ece ju curriculum re numbered

7/28/2019 ECE JU Curriculum Re Numbered

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JUJimma UniversityCollege of Engineering & Technology

Department of Electrical and Computer Engineering

Jimma, Ethiopia

Electrical Engineering,

Bachelor of Science (ElectronicCommunication, Electrical Power, Computer,

Industrial Control and Microelectronics

Focus Areas)


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Regular Five Year Program


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Imprint

First Edition, December 2006

Second Revision, May, 2007

Third Revision, July, 2010

The document is prepared by

The Department of Electrical and Computer Engineering

Curriculum Reform/Revision Committee


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Jimma, July, 2010


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Endorsement

This document is endorsed by:

The Academic Council of the College of Engineering &

Technology.

Date Endorsed:

Jimma,


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Ethiopia

Endorsement

This document is endorsed by:

The Jimma University Senate.

Date Endorsed:


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Jimma,

Ethiopia


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JU Department of Electrical and Computer Engineering Five Year B.Sc. Curriculum

Table of Contents

INTRODUCTION.................................................................................................5

INTRODUCTION.................................................................................................5

Vision Statement.............................................................................................................5Mission Statement........................................................................................................... 6HISTORYOFTHE DEPARTMENT....................................................................................................8

Earliest EE Programs The Faculty of Technology...........................................................8Start and Early Needs for New Directions in Engineering Education................................9

ACADEMIC BACKGROUNDOF STUDENTS........................................................................................9INTAKE CAPACITY..................................................................................................................... 9

BACKGROUND OF THE CURRICULUM REFORM....................................................11

BACKGROUND OF THE CURRICULUM REFORM....................................................11

OBJECTIVES.....................................................................................................12

OBJECTIVES.....................................................................................................12

GENERAL OBJECTIVES............................................................................................................. 12SPECIFIC OBJECTIVES.............................................................................................................. 12PROFESSIONAL PROFILE...........................................................................................................13GENERAL ACTIVITIES...............................................................................................................13

Research and Development...........................................................................................13Design...........................................................................................................................13Production/Manufacturing..............................................................................................13Installation, Operation and Maintenance.......................................................................13

Analysis and Testing......................................................................................................13Sales, Consultation and Purchase..................................................................................14

BASIC ABILITIES, SKILLS.......................................................................................................... 14ENGINEERING KNOWLEDGE......................................................................................................14PROFILESFOR STREAMS (FOCUS AREAS) ...................................................................................15

Electrical Engineer with Electronic Communication Engineering Focus.........................15Electrical Engineer with Electrical Power Engineering Focus.........................................15Electrical Engineer with Computer Engineering Focus...................................................15Electrical Engineer with Industrial Control Engineering Focus.......................................16Electrical Engineer with Microelectronics Engineering Focus.........................................16

BACHELOR OF SCIENCE PROGRAM....................................................................17

BACHELOR OF SCIENCE PROGRAM....................................................................17

RATIONALEOFTHE CURRICULUM...............................................................................................17STRUCTUREOFTHE CURRICULUM..............................................................................................18LECTURE ORIENTED CATEGORIES.............................................................................................. 21

a)Humanity and Social Science Category......................................................................21b)Scientific and Engineering Fundamentals Category...................................................21

c)Core Electrical Engineering Category.........................................................................22d)Electronic Communication Engineering Focus............................................................22e)Electrical Power Engineering Focus............................................................................23f)Computer Engineering Focus......................................................................................23g)Industrial Control Engineering Focus..........................................................................23h)Microelectronics Engineering Focus...........................................................................24

PRACTICE ORIENTED CATEGORIES.............................................................................................24a)Community based education .....................................................................................24b)Introduction to Engineering........................................................................................25c)Semester Project........................................................................................................25

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d)Internship (Industry Placement).................................................................................25e)B.Sc. Thesis................................................................................................................ 28

THE EUROPEAN CREDIT TRANSFER SYSTEM (ECTS).....................................................................29PROGRAM COMPOSITION..........................................................................................................30COURSE NUMBERING..............................................................................................................32COURSE LIST.........................................................................................................................33

0.Community Based Education Category ......................................................................331.Humanity and Social Science Category .....................................................................332.Engineering Science and Mathematics Category .......................................................343.Core Electrical Engineering Category ........................................................................344.Electronic Communication Engineering Category ......................................................375. Electrical Power Engineering Category .....................................................................386.Computer Engineering Category ...............................................................................397.Industrial Control Engineering Category ....................................................................398.Microelectronics Engineering Category .....................................................................409.Internship and Projects ..............................................................................................40

STUDENTS............................................................................................................................ 41ADMISSIONOR LEGIBILITY CRITERIATOTHE PROGRAM..................................................................41

Admission to Regular Program......................................................................................41Admission to Continuing Education Program.................................................................41Department Placement.................................................................................................42

TEACHING-LEARNING METHODSAND MATERIALS .........................................................................42Methodology..................................................................................................................42Tools .............................................................................................................................43Skills to be developed in addition to technical core competencies................................44

Addressing learning needs of all students.....................................................................44Different Learning Styles...............................................................................................45Paradigm Shift............................................................................................................... 45Strategies...................................................................................................................... 46Interactive based Blended e-learning............................................................................46Development of learners initiatives through project studies........................................47Community as a setting for participatory based learning..............................................47

EXAMINATIONAND GRADING.................................................................................................... 49Examination System......................................................................................................49

Examination Pass-Fail Pathways....................................................................................50

QUALITY ASSURANCE......................................................................................52

QUALITY ASSURANCE......................................................................................52

GRADUATION REQUIREMENTS...................................................................................................53DEGREE NOMENCLATURE.........................................................................................................53

COURSE OFFERING SEQUENCE.........................................................................54

COURSE OFFERING SEQUENCE.........................................................................54

Year I.............................................................................................................................54Year II............................................................................................................................55Year III........................................................................................................................... 56

Year IV........................................................................................................................... 57Year V............................................................................................................................61

BACHELOR OF SCIENCE MODULES AND COURSES DESCRIPTIONS.......................67

BACHELOR OF SCIENCE MODULES AND COURSES DESCRIPTIONS.......................67

MODULE 0 - COMMUNITY BASED EDUCATION CATEGORY...............................................................68Module 0.1- Community Survey and Mapping ..............................................................69Module 0.2- Appropriate Technologies..........................................................................72Module 0.3- Intervention Phase.....................................................................................75

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Introduction

In the modern-days, development of a country mainly depends on the

development of the industries. The development of these sectors

significantly depends on the standard of technical education nurtured by the

universities and the technical institutes of the country. It is observed that

most of the developed countries maintain a strong relationship between the

universities and the industries. It is believed that the universities are the

gateway of new technologies. Universities develop new technologies and by

co-operating with industries they implement these technologies to raise thestandard and effectiveness of the industry. Universities take the

responsibilities to provide technical human resources for the industries of

any country.

The Department of Electrical and Computer Engineering (ECE) is one of the

largest departments in the College of Engineering and Technology in Jimma

University. The Department has been serving the country and also advanced

the Universitys reputation. It has trained a significant number of Electrical

and Computer Engineers in the country who are playing key roles in the

various sectors of development in the country.

