwork, imbibe leadership qualities, professional ethics and social responsibilities in students and faculty.

Syllabus

Faculty

S.No	Name of the Staff	Qualification	Designation	JNTU ID	Details
1	Dr. S. Sreenath Kashyap	Ph.D	Professor	3126-170131-010521	View
2	Y Vishwa Sri	M.Tech, (PhD)	Associate Professor	7508-150413-125613	View
3	Dr. P. Anil Kumar	Ph.D	Associate Professor	0215-0406-155034	View
4	Shaik Imam Vali	M.Tech, (PhD)	Associate Professor	2142-160319-184029	View
5	Kommuri Prasanth	M.Tech	Asst Professor	9799-150416-080422	View
6	B. Nagalaxmi	M.Tech	Asst Professor	2701-160213-124206	View
7	P Hussain Nayak	M.Tech	Asst Professor	2161-160215-114950	View
8	S. Swapna	M.Tech	Asst Professor	2438-181218-121451	View
9	M. Soumya	M.Tech	Asst Professor	5751-161215-125954	View
10	P. Sujatha	M.Tech	Asst Professor	5635-150409-125027	View
11	A. Amala	M.Tech	Asst Professor	1594-240908-152746	View
12	Ch Bhavani	M.Tech	Asst Professor	26150401-141159	View
13	Ch.Rajini	M.Tech, (PhD)	Asst Professor	8879-160306-130506	View
14	D.Swathi	M.Tech	Asst Professor	0778-171208-115828	View
15	Nara Sai Krishna	M.Tech, (PhD)	Asst Professor	5139-170102-174143	View
16	Shravan Kumar Marry	M.Tech	Asst Professor	1960-160107-145049	View

Course Outcomes

Course Outcomes are statements that describe significant and essential learning that the Students have achieved, and can reliably demonstrate at the end of a course. A Course outcome makes clear the intended result of the learning rather than what form the instruction will take. A good course outcome states what a student will know or be able to do at the end of instruction. It focuses on student performance. Other synonyms are learning outcome or Course learning outcome.

The advantages of Course Outcomes:

Benefits for the course and module designer

In terms of course and module design, the use of explicit course outcome statements can help ensure consistency of delivery across modules or programs. They can aid curriculum design by clarifying areas of overlap between existing modules, program and qualifications.

Benefits for quality assurance and standards

Quality assurance benefits from the adoption of learning outcomes via the resulting increase in transparency and better comparability of standards between and within qualifications.

Benefits for Students and employers

Students benefit from a comprehensive set of statements of exactly what they will be able to achieve after successful study. Course outcomes provide Students with clear information that can help them with their choice of module/unit/program/qualification to study and can lead to more effective learning.

Benefits for national and international educational transparency

Internationally, Course outcomes contribute to the mobility of students by facilitating the recognition of their qualifications and improving the transparency of qualifications and thus simplifying credit transfer.

Course Outcomes for the Department of Computer Science and Engineering

Mission of the Department

The Department of Electronics and Communication Engineering is well equipped with high end design and analysis laboratories which are used extensively by the students and faculty members for their curriculum and research activities.

The following is the list of the Labs:

Expert Talks/ Guest Lectures/ Workshops

Academic year	Number of Events Organized
2024-2025	6
2023-2024	7
2022-2023	6
2021-2022	8
2020-2021	10

Industrial visit

S.no	Name of the industry visited	Date of Visit
1	National Remote Sensing Agency	26-09-2018
2	L&T	23-01-2019
3	Central Power Research Institute	22-02-2019
4	NANOSPAN	28-02-2019
5	National Remote Sensing Corporation	01-03-2019
6	Central Power Research Institute	22-09-17
7	ARHAYAMA Solar	04-01-2018
8	MSR Bio Pvt Ltd	04-01-2018
9	BSNL, RTTC Gachibowli	23-01-2018
10	Doordarshyan Kendra, Ramanthapur & Malakpet	19-10-2016
11	T-Hub	18-02-2017

R22 Syllabus

II Year

I Semister

Course Code & Title

II Semister

Course Code & Title

EC401ES: Probability Theory and Stochastic Processes
EC402PC: Electromagnetic Fields and Transmission Lines
EC403PC: Analog and Digital Communications
EC404PC: Linear and Digital IC Applications
EC405PC: Electronic Circuit Analysis
EC406PC: Analog and Digital Communications Laboratory
EC407PC: Linear and Digital IC Applications Laboratory
EC408PC: Electronic Circuit Analysis Laboratory
EC409PC: Real Time Project/ Field Based Project
*MC410: Gender Sensitization Lab

