APJ ABDUL KALAM TECHNOLOGICAL

UNIVERSITY
(A State Government University)

B. Tech. Curriculum 2024 - Objectives and Structure

MBA Block, College of Engineering, Thiruvananthapuram Campus

Thiruvananthapuram- 695016
 B. Tech Curriculum, 2024

CURRICULUM, B. Tech -2024

1. Objectives
The primary objective of the restructured curriculum for B. Tech
students at APJ Abdul Kalam Technological University is to provide a comprehensive and
future-oriented education. This education is designed to equip students with the essential
knowledge, skills, and ethical values crucial for excelling in the dynamic realm of
engineering. A key focus lies in integrating practical, hands-on experiences alongside
exposure to computer programming, software development and vital facets of modern
engineering.

This curriculum is not solely centered on producing technically proficient engineers; it

aspires to foster socially responsible and innovative individuals. They should adeptly adapt to
the evolving requisites of the engineering sphere and contribute meaningfully to both society
and industry.

The specific objectives are as follows:

1. Academic Inclusivity:
● Foster an inclusive learning environment that embraces diversity in all
forms— be it cultural, socioeconomic or educational background.
● Encourage participation and engagement from all students, ensuring equal
opportunities for learning, growth, and contribution.
● Implement inclusive teaching methodologies and support systems to
accommodate diverse learning styles and needs, ensuring every student feels
valued and has access to the resources necessary for academic success.
2. Specialization in Engineering Disciplines:
● Enabling in-depth learning by offering a diverse array of engineering
specializations.
3. Mastery of Engineering Principles:
● Ensuring a robust foundation in Mathematics, Physics, Chemistry, and
engineering fundamentals during the initial years, to equip students with the
analytical prowess to effectively solve complex engineering problems.
4. Interdisciplinary Knowledge:
● Incorporating courses that promote interdisciplinary learning and

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collaboration.
5. Alignment with Technological Advancements:
● To ensure that students are well-prepared for the rapidly evolving
engineering landscape, the curriculum will incorporate courses focused on
emerging technologies and current industry trends.
6. Practical Skills Development:
● Providing hands-on experience through practical labs and Project-Based
Learning (PBL) to prepare students for the practical demands of their
chosen engineering field
7. Communication and Teamwork Enhancement:
● Strengthening students' ability to communicate complex technical concepts
and collaborate effectively in diverse teams, which are vital skills in the
professional world.
8. Accreditation and Industry Relevance:
● Aligning the curriculum with industry needs and accreditation standards to
enhance employability and competitiveness in the job market.
9. Global and Social Awareness:
● Raising awareness of global issues, public health, sustainability, and social
responsibility to empower students to address environmental and societal
challenges through engineering solutions.
10. Ethical and Professional Development:
● Emphasizing the significance of ethical conduct and professional integrity in
engineering practice.
11. Critical Thinking and Problem-Solving:
● Developing students' critical thinking abilities, data analysis skills, and
application of knowledge to real-world challenges through hands-on
projects and case studies.
12. Adaptability and Lifelong Learning:
● Equipping graduates for a dynamic job market by instilling a commitment to
continuous learning and adaptability, enabling them to stay relevant and
excel in their careers.
13. Research and Innovation Promotion:
● Creating avenues for students to engage in research projects, innovation

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competitions, and entrepreneurial ventures, positioning them at the forefront

of technological advancements.
By adhering to these objectives, the new curriculum at APJ Abdul Kalam
Technological University aims to produce well-rounded, competent, socially
responsible, and ethically conscious engineers. These individuals are poised to lead,
innovate, and positively impact society and the engineering profession. The
commitment to academic inclusivity aims to create a welcoming and supportive
atmosphere that harnesses the collective strengths of a diverse student body, enriching
the educational experience for all.

2. Categorization of Engineering Branches at APJ Abdul Kalam

Technological University

APJ Abdul Kalam Technological University, known for its diverse engineering programmes,
offers a wide range of specializations within the field of engineering.
2.1 Grouping
APJ Abdul Kalam Technological University offers various engineering programmes that can
be grouped into four broad categories based on their specialization.

2.1.1. Group A: Computer and Information Science

● Computer Science and Business Systems
● Computer Science and Design
● Computer Science and Engineering
● Computer Science and Engineering (Cyber Security)
● Cyber Security
● Cyber Physical Systems
● Computer Science and Engineering (Artificial Intelligence and Machine Learning)
● Computer Science and Engineering (Artificial Intelligence)
● Computer Science and Engineering (Artificial Intelligence and Data Science)
● Artificial Intelligence
● Artificial Intelligence and Data Science
● Artificial Intelligence and Machine Learning
● Computer Science and Engineering (Data Science)
● Computer Science and Engineering (Internet of Things)

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● Computer Science and Engineering (IoT)

● Computer Science and Engineering (Internet of Things and Cyber Security including Block
Chain Technology)
● Computer Science and Engineering and Business Systems
● Information Technology

2.1.2. Group B: Electrical Science

● Electronics and Communication Engineering (ECE)

● Electrical and Electronics Engineering (EEE)
● Electronics and Communication (Advanced Communication Technology).
● Applied Electronics & Instrumentation Engineering
● Biomedical Engineering
● Electronics and Biomedical Engineering
● Electronics and Instrumentation Engineering
● Instrumentation and Control Engineering
● Electronics and Computer Engineering
● Electrical and Computer Engineering
● Robotics and Artificial Intelligence
● Robotics and Automation

● Electronics Engineering (VLSI Design and Technology)

2.1.3. Group C: Physical Science

● Civil Engineering
● Mechanical Engineering
● Chemical Engineering
● Aeronautical Engineering
● Agriculture Engineering
● Automobile Engineering
● Mechanical Engineering (Auto)
● Mechanical Engineering (Automobile)
● Civil and Environmental Engineering
● Industrial Engineering
● Mechatronics Engineering

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● Metallurgical and Materials Engineering

● Naval Architecture and Ship Building Engineering
● Production Engineering
● Polymer Engineering.