The core Strategy of the Department is to pursue its vision and mission to

enhance its research, linkage with industry, academic and scholarly activities

and become a center of excellence for its programs, thereby improving its

eminence in national and international rankings.

Vision Statement

The ECE Department aspires to excel in teaching, research, and industry

linkage/consultancy at a national level as well as regionally and also in

producing competent engineers within the field of electrical, electronic,

and computer engineering to solve the problem of our country and bringabout growth.

Realization of this vision requires focusing on specializations relevant to

the need of the country; namely, Electronic Communication Engineering,

Electrical Power Engineering, Computer Engineering, Industrial Control

Engineering, and Microelectronics Engineering. This in turn requires


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institutional reorganization such as upgrading to faculty level where each

discipline may have its own department.

The attainment of this vision will require hard work on the part of

Faculty/Department, staff, and students. This effort will require

collaboration with the administration, alumni, industrial friends, differentorganizations and other universities.

Mission Statement

The ECE Department is preparing young men and women to lead

productive and rewarding professional lives at the forefront ofEngineering in the 21st century and pursues research and linkagewith the industry to advance the state-of-the-art in electrical and

computer engineering education.

At present, the Department is running a B.Sc. degree program in a unified

Electrical and Computer Engineering program. In addition, the Department is

running a continuing education program that leads to B.Sc. degree.

The graduates of the Department have profound knowledge in basic science,

mathematics, social science and the major disciplines: Communications,

Power Engineering, Control Systems, and Computer Engineering (Hardware

& Software).Electrical and Computer Engineering plays an important role in the develop-

ment of the country. The development of the energy, communication,

industrial and commercial sectors need well-qualified Electrical and

Computer Engineers. Our graduates are working all over the country in a

variety of jobs. They work in installation, design, testing, research and sales

of electrical devices and systems. Many of them are engaged in Ethiopian

Electrical Power Corporation, in Ethiopian Telecommunication Corporation, in

Ethiopian Airlines and in various other industrial and business organizations.It is being observed that there is a widespread and fast change in the

application and development in the field of Electrical and Computer

Engineering in the country and the world. Therefore, there is a need for

revising the currently running program with respect to the national and

international situation. The Department felt that much is expected from it to

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bring about changes in the field of Electrical Engineering, Information and

Communication Technology (ICT) in the country. That is why the Ministry of

Capacity Building initiated the revision of the curriculum in 2005.

Todays electrical and computer engineers must be able to find solutions to

new complex and challenging technical problems. They must have strongscientific, technical and managerial skills and be able to integrate technicalconcepts with practical applications. This professional profile is prepared for

curriculum revision. In the new curriculum more attention has been given to:

Current technological advancement in the area,

The demand from the industries (need of the country),

Increasing the linkage between the industry and the faculty,

Enhancing the innovative and problem solving skill of the graduates.

Taking into consideration the requirements of modern industries the depart-

ment has realized that there is a need to implement the following five

specializations (streams) in the present undergraduate engineering course.

Communication Engineering,

Power Systems Engineering,

Computer Engineering,

Industrial Control and Instrumentation Engineering, and

Microelectronics Engineering.

The coverage of these specialized areas will be given during the last three or

four semesters of the present B.Sc. engineering course.

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History of the Department

The background information on the developments of former Electrical

Engineering (EE) and present Electrical and Computer Engineering (ECE)

programs are as follows.

Earliest EE Programs The Faculty of Technology

Jimma University, the Countrys first innovative Community Based Education

oriented institution of higher learning was established in 1983 as Jimma

Institute of Health Sciences. In 1999 it, embracing Jimma College of

Agriculture, was upgraded to Jimma University by the Federal Democratic

Republic Government of Ethiopia opening new fields of study, other than the

health sciences streams, such as Faculty of Technology, Faculty of Business

& Economics and further extended its number of faculties by launching

Faculty of Education, Faculty of Law, Faculty of Natural and Information

Sciences and Faculty of Social and Humanities in the following years.

The Faculty of Technology was opened in September 1997 under Jimma

Institute of Health Sciences. It comprised three departments: Civil, Electrical,

and Mechanical Engineering. The establishment of the Faculty is generally

aimed at acquiring skilled man power in each category.

The First EE Program

The first curriculum of the department which was developed in 1997 was

adapted mainly from Technology Faculty of Addis Ababa University. This

curriculum used to take five years of study.

The Revised EE Program

This first curriculum was revised in 2003 due to the nationwide

implementation of a new education policy which reduced the duration of the

program to 4 years. This revised curriculum was developed to address the

change in education policy and the need of the market by incorporating

new courses which were not present in the first curriculum.

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Start and Early Needs for New Directions in Engineering

Education

Starting from the earliest historical backgrounds, the Electrical Engineering

(EE) programs of study of Faculty of Technology, JU has grown and expanded

from basic power and electronics engineering into five streams:

Electronic Communication Engineering,

Power and Energy Engineering,

Control and Instrumentation Engineering,

Computer Engineering, and

Microelectronics Engineering.

Academic Background of Students

Ethiopian schooling is up to 10th grade with a national examination at the end

of the 10th grade. Then students with good passing grade in the national

exam join two-year preparatory study to join higher learning institutions.

After completing the preparatory, there is a national examination again.

Those who passed the national exam join Universities.

In the new curriculum, students who join the Faculty of Technology (now

College of Engineering and Technology, Jimma University further study forone semester as pre-engineering students. In this assessment semester they

are more prepared academically as well as psychologically for University

education and life. They take basic science, mathematics, and fundamental

engineering courses with some humanity and social science courses. At the

end of the semester, these students take examinations on all subjects and

who successfully passed the exam have the possibility to join the

Department.

Intake Capacity

At the moment there are total of 460 students in the Department. The

following table shows the number of students in the regular and extension

undergraduate programs.

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Table 1 : Present Number of students in Electrical and ComputerEngineering

S/No

.Program

Undergradua

teTotal

1 Regular (full time) 460 460

2 Extension 41 41Total 501 501

The department envisages to accepting a total of 230 students per year for

the various modules with the new curriculum. Out of these, 150 are to be

regular while 80 are extension students. The envisaged number of student

intake per year for the new curriculum in each stream is shown in table

below.

Table 2: Envisaged yearly student intake including students in each stream

S/No

.Program

UG

Comm.Powe

rComp.

Contro

lMicro. Sum

1 UG-Regular 40 20 40 25 25 1502 UG-Extension 20 10 20 15 15 80

Total 60 30 60 40 40 230

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Background of the Curriculum Reform

The present course of study, prepared by the Department, is part of thenational engineering education overhaul program initiated by the Ministry of

Capacity Building of the Federal Democratic Republic of Ethiopia. It is

basically a refinement of the program with additional emphasis on relevant

and practical training with strong linkage with the industry.

The new curriculum is developed to cater the demand of innovative, highly

skilled, practice oriented, entrepreneur, and ethical man power in the various

fields of Electrical and Computer engineering such as Power Engineering,

Industrial Control Engineering, Microelectronics Engineering, CommunicationEngineering, and Computer Engineering.

