Curriculum Planning & Implementation:  View/Download Details 

J.N.N Institute of Engineering is approved by AICTE and affiliated with Anna University, Chennai. The UG and PG programs follow the curriculum and syllabi prescribed by the University.

Academic Calendar 

The Academic Calendar is prepared at the beginning of each semester and includes the working days, government and local holidays, Internal Assessment and University Examinations schedule. The Department calendar is synchronized with the Institution calendar, and it includes department activities such as guest lectures, seminars, workshops, symposiums, conferences, activities of various clubs, industrial visit/training, value-added courses, etc.

Teaching 

The quality of classroom teaching depends on content delivery, interaction, discussion, examples, applications, and usage of modern ICT tools. The role of the teacher is significant not only with content but also with the inspirational engagement of the students through various instructional methods.

Course Delivery Methods

The Institution practices outcome-based education (OBE) while planning and delivering the content. The faculty members prepare the course plan based on the academic calendar to complete the syllabus as per the timeline and framework. The faculty members adopt various Innovative Teaching & Learning methodologies to create the best learning environment for students. Teaching and Learning methodologies include traditional (Chalk and talk) and ICT enabled methods. Faculty members provide video lecturing to explain the real-world problems with industrial illustrations, designs etc. Faculty members prepare the e-materials for the benefits of students by posting them on the CAMU Learning Management System. Faculty demonstrates static & working models, simulations, animations, and implemented projects in the department.

Guest speakers from the Industry and academia are invited to deliver content beyond the syllabus for knowledge enhancement. Value-added courses are provided for bridging the gap between Industry and Academia.

Resources

Group Discussions and brainstorming are encouraged for participative learning of both students and faculty members to enrich knowledge in cutting-edge technologies. Our well-stocked library with reference books and journals add to knowledge enhancement.

Laboratory Practices

Following the curriculum of Anna University, laboratory practices are provided to all students to have a hands-on experience on the various technologies. Students are motivated to take up research work and to present papers, seminars/symposiums/conferences and publish in journals.

Monitoring System

HOD’s and Academic Coordinator regularly monitor the delivery of the curriculum. Formal and informal feedback is taken from the students to monitor course delivery and syllabus completion. The Class Committee meetings are arranged where student representatives can express their difficulties in academic and administrative issues. Three internal assessments are conducted during the course delivery as per the academic calendar and monitored by IQAC. Adopting OBE for the effective delivery of the curriculum, Question papers for the IAs are designed to assess the attainments of the CO’s .

Student Mentoring System

The Institution has rigorously implemented the Student Mentoring System in which the faculty are tasked to mentor 15-20 students on academic and personal issues. The Mentor and Mentee meet regularly, and all discussions are recorded in the Mentor Book. This ensured proper follow-up and builds a good relationship between faculty and students.

The programmes and strategies adopted by J.N.N Institute of Engineering are designed to assess the learning levels of diverse backgrounds, including social and linguistic backgrounds. A substantial number of our student population are from other states. Hence, it is highly imperative to provide bridge courses to warm them up to the concepts in Physics, Chemistry, and Mathematics. Special Computer Programming courses are given for selective students from the Biology group during their higher secondary education to understand the programming and software-related courses in the upcoming semesters. To overcome all issues and barriers in communication, a communication skills course is given at the beginning of the first year.

We also have an orientation program for all first-year students to explore the students’ needs, goals, and aspirations. They are also introduced to the academic calendar, rules and regulations and the various activities they can partake. At the end of the academic session, the Head of Department and members of the Advisory Board meet with students to encourage them to study for their university exams.

Students are monitored in terms of performances in their Internal Assessment Examinations, Model Exam, and First Semester University Examinations and are segregated as advanced learners, average learners, and slow learners.

Advanced Learners

Students identified as Advanced learning are encouraged and motivated to

– Attend seminars and paper presentations

– Attend workshops

– Take advantage of certificate programs and value-added programs.

– Participate in SIH (Smart India hackathon), project exhibitions and other activities.

– Involved in MSME ideation prototype submission.

– Participate in group activities to assist their peer group.

– Do innovative mini and major projects.

Slow Learners

Students identified as slow learners are given special and additional attention, such as

– Conducting corrective/extra coaching classes outside of regular class hours by subject experts

– In the event that the result is extremely poor, retests are conducted

– Giving assignments as per the preference of the staff.

– For better understanding, ICT interactive tools are used to deliver the lecture/remedial class

– Peer group learning and participatory learning are encouraged.

In addition to these regular practices, we have the Student Mentoring System. Each faculty is assigned to 15-20 students, who monitors the record of those students’ performance in their examinations. These students are counselled along with their parents and are continuously monitored to ensure they are on the right path.

