Departmental Programs

Program Overview

The B.Sc. in EEE is a four-year bachelor's program offered by the Department of EEE at GUB since 2008. The program is structured across twelve semesters, featuring three semesters per academic year. It comprises 144 credits distributed across several distinct course domains, including basic science, mathematics, general education, other engineering disciplines, core courses, and electives. Additionally, the curriculum incorporates an Integrated Design Project (IDP), a Final Year Design Project (FYDP), and mandatory residential industrial training courses to strictly comply with Outcome-Based Education (OBE) frameworks. The program previously achieved BAETE accreditation in 2018. Currently, it enrolls over 1,000 students and features a faculty of more than 30 seasoned members drawn from both academia and industry. Graduates of this program hold prominent positions across various government and private sectors, while many others pursue advanced degrees through prestigious scholarships.

Degree Requirement

The B.Sc. in EEE degree program requires a minimum of 144 credits in about 4 years (12 semesters) to complete. A student must complete the Final Year Design Project and Industrial Training courses successfully. Additionally, a minimum CGPA of 2.5 on the scale of 4.0 is required for degree awarding. 

Goals and Objectives

The goal of the Bachelor of Science in Electrical and Electronic Engineering is to provide students with a comprehensive education that equips them with the necessary knowledge, skills, and abilities to excel in the field of academia, research, and innovation. The program’s objectives include:

1. To prepare graduates for employment in various electrical engineering-related areas and for the pursuit of advanced degrees in EEE or allied fields by educating them in the fundamental concepts, knowledge, and laboratory/field techniques and skills of Electrical Engineers.

2. To equip graduates with the expertise to create, share, and protect knowledge while collaborating globally to apply these skills toward solving the world’s most significant challenges.

3. By integrating demanding analytical training with a broad liberal education, the department aims to develop future leaders who are principled, involved, forward-thinking, and creative.

4. The department will drive growth by fostering new initiatives that support campus expansion, higher student enrollment, and a broadening range of domestic and global collaborations and academic programs.

Program Educational Objectives (PEOs)

• PEO1: Technical competency and leadership excellence to become professional engineers leading to a successful career in industry or academia.

• PEO2: Commitment towards sustainable development and maintaining professional ethics for the betterment of society.

• PEO3: Lifelong learning in generating innovative engineering solutions through entrepreneurship and applying complex problem-solving skills

Graduate Attributes (GAs)

• GA1: Foundational Engineering Competence: Utilize knowledge of mathematics, natural sciences, engineering fundamentals, and specialized engineering areas to address and solve complex engineering problems.

• GA2: Analytical Thinking and Problem Formulation: Formulate and analyze complex engineering problems through identification, literature review, and application of fundamental principles of mathematics, natural sciences, and engineering sciences to reach justified conclusions.

• GA3: Solution Design with Real-world Considerations: Develop appropriate solutions and design systems, components, or processes for complex engineering problems while considering health, safety, cultural, societal, and environmental requirements.

• GA4: Systematic Inquiry and Investigation: Perform structured investigations of complex engineering challenges using research based knowledge and methodologies, including experimentation, data evaluation, and synthesis of findings to obtain reliable conclusions.

• GA5: Use of Contemporary Technical Resources: Select and effectively employ modern engineering tools, techniques, and IT resources, including modeling and simulation methods, for complex engineering applications with awareness of their limitations.

• GA6: Context-aware Engineering Judgement: Exercise informed judgment by considering social, health, safety, legal, and cultural contexts, and recognize professional responsibilities associated with engineering solutions.

• GA7: Sustainable Engineering Prospective: Assess the long-term societal and environmental implications of engineering solutions and demonstrate awareness of sustainability principles in professional practice.

• GA8: Professional Conduct and Integrity: Demonstrate ethical behavior and adherence to professional responsibilities, standards, and practices in engineering activities.

• GA9: Collaborative and Independent Work Capability: Operate effectively as an individual contributor as well as within diverse and multidisciplinary teams, including taking leadership roles when required.

• GA10: Technical Expression and Knowledge Sharing: Convey complex engineering concepts clearly and effectively to both technical and non-technical audiences through written documentation, presentations, and clear professional communication.

• GA11: Engineering Practice and Decision Leadership: Apply principles of management and economic analysis to engineering work, supporting informed decision-making, project execution, and leadership in multidisciplinary environments.

• GA12: Continuous Professional Development: Demonstrate readiness for self-directed and continuous learning to adapt to evolving technologies and advancements in the engineering field.

Program Outcomes (POs)

• PO1 - Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems.

• PO2 - Problem analysis: Identify, formulate, research the literature and analyze complex engineering problems and reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.

• PO3 - Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for public health and safety as well as cultural, societal and environmental concerns.

• PO4 - Investigation: Conduct investigations of complex problems, considering design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusion.

• PO5 - Modern tool usage: Create, select and apply appropriate techniques, resources and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.

• PO6 - The engineer and society: Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.

• PO7 - Environment and sustainability: Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate the knowledge of, and need for sustainable development.

• PO8 - Ethics: Apply ethical principles and commit to professional ethics, responsibilities and the norms of the engineering practice.

• PO9 - Individual work and teamwork: Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings.

• PO10 - Communication: Communicate effectively about complex engineering activities with the engineering community and with society at large. Be able to comprehend and write effective reports, design documentation, make effective presentations and give and receive clear instructions.

• PO11 - Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work as a member or a leader of a team to manage projects in multidisciplinary environments.

• PO12 - Life-long learning: Recognize the need for and have the preparation and ability to engage in independent, life-long learning in the broadest context of technological change.