The students will have options to choose their stream/focus area from the

above five basic divisions. A successful graduate of the program will not only

be globally competent but also have active and decisive role in local

industries. The Department will be devoted to research and development

work in line with global research trends and will incorporate the CommunityBased Education philosophy of the University, and will contribute to the

national development through innovative projects and extensive researchwork. It will promote industrialization by motivating staff and students and

offering consultancy services for prospective investors and entrepreneurs in

the stage of industrial setup.

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Objectives

General Objectives

To train high level technical manpower which can participate in the

national development activities;

To carry out research in the areas of electrical and computer

engineering and relevant to the needs of the Country;

To render consultancy services to the community.

Specific Objectives To train electrical and computer engineers.

To prepare graduates with the capability of following the current and

future developments in the field and related applications.

To enable graduates work as a team in addressing technical

problems

To provide opportunity for workers in the field of electrical technology

to upgrade their knowledge through a continuing education evening

program. To provide graduates with sufficient background to undertake

postgraduate training in any one of the various focus areas of

Electrical Engineering discipline.

To engage students in research that offers optimal solutions to

technical problems in the industry, energy sector,

telecommunications, computer applications and other industrial

sectors.

To offer consultancy service to government, industry and society.

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Professional Profile

Electrical and Computer Engineering is the branch of engineering that deals

with the technology of electricity and electronics, especially the design and

application of electronic circuit, equipment for power generation anddistribution, machine control, communications and computer hardware and

software.

General Activities

Electrical and computer engineering covers the broadest spectrum of

activities among the engineering disciplines:

Research and Development

Developing of new products on existing or new technologies.

Applied research on new technologies and improving the existing

technology.

Design

Designing of required system and /or devices for indigenization

(modifying)

Designing of interface unit to adapt existing devices with new

system.

Modifying existing system to enhance its utilization.

Production/Manufacturing

Supervising, modifying and optimizing manufacturing process to

improve cost effective yields with quality.

Installation, Operation and Maintenance

After understanding the procedures as given in manual ofmanufacturer is able to install, operate and maintain the systems.

Analysis and Testing

Analyzing and developing test set-ups for testing system/devices to

assess the quality, safety and reliability of performance of the system.

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Trouble shooting and repairing the system.

Sales, Consultation and Purchase

Sales person for National/ International Companies.

Consulting Companies to optimize the price-performance ofsystems.

Defining and justifying the requirements for sales and purchase.

Basic Abilities, Skills

Able to understand the state of art techniques, devices, software,

protocols.

Proceeding in methodical approach to solve problems.

Being a team member communicative, cooperative andtransparent.

Working independently, assuming responsibility.

Leading, motivating and caring professionals.

Managing the project, productions, manpower and resources cost

effectively.

Learning life-long, improving the skills and exploring new areas.

Observing national and international standards and regulation.

Engineering Knowledge

Fundamental knowledge in engineering mathematics.

Fundamental knowledge in physics, EM fields, semiconductors,

electrical materials, thermodynamics, static and dynamics.

Knowledge in electrical machines, electronic analogue and digital

circuits, signal & system, measurements, control, microprocessor and

communication.

Knowledge in computer hardware and software.

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Profiles for Streams (Focus Areas)

The following streams (focus areas) of ECE are identified as very

important for the development of the country.

Electrical Engineer with Electronic Communication

Engineering Focus

Design and test electronic circuits.

Design and maximize the utilization of communication network

efficiently and with the least possible delay and adequate quality.

Able to carry out research in the area of system design/networking

and bring solution in operational settings.

Able to solve problems in intensive signal processing and routing ofinformation packets.

Electrical Engineer with Electrical Power Engineering

Focus

Plan, design, analyze, develop, operate, control and maintain of

electrical power plants (thermal, hydro, renewable), power apparatus

and protection system.

Plan, design, analyze and develop power transmission and

distribution system.

Design, analysis, construction, installation, control, operation and

maintenance of electrical machines, power electronic devices and

drives.

Electrical Engineer with Computer Engineering Focus

Design, develop, analyze and test the hardware and software for

systems applicable to any industries, business, hospitals, institutions

and offices. Install, operate and maintain computer systems.

Work as a computer hardware engineer, software engineer, system

analyst, data communication analyst, computer network engineer,

database analyst, data administrator, network administrator,

information systems quality assurance analyst, information system

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consultant, system tester, system security analyst, customer support

analyst, system auditor, computer service engineer, web designer,

webmaster, interactive media developer.

Electrical Engineer with Industrial Control Engineering

Focus

Design, develop and analyze of control and instrumentation system

applied for monitoring, data acquisition and data analysis of electrical

and non-electrical systems including digital, analogue, robust and

higher order controllers.

Plan, produce, install, implement, operate and maintain the control

and instrumentation systems.

Electrical Engineer with Microelectronics EngineeringFocus

Design, develop, produce and test microelectronic systems

applicable to industries, business, hospitals, and institutions.

Work as microelectronic engineer, consultant, and system tester.

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Bachelor of Science Program

Rationale of the Curriculum

Engineering in general and electrical/electronic engineering in

particular is a highly dynamic field of study in that the rapid

development of the technology doesnt allow leaving academic

curricula untouched for a long time. Thus, to minimize the gap

between the state-of-the-art and the teaching process and maintain

the relevance and educational standard, there is always a need for

curricula review.

The basic rationale for all of the Departments programs are the

prevailing conditions in the Country with respect to the needs for

professionals in this area and the future trends that are developing in

the demands for the profession. The Department has been keenly

following the developments in this regard both within the Country and

internationally and the following provide some of the major facts and

observations on which these programs premised.

Over the years the Department has trained students the

undergraduate instructions have followed both the national needs andthe rapid growth of the discipline - and have now reached a point

where graduates of its undergraduate program are equipped with

sufficient theoretical and practical skills that would enable them to be

engaged in work in the Electrical/Electronic sector of the national

economy.

Ethiopia, like many of the developing countries, is essentially a user

of products of Electrical Engineering technology. So far, the

undergraduate program is designed so as to meet the needs of the

main employers of the graduates in the operation and maintenance ofelectrical and electronic equipment and machines. To meet these

needs the program is made broad enough to cover most major areas of

electrical engineering such as power, electronics, communications,

control, and computers without any particular specialization. But it has

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now become necessary to look ahead to the future needs of the

country and provide educational means to meet these needs.

It is still logical to maintain the broad nature of the undergraduate

curricula that affords the graduates versatility in terms of employment.

But it has now become necessary to look ahead to the future needs of

the Country and provide educational means to meet these needs. Thecurrent revision of the curricula has therefore sought to address these

through strengthening all streams.

With the advent of microelectronics, computers and computer-

based equipment have found wider application in industry and other

sectors. The declining prices for these equipments have also made

them affordable and therefore accessible to large segments in

industry. Computer applications have now been diversified and the

traditional use of the computer in data processing and othercomputational application are only a small part of these diverse

applications.