III Year

I Semister

Course Code & Title

II Semister

Course Code & Title

IV Year

I Semister

Course Code & Title

II Semister

Course Code & Title

Professional & Open Elective Subjects

Professional Elective-I

Professional Elective-II

Professional Elective-III

Professional Elective-IV

Professional Elective-V

Professional Elective-VI

Open Elective-I

Open Elective-II

Open Elective-III

R18 Syllabus

II Year

Professional Elective-I

Professional Elective-II

Professional Elective-III

Professional Elective-IV

Professional Elective-V

Professional Elective-VI

Open Elective-I

Open Elective-II

Open Elective-III

III Year

I Semister

Course Code & Title

EC501PC: Microprocessors & Microcontrollers
EC502PC: Data Communications and Networks
EC503PC: Control Systems
SM504MS: Business Economics & Financial Analysis
EC513PE: Electronic Measurements and Instrumentation
EC505PC: Microprocessors & Microcontrollers Lab
EC506PC: Data Communications and Networks Lab
EN508HS: Advanced Communication Skills Lab
*MC510: Intellectual Property Rights
*MC510: Intellectual Property Rights

II Semister

Course Code & Title

IV Year

I Semister

Course Code & Title

II Semister

Course Code & Title

Professional & Open Elective Subjects

I Semister

Course Code & Title

II Semister

Course Code & Title

Feedback / Suggestions if any

KPRIT is implementing OBE. OBE is a student centric teaching-learning methodology in which the course delivery and assessment are planned to achieve the stated objectives and outcomes. To achieve the stated outcomes, the faculty members in the department follows different course delivery methods such as lecturing, tutorials, assignments, remedial classes, quiz, presentations, experimental laboratory work, project work, etc.

ICT Initiatives and Tools

Significant ICT initiatives are being implemented in KPRIT. KPRIT adopts many ICT integrated pedagogical methods to enable the learner to meet their learning goals, academic success with required competencies. In addition to the chalk & board lecture method, methods such as Blended Learning, Collaborative learning, Self-learning, Experiential Learning is used to enhance learning opportunities to the students.

Classrooms Teaching with Audio & Visual Connectivity

The lecture delivered by the faculty is through a set of educational technology/tools such as

Chalk and Board
Power point presentation (PPT)
E-Learning

The faculty use chalk and board and audio-visual aids in teaching. Students are also encouraged to actually interact during the lecture hour by getting the doubts clarified in the same class. The college has sufficient number of computers, printers, LCD projectors, application and system softwares which are used in the teaching process to improve its effectiveness.

The following innovative teaching methods are adopted by the faculty:

Computing devices with Internet facility are used for teaching processes by the faculty to give Power Point presentations, Role Play, Animations, Videos, Pictures etc., such that the students can easily understand the topic.
Faculty members are advised to avail the higher learning resources such as NPTEL, Coursera and other credible Internet sources for effective teaching.
Class rooms with LCD and Internet connection are used for teaching processes.
The faculty are implementing and utilizing Outcome Based Education (OBE) to cater the learning needs of students through innovative methodologies. Orientation programs are conducted for the newly joined faculty to make them aware of the OBE frame work to practice the regular activities in the department.
Each faculty prepares lecture notes and after completion of each unit of instruction, the material and soft copy will be shared with students.
All faculties maintain attendance registers and course files.
Internal question paper and Assignment Questions are prepared based on Bloom’s taxonomy and Bloom’s score will be calculated to identify the level of difficulty in the questions

Title: Flipped classrooms

Goal: To enhance student higher order learning by reversing the traditional model of a classroom, focusing class time on student understanding rather than on lecture.

Context: Flipped classroom in the Blended learning environment for delivering instructional content is a more advanced solution where face-to-face learning is limited. Students in flipped classes access and watch lecture video, read course handout and come to the classroom to complete activities such as group work, assignments, discussion, projects or other exercises. The flipped classroom model can be seen as a tool for implementation of blended learning.

Practice: Flipped classroom approach in the blended learning environment is extensively used in the department and exploited to its best.

The following are the steps involved in implementation of flipped classroom methodology in our department:

Concerned course faculty post instructions, lecture material and videos and the students are instructed to go through the same.
After the completion of each session the students must submit the quiz and grades for each student are issued.
The students are encouraged to hold discussions over the topic during face-to-face interaction in the classroom with the faculty.
Faculty members hold virtual class meetings for interaction through meeting application i.e., Google meet. Assignments are disseminated, cam scanned copy of assignment is evaluated and outcome of the assessment is posted for reference.
After completion of each unit, students are required to submit the assignment for each subject.