● Safety and Fire Engineering

2.1.4 Group D: Life Science and Agriculture Engineering

● Biotechnology
● Biotechnology and Biochemical Engineering
● Food Technology

3 PROGRAMME AND CREDIT STRUCTURE

There are four options for completing a B. Tech. Programme, as outlined below:

Table 1: Credit Structure

Options for 4-year B. Tech. Total Credits Required to Complete the Programme
Programme

170 Credits
“B. Tech.” in an Engineering
Major Discipline. [167 Academic Credits +

3 credits from student activities]

“B. Tech. with Minor”

185 Credits
(Minor in any Discipline,
[170 Credits (B. Tech.) +
other than the Major
Discipline) 15 Credits for Minor Coursework]

“B. Tech. with Honours”

185 Credits

(Specialization within the Major [170 Credits (B. Tech.) +

Discipline).
15 Credits for Honours Coursework]

200 Credits
“B. Tech. with Honours and [170 Credits (B. Tech.) +
Minor”
15 Credits for Honours Coursework+

15 Credits for Minor Coursework]

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4 CURRICULUM I TO VIII
Every course of B. Tech. Programme shall be placed in one of the ten categories as listed in
table below. The curriculum offers flexibility in choosing elective courses for widening the
understanding of emerging concepts and processes in different domains. The total credits for
completing B. Tech in any of the engineering discipline is 170 credits.

Table 2: Course classifications of the B. Tech Programmes and Overall Credit Structure

Sl.
Category Code Credits
No
1 Humanities and Social Sciences including Management
HMC 9
Courses
2 Basic Science Courses BSC 20
3 Engineering Science Courses ESC 29
4 Programme (Professional) Core Courses PCC 52
5 Programme (Professional) Core Courses-Project Based
PBL 16
Learning
6 Program Elective Courses PEC 18
7 Open Elective Courses/Industry Linked Elective OEC/ILE 9
8 Mini Project, Project Work/Internship and Seminar PWS 12
9 Health and Wellness HWP 1
10 Skill Enhancement Courses SEC 1
11 Mandatory Student Activities. MSA 3
Total Mandatory Credits 170
12 Honours/Minor H/M 15

A minimum of 120 Activity points is to be acquired for obtaining the 3 Activity Credits
required in the curriculum.

Table 3: B. Tech Semester Wise Credit Structure

Semester 1 2 3 4 5 6 7 8 Credits
Credits 20 24 25 24 23 23 17 11 167
Credits for
3 3
Activity Points
Grand Total 170

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Sl.
Category S1 S2 S3 S4 S5 S6 S7 S8 Total
No
Humanities and Social Sciences
1 0 1 2 2 1 0 2 1 9
including Management Courses
2 Basic Science Courses 7 7 3 3 0 0 0 0 20
3 Engineering Science Courses 12 11 4 0 0 2 0 0 29
4 Programme Core Courses 0 4 12 12 15 9 0 0 52
5 Programme Core Courses-PBL 0 0 4 4 4 4 0 0 16
6 Program Elective Courses 0 0 0 3 3 3 6 3 18
7 Open Elective Courses 0 0 0 0 0 3 3 3 9
8 Project work and Seminar 0 0 0 0 0 2 6 4 12
9 Health and Wellness /SEC 1 1 0 0 0 0 0 0 2

Total Credits/Semester 20 24 25 24 23 23 17 11 167

4.1 Course Category and Course Type

The structure of the B. Tech Programme shall have the following Course Categories .
 University Core (UC): University Core (UC) courses are a compulsory set of courses
for all B. Tech students, encompassing foundational subjects in Humanities, Skilling,
and Computer Science. These courses are designed to provide a broad-based
education and essential skills that are fundamental to the overall development of
engineering students.
 University Elective (UE): These are elective courses from a basket of courses in the
Humanities and Social Sciences. Such a UE course cannot be either UC / PC specified
in their curriculum.
 Group Core (GC): Courses listed under Group Core of a curriculum are group
specific.
 Programme(Professional) Core Courses(PC): Courses relevant to the chosen
discipline/branch. The core courses shall be compulsorily studied by the student to
fulfil the requirements of a programme. It contains theory only courses and lab only
courses.
 Project Based Learning (PBL): For project-based courses, the student has to take up a
project related to the course in consultation with the faculty concerned and complete
the project within the semester.
 Programme/Professional Elective Courses (PE): A Programme Elective (PE)
course in the B. Tech curriculum refers to a course that students can select from a
specified set of options within their discipline or branch of study. These courses are

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designed to enable students to tailor their education to their individual interests or

career goals, offering an opportunity to delve deeper into specialized areas or broaden
their knowledge within the field of Engineering and Technology. A minimum
enrollment of 15 students is required to offer a professional elective course. However,
this requirement does not apply if the total number of students admitted to the
program is less than 15.
▪ Open Elective Courses (OE): Students belonging to a particular programme are not
entitled to the open electives offered by their parent Department. However, they can
opt for an elective offered by other Departments, provided they satisfy the
prerequisite condition if any. These courses are meant to widen the student’s
knowledge beyond the parent discipline. The minimum number of students strength
for offering an Open Elective course shall be 15.
▪ Industry Linked Electives (ILE): An industry-linked elective in a B. Tech
curriculum is a specific course within the programme that is designed to provide
students with practical knowledge and skills that are directly relevant to the needs and
demands of the industry or the specific field of engineering they are studying. These
electives are offered in collaboration with or input from industry experts and
organizations/industrial partners. These electives are designed to bridge the gap
between academic knowledge and real-world industrial applications. Students may
have the option to choose from a range of industry-linked electives, allowing them to
tailor their education to their specific interests and career goals.
▪ Skill Enhancement Course (SEC): These courses are aimed at providing students
with additional tools and expertise that can complement their primary engineering
education. The goal is to make students more well-rounded and better prepared for the
demands of the professional world.
▪ Engineering science Courses (ESC): The students need basic engineering
fundamentals to enhance breadth and depth of their understanding.
Engineering Graphics, Basic Electrical, Basic Electronics, Basic Civil, Engineering
Mechanics, Mechanical Engineering, Programming, Workshop etc.
▪ Humanities and Social Sciences including Management courses (HMC): English,
Humanities, Professional Ethics, Management, Finance & Accounting, Life skills,
Professional Communication, Economics etc .
▪ Basic Science Courses (BSC): Basic Science Courses in an engineering curriculum
typically refer to foundational courses that provide students with a strong

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understanding of fundamental scientific principles that underlie engineering

applications. These courses are designed to establish a solid theoretical and
conceptual groundwork for engineering students before they delve into more
specialized and advanced topics within their chosen engineering discipline.
▪ Health and Wellness (PW): This subject focuses on promoting and enhancing the
physical well-being of students through the integration of principles related to fitness,
nutrition, and overall health. This subject is designed to provide students with
knowledge and practical skills that contribute to a healthy and active lifestyle. This
subject also addresses safety in both public places and engineering environments aims
to provide students with comprehensive knowledge and skills related to ensuring
public safety and minimizing risks in various engineering settings.