The convergence of computers & communication technologies has

made it imperative to provide education that imports knowledge & skill

in these two fields concurrently. The Electrical Engineering Department

is well placed to offer such a program through its currently revised

programs.

This newly revised ECE degree program is a 5-year program,

including industry internship semester, which prepares graduates forcareers as professional engineers in such areas as communications,

power system, computer, industrial control, and microelectronics. The

training provided should be versatile and enables graduates to work in

research, design, development, manufacturing, quality control,

marketing, sales and technical support, and as entrepreneurs,

consultants and teachers.

The aim is to produce electrical engineers who are flexible across

various disciplines; and are able to apply their knowledge and skills to

lead multi-disciplinary teams to solve the increasingly complex

problems of the industry and technology.

Structure of the Curriculum

The new ECE curriculum focuses on broad-based training to provide

flexibility of career choices and focused training to provide

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competence in particular electrical engineering profession. It finds

balance between breadth and depth to provide a solid foundation in

the basic engineering, mathematics, electrical engineering on one

hand, and comprehensive training in humanities and management on

the other.

The assessment semester is intended to consolidate the students'educational background for higher learning and further help them to

adapt to the system.

In the five consecutive semesters, after the common assessment

semester, all the students take courses mainly in the core electrical

engineering category. This provides them with a broad background for

all areas of electrical and electronic engineering. At the end of the

sixth semester, the students will be taking a holistic evaluation that

requires an overview of all the courses taken to make sure that theyare ready for the focus area studies and to indicate inclination of

students towards the focus area.

In the final two years, students are given the opportunity to focus

on one of the five areas, namely communication engineering, electrical

power engineering, computer engineering, industrial control

engineering and microelectronics engineering as shown in the

flowchart. The students are placed to the streams based on their

inclination, the holistic exam result and the cumulative grade point

(CGPA).

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20

1 Common AssessmentSemester

Humanity & Social SciencesEngineering Sciences &

Mathematics5 Common SemestersCore Electrical Engineering

1 Semester

CommunicationEngineering

1 Semester

Electrical PowerEngineering

1Semester

ComputerEngineerin

g

1 Semester

Industrial ControlEngineering

1 Semester

MicroelectronicEngineering

Focus?

Industry InternshipSemester

2 Focus Area Semestersand

B.Sc. Thesis

Graduation

Admission

HolisticExamination


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Lecture Oriented Categories

a) Humanity and Social Science Category

This category has the following main objectives:

This category helps the students to know the responsibilities andduties of a good citizen, so that their participation in the development

of democratic society becomes effective;

To create the power of critical thinking the category provides the

techniques & methods for testing the correctness of many different

kind of reasoning including their own and thereby errors are easily

detected;

To develop effective ways of expressing themselves as well as

expressing the technical details in terms of speaking and writing ofEnglish;

To understand the role of the cost effective methods of doing every

task the students are exposed to the role of economics in society and

the role of engineering economy;

To understand the role of managers, applicable to different

departments of various industries.

b) Scientific and Engineering Fundamentals Category

This category helps the student to learn the engineering languageslike that of Mathematics and Engineering Drawing and also provides

the fundamental concepts of Physics for the electrical engineers. It

helps the students

To understand and apply the various concepts of calculus,

differential equations, linear algebra and various engineering series

and sequences;

To understand and express random events for representing the

behaviors of signals embedded in noises; To be able to apply various computational methods for modeling

technical operations;

To understand the fundamental concepts of Statics, and Dynamics

for engineering applications;

To know and practice the representation in engineering drawing.

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e) Electrical Power Engineering Focus

Students will study power system planning, design, operation,

protection and control. They will gain basic knowledge of electrical

power generation, transmission, distribution and utilization of electrical

energy. They will also study the economical aspects of powergeneration, transmission and distribution systems. The focus area offer

courses to familiarize one with modern power system analysis, design,

planning, operation, control, and protection of power systems. At the

end of the study, the student is expected to:

To understand all the components of a power system including

generation, transmission, and distribution;

To participate in research in the area of system design/networking

and bring solutions in operational settings;

To solve power system problems.

f) Computer Engineering Focus

Computer Engineering involves the design and analysis of computer

systems. It encompasses both hardware and software design. The

focus area offers courses such as computer architecture,

microcomputer, software engineering, computer networking and

others. At the end of the study, the student is expected to:

To understand all the components of a computer hardware andsoftware components;

To participate in research in the area of system design/networking;

g) Industrial Control Engineering Focus

Students will study the characteristics and designs of industrial

automation process. Control and automation is one of the fast growing

branches of electrical engineering with the advent of electronics and

computer. Its application and employment opportunity are almosteverywhere in industry and commercial offices. In this focus area

process control, industrial automation, modern and digital control

engineering, power electronics and drive courses, are given in depth to

prepare the student for practical challenges in real world and for post

graduate study.

At the end of the study, the student is expected to:

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To assist in the analysis and design of practical industrial control

systems;

To participate in research in the area of industrial control and

instrumentation system;

To solve industry problems that can result in maximum efficiency

and productivity.

h) Microelectronics Engineering Focus

Microelectronic engineering encompasses the design, manufacture

and testing of electronic circuits and systems based on microelectronic

components. Microelectronic technology has revolutionized the design

of consumer goods, scientific and medical instrumentation. This stream

offers students with course such as microelectronic circuit design,

integrated circuit technology, VLSI and CAD of electronic circuits. At the end of the study, the student is expected to:

To contribute to the development of microelectronic industry;

To participate in analysis and design of microelectronic circuits and

also carry out researches in the area.

Practice Oriented Categories

a) Community based education

As the Community Based Education is the Universitys philosophy of

training, the Department of Electrical and Computer Engineering has

incorporated the Community Based Training Program in its curriculum

as a component in its modular organization. The Community Based

Education provides multi disciplinary training and integrated teaching

that incorporates the University and the surrounding Community. The

community based education module contains the following courses:

Demographic Survey and Community problem identification

Appropriate Technology

Action plan development and Intervention phase

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b) Introduction to Engineering

During the assessment semester, just before the students choose their area

of specialization, a 2-credit course is given to introduce the engineering

profession as a whole and also to give the students the opportunity to deal

with the basic technical skills from the wood work, metal work, electricalwork and masonry work. After the assessment semester, each department

offers a series of practice-oriented courses such as workshops and semester

projects.

c) Semester Project

The 2-credit course (Semester Project) is given to a group of not more than

three students in which the group has to present the results of the semester

work to staff of the Department. It is believed that students get introduced tomethods of problem solving, team work and presentation skill before the

B.Sc. thesis.

d) Internship (Industry Placement)

In industry internship students must be attached with an industry for one

regular semester in order to get real world experience in their field of study,

which compliments their education.

GeneralThe pre-requisite for registration in the industry attachment program is

successful completion of all semesters before the internship program. At the

end of their internship, the student and the internship coach at the industry

have to submit a report on the attachment program, which is evaluated at

the departmental committee with pass or fail grade. Students who cannot

obtain a pass mark for the internship program will not be allowed to registerfor the next semester. They will be advised to repeat the semester with the

next batch of students.