Other than the Mentors, we also have separate in-charges for fast, Average, and Slow Learners who constantly encourage and motivate the students to do well in academics and get through without any arrears. The average learners are motivated to get higher grades, and the advanced learners are motivated to score University Ranks and explore outside the curriculum.

Stress management activities are conducted through the J.N.N Rise programs. Our Young Indians Yuva chapter regularly organizes sessions that reiterate the importance of having a clutter-free mind to avoid stress and depression. Our goal is to ensure that no students feel left behind and are aware of the help that is always available.

J.N.N Institute of Engineering believes that the teaching-learning process should be efficient for knowledge transfer to take place from the faculty members to the students through different systems. Our Institution strongly supports student-centric methods for effective learning. Our faculty are committed to providing more time and effort towards enhancing students’ learning experience.

The following methodologies illustrated the approach used to practice Experiential & Participatory Learning.

Experiential Learning

Experiential Learning, also known as “hands-on learning,” is offered to our students in the form of Workshops and Industrial Visits. The focus of the industrial visit is to expose students to a real-world working environment. They also offer students an excellent opportunity to learn about industrial practices. Students learn about emerging technology through these visits. Our Institution encourages students to do projects by arranging internships and in-plant training. Usage of ICT tools, and project-based learning, enable them to experience the actual work done in industries/organizations. Our students use e-learning tools such as Swayam, NPTEL, Coursera and other platforms to enhance their experiential learning.

Participative Learning

The faculty members encourage the students to learn through reciprocal teaching, participation in group discussions, presentation of seminars and enacting role plays for a better understanding of concepts/ technologies. The students and faculty are motivated to register for online certificate courses in addition to their regular curriculum. The respective departments organize guest lectures and seminars by experts from the industry and academia, wherein students can actively participate and gain knowledge beyond the prescribed syllabus. 

Students are encouraged to organize symposiums in the college and participate in Intra-collegiate events, seminars, guest lectures, and contests, which help bring out the students’ potential. Our students are also encouraged to present papers in symposiums, conferences. In addition to academics, to be a socially responsible citizen, our college encourages the students to participate in NSS activities with equal enthusiasm to develop their overall personality.

Problem Solving Methodologies

The problem-solving capability of the students can be stimulated by making them work on case studies during the Internal Assessment exams and Model exams. Students undergo mandatory internship programmes as part of the curriculum. Industry experts also share problems that are assigned as final year projects to the students.

Analytical subjects in the curriculum are allotted tutorial hours. During these hours, problems related to the subject are solved. Students are also given problems as assignments to supplement and enhance the regular teaching-learning process. Laboratories are well equipped with internet facility which enables students to self-learn and widen their learning skills.

The J.N.N Rise program organizes motivational workshops, programs, and activities to enhance problem-solving and analytical skills. Students are asked to read journals and magazines in order to expand their interest in science and technology. All students undergo training in coding skills to learn various programming languages such as C++, Python, JavaScript, Java etc. Learning coding improves logical and analytical thinking and problem-solving abilities. This benefits the students and expands the horizons of their reasoning abilities.

The Institution has well-defined Programme and Course outcomes. The Vision and Mission of each Department in the Institution emphasizes promoting value education through trained faculties to prepare the students to accept the challenges of this competitive world. They were framed to implement the outcome-based education and involve the faculty, students and various stakeholders towards attaining outcome-based education.

Program Outcomes (PO’s) represents knowledge, skills and attitudes that the students should possess at the end of the engineering program. 1. Engineering knowledge, 2. Problem analysis, 3. Design/ development of solutions, 4. Conduct investigations of complex problems, 5. Modern tool usage, 6. The engineer and society, 7. Environment and sustainability, 8. Professional Ethics, 9. Individual and teamwork, 10. Communication, 11. Project management and finance, and 12. Life-long learning etc., required by an engineering graduate on completion of the programme. Program Outcomes (POs) are common for all engineering programmes.

Course Outcomes (CO’s) defines the cognitive processes that a course provides, resulting in the knowledge and skills that the students acquire at the end of each course. They are prepared by selecting an action verb using Bloom’s Taxonomy. COs are prepared based on the curriculum syllabus. Totally 6 Course Outcomes are prepared for each subject in the respective B.E/B.Tech programme. The following stakeholders are taken into consideration.

Program Specific Outcomes (PSO’s) defines the outcomes of a program, making the students realize the knowledge and techniques learnt in the course have direct implications for societal betterment and its sustainability. Each program shall specify 2–4 Program Specific Outcomes.

Program Educational Objectives (PEO’s) describes the career and professional accomplishments which prepare the graduates to achieve, and it is set to assess and ascertain the effectiveness of the program in moulding the students to deal with real-world for applying their knowledge and skill that they have acquired.

Vision, Mission, PEO’s and PSO’s are prepared by the Department for the respective programmes offered.