Table 4: B. Tech Component Wise Distribution

Total
Main Curriculum Sub Credit Number of
Credit Semesters
Components Components s Courses
s
S1/S2, S3, S4,
HMC 7 5
S5, S8
BSC 0 16 0
University Core (UC) ESC 7 2 S1, S2
PW 1 1 S1/S2
SEC 1 1 S1/S2
University Elective (UE) HMC 2 2 1 S7
BSC 20 6 S1, S2, S3, S4
Group Core (GC) 42
ESC 22 8 S1, S2, S3, S6
S2, S3, S4, S5,
Theory 38 10
S6
Programme Core Courses Lab 14 8 S3, S4, S5, S6
80
(PC) PBL 16 4 S3, S4, S5, S6
Seminar/
12 3 S6,S7, S8
Project (PWS)
S4, S5, S6, S7,
Programme Elective (PE) PE 18 18 6
S8
Open Elective/ILE(OE/IE) OE/IE 9 9 3 S6, S7, S8
Total Credits 167 167 58

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Table 5: Overall Credit Structure- Comparison with B. Tech 2019 Curriculum

No. of No. of
Sl. Credits Credits
Category Code Courses Courses
No (2024) (2019)
(2019) (2024)
Humanities and Social Sciences including
1 Management courses
HMC 9 6 9 8
2 Basic Science courses BSC 8(2 Labs) 6 20 26
3 Engineering Science Courses ESC 6 6 20 20
4 Engineering Science Courses-Lab 2 2 2 2
5 Engineering Science Courses-AI and IPR 0 2 7 0
Programme (Professional) Core Courses-
6 PCC 15 10 38 58
Theory
Programme (Professional) Core Courses-
7 PBL 0 4 16 0
Project Based Learning
Programme (Professional) Core Courses-
8 9 8 14 18
Lab
9 Program Elective Courses PEC 5 6 18 15
Open Elective Courses/Industry Linked OEC
10 /ILE
1 3 9 3
Elective
11 Project Work and Seminar PWS 3 3 12 8
12 Comprehensive course work and Viva 2 0 0 2
13 Health and Wellness PW 0 1 1 0
14 Skill Enhancement Courses SEC 0 1 1 0
15 Mandatory Student Activities. MSA 3 2
Total Mandatory Credits 170 162

Total Number of Courses 60 58

Honours/Minor H/M 15 20

5 DEPARTMENTS

▪ Each course is offered by an academic department and their two-letter course prefix is
given in Table 7

Table 7: Departments and their codes

SL Course SL Course
Department Prefix Department
No No Prefix
Electronics and
Aeronautical Communication
1 AN 30 EC
Engineering Engineering
Electronics and
Communication (Advanced
2 Agriculture Engineering AG 31 Communication EA
Technology)
Electronics Engineering
Applied Electronics and (VLSI Design and
3 AE 32 EV
Instrumentation Technology)

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Electronics and Computer

4 Artificial Intelligence AI 33 Engineering ER
Electronics and
Artificial Intelligence Instrumentation EI
5 AD 34
and Data Science Engineering
Artificial Engineering Electrical and Computer
6 AM 35 Engineering EO
and Machine Learning
Electrical and Electronics
Automobile Engineering AU 36 EE
7 Engineering

8 Biomedical Engineering BM 37 Food Technology FT

9 Biotechnology BT 38 Humanities HU

Biotechnology And
10 Biochemical BB 39 Industrial Engineering IE
Engineering
11 Chemical Engineering CH 40 Information Technology IT
12 Chemistry CY 41 Instrumentation & Control IC
13 Civil Engineering CE 42 Mathematics MA

14 Civil and Environmental CV 43 Mechanical Engineering ME

Engineering
Computer Science and 44 Mechatronics MR
15 CB
Business Systems

16 Computer Science and CN 45 Metallurgy MT

Design
Computer Science and Metallurgical and Materials
CS 46 MM
17 Engineering Engineering

Computer Science and

Engineering and CU 47 Mechanical (Auto) MO
18
Business System
Computer Science and Mechanical Engineering
19 Engineering (Artificial CA 48 MU
(Automobile)
Intelligence)
Computer Science and
Engineering (Artificial Mechanical (Prod) MP
20 CM 49
Intelligence and
Machine Learning)
Computer Science and
Engineering (Artificial Naval & Ship Building NS
21 CR 50
Intelligence and Data
Science)
Computer Science and
22 Engineering (Block CK 51 Physics PH
Chain)

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Computer Science and

Engineering (Cyber CC 52 Polymer Engineering PO
23
Security)
Computer Science and
Engineering (Data CD 53 Production Engineering PR
24
Science)
Computer Science and
25 Engineering (Internet of CI 54 Physical Education PW
Things)
Computer Science and Robotics and Artificial
26 CT 55 RA
Engineering (IoT) Intelligence

Computer Science and

Engineering (Internet of
27 Things and Cyber CG 56 Robotics and Automation RU
Security including Block
Chain Technology)
28 Cyber Physical Systems CP 57 Biomedical and Robotics BR

29 Electronics & 58 Safety & Fire Engineering SF

Biomedical EB

6 CHALLENGE COURSES

“Challenge courses" or "Challenge exams" or “Credit by examination courses” are included

in the B. Tech 2024 curriculum with the objective of allowing students to demonstrate their
knowledge and competency in a particular subject and earn the academic credits, without
completing the traditional coursework for the Continuous Internal Assessment (CIA). This
approach intersects with the concept of "Recognition of Prior Learning" (RPL) or "Prior
Learning Assessment and Recognition" (PLAR), which is a process that evaluates and
recognizes an individual's relevant skills, knowledge, and experiences acquired outside of
formal education. These courses allow students to demonstrate their knowledge and
competency in a particular subject without completing the traditional coursework. Challenge
courses can expedite the educational process, allowing students to focus on areas where they
need further development.

The courses that can be attempted as Challenge courses are listed in the table below. A
student can opt to attempt a Challenge course in the higher semester, from a preceding
semester as per the table. If a student chooses to attempt a Challenge course from a lower
semester, they are required to take the End Semester Examination (ESE) for that subject and
secure the marks for a pass. The student will earn credits for successfully completing such

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Challenge courses. However, itis important to note that the marks obtained in these courses
will not contribute to any GPA calculations.