The new Bachelor of Science (B.Sc.) curriculum in the Electrical and

Computer Engineering program requires a one-semester internship (industry

placement) after the successful completion of the holistic examination

given at the end of the sixth semester of the program. During the internship,the daily and monthly working times follow the systems practiced in the

respective industry for the upper middle-level management. Specifically,

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they follow the system practiced in the respective company that hosts the

student. As a rule, the entire internship period has to be spent in a single

company; a change of company during the internship period will only be

permitted under extraordinary circumstances. In such a case, the decision is

with the University-Industry Linkage (UIL) Officer.

A seminar program, organized by the UIL Officer will accompany the

internship semester. Participation in the seminar program is compulsory

(mandatory).

At the end of the internship, the student submits to the UIL Officer a

comprehensive report, duly endorsed by the students host company. The

report is assigned 30 ECTS. The required format and assessment of the

report is detailed in the Curriculum Handbook for the department. The report

will be assessed by specifically assigned internship program evaluator (or

university professors/lecturers).

Objectives

The internship program has the following objective(s):

Expansion of knowledge and acquaintance with industry in the field of

Electrical and Computer Engineering.

Consolidation and deepening of existing knowledge in the Electrical

and Computer Engineering design and construction industry.

Participation in the development, manufacture and assembly of

products typical for the industry.

Involvement in the planning, steering and management of the design

& construction processes.

Hands-on training in practical skills typical for the industry. Typically,

this would be participation individually or within a (task) group in real

assignments/projects, which entail the application of knowledge and

skills attained so far during the studies at University and aiming atdeveloping special skills related to the industrial practice in one or

several of the following fields (depending on the type of industry and

company profile):

o Design and construction.

o Laboratory (quality monitoring) work.

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o Task management (labor management, logistics).

o Business management, Marketing.

Academic Requirements

The academic requirements for entry into the internship (industry-placement

semester) is the successful completion of the holistic examination, which

encompasses all parts of the study program completed until the end of the

6th semester.

As is indicated in the description of the Internship Module, the Internship

program creates the opportunity for the students to familiarize themselves

with the Industry. The Committee proposes that an office be establishes with

the mandate of organizing the Internship for the students.

The office should look for interested employers form the private and public

sectors. It should also create permanent contact with the Construction

Industry. The private sectors involve among others consulting offices and

construction firms. The public sector involves the Design Enterprises

established in the Country. The Duration of the internship should be one

semester and it must not necessarily carry any credits. However, it should be

mandatory.

Proof of Finishing an Internship Semester

In order to acknowledge an internship semester the student must submit awritten report to the Internship Coordinator. This must be signed by the

students host company. This report is written solely by the student and

contains information on the working-out of larger or smaller themes, with

which the student is confronted during the work in the company. It can

include literature study. The report must document the areas in which the

student has worked and the specific knowledge obtained as a result.

For the internship the host company must issue a certificate on the industry

project.

At the end of the internship the student has to make a presentation (final

seminar) on the results of the industry project.

The internship semester is granted 30 ECTS points if the student has

successfully passed the semester.

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Cost

All matters related to the cost of the internship process will follow

Government legislations. The following items should be included in the

budget preparation:

Insurance (accident during work & trips to/from work) Long-distance travel cost (if company is far from University, e.g.

another region)

Daily travel to/from work

Travel to/from University (e.g. from location of company) to attend the

mandatory seminar

program organized by the University (if any)

Accommodation, if the workplace is far from the University

Cost for printing the comprehensive report Remuneration for the internship from the company, if any.

e) B.Sc. Thesis

The B.Sc. Thesis is the final element of the B.Sc. study program. The main

goal of this course is to develop the individual creative and problem solving

ability of graduates. Students will receive an individual project specification

from various areas and work them out individually under the supervision of

faculty advisor or/and professional advisor from the industry. The candidate

use all the theoretical knowledge and practical skill he obtained duringhis/her study to solve the engineering problem in a scientific way which

includes problem analysis, solution, verification, implementation,

documentation, and presentation. B.Sc. Thesis is defended in front of the

official committee at the end of the study.

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The European Credit Transfer System (ECTS)

The conventional credit system used in higher education systems is mainly

based on student contact hours in class and laboratory sessions. A newsystem of credit system is introduced that takes the extra hours a student

spends for the course in addition to lectures, tutorials, and laboratory

practical. In ECTS credits are values, allocated to course units, to describe

the student workload required to complete a course including attending

lectures, seminars, independent and private study, preparation of projects

and examinations.

In this revised curriculum, the ECTS equivalent of the old credit system has

been estimated and shown for each course in the course breakdown. InECTS, one credit stands for 25-30 hours of work activity. A semester study

within this system is set at 30 ECTS points (750-900 hours).

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Program Composition

The total credit hour requirement for graduation in any one of the streams is

158 (300ECTS) of which 105 credits (180ECTS) are covered during the first

six common semesters composed of courses from the three basic categories:Humanity and social science, Scientific and engineering fundamentals and

Core electrical engineering. The remaining credit hours, i.e., 53 credit hours(120ECTS), are given during the last four focus area semesters which

consists of Focus area courses, Internship and B.Sc. Thesis. The categories

are summarized in the following table.

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Category

ECT

S

Perce

ntCommunity Based Education 18 6.32Humanity and Social Sciences 24 8.42Engineering Science & Mathematics 52 18.25

Core Electrical Engineering 118 41.75Focus Area (Average) 38 13.33Internship & Projects 34 11.93

Total 284 100

A student is

expected tochoose one of the five focus areas Electronic Communication, Electrical

Power, Computer, Industrial Control or Microelectronics Engineering at the

end of the sixth semester.

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Course Numbering

The four-digit course (ECE 0123) numbering system allows one to identify:

The Course Offering Department in this case ECE - the department of

Electrical & Computer Engineering,

The Year along the program in which the course if offered by the

department,

The semester (the last two digits, odd for first semester and even for

the second semester) a particular course is offered as well as

To which category the course belongs (the second digit):

0 for Community Based Education Category,

1 for Humanity & Social Sciences Category,

2 for Engineering Science & Mathematics Category,

3 for Core Electrical Engineering Category,

4 for Communication Engineering Category,

5 for Electrical Power Engineering Category,

6 for Computer Engineering Category,

7 for Industrial Control Engineering Category, and

8 for Microelectronics Engineering Category.

Exceptions to this coding are SpSc 201, Econ 101, Phil 101, CvEt 201, EnLa

201, EnLa 409 service courses from Social Sciences; Mathematics courses

MATH 231, MATH 232 and MATH 331, and other Engineering Courses offered

by other Engineering departments ENGG 2001, CEng 1061 (Statics), MEng

1033 (Engineering Drawing), MEng 1062 (Dynamics), and MEng 2101

(Engineering Thermodynamics). The numbering given by the departments

concerned for such courses have been kept as they are.

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Course List

0. Community Based Education Category

CourseNo

Course Title Cr.ECTS

Lec.