Internal Stakeholders: Management, Teaching Faculty, Non-Teaching Staff, Students

External Stakeholders: Parents, Employers, Alumni

The Vision and Mission Statements along with PEO’s, CO’s, PO’s and PSO’s are published (Internal and External Stake Holders) at:

– College Website

– Department Webpage

– Department Newsletter

– Course Files

– Lab Manuals

– Project Book

The Vision and Mission Statements along with PEO’s, PO’s and PSO’s are displayed (Internal and External Stake Holders) at:

– HoD Room

– Department Corridor

– Department Notice Boards

– Seminar Hall

– Faculty Rooms

– Class Rooms

– Tutorial Room

– Conference Hall /Department Library

The Vision and Mission Statements along with PEO’s are disseminated (Internal and External Stake Holders) at:

– Department Meetings

– Governing Council Meetings

– Workshops / Seminars

– Faculty Development Programs

– Freshers Induction

Course Outcomes are published (Internal Stakeholders Only)at:

– Course File

– Lab File

– Project File

Course Outcomes are displayed (Internal Stakeholders Only) at :

– Class Notice Board

– Lab Notice Board

Course Outcomes are disseminated (Internal Stakeholders Only) at:

– Class room – Students

– Tutorials – Students

– Laboratory class – Students

The Program outcomes reflect the student’s ability to demonstrate knowledge in fundamentals of Basic Sciences, Humanities and Social Sciences, Engineering Sciences and apply these principles in understanding and practically apply the knowledge in professional core subjects, electives, and projects which enables the graduates to be competent at the time of graduation.

– The students must adhere to professional and ethical responsibilities in the pursuit of their careers and society’s benefit

– All the courses together must cover all the Program Specific Outcome (PSO) and Program Educational Objective (PEO).

– For a course, we map the course outcomes to program outcomes through the CO-PO matrix and to program-specific objectives through the CO-PSO matrix as shown below.

– The various correlation levels are Levels of Outcomes “1” – Slight (Low) Correlation, “2” – Moderate (Medium) Correlation, “3” – Substantial (High) Correlation.

– There are four levels of outcome such as Course Outcome, Program Outcome, Program Specific Outcome (PSO), and Program Educational Objective (PEO).

– Course Outcomes are the statements that declare what students should be able to understand at the end of a course. Program outcomes are defined by Accreditation Agencies of the country, which are the statements about the knowledge, skills, and attitudes, graduate attributes of a formal engineering program should have.

– Students Attributes form a set of individually assessable course and program outcomes of the program. 

– But the program outcomes are not necessarily mapped with any one-course outcomes.

ATTAINMENT OF COURSE OUTCOMES 

– The attainment displays based on the student’s knowledge and skill on their performance in continuous internal assessment tests, semester examinations, classroom assignments, etc.

– It also involves student’s participation in seminars done by inter-college programs and is their carrier based on their courses studies.

Methodology – Internal Assessments 

Grade System – Fixed by Anna University

All assessments of a course will be evaluated on absolute marks basis. However, for the purpose of reporting the performance of a candidate, letter grades, each carrying a certain number of points, will be awarded as per the range of total marks (out of 100) obtained by the candidate in each subject as detailed below:

All assessments of a course will be evaluated on absolute marks basis. However, for the purpose of reporting the performance of a candidate, letter grades, each carrying a certain number of points, will be awarded as per the range of total marks (out of 100) obtained by the candidate in each subject as detailed below:

PROJECT WORK/SEMINAR

– Project work is allotted to a single student or to a group of students, and internal marks are awarded as per AU regulation.

– There will be three reviews during the semester by the review committee.

– The frequency at which numerous surveys are performed

The following surveys are conducted at regular intervals 

– Alumni feedback

– Students feedback

– Graduating Students feedback: At the end of the course (Programme Exit Survey)

ICT Enabled Teaching Learning Process  – View/Download Details

Classrooms with ICT Facilities – View/Download Details 

The applicability and adaptability of innovative and creative teaching-learning approaches have many potential benefits, including enhancing education, increasing employability, and achieving the stakeholders’ goals. Traditional teaching methods have been supplanted by more inventive and creative methods of disseminating, exchanging, and promoting students’ information growth. Aside from the traditional teaching method of “chalk and talk” the current and next-generation students expect creative teaching approaches such as digital learning, problem-based learning, and the use of different multimedia resources for better comprehension. To improve the students’ logical and analytical skills, various supplementary teaching-learning approaches such as smart classes, demonstration classes, PowerPoint presentations are used in addition to the usual teaching-learning activity.

The College follows a set of teaching guidelines. Every Department creates timetables for both faculty and classes. Each faculty members are encouraged to organize their lectures ahead of time and use ICT tools to deliver them. Faculty members are also encouraged to use online resources such as NPTEL and other related platforms to enhance students’ learning experience.