Table 8: Eligible Challenge Courses and Semester Availability

Preceding Semester from

Sl. Course Course Title
Semester Credits where the Challenge
No. Type (Course Name)
courses can be taken

1 S2 BSC Group Specific Mathematics-2 3 S1

Physics for Engineers

2 S2 BSC 4 S1
Chemistry for Engineers

Programming in C
3 S2 ESC 4 S1
(Group A, B)

4 S3 BSC Group Specific Mathematics-3 3 S2

5 S4 BSC Group Specific Mathematics-4 3 S3

3
One OE and Two Level-3 PE
6 S7 OE/PE (Credit/ S5/S6
Courses
Course)

7 S7 HMC Elective 2 S4/S5/S6

3
One OE and One Level-3 PE
8 S8 OE/PE (Credit/ S5/S6/S7
Courses
Course)

Organizational Behavior and

9 S8 HMC 1 S4/S5/S6/S7
Business Communication

7 MULTILEVEL COURSES

A multilevel course is a structured educational approach where course content is divided into
sequential levels, each designed to build upon the knowledge and skills acquired in the
previous one. This progression ensures a deepening of understanding and expertise in a
specific subject or skill set.

The concept of multilevel courses is grounded in the philosophy of layered learning, where
students are guided through increasingly complex material. This approach solidifies

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foundational concepts before advancing to more challenging topics, enhancing learning

outcomes and preparing students for real-world engineering challenges.

As students’ progress through these levels, they develop a comprehensive and nuanced
understanding of the subject matter, equipping them with the necessary tools to excel in both
academic and professional environments.

7.1 Course Structure:

Under the Programme Electives category, courses are offered at both Level 3 and Level 5.
i. Level 3 Courses: Focus primarily on the lower three levels of Bloom's taxonomy
(Remember, Understand, and Apply). These courses carry 3 credits with three
hours of classroom instruction per week. Assessment is conducted in the same
manner as standard theory courses.
ii. Level 5 Courses: Level 5 courses in the B. Tech curriculum are designed to assess
higher-order thinking skills, such as Analyze and Evaluate, in addition to the lower
cognitive levels. These courses carry a total of 5 credits, consisting of 3
Programme Elective course credits and 2 additional credits. Each Level 5 course
includes three hours of classroom instruction per week, with students also expected
to dedicate an additional three hours per week to self-study. This self-study time is
intended to support the development of higher-order thinking skills required for
achieving the Analyze and Evaluate levels.
iii. For Level 5 courses, the lower three levels of Bloom's taxonomy are assessed
through Continuous Internal Evaluation and End Semester Examination, while the
higher levels are assessed through the Continuous Internal Evaluation component.

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8 PROJECT BASED LEARNING(PBL)

Project-Based Learning (PBL) is an instructional strategy that empowers students

with autonomy, engaging them in meaningful projects to learn, explore, and investigate. This
methodology fosters active learning, encouraging students to apply knowledge and skills
through hands-on experiences.

One of the primary advantages of PBL is its ability to cultivate ownership of learning.
Students transition from passive receivers to active participants, identifying problems,
crafting solutions, and applying knowledge in real-world contexts. This approach nurtures
critical thinking, problem-solving, and decision-making abilities.

PBL also promotes teamwork and collaboration, essential skills for any professional.
Students work together in teams, each contributing unique skills and perspectives to achieve a
common goal. They learn how to communicate effectively, delegate tasks, and manage
conflicts, all of which are crucial skills in the workplace.

Another key benefit of PBL is its alignment with the demands of modern workplaces.
Employers seek professionals who can innovate, collaborate effectively, and tackle complex
challenges. PBL equips students with these essential skills, ensuring they are well-prepared to
navigate and excel in professional environments.
There are many variants of PBL as it can be modified according to domain or
subject, individual course requirements or institute traditions, and can be implemented at a
chapter level, course level or even curriculum level.

Broadly, every variant has two phases:

1. Collaborative-learning phase
2. Self-directed learning phase.

Collaborative -Learning Phase:

 Collaborative learning involves students working together in groups to achieve

common learning goals or complete projects.
 Students share ideas, provide feedback, and support each other’s learning.
 The instructor often acts as a facilitator, guiding group activities and providing
resources.

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 Teachers may assign roles within groups to ensure participation and balanced
workload.
Assessment: Assessment can include both group and individual contributions.

Self-directed learning phase:

 Self-directed learning involves students taking the initiative to diagnose their

learning needs, set learning goals, identify resources, and evaluate their
progress independently.
 The instructor provides initial support but allows students to guide their own
learning, with assessment focusing on personal progress.
8.1 The Core Characteristics of PBL
Student-Centered Approach: PBL is centered around the student, with learners taking an
active role in their education. They have the opportunity to make choices and take
responsibility for their learning.
Learning occurs in small student groups: A group generally consists of four to six students
who work together along with a tutor. The specific composition of the group may vary
depending on the type of project and the skills required. The aim is to create a balanced group
where each member brings unique strengths and perspectives. This number may also be
decided based on the number of students in a class. Students share their knowledge and learn
from others, and learning happens in collaboration.
Project/Problems form the organizing focus and stimulus for learning: Problems
represent the challenges and provide the relevance and motivation for learning. Students
realize what they will need to learn in order to solve the problem. The problem must motivate
students to seek out a deeper understanding of concepts
Inquiry and Innovation: Students ask questions, conduct research, and use innovative
thinking to solve problems. This fosters critical thinking and problem-solving skills.
Collaboration: PBL often involves teamwork, requiring students to collaborate with peers,
instructors, and sometimes experts from the community. This builds communication and
teamwork skills.
Public Presentation: Students typically present their projects to an audience, which can
include classmates, teachers and community members. This helps develop public speaking
and presentation skills.

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Interdisciplinary Learning: Projects often span multiple subject areas, allowing students to
make connections across disciplines and see the relevance of their learning in a broader
context.
Extended Duration: Projects usually span over an extended period, allowing for deeper
investigation and more thorough understanding of the subject matter.
Assessment: Assessment methods are varied and often include different rubrics, and
performance-based tasks that reflect real-world evaluation methods.
8.2 Methodology
Group Analysis: Students form small groups to systematically analyze the given project or
problem. They work together to reach a consensus on the meaning or implications of the
problem, using relevant terms and concepts from the domain, subject, or topic.
Theory Construction and Identification of Learning Needs: The groups construct
tentative theories explaining the phenomena or events described in the Project/problem. They
identify known facts and determine what additional information is needed to solve the
problem or complete the project. This process results in the formulation of learning issues,
typically arising as questions from their discussions.
Resource Search and Self-Directed Learning: Students individually search for and
evaluate resources that can help them understand the problem domain. They pursue these
learning issues through self-directed study, utilizing a variety of resources such as books,
articles, internet sites, and videos.
Group Review and Solution Proposal: Students reconvene in their tutorial groups to review
and share what they have learned. They propose solutions and elaborate on different aspects
of their findings. Together, they discuss and explore how their understanding of the problem
or project has developed and address any remaining misconceptions.
Self and Peer Evaluation: Students engage in self-evaluation and peer evaluation, reflecting
on their own contributions and assessing the contributions of others in the group.
8.3 Different Types of PBL Projects
There are several types of Project-Based Learning (PBL) projects, each with its unique
characteristics and level of student autonomy. PBL can also be considered as a model that
organizes learning around projects.