Tut

Lab

HomeStud

y

TCBTP1002

Demographic Survey &Problem Identification

3 3 0 0 33

TCBTP2002 Appropriate Technologies 3 5 1 3 1

5

TCBTP 3002 Action Plan Development &Intervention

3 4 0 0 3 4

SRP 5002 B.Sc. Thesis 4 6 0 0 6 6

Total 26 57

1. Humanity and Social Science Category

CourseNo


Lec.

Tut

Lab

Home

Study

EnLa 201 Communicative English 3 3 3 0 0 3EnLa 202 Basic Writing Skills 3 3 3 0 0 3

EnLa 409 Technical Writing &Research Methodology 3 3 3 0 0 3

ECON 201 Introduction to Economics 3 3 3 0 0 3

PHIL 201 Logic & Reasoning skills 2 3 2 1 0 3

CEtS 201 Civics & Ethics 3 3 3 0 0 3

SpSc 201 Physical Fitness and Sports

Skill P/F P/F 0 0ENGG5108

Entrepreneurship forEngineers

3 3 3 0 0 3

MEng5182

Industrial Management &Engineering Economy 3 3 3 0 0 3

Total 24 24

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2. Engineering Science and Mathematics Category

CourseNo


Lec.

Tut

Lab

Home

Study

ENGG1001

Introduction to Engineering2

31 2 0

2

MEng1033 Engineering Drawing

3 62 3

0 6

MATH 231 Applied Mathematics I 4 6 3 3 0 6

MATH 232 Applied Mathematics II 4 6 3 3 0 6

MATH 331 Applied Mathematics III 4 6 3 3 0 6

CEng 1061 Engineering Mechanics I(Statics) 3 5 2 3 0 5

MEng1062

Engineering Mechanics II(Dynamics)

3 52 3

0 5

MEng2101

EngineeringThermodynamics 3 5 2 3 0

5

ECE 2209 Introduction to ComputerProgramming 3 5 2 1 2 5

ECE 2210 Computational Methods 3 5 2 1 2 5

Total 32 58

3. Core Electrical Engineering Category

CourseNo


Lec.

Tut

Lab

Home

Study

ECE 1300 Basic Electric Circuit I 2 4 2 2 0 4ECE 1302 Electrical Engineering Lab I 1 3 0 0 3 3

ECE 2300 Signals and SystemsAnalysis 4 6 3 3

0 6

ECE 2301 Applied Electronics I 3 5 2 3 0 5

ECE 2302 Applied Electronics II 3 5 2 3 0 5

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CourseNo


Lec.

Tut

Lab

Home

Study

ECE 2303 Electrical Engineering Lab II 1 3 0 0 3 3

ECE 2304 Electrical Engineering Lab III 1 3 0 0 3 3

ECE 2305 Electrical Workshop PracticeI 1 3

0 0 33

ECE 2306 Electrical Workshop PracticeII 2 6

0 06 6

ECE 2308 Electromagnetic Fields 3 5 2 3 0 5

ECE 2309 Applied Modern Physics 3 5 2 3 5

ECE 2311 Basic Electric Circuit II 2 4 2 2 0 4

ECE 3300 Introduction to ControlEngineering 3 5 2 3

05

ECE 3301 Digital Logic Design 3 5 2 1 2 5

ECE 3302 Introduction toCommunication Systems 3 5 2 3 0 5

ECE 3303 Introduction to ElectricalMachines 3 5 2 3

05

ECE 3304 Electrical Engineering Lab V 2 6 0 0 6 6

ECE 3305Electrical Engineering LabIV 1 3

0 03 3

ECE 3306 Digital Signal Processing 3 5 2 1 2 5

ECE 3307 Probability and RandomProcesses 3 5 2 3 0 5

ECE 3308 Computer Architecture &Organization 3 5 2 3 5

ECE 3309 Network Analysis &

Synthesis 3 5 2 1

2

5ECE 3310 Introduction to

Instrumentation 3 5 2 1 2 5

ECE 3311 Electrical Materials andTechnology 3 5 2 3 5

ECE 4301 Microcomputers &Interfacing

3 5 2 1 2 5

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CourseNo


Lec.

Tut

Lab

Home

Study

Total 62 116

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4. Electronic Communication Engineering Category

CourseNo


Lec.

Tut

Lab

Home

Stud

y

ECE 4401 Communication Systems 3 5 2 3 - 5

ECE 4403 Data Communication andComputer Networks 3 5 2 3 - 5

ECE 4405 EM Wave & GuidedStructures 3 5 2 3

-

5

ECE 5401TelecommunicationNetworks 3 5 2 3

-

5

ECE 5402 Antennas and Radio WavePropagation 3 5 2 3 - 5

ECE 5403 Microwave Devices andSystems 3 5 2 3

-

5

ECE 5404Switching and IntelligentNetworks

35 2 3

-

5

ECE 5405 Wireless and MobileCommunications 3 5 2 3

-

5

ECE 5406 Optics and Optical

Communication 3 5 2 3

-

5

Total 27 45

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5. Electrical Power Engineering Category

Course

NoCourse Title Cr.

ECT

S

Le

c.

Tu

t

La

b

Home

Study

ECE 4501 Electrical Machines 3 5 2 3 - 5

ECE 4503 Power Systems I 3 5 2 3 0 5

ECE 4505 Electrical Installation 2 4 1 3 0 4

ECE 4507Energy Conversion andRural Electrification 3 5 2 3

05

ECE 5501

Power Electronics &

Electric Drives 3 5 2 1 2 5

ECE 5503 Power Systems II 3 5 2 3 0 5

ECE 5505Power System Planningand Operation 3 5 2 3 0 5

ECE 5506Power System Protection &Control 3 5 2 3 0 5

ECE 5507 Hydropower Engineering 3 5 2 3 0 5

ECE 5508 Computer Applications inPower System 3 5 2 3 0 5

Total 29 49

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6. Computer Engineering Category

CourseNo


Lec.

Tut

Lab

Home

Stud

y

ECE 3605Object-Orientedprogramming 3 5 2 3 5

ECE 4601 Data Structures 3 5 2 1 2 5

ECE 4603 Database Systems 3 5 2 1 2 5

ECE 5601 Algorithm Analysis & Design 3 5 2 3 - 5

ECE 5603 Software Engineering 3 5 2 3 - 5

ECE 5605 Operating Systems 4 6 3 3 - 5

ECE 5607 Programming Languages 3 5 2 3 - 5

Total 21 35

7. Industrial Control Engineering Category

CourseNo


Lec.

Tut

Lab

Home

Stud

yECE 4701 Modern Control Systems 3 5 2 3 - 5

ECE 5701 InstrumentationEngineering 3 5

2 3- 5

ECE 5702 Embedded Systems 3 5 2 3 - 5

ECE 5703 Digital Control Systems 3 5 2 1 2 5

ECE 5704 Introduction to Robotics andIndustrial Automation 3 5 2 3

-5

ECE 5705 Process ControlFundamentals 3 5 2 3 - 5

Total 18 30

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8. Microelectronics Engineering Category

CourseNo


Lec.