Teaching-Learning is a process in which the teacher and the student work together to keep up with emerging technology. The instructor is developing his or her subject knowledge and teaching skills.

ICT-enabled tools for effective Teaching-Learning process

In addition to conventional classroom education, the Institution uses ICT-enabled teaching. The Institution has made efforts to establish the infrastructure necessary to convert traditional classrooms into digital/smart classrooms.

1. Faculty members use ICT-enabled learning resources such as PPT, video and audio clippings, and other web sources, in addition to the chalk and talk style of teaching, to introduce students to technical skills and practical learning.

2. All faculty use interactive teaching methods. Apart from the classroom, ICT tools are used during paper presentations, workshops, group projects, tests/viva etc.

ICT tools assist in the use of technology to increase learning, versatility, and quality in delivering the curriculum.

Wi-Fi enabled Campus

To encourage independent learning, a digital library with an internet connection has been developed. Individual laptops and handheld devices have access to the internet through Wi-Fi. Wi-Fi users are provided with adequate protection. The system administrator has power over who has access to it.

Online Technical Resources

J.N.N Institute of Engineering has access online to services such as NPTEL, Swayam, Coursera and video lectures to help faculty and students stay up to date on recent developments in their fields of interest, helping them to meet the needs of the industry.

Our Institution has also subscribed to Coursera for Campus to provide free access to high-quality online courses with certification. Students and faculty are encouraged to sign up for these courses.

Faculty conduct online classes using video conferencing applications such as Zoom, Google Meet, Microsoft Teams, and the CAMU Learning Management System. These applications enable faculty and the students to engage in synchronous learning in the same way they would in a typical classroom. Faculty members use Google forms to get feedback from students about their teaching.

The Institution has an Examination Cell to oversee all the Internal Assessment, Model and end semester examinations. The Examination Cell Coordinator is assisted by a team consisting of Assistant Examination Cell Coordinators, Office Assistants and Data Entry Operators. To ensure transparency, the Continuous Internal Assessment system is followed at our institution.

Theory Subjects

– As per the notifications from COE (Controller of Examination, Anna University), the Academic Calendar is prepared for the semester. Based on the Academic Calendar, the Internal Assessment tests are conducted at regular intervals of time.

– The college conducts three Internal Assessments and one Model Exam. Internal Assessment tests are conducted for 50 marks with 1.5 hours duration, and the Model Exams are conducted for 100 marks with a duration of 3 hours.

– Faculty meetings are conducted by the Head of the Department to review the evaluation process.

– The performance of students in the theory subjects is assessed periodically as follows

– Students are briefed by the Principal and HOD’s about Internal Assessment, question paper patterns, and university examinations.

– At the end of the assessment tests, the respective faculty member goes through the answer papers within two days. Before distributing the papers to students, answer keys are discussed. The required improvement in their answer scripts is suggested in the classroom to help them understand their mistakes and note down the corrections.

– Thus the students are allowed to assess their own work, and any modifications, if necessary in the discrepancy in counting, are resolved. This helps the students in understanding the mistakes made in their papers and thereby improving their performance in university examinations.

– Remedial classes are conducted to improve the academic performance of slow learners. For slow learners, Special Evening Classes are conducted to enhance their performance.

– Assignments are given to be completed for each subject twice a month. The students’ seminar presentations aim to improve their communication, presentation skills, and technical skills.

Practical Subjects

– Every practical exercise/experiment is evaluated upon how it was performed. Viva is conducted and records maintained are maintained.

– At least one Model practical test is conducted.

– Internal Assessment marks are calculated according to Anna University’s criteria. 

Question Paper Setting

– The Question bank is submitted to the Examination cell in the prescribed format. If the question paper is not satisfactory, the academic coordinator/HOD may advise the faculty to revise the question bank. After the verification process, the question paper is generated automatically using the software.

– Question papers are set in line with the requirements of OBE, with questions drawn from all levels of Bloom’s Taxonomy pyramid. The course outcomes and knowledge levels are also included in the internal assessment examination question papers.

The final question papers that are generated from the question bank are verified by the Exam Cell before printing.

J.N.N Institute of Engineering lays emphasis on skill enhancement of the students through Add On/Certificate programs. Students must sign up for certificate programs by their respective Departments.

List of Add On / Certificate courses provided by the Departments in the past.

Department of Civil Engineering – View Download

Department of Computer Science Engineering – View/Download

Department of Electrical & Electronics Engineering – View/Download

Department of Electronics & Communication Engineering – View/Download

Department of Mechanical Engineering – View/Download

Department of Information Technology – View/Download

Department of Science & Humanities – View/Download

Department of Management Sciences – View/Download