1. Task Projects:

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 In task projects, students work on projects defined by the instructor. These

projects provide minimal autonomy and may not stimulate significant
motivation or skill development as the tasks are predetermined.
2. Discipline Projects:
 The instructor defines the overall theme or topic/subject area of the project,
but students have the freedom to choose specific aspects or elements to
explore within that framework.
3. Problem Projects:
 Problem projects offer the highest degree of autonomy to students. Here,
students have almost complete freedom in choosing their project topics and
deciding how to approach them. This level of autonomy fosters independence,
creativity, and critical thinking as students navigate project planning and
execution on their own.
4. Service-Learning Projects:
 Service-learning projects combine academic learning with community service.
Students work on projects that address real community needs or issues,
applying their knowledge and skills to make a positive impact. This type of
project fosters civic engagement, social responsibility, and empathy.
The choice of project type depends on the intended learning outcomes. For instance, if the
goal is to provide students with hands-on project experience, task projects would be
preferable. If the aim is to enhance students' content learning, discipline projects would be
more suitable. For promoting autonomy, critical thinking, and problem-solving skills,
complex projects are ideal. Moreover, interdisciplinary projects can engage students from
various disciplines, fostering interdisciplinary knowledge development.

8.4 The Need for Introducing PBL Models in KTU Curriculum

The main motivations for implementing Project-Based Learning (PBL) include:

 Industry Demand for Skilled Engineers

 Need for Change in Teaching-Learning Practices
 Newly Adapted Accreditation Norms

As a result of globalization, professional engineers are expected to work in diverse

international, social, and cultural environments. From a global employment perspective, the
industry demands professionals to possess a comprehensive set of skills, including technical,

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personal, and social competencies. To meet these evolving industry demands, it is essential to
introduce existing PBL models or develop new ones that can effectively equip our students
with the necessary skills and knowledge.

PBL Course Elements

L: Lecture R: Project (1 Hr.), one faculty member for every twenty students
(3 Hrs.) Tutorial Practical Presentation
Simulation/
Presentation
Laboratory
Lecture delivery Project identification (Progress and Final
Work/
Presentations)
Workshops
Group
Project Analysis Data Collection Evaluation
discussion
Question Project Milestone Reviews,
answer Analytical thinking
Feedback,
Sessions/ and Testing
Project reformation (If
Brainstorming self-learning
Sessions
required)
Poster Presentation/
Guest Speakers
Case Study/ Field Video Presentation: Students
(Industry Prototyping
Survey Report present their results in a 2 to 5
Experts)
minutes video

Incorporating these elements into the lecture hour and project hours of a PBL course
can create a dynamic and engaging learning environment, helping students to actively apply
their knowledge and develop a wide range of skills.

To properly implement Project-Based Learning (PBL), faculty must first define appropriate
learning outcomes and map these to learning activities and subject matter. The subject matter
should be framed as a series of interconnected questions that guide the learning process.
Student projects should be planned so that students encounter and address these questions
during their project stages.

Here are some steps to effectively implement PBL:

Define Learning Outcomes: Clearly outline the learning outcomes you aim to achieve
through PBL. Ensure these outcomes encompass the necessary technical, personal, and social
competencies required by the industry.
Map Learning Activities: Align learning activities with the defined outcomes. Each activity
should contribute to achieving these outcomes and help students develop the required skills
and knowledge.

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Interconnected Questions: Consider the subject matter as a series of interconnected

questions. This approach guides students through the learning process, helping them
understand the relationships between different concepts.
Central Idea or Principle: Choose a central idea, concept, or principle that is always taught
in a given course. Identify a typical end-of-chapter problem or project that helps students
learn this concept.
Real-World Context: Develop a real-world context for the chosen concept. Create a
storytelling aspect for the end-of-chapter problem or research an actual case that can be
adapted. This adds motivation for students to solve the problem or design the project.
Video Presentation: Students can present their results in a 2-to-5-minute video, allowing
them to succinctly showcase their work and reflect on their learning process. This approach
enhances students' communication and presentation skills while providing a creative platform
to demonstrate their understanding and achievements.
Best Project Award: Awards given to the best projects at the end of each semester can
further motivate students to put in their best effort and strive for excellence. This recognition
fosters a sense of accomplishment and encourages healthy competition among students.

By following these steps, faculty can create a structured and

engaging PBL environment that effectively equips students with the necessary skills and
knowledge to meet the evolving demands of the industry.
8.5 Important Requirements and Evaluation Strategies
 Introduction to Requirements and Evaluation:
At the beginning of the semester, it's essential to clearly explain the requirements and
evaluation strategies for Project-Based Learning (PBL) to the students. This
transparency helps students understand expectations, plan their work effectively, and
strive for success. Here are the key elements to cover:
8.5.1 Requirements

1. Project Scope and Objectives:

 Clearly define the scope and objectives of the projects. Explain what students
are expected to achieve and the specific goals they should aim for.

2. Project Phases and Milestones:

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 Break down the project into manageable phases or milestones. Provide a

timeline with deadlines for each phase to help students manage their time
effectively.

3. Group Dynamics and Roles:

 Outline expectations for group work, including roles and responsibilities.
Encourage students to leverage each member's strengths and contribute
equally to the project.

4. Research and Resources:

 Specify the types of resources students should use and any required research
methodologies. Encourage diverse and credible sources of information.

 Documentation and Reporting: Explain the documentation requirements, such

as project proposals, progress reports, and final reports. Clarify the format,
structure, and content expectations for each document.

5. Presentation:
 Detail the requirements for presenting the project findings. This includes the
format (e.g., PowerPoint, poster, Video), duration, and key elements to be
covered in the presentation.

8.5.2 Evaluation Strategies

1. Rubrics and Criteria:

 Provide detailed rubrics outlining the evaluation criteria. Explain how
different aspects of the project (e.g., research quality, innovation, teamwork,
presentation) will be assessed.

2. Formative and Summative Assessment:

 Describe the balance between formative (ongoing) and summative (final)
assessments. Highlight how continuous feedback will be provided and how it
contributes to the final grade.

3. Peer and Self-Assessment:

 Explain the process and importance of peer and self-assessment. Encourage
honest and constructive feedback to help improve the quality of work and
collaboration skills.