Tut

Lab

Home

Stud

y

ECE 4801Microelectronic Devices andCircuits 3 5 2 3

-5

ECE 4803 VLSI Design 3 5 2 1 2 5

ECE 4805 Optoelectronics 3 5 2 3 - 5

ECE 5801 CAD of Electronic Circuits 3 5 2 - 3 5

ECE 5802 PCB Technology andApplication 3 5 2 1

25

ECE 5803 Integrated CircuitTechnology 3 5 2 3

-5

Total 18 30

9. Internship and Projects

Course

No Course Title Cr.

ECT

S

Le

c.

Tu

t

La

b

Home

Study

ECE 4902 Internship 15 30 0 0 30

ECE 5901 Semester Project 2 4 0 0 4

Total 17 34

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Students

Admission or Legibility Criteria to the Program

Admissions to all regular undergraduate programs are processed through theMinistry of Education (MoE) of the Federal Democratic Republic of Ethiopia.

This is currently true for all public Higher Education Institutes across the

whole nation. Admissions to the continuing education program (CEP) are

processed through the Facultys registrar office based on the criteria set by

the University.

Admission to Regular Program

Students who have successfully completed the 10 plus 2 years preparatorysecondary education and have secured a minimum cutoff point with high

scores in Physics and Mathematics are eligible to join the regular

undergraduate B.Sc. degree program in Electrical and Computer

Engineering.

Depending on available spaces, diploma graduates from TVET (Technical

Vocational Education and Training) in the fields of Electrical and Computer

Engineering will be admitted based on grades on competitive basis.

Applicants with a minimum cutoff point and with high scores in Physics and

Mathematics in foreign countries examinations equivalent to the 10+2

preparatory program are also eligible. The equivalence is determined by

department.

Admission to Continuing Education Program

The criteria set for admission to the regular program will be employed as the

criteria for admission to the continuing education program.

Candidates who are diploma graduates from an engineering faculty, TVET or

similar recognized college in the fields of Electrical and Computer

Engineering with a minimum cutoff point will be admitted based on space

availability, and competitive basis.

Limited numbers of junior staff such as technical assistants in relevant field

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may be admitted each year based on non-competitive basis provided that

he/she:

a) has served the University for a minimum of 2 consecutive years.

b) meet the minimum admission requirement set for the program.

c) obtain letter of recommendation from the Head of the Department andapproval the College Academic Commission and consequently, letter of

Admission from the Universitys Registrar.

d) sign an undertaking to serve the University after graduation, at least

two years of service for one complete year of study.

Department Placement

After successful completion of the orientation semester (1st semester),

students will choose academic departments according to their desired fieldof study. In view of the high number of applicants, admission to the Electrical

and Computer Engineering department is usually on competitive basis based

on academic performance. 20% of the total available places shall be

reserved for females in addition to their right to compete in the 80% places.

The department admits on average 150 students every year.

Teaching-Learning Methods and Materials

The core philosophy of the teaching-learning process would be focused atproducing a graduate who is sensitized towards community problems and

who can bring about a palpable change employable problem solver throughknowledge application in the real life setting tuned towards continuous self

learning, and geared up to meet challenges and to carry forward the task of

industrial and national development.

Methodology

The teaching-learning methods to be adopted, for the transfer and/oracquisition of knowledge and skill development includes

o Classroom Lectures backed up by Course-Work Projects, Tutorials andAssignments,

o Lectures by Industry professionals and resource persons on a periodicbasis

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o Interactive based Blended E-Learning and other such self learningmodules,

o Workshop Practice and Laboratory Exercises,

o Practical Demonstrations,

o Audio-Visual teaching materials,

o Cut-Sectional Model Studies,

o Wall mounted display charts

o Field visits related to community development/intervention

o Industrial visits.

o Practical and development oriented design projects

o Individual and group seminars/Presentations

o Group tasks/discussions/Case studies

o Brain storming sessions

o Assembling/disassembling of real world prototypes

Taking a cue from the dictum of learning which says You may hear and

forget, you may see and remember but you do and learn, action oriented

and student-centered learning would be emphasized as the modus operandiwhile underlining the significance of inducing curiosity for continuous self

learning as the catalyst for effective assimilation of knowledge and its

application in concrete situations.

Tools

o Black boards

o

White boardso Over-head Projectors

o LCD Projectors

o Audio-visual equipment

o ICT related peripherals and software

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Most of the lectures requiring graphical display of constructional features in

minute detail shall be conducted using LCD projectors. Animation is to be

employed where applicable for better impact and visualization. Text books

and references are available in the Technology Faculty library. A computer

center of the department having a modest number of computers is available

for any problem solving that requires computers. A design room with 40computers and the requisite software shall be established during

implementation.

Skills to be developed in addition to technical core

competencies

Due emphasis would be given in the teaching-learning process, not only

towards the building of technical and professional core competencies but

also for imparting and developing the following:

o Practical problem solving skills,

o Analytical and modeling skills,

o Computer-related skills

o Reasoning skills,

o Fault diagnosis-repair and maintenance skills,

o Innovative product design and development skills,

o Drafting skills

o Reporting /Communication skills

o Managerial/Organizational skills

o Behavioral and interpersonal skills

Addressing learning needs of all students

An objective of education should be to help students build their skills in both

their preferred and less preferred modes of learning. Learning style models

that categorize these modes provide good frame works for designing

instruction in engineering education with the desired breadth. Four different

learning style models like;

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o The Myers-Briggs Type Indicator (MBTI),

o Kolbs Learning Style Model (KLSM),

o Herrmann Brain Dominance Instrument (HBDI) and

o

Felder-Silverman Learning Style Model (FSLM) have been usedeffectively in engineering education in this regard.

A learning style model is useful if balancing instruction on each of themodel dimensions meets the learning needs of essentially all students ina class.

Different Learning Styles

The MBTI model classifies students either as extraverts or introverts, sensors

or intuitors, thinkers or feelers and judgers or perceivers. These MBTI

preferences can be combined to form 16 different learning style types. TheKLSM categorizes students as having a preference for concrete experience orabstract conceptualization and active experimentation or reflective

observation. The HBDI method classifies students in terms of their relative

preferences for thinking in four different modes based on the task-

specialized functioning of the physical brain.

Paradigm Shift

When one takes a closer look at some of the lacunae noticed in the presentpractice of engineering instruction, the need for a paradigm shift to remedy

the situation becomes essential. For the past few decades, most engineering

instruction has been heavily biased toward intuitive, verbal, deductive,

reflective and sequential learners. However, relatively few engineering

students fall into all five of the abovementioned categories. Thus most

engineering students receive an education that is mismatched to their

learning styles. This could hurt their performance in tapping their creative

potential and their attitudes toward their courses as well their career.

Teaching students about learning styles helps them learn the coursematerial because they become aware of their thinking processes. A variety of

teaching methods such as group problem solving, brainstorming activities,

creative and innovative design projects and writing exercises in addition to

formal lecturing would greatly help in this regard. HBDI also can serve

several important functions that include: helping students gain insight into

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their learning styles and formulate successful learning strategies, helping

instructors understand students questions, comments and answers in the

context of their thinking preferences, helping instructors and students form

whole-brain teams for optimum problem solving and assessing the influence

of curriculum changes on individual and collective student thinking skills.