Demonstration of Concept:

Demonstration teaching is a model where a teacher or instructor demonstrates a skill, technique, or concept to students, often with the goal of having them replicate or apply what they’ve learned.

Improved understanding: Students gain a deeper understanding of complex concepts through visual demonstration.
Increased confidence: Students feel more confident attempting new skills or tasks after observing a demonstration.
Efficient learning: Demonstration teaching can be an efficient way to teach new skills or concepts.

Best Practices:

Clear instructions: Provide clear, concise instructions and demonstrations.
Active observation: Encourage students to actively observe and take notes during the demonstration.
Practice opportunities: Provide opportunities for students to practice what they’ve learned.

Title: Collaborative Learning

Goal: A collaborative conversation is a purposeful, outcome-driven conversation aimed at building on each others ideas. They generate new thinking and/or a more in-depth understanding of a desired outcome.

Context: The institute is promoting collaborative learning by implementing peer to peer teaching ideology to enhance problem solving capability and team skills which promotes healthy internal relations among the students for their all-round career development.

Peer To Peer Teaching

Peer to peer teaching is an effective teaching technique that can be used in the classroom/ lab to enhance learning. This would enable the students to revise their learning and be able to consolidate to fellow students. It also improves their subject knowledge as well as it improves their confidence with the following benefits:

Direct interaction between students promotes active learning.
Peer teachers reinforce their own learning by instructing others.
Students feel more comfortable and open when interacting with a peer.
Peers and students share a similar discourse, allowing for greater understanding.
Teachers get more time to focus on the higher order learning.

Think-Pair-Share (TPS)

TPS technique keeps all the students involved in class discussions and provides an opportunity for every student to share an answer to every question. It takes the fear out of class discussion by allowing the students to think carefully about their answers to talk about them with a partner before they called to respond.

Implementation of Think-Pair-Share Methodology

Monitor and support students as they work through the following:

T: (Think) Teachers initiate the process by asking a specific question. Students “think” about what they know or have learned about the topic.

P: (Pair) Each student shall be paired with another student or a small group.

S: (Share) Students share their thinking with their partner. Teachers expand the “share” into a whole-class discussion.

The following are few more collaborative learning activities that are implemented by the institute. They are as follows:

Seminars

Poster presentations

Paper presentations

Group Discussion

Lecture with Quiz

JAM sessions

Role play:

Role-playing is an effective teaching model that involves students acting out scenarios or roles to learn new skills, concepts, or behaviors.

Steps to Implement Role-Playing:

Define the scenario: Identify the scenario or topic to be role-played.
Assign roles: Assign students specific roles to play.
Set ground rules: Establish rules and expectations for the role-playing activity.
Debrief and discuss: After the role-playing activity, hold a debriefing session to discuss what was learned.

Best Practices:

Create a safe environment: Ensure students feel comfortable and safe participating in role-playing activities.
Encourage participation: Encourage all students to participate and engage in the role-playing activity.
Provide feedback: Offer constructive feedback to students on their performance and participation.

Animations:

The Animation Teaching model uses animations to convey complex concepts and ideas in an engaging and interactive way.

Increased engagement: Animations can capture students’ attention and maintain their interest.
Improved understanding: Animations can help students visualize complex concepts and relationships.
Enhanced retention: Animations can aid in retaining information and recalling concepts.

Types of Animations:

2D animations: Traditional cartoons or computer-generated 2D animations.
3D animations: Three-dimensional computer-generated animations.
Interactive animations: Animations that allow user interaction, such as simulations or games.

Best Practices:

Clear and concise: Ensure animations are clear, concise, and easy to understand.
Relevant and engaging: Use animations that are relevant to the topic and engaging for students.
Integrated with other teaching methods: Use animations in conjunction with other teaching methods, such as lectures and discussions

Title: Self-learning - Celonis Academy, MongoDB, UiPath, QlikLearning, Wadhwani foundation

Goal: The primary goal of engaging in self-learning through Celonis Academy, MongoDB University, UiPath Academy, Qlik Learning, and the Wadhwani Foundation is to build practical, industry-relevant skills that enhance career readiness and personal growth. Develop domain-specific expertise in process mining (Celonis), database management (MongoDB), robotic process automation (UiPath), data analytics (Qlik), and entrepreneurship & soft skills (Wadhwani Foundation).