4. Instructor Feedback:

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 Outline how and when the instructor will provide feedback. Ensure students
understand the role of this feedback in guiding their progress and enhancing
their learning experience.

5. Participation and Engagement:

 Emphasize the importance of active participation and engagement throughout
the project. Explain how attendance, contribution to group
discussions/presentation, and proactive problem-solving will be evaluated.

8.6 Roles of a Teacher in PBL Courses

In Project-Based Learning (PBL) courses, the teacher's role extends beyond traditional
teaching and evaluation. Depending on various situations, the teacher may need to assume
different roles to support and guide students effectively.

1. Resource Person:
 As a resource person, the teacher provides students with necessary
information, tools, and resources. This could include suggesting useful
references, offering insights into specific topics, or connecting students with
experts.

2. Consultant:
 In the role of a consultant, the teacher offers advice and guidance on project-
related issues. This involves helping students think critically, troubleshoot
problems, and refine their ideas and solutions.

3. Mediator:
 When conflicts arise within groups due to differences in opinion or attitude,
the teacher steps in as a mediator. The goal is to resolve conflicts, ensure
respectful communication, and keep the group focused on the project.

4. Learner:
 There may be situations where students present a problem that the teacher
cannot immediately solve or answer. In such cases, the teacher must admit
their own lack of knowledge and join the students in the learning process. This
approach emphasizes humility and a commitment to continuous learning,
demonstrating to students that it is acceptable not to have all the answers. The
teacher, in these instances, must assume the role of a learner.

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By adapting to these various roles, the teacher can effectively support students' learning
journeys in PBL courses, ensuring they gain the skills and knowledge needed to succeed. The
teacher's primary role is to guide students through each stage of their project. This includes
facilitating discussions, encouraging critical thinking, and supporting decision-making
processes. The teacher should not necessarily be an expert in the topic but should focus on
fostering a collaborative and supportive learning environment.

8.7 Challenges of Project-Based Learning (PBL) in Practice

 Project-Based Learning (PBL) pedagogy cannot be clearly defined, as there are many
models and diverse practices that satisfy PBL principles. Worldwide, the term PBL is
used to describe a variety of educational practices, developed by considering local
context, academic, and administrative culture. This diversity can create
inconsistencies in how PBL is understood and applied, making it challenging to
establish a standard definition.
 Not all students may be prepared or motivated to engage in PBL. Some may struggle
with the increased autonomy and responsibility, while others may be resistant to
deviating from conventional learning methods. Ensuring that students are adequately
prepared and supported is crucial for successful PBL implementation.
 Assessing student performance in PBL can be complex due to the emphasis on
process and collaboration rather than just the final product. Developing fair and
effective assessment criteria that capture the breadth of student learning and
contributions can be challenging.

In conclusion, project-based learning (PBL) is the most beneficial way for engineering
students to learn. The key element driving PBL is the ‘project,’ which guides self-learning
and problem-solving and, in turn, develops other critical skills.

By integrating PBL models into the KTU curriculum, we can better prepare our engineering
students to meet the challenges of a globalized world. This approach will equip them with the
comprehensive set of skills needed to thrive in diverse and dynamic professional
environments.

PBL offers several advantages over traditional classroom learning, including increased
student engagement, teamwork, critical thinking, and problem-solving skills, as well as
practical experience that prepares them for the workplace.

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9 COURSE CODING PATTERN

A course code in an engineering degree curriculum is a unique identifier assigned to a
specific academic course. It is a combination of letters and numbers that serves as a shorthand
reference for the course.

 Each course is denoted by a unique code consisting of Eight alphanumeric characters

(Five alphabets followed by Three numerals).

 Format: [YYXXCSNN]

 Eg: UCMAT201

 The first five characters (YYXXC) will be alphabets, representing the course category
(YY), name of the department (XX) offering that course followed by the nature of the
course(C).

 YY- University Core (UC), Group Core (GC), Programme Core (PC) etc.

 XX- Computer Science (CS), Mechanical Engineering (ME), Mathematics

(MA) etc.

 C- Theory(T), Lab(L), Seminar(S), Project(P) etc.

 The last three characters (SNN) will be digits, providing a unique numerical
identifier for the course.

 S- Semester Number (It can have a number from 1 to 8) in which the course is
offered

 NN- Course Sequence Number

This format aims to create a clear and consistent structure for course codes,
making it easier for students, faculty, and administrative staff to identify and
manage different courses within the university. These course numbers are to be
given in the curriculum and syllabi.

For eg: GAPHT121- is a theory course offered by the physic department in

the first semester for group A branch. PCMEL507 - is a Programme core
laboratory course offered by the mechanical engineering department in the fifth
semester. PBCST604 - is a project-based learning course offered by the computer
science engineering department in the sixth semester. UCHUT703 is a university
core theory course offered by the humanities department in the seventh semester.

• If a course is offered in two successive semesters, then the S and first

N(Character in 7th place) will represent the semesters in which that particular course

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is offered. In this case, S will represent the lower semester and N will represent the
higher semester.

For eg: UCHUT345-is a university core theory course offered by the humanities department in
the third or fourth semester.
COURSE CODING
Identification
Branch/Department Codes for the nature Semester
Course Category Number for Each
Code of the Course Number
Course

YY XX C S NN

UC T-Theory
HU, HW
UE M-MOOC

GA, GB, GC, GD,

L- Lab
GY

PC S-Seminar

PB P-Project 1 to 8 01,02,03…….
CS, CE, EC, EE, ME,

BT, MP, FT, MA….

J-Project Phase 2
PE, OE/IE
I-Internship

HN-Honours

MN-Minor

● T- Theory based courses (Other than the lecture hours, these courses can have
tutorial, practical and project hours, e.g. L-T-P-R structures 3-1-0-0, 3-0-0-1, 3-0-0-
0,2-0-2-0 etc.

● Course Category Code:

CODE DESCRIPTION EXAMPLE

GX Group Core courses Common to Group A and Group B GXCYT122

Group Core courses Common to Group B and Group C GYMAT101,

GY GYMAT201
Group Core courses Common to Group C and Group D GZPHT121,
GZ GZEST204
Group Core courses Common to Group A, Group B and GMEST103
GM
Group D
Group Core courses Common to Group B, Group C and GNEST305
GN
Group D

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10 MINOR AND HONOURS COURSES

APJ Abdul Kalam Technological University (APJAKTU) offers specialized Honours
and Minor courses as part of the B. Tech Curriculum 2024 to enhance the academic and
professional competencies of its students. These courses provide an opportunity for students
to gain deeper knowledge and expertise in specific areas of interest, beyond their major field
of study.