Strategies

Instructors could greatly improve engineering instruction by increasing the

use of methods oriented toward active learners (participatory activities, field

related assignment works, team projects), sensing learners (guided practice,

real-world applications of fundamental material), and global learners

(providing the big picture, showing connections to related material in other

courses and to the students experience). It is noted that presenting facts

and familiar phenomena first and then to theories and mathematical modelsrather than always using the fundamentals, then applications approach

makes it much more effective. Greater emphasis on active learning

experiences in class, replacing formula substitution problems with open-

ended questions and problem formulation exercises, usage of extensive

cooperative learning and to get the students to teach one another rather

than rely exclusively on the instructor can lead to improved student learning,

satisfaction with their instruction as well as self confidence that can do

wonders to their morale.

Interactive based Blended e-learning

The more the learner gets involved in the learning process, the better he will

be able to absorb, process and retain the information and make use of it in

concrete situations. In the active mode of knowledge and competence

construction, the learner is supported by the teacher- and also by means of

targeted and structured technical impulses The knowledge has a generally

higher relevance as regards the implementation in practice- the transfer

turns out to be easier and the learner experiences learning as a process thathe himself can control and steer in steps. In this context, the potential of

blended e-learning (integration of traditional and e-learning) can be

exploited and hence is to be practiced, to the extent possible, by the use of

media and a Learning Management System (LMS). This can be done by

supporting the students to acquire learning contents themselves and by

assisting them as a mentor -not only in situations of physical presence in the

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class room, but also outside the class room in the computer lab using the

Universitys own intranet or may be in the internet or even in a field setting.

A teacher can develop new and more interactive learning methods through

the use of LMS and e-learning platforms, depending on the scope and

content of his own specific subjects. Concerted efforts would be made by

one and all concerned for its implementation

Development of learners initiatives through project

studies

Through these project study courses, the learners initiatives are expected to

be developed for use in the world of work. Students would be required to

identify the actual problems during the course of their industrial internship,

analyze them exhaustively for proposing and developing viable solutions for

their ultimate implementation. This exercise is meant give the much neededboost to augment their real life problem solving skills desperately needed in

the present local context. The scope of these project studies would be so

formulated as to create avenues for the learner to realize his innate creative

potential through self learning and testing, either in physical or virtual realityas may be applicable. In the end, learners would acquire the confidence of

practicing what they have learnt. This can act as stepping stone for him to

attempt and launch developmental endeavors in the long run.

Community as a setting for participatory based learning

The learning activities would be extended in to the local communities for

making the education not only learner-centered but also participatory innature. Teachers, students, community, governmental and non-

governmental /developmental organizations would all be involved as

stakeholders to empower people and affect development in real terms.

Students would be required to identify problems affecting assigned

communities, prioritize them for development of action plans and for

implementation and evaluation, adopting all the while an interdisciplinaryapproach. Apart from honing their application and problem solving skills, this

would also enable the students to imbibe a sense of professional

commitment to mitigate the suffering of their fellow citizens, while using

technology as a driving force for development. The whole exercise is meant

to integrate educational training, research and service, both for achieving

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the local context

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Examination and Grading

At the end of each semester, the student sits for final examinations of the

courses he/she has attended (minimum 75% for lectures and tutorials, 100%

for practical exercises). A student must pass the examinations for all thecourses in addition to the Holistic Examination at the end of the sixth

semester.

Examination System

Most courses will be assessed by a combination of written and oral

examinations. Reports on project work should also be part and parcel of the

assessment metrics. The design activities shall be assessed entirely by

course work and this often shall include assessment of oral presentations.

According to the revised curriculum, in addition to regular quizzes, home

works, and assignments, the students will undertake two major exams for

most courses, the first at the middle (Mid-term Exam) and the second at the

end of each semester (Final Exam). Some senior courses may not have Mid-

term Exams; instead students will be evaluated based on project work. In

addition, the students will take a holistic examination covering all basic study

modules before they leave for their internship.

In the final year, students should be required to present and defend theirB.Sc. thesis work in front of examining professors and interested audience.

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Examination Pass-Fail Pathways

PassGrade

OK

FailGrade FX

Immediaterepeat of examor part failed (re-sit exam)

Pass Grade OK

Fail Grade FX Resultant FailGrade F

Fail

Grade F

Re-take course or

failed part ofcoursePass Grade OKFail Grade FX Immediate

repeat of examor part failed (re-sit exam)Pass Grade OKFail Grade FX Resultant Fail

Grade FFail Grade F End of study

Fail Grade F End of study

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Grading System and ECTS Grade Transfer

JU* Grade ECTS Grade

Designation

Awardof

ECTScreditpoint

RemarksExamScore

GradeExamScore

Grade

90 100

A 81 -100

A Excellent Yes

No option to

retake exam for

upgrading1)

85 89 A

80 84 B+

70 80 BVeryGood

Yes75 79 B70 74 B

65 - 69 C+

60 69 C Good Yes60 64 C55 - 59 C

50 - 54D 48 59

D Satisfact

ory

Yes

45 - 49 D 40 47 E Sufficient Yes

- - 30 - 39 FX Fail NoOption to re-take

once in a re-sit

examination2)

0 44 F 0 - 29 F Fail NoOption to re-take

once after re-

taking the course 3)

PA Passed YesFor exams that are

not graded, e.g.

internship*JU Jimma University.Explanations:1) A student who passed (i.e. ECTS grades A E) cannot re-take an examination in order to improvehis/her grade.2) A student who failed with grade FX can re-take the examination once in a specially organized re-sitexamination. A re-sit examination has to be offered by the instructor in charge of the course during thesemester directly following the course, if at least one student obtained grade FX. If the student failsthe re-sit examination with grade FX, he/she will be treated as if the course was failed with grade F.3) A student who failed with grade F needs to re-take the entire course at the next opportunity it isoffered. If, in the following examination he/she fails again with grade F he/she will not be awardedany ECTS credits for that course. Special cases will be decided upon by the Colleges AcademicCommission. The Colleges Academic Commission can make exceptions to this rule, taking intoconsideration individual circumstances and merits of the student. The decision of the CollegesAcademic Commission must be unanimous. If a unanimous decision cannot be reached after twoconsecutive board meetings in which the case was discussed, the chairperson (Dean of the College) ofthe commission makes the final and binding decision.--------------If the grade of a single course is a product of several parts (e.g. written exam, assignment reports,presentation) that are evaluated individually (refer to respective course description), the entire courseis considered failed if the student fails any of the individually assessed parts, even if the overallaverage of all parts would result into a pass mark. In such a case, only the part of the examinationwhich was failed needs to be repeated according to the rules and procedures for repeating failedexaminations.

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For examinations evaluated by an examination committee, the arithmetic mean of the percentagepoints awarded by each examination committee member, rounded to the nearest higher n

ece ju curriculum re numbered

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