Context: Self learning using curated courses offered by the mentioned platforms will make the students to learn how to apply theoretical knowledge to real-world scenarios by working on hands-on projects, case studies, and interactive exercises, Cultivate a mindset of continuous learning and adaptability, which are essential for success in the rapidly evolving digital landscape, Improve problem-solving, critical thinking, and automation skills to become more efficient, analytical, and innovation-driven, Earn industry-recognized certifications that strengthen my resume and increase employability in competitive job markets. The interdisciplinary approach by way of offering Minors/Majors in UG-Engineering programs is encouraged by this initiative. The courses on frontiers of engineering/emerging areas, employability skill-oriented courses are offered without compromising on regular curriculum.

Practice: The KPRIT gives information to the students about the courses offered through Training and Placement department. Students are informed to go through the video content and course handout in asynchronous manner. The classroom activities and laboratory sessions are conducted by the concerned mentor who supplements learning and promotes higher order cognition in learning. The synchronous learning instills confidence in the students for taking up regular assignments and submission of the same in timely manner. By completing these self-paced learning programs, the students are strive to become a versatile, tech-savvy, and job-ready professional capable of contributing effectively in dynamic, data-driven work environments.

Title: Experiential Learning

Goal: To promote professional skills and knowledge through hands on experience to increase knowledge and developing skills.

Context: To promote innovation and incubation among the students to become future entrepreneurs. Experiential learning has been initiated through Projects/Lab work and Internships. The motive is to introduce experiential learning to create a platform for the students in such a way that they get direct experience and exposure of work place setting, which in turn leads to all round development of the students under the guidelines of experienced teachers and resource persons in the respective domain

Practice: Project Method

This method is used to improve the ability to apply and to reinforce knowledge imparted in the classroom. Being a technical Institute, this method is extensively used to provide empirical evidence of the theory which is learned in the classroom. This will help the students to understand and apply concepts, principles or laws learned. The faculty and experts from industry guides the students at various stages of developing the projects to give timely inputs for the development of the model.

Major steps of the Project Method

Creating the situation (providing a situation)
Choosing the project (Selection of the Project)
Planning.
Carrying out the project (Executing)
Evaluating
Project Report

Best Projects

The Department of ECE at KPRIT always strive to improvise the skills set of the students. One such way that the students gain the knowledge and skills is through projects. The project works carried out by the students are measured through parameters namely Modern tool Usage/ Research, Application of Project to Industry Needs and Standards, weather the projects can be converted into products or services in future, whether the project satisfies the cost, Ethical and Social factors, Environment and sustainability.

Best projects for the Academic Year 2020-21

Department	Project No.	Title of Project	Roll No.	Name of Student	Name of Guide
Electrical & Communications Engineering	Project 1	Smart safety system for women using IoT	17RA1A0423	Marepally Manu Kaushik	Dr. S.SreenathKashyap
			17RA1A0431	PatturiPrashanthi
			17BE1A0402	AkunuruRuchitha
	Project 2	Artificial Intelligence framework for skin cancer detection and classification	17BE1A0412	GattojiNithin	Dr. VipulDabhi
			17BE1A0403	Amaravadi Chandra Vamshi
			17BE1A0410	G Arun Krishna

Internal Quality of Question Paper

A sample of mid semester question paper is specified below.

Academic Year: 2018-19

Academic Year: 2017-18

Scheme for Weak and Advanced Learners

The department has a well defined process of monitoring, guiding and assisting the students and to identify them as weak or bright students and providing them necessary support in improving their performance.

Process of identification of students as weak/ bright students:

Appropriate care has taken by the faculty in monitoring the performance of a student in the class, attendance, assignment, mid semester and external examination results.
The mentors regularly conduct meeting with the students and identify weak and bright students.
The mentors regularly conduct meeting with the students and identify weak and bright students.
Faculty will analyze and identify the weak students and bright students based on their previous performance before the start of the semester.
After the 3rd week of classes based on the observation and previous semester result the identification of weak and bright students will be done.

Scheme

Students who got below 60% or less than or equal to 14/25 marks in mid semester are considered as weak students, Students who scored above 72 % or more than 18/25 Marks are considered as bright students.

Contact Us

DEPARTMENT OF Electronics & Communication,
Kommuri Pratap Reddy Institute of Technology,
Email: ecehod@kpritech.ac.in,
Ghanpur [V], Near NTPC, Ghatkesar [M],
Medchal [D], Telangana, India. Pin: 500088.