10.1 Minor Courses

Objective:

The Minor courses aim to provide students with additional knowledge and skills in a
secondary field of study, complementing their major discipline. This allows students to
diversify their expertise and enhance their employability and interdisciplinary competencies.

10.1.1 Specialization Options:

Minors can be offered both in specialized areas (e.g., Data Science, AI, Robotics, IoT, AI and
IoT, Robotics and AI, Entrepreneurship and Electric Vehicle Technology) or on a branch-
wise basis (e.g., Minor in Mechanical Engineering for students majoring in Computer
Science Engineering, “Bachelor of Technology in [CSE] with Minor in [ME].”).

This flexibility allows students to either deepen their

knowledge in an emerging field or gain broader technical skills in a different branch of
engineering.

10.1.2 Industry Linked Minor (ILM)

Affiliated colleges have the option to offer Industry Linked Minors (ILMs) in collaboration
with reputed industries, government agencies, and institutes of national importance. In such
cases, the syllabus of the minor program must be scrutinized and recommended by the Board
of Studies and subsequently approved by the Academic Council of the university. Evaluation
of courses, excluding MOOC courses listed in the ILM curriculum, will be conducted at the
college level.

Minors in specialized areas and industry linked minors can be offered by a single department
or in collaboration with two or more departments

10.1.3 Credit Requirement for Minor

The student shall earn an additional 15 credits to be eligible for the award of a B. Tech.
degree with a Minor.

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10.1.4. Minor Course Distribution:

 The distribution of courses for the B. Tech. (Minor) program is structured to ensure a
balanced and comprehensive acquisition of knowledge in the chosen minor discipline.
The minor courses and credits are allocated across four semesters to progressively
build the student’s expertise:
1. Semester 3: 4 Credits
2. Semester 4: 4 Credits
3. Semester 5: 4 Credits
4. Semester 6: 3 Credits

Minor(Title)
Semester

Credit Total
Sl. No:

Course Title Structure Marks Hrs./

Course SS Credits
Week
(Course Name)
Code
L T P CIA ESE
3 1 0 5
1 3 MNXXT309 Course 40 60 4 4/5
3 0 2 5.5

3 1 0 5
2 4
MNXXT409
Course/ 40 60 4 4/5
3 0 2 5.5

3 5 MNXXT509 Course/MOOC 3 1 0 5 40 60 4 4

4 6 MNXXT609 Course/MOOC 3 0 0 4.5 40 60 3 3

20/ 15/
Total 21
15
17
XX: Branch/Department Code

 The courses offered in the third and fourth semesters can be structured as either
theory-based courses or a combination of theory and lab-based courses.
 Upon completion of the program, students will be awarded a degree stating,
“Bachelor of Technology in [Major] with Minor in [Minor].”
10.2 Honours Courses

Objective:

The Honours courses are designed for high-achieving students who wish to delve deeper
into advanced topics within their major field of study. Completing these courses enables
students to gain specialized knowledge and demonstrates their commitment to academic
excellence.

10.2.1 Credit Requirement and Course Distribution for B. Tech. (Honours) Degree

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i. Credit Requirement:
 The student shall earn additional 15 credits to be eligible for the award of
B. Tech. (Honours) Degree.
ii. Course Distribution:
 15 credits are distributed across four semesters to ensure a structured and
progressive acquisition of knowledge in the Honours discipline.
1. Semester 4: 4 Credits
2. Semester 5: 4 Credits
3. Semester 6: 4 Credits
4. Semester 7: 3 Credits

Honours
Semester

Credit Total
Sl. No:

Course Title Structure Marks Hrs./

Course SS Credits
(Course Name) Week
Code
L T P CIA ESE

1 4 HNXXT409 Course 3 1 0 5 40 60 4 4

2 5 HNXXT509 Course/MOOC 3 1 0 5 40 60 4 4

3 6 HNXXT609 Course/MOOC 3 1 0 5 40 60 4 4

4 7 HNXXT709 Course/MOOC 3 0 0 4.5 40 60 3 3

Total 20 15 15

XX: Branch/Department Code

11 INTERNSHIP FOR B. Tech STUDENTS

Internships are a crucial component of engineering education, bridging the gap between
theoretical knowledge and practical application. They offer students invaluable exposure to
real-world engineering practices, professional work environments, and industry standards.

11.1 Objectives
The primary objectives of incorporating internships into the B. Tech curriculum at KTU are
to:

i. Provide hands-on experience in the engineering field.

ii. Develop professional skills and competencies.
iii. Enhance employability by aligning academic learning with industry requirements.

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iv. Foster networking opportunities with industry professionals.

v. Encourage practical application of theoretical concepts learned in the classroom.

11.2 Guidelines for Offering of Long-Term Internship

i. The students can take the internship either in 7thor in 8th semester.
ii. Under no circumstances, internship can be done within the institute.
iii. Students are eligible to pursue internships upon the completion of their Sixth
Semester End Semester Examination (ESE).
iv. Duration of Long-Term Internship: The internship period for the Long-Term
Internship should last a minimum of 4 months but not exceed six months (4 to 6
months).
v. There should be no pending disciplinary action.

The industry internship included in the curriculum will give students the opportunity to apply
their theoretical knowledge to practical situations and gain valuable experience.

The students can opt for Self-Study or Online Classes or MOOC courses corresponding to
Professional Elective, Open Elective and HMC Courses during their 7 th/8th semester, which
will give them flexibility in doing internships.

11.3 Guidelines for Offering of Short-Term Internship

i. Students are allowed to pursue internships after the completion of their Fourth
Semester University examination.
ii. Duration of Short-Term Internship: The period of the Internship shall be at
least 4 weeks but not exceeding 8 weeks (4 to 8 weeks).
iii. There should be no pending disciplinary action.
iv. Under no circumstances, internship can be done within the institute.

12 Integration of Self-Study Hours and European Credit Transfer System

in the B. Tech -2024 Curriculum
12.1 ECTS and Self-Study Hours
ECTS: The European Credit Transfer and Accumulation System (ECTS) is a standard
adopted by higher education institutions in Europe to facilitate the recognition of academic

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qualifications and periods of study. ECTS plays a crucial role in promoting academic
mobility and ensuring that students' educational achievements are universally acknowledged.

Self-Study (SS) Hours: In the context of an engineering curriculum, self-study hours

refer to the amount of time students are expected to spend on independent learning
activities outside of scheduled classroom instruction. These activities are essential for
deepening understanding, reinforcing concepts learned in class, and developing critical
thinking and problem-solving skills. Self-study hours are an integral part of the total
workload for each course and contribute to achieving the learning outcomes.

Including ECTS and self-study hours in the new curriculum at APJ Abdul Kalam
Technological University offers several significant benefits:

i. International Recognition and Mobility

 Standardization: ECTS is a standardized system used across European higher

education institutions, facilitating the comparison of academic achievements and the
transfer of credits between institutions internationally.

 Student Mobility: By adopting ECTS, KTU students will find it easier to participate
in international exchange programs, pursue higher studies abroad, or transfer credits
to institutions that recognize ECTS.

ii. Quality Assurance

 Including self-study hours in the curriculum design ensures that the courses
are structured to foster independent learning and critical thinking, essential for
professional and personal development.

iii. Alignment with Global Standards

 Aligning with international standards and practices enhances the reputation and
credibility of KTU, attracting more students and partnerships globally.

iv. Enhanced Employability

 Integrating ECTS and self-study hours into the curriculum enhances its industry
relevance by ensuring that graduates possess the skills and knowledge demanded by
the job market.

v. Transparent Workload Measurement

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 Comprehensive Learning Assessment: ECTS credits account for both contact hours
(lectures, labs, etc.) and self-study hours, providing a more holistic measure of student
workload.

 Student Planning: Students can better manage their time and plan their studies when
they have a clear understanding of the total expected workload, including time for
independent study.

12.2 Key Components of Self-Study Hours in an Engineering

Curriculum
Homework and Assignments: Completing problem sets, written assignments, and
projects that reinforce classroom learning.

Reading and Research: Reviewing textbooks, research papers, and supplementary

materials to gain a deeper understanding of topics covered in lectures.

Project Work: Working on design projects, lab reports, and other practical
assignments that require application of theoretical knowledge.

Preparation for Exams: Studying lecture notes, textbooks, and other resources to
prepare for assessments.

Practical Skills Development: Practicing coding, simulation, or other technical skills

necessary for engineering tasks and projects.

Independent Exploration: Exploring topics of personal or professional interest

related to the course content to enhance understanding and stay updated with the latest
developments in the field

1 ECTS credit point lies between 25 to 30 hours (except in the UK). The exact study hours
vary depending on the country and can be categorized as follows-

Popular Countries ECTS to Study Hours

Austria, Ireland, Italy, Malta, Spain 1 ECTS = 25 study hours
Finland, Lithuania, Sweden 1 ECTS = 27 study hours
Netherlands, Portugal 1 ECTS = 28 study hours
Germany, Belgium, Hungary, Rumania, Russia,
1 ECTS = 30 study hours
Ukraine, Georgia
United Kingdom (UK) 1 ECTS = 20 study hours

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For a full academic year, 60 ECTS credits will be assigned. Normally 30 credits are given
for a semester. The total workload of a study program in terms of ECTS points can be
explained as–

 Bachelor’s degree – usually ranges from 180 ECTS (3 years full-time) to 240 ECTS (4
years full-time).
 Master’s degree – usually ranges from 60 ECTS (1 year full-time) to 120 ECTS (2 Years
full-time).

12.3 APJAKTU credits to ECTS Conversion

The conversion of APJAKTU credits to ECTS is indeed a significant step for students
planning to pursue higher education abroad. ECTS credits play a crucial role in streamlining
the transfer process between universities, ensuring that students' academic progress
seamlessly integrates into their educational journey. Understanding and embracing systems
like ECTS are pivotal in the global education landscape, not only for facilitating smoother
transitions but also for promoting international collaboration and harmonizing academic
standards.

1. Formula For Calculating Total Study Hours:

Total Study Hours = (Number of hours/week) x (Number of weeks/semester)

Number of hours/week = (L+T+P) hours/week + (Self Study hours) /week

2. Formula For Calculating Self Study (SS) Hours:

 SS Hours=1.5L+0.5 T+0.5P+R

 L-T-P-R: Lecture-Tutorial-Practical-Project

3. Formula for calculating ECTS

The number of weeks per semester =15.

Let 1 ECTS= 25 study Hours

Total ECTS = Total Study hours / 25

12.4 ECTS Calculation: B. Tech 2024 scheme

 1 ECTS= 25 Study Hours
 Number of weeks/semesters= 15

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Self-study Hours/Week Total Study

Hours/Year ECTS
(SS=1.5L +0.5T + 0.5P+R)
L+ T+P {(L+T+P+SS) x 15 (Total Study Hrs/25)
Semester (/Week) weeks}
1 25 30 825 33
2 28 34 930 37
3 27 31 870 35
4 26 31 855 34
5 24 30 810 32
6 25 32 855 34
7 22 26 720 29
8 16 20 540 22
Total ECTS 256
 This general formula can be used for calculating ECTS for a Programme, year,
Semester or for a subject.

 If a student requests ECTS for Honours or Minor course, then the same can be
calculated using the above-mentioned formula.

B. Tech Honours
Total Study
L+ T+P Self-study Hours/Week Hours/Year ECTS
Semester
(Week) (SS=1.5L +0.5T + 0.5P+R) {(L+T+P+SS)x 15 (Total Study Hrs. /30)
weeks}
4
5
6
7

Total ECTS

12.5 American Credit Transfer System

The American Credit Transfer System refers to the process and framework used by
educational institutions in the United States to transfer academic credits between colleges and
universities.

Conversion Between ECTS and American Credits

There is no official, universally accepted conversion formula, but a commonly used

approximation is:

ACTS=ECTS/2

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 1 ECTS credit ≈ 0.5 American credit hours

 2 ECTS credits ≈ 1 American credit hour

Self-study Total Study

L+ T+P Hours/Week Hours/Year ECTS ACTS= ECTS/2
Semester (/Week) {(L+T+P+SS) x 15 (Total Study
(SS=1.5L +0.5T +
weeks} Hrs/25)
0.5P+R)

1 25 30 825 33 16.5
2 28 34 930 37 18.5
3 27 31 870 35 17.5
4 26 31 855 34 17
5 24 30 810 32 16
6 25 32 855 34 17
7 22 26 720 29 14.5
8 16 20 540 22 11
Total ECTS 256 128

Incorporating ECTS and self-study hours into KTU's new curriculum would align the
university with global best practices, enhance the quality and flexibility of its educational
programs, and better prepare students for international opportunities and professional success

13 Summary
By offering options for Project-Based Learning and incorporating University
Core, Group Core courses, and internships, KTU aims to enhance students'
practical skills, industry readiness, and comprehensive understanding of essential
and specialized disciplines. This approach ensures a well-balanced education that
prepares students for successful careers in engineering.

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