Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP

2020) eISSN 2394-1707

Industry Linked Projects as Tools for Improving

Employability of Budding Engineers
Siddalingesh S. Navalgund 1*, Jayashree C. Nidagundi 1, Dr. S. S. Kerur1
1
Department of Electronics and Communication Engineering, Shree Dharmasthala College of Engineering and Technology,
Dhavalagiri, Dharwad, Karntaka-580002, India
1
siddunavalgund@yahoo.com, jayaprajwal8@gmail.com, kerurss@gmail.com

Abstract: Technology is an ever-advancing field at par with *siddunavalgund@yahoo.com

scientific and technological innovations. Technical higher 1. Introduction
education policy always tries to adopt and implement these
Every course of higher technical education involves a
changes in their scheme and curriculum in line with industry
set of theory and laboratory courses, followed by an
requirements. The present paper briefs about the latest
internship program or project work. It is evident that the
indications on the teaching/learning methods and technical
students can learn better by the way of experiential
change in academia of countries on the path of development,
learning, which involves understanding by the way of
and its effects in the applying the enhanced employment of
“doing” or “implementing” the solutions to different
students in core industries. Here the tool for successful
engineering problems. Project work offers one such
enhancing of employment in related industry over the years
opportunity. Many universities and institutions have
is discussed. Exploration of the corporate working
adapted the notion of introductory project work, mini
environment with focused design orientation is addressed
project work and major project works to enhance the learn
through specific industry guided projects. The proposed plan
ability of students.
of industry supported (Prakalp) projects are implemented at
our institution, starting from pre-final year to final year UG Project work involves the individual work contribution
scheme over past three years. Key benefits observed through as whole teamwork representing planning of work, budget
the implementation of the proposed scheme are enhanced estimation, implementation and then presentation or
employment of students in related industries, improved skill demonstration. Project work may be sponsored by
development of the students and peer learning among student government agencies or private sectors. The students can
fraternity through group discussions. Industry guided carry out non-sponsored project works at their institutions.
projects can help to reduce the technological gap between In respect of industrial sponsored projects, multiple
industry and academia. Teaching fraternity can learning avenues are provided, which would enable the
communicate in progressive and meaningful way with team students to realize the gap between classroom interactions
of students and industry mentors for the implementation of and real-world scenario. The modern day Engineer faces
set objectives of the projects. newer set of challenges, and hence requires more than the
conventional methods. They are expected to comprehend
newer ways of functioning in teams working on various
Keywords: Core industries, Employment enhancement,
domains of engineering. They also need to be pro-active.
Prakalp, Best Practices, VLSI
Acquisition of interdisciplinary knowledge and working on
Corresponding Author such themes has become the order of the day. This is also
* Siddalingesh S. Navalgund aligned with the spirit of the newly proposed National
Department of Electronics and Communication Education Policy (NEP-2020). The engineers in the modern
Engineering, Shree Dharmasthala College of society are to be handling the latest problems of value to
society, which would then be converted into real-world
Engineering and Technology, Dhavalagiri, opportunities for business. This is also reflected in the
Dharwad, Karntaka-580002, India Course Outcomes (CO) being mapped to the Program
Outcomes (PO) and Program Educational Objectives
(PEO), and hence this study.

55
 on the need for inter-disciplinary nature of solutions to real-
2. Theoretical Framework world problems.
An unique joint work, involving three major universities This paper proposes one of the best practice implemented
in the USA are discussed (John S. Lamancusa et. al., 2013). at our institution, getting industry project guidelines and
The learning factory is described as the product of the assessment for set of selected students of departments of
Manufacturing Engineering Education Partnership (MEEP). E&EE, E&CE of our institution. The aim of this program is
The reported work describes a novel way of designing the to establish relationship involving VLSI industry project
courses. It is mentioned that the learning resources are made guidance, faculty and students of our institution under the
accessible in the electronic form though the internet. The banner of Prakalp program. Further aiming at development of
problem identification is provided by the industry partners. improved academic progress of the departments in the VLSI
The students would have these industry partners as their field and hence institutional improvements and quality
customers during the higher-level design courses. More than standards as measurable deliverables. Establishing
200 multidisciplinary projects have been reported as benchmark through best practices is one of the good concepts
completed. The implementations involve multiple teams from practiced by most of higher technical institutions. The
various disciplines of engineering, including the business accreditation bodies like, National Assessment and
team. The implementation has seen a large number of faculty Accreditation Council (NAAC), National Board of
members participating from five different time zones. Accreditation (NBA) and University Grant
The opinion of most of the industries is that lessons on Commission(UGC) etc. are assessing performance level of
critical thinking skills, must be included to help students to different institutions through best practices (Lakshmi T. K. S.
access the credibility of resources and come up with multiple et al (2007), Pillai Latha (2006), Sawant D. G. (2016), Dutta
alternatives before arriving at the optimal solution (Boje D. Sawant (2017)) as one of the evaluation criteria.
2001). Traditional case study approach does not develop skills Many self-financed private colleges in India have started
completely, hence resulting into incomplete solution to the implementation of skill-based practices. This helps in
problem (De Bono E., 1970). In project development phase, providing a budding engineer with multiple options of career
it is necessary to understand client expectations prior to in early part of life. The top 15 of such colleges have been
defining deliverables. The students involved in industry identified and listed with their unique best practices by
sponsored projects were compelled to behave as professionals Outlook magazine and these unique practices are studied
in (Gloeckler G., 2008). In experiential learning based on (Srinivas Rao Potti et al, 2014). The opinion of authors in
projects, the students gain a chance to design, develop (Srinivas Rao Potti et al, 2015) narrate implementing the best
multiple strategies for a real-life problem-based definition. practices for the quality enhancement that could be adapted
Such an approach provides ways to involve significant live by other engineering colleges nationally and globally. It is
business consulting. The main objective is to provide a means found that the 44-page document released from AICTE is a
with which the students can leverage the access to business good source of measures to be implemented for enhancing the
opportunities. This would enable the students in a smoother eminence aspects in technical education. The report also
change over from a conventional academic situation to a more narrates that these best practices are implemented by over 30
professional field. institutions all over country (2018). To prepare the students
The research findings in developing the student attitudes for getting success in most globally connected engineering
for careers of multiple types by means of project-based education, the article discusses about engineering programs
learning are reported (Martinich J. A, et al., 2006). Standard with best practiced formats (Alan Parkinson, 2007). Also it
cost benefit appraisals found difficulty in satisfactorily elaborates the challenges faced and outcome impacts with
incorporating dynamically with change in technical learning best practices implementation. The five years implementation
changes. The evidence provided in (Gorman M., 2010) is of best practices of top 20 Engineering universities in Russia
about the importance of learning effects and technical change is reported (Julia Ziyatdinova et.al., 2015). The statistical list
in industrial projects providing qualitative support for Cost of students is prepared through analysis of their international
Benefit Analysis(CBA).With the background it seems to be delegations: best practices, international conference and their
true that student project with industry depends upon a set of academic exchange program and project grant approval and
relationships involving students, faculty, an industry liaison its utilization. Affiliated engineering colleges with fixed
and the educational institution. Business strategies are at the syllabus do not have freedom to adopt the changes in their
core of a course which is designed keeping in mind the student curriculum. In such cases the innovations can be incorporated
consulting abilities. They involve an actual customer. The through best practices and some project-based teaching and
brief guide (John Weiss, 2012) reports that the industry- by solving open ended problems. The research article (Shaker
sponsored student projects help in improved long-term Meguid, 2017) describes those best practices in engineering
collaborations, and they are also reported to involve important education could be new learner or digital natives(who are
stake-holders like the undergraduates, teaching fraternity, familiar with operating smart phones) nowadays can be
business customers in a given geographic locations, an thought by digital immigrants or engineering faculty.
industry connection, and the educational institution. To summarize, it can be observed that the best practices
The recently launched National Education Policy can be in multiple forms. Each form offers its own
(Nandini, (2020), Aithal P. S. et al (2019)) NEP-2020 by the advantages. Practices like project-based learning, solving
honorable Government of India also has suggestions to open ended problems etc. will make the student to think and
inculcate professional values and ethics, while emphasizing come up with multiple solutions. This enhances the

56
capabilities of students to propose multiple solutions, and learning and research skills, thus instilling responsibility in
implement them for the real-world problems. faculty for enhancing the quality of teaching-learning process
and publications
All these above discussed best practices have been Establishing relationship between students, faculty,
instrumental in us, initiating projects of high impact institute and industry to transfer knowledge in the VLSI field
through the Prakalp program at our Institution. The Training the potential upcoming VLSI engineers who would
Prakalp program is successfully implemented for the last be industry-ready, so that they could be assigned with
three years at our institution. Implementation of this a given task on day one in the industry
program has yielded encouraging results. The program Program Planning and Practice
context, planning. implementation and benefits to The program execution is planned in consultation with all
students, industry and institution are discussed in further the stakeholders and the program started during the academic
sections. year 2017-18. Nominated group of engineers from M/s
Sankalp semiconductors with group of faculties at our
institution had planned the program execution. The planning
3. Methods phase included the following:
The method section covers how the Prakalp program is  selection of students for final year project implementation
envisaged and executed at the Institution. through written test (Objective questions on core subjects
& general knowledge based)
3.1. Context of Prakalp Program  project title finalization
Technological changes in the VLSI field are occurring
 review meetings with industry and institute mentors on
very fast in accordance with Gordon Moore's law which is
weekly basis
stated as "number of transistors on the square meter area is
 evaluation of projects by mentors and review committee
doubled for every 18 months". To bridge the gap between
constituted by institute.
these fast-growing field at industry and academia, the subjects
The Prakalp program is executed at our institution
called Basic Very Large-Scale Integration (VLSI) Design,
successfully for three years from 2017-18 to 2019-2020.
Analog VLSI Design, Application Specific Integrated
During the academic year 2017, four students of department
Circuits (ASIC) Design, CMOS VLSI Design etc. courses
of Electronics & Communication engineering were selected
were introduced at undergraduate program. This has been
to carry out VLSI industry relevant project. Students were
done keeping in view the guidelines issued by the various
allowed to visit the industry, work and interact with engineers
competent authorities like AICTE and Visvesvaraya
of Sankalp semiconductor Pvt. Ltd. During this course of one-
Technological University (VTU, Belagavi). The subjects are
and-half year time, a series of review meetings with mentors
introduced with due weightage being given to various sub-
were held, thus providing valuable insights into the project
fields in Electronics and Communication engineering
definition and solutions. The initial brainstorming sessions
discipline. This is of paramount importance, since an
induced the students with a sense of how to identify a problem
Electronics engineer is expected to gather knowledge in the
definition that could have feasible implementation and value.
allied fields also. These courses are focused towards
The minutes of all meetings were approved and documented.
theoretical concepts and execution with available resources.
The project evaluation by mentors and review committee at
The real-time or industrial problems require additional
the institution were carried out during the above said course
knowledge and resources to offer feasible solutions. As a
of time. At the end of the project, all students are employed in
result, with a wider alumni-base, our Institution could
VLSI industry.
establish good linkages with the industries, specifically in the
Similar approach continued for the academic year 2018-
field of VLSI. Hence, in the year 2016, the Prakalp program
19 with modification as written test is conducted to
was initiated in association with M/s Sankalp Semiconductor
departments of E&E and E&CE students with CGPA score of
Pvt. Ltd (now, a part of HCL after merger). Under the banner
8.5. Three batches of department of E&CE, one batch of
of Prakalp program, the Sankalp engineers were allocated to
department of E&EE were selected during their pre-final year.
be mentoring our institution students for the implementation
Each batch consisted of four students. After the selection, they
of projects in VLSI field.
were trained by their senior batch students with respect to
3.2. Program Objectives working environments. The project titles were finalized for
The teaching/learning process is given utmost importance all the batches by the mentors. During the project
in the educational institutes. Our institute continuously implementation phase, reviews and evaluation were done.
motivates and facilitate the needs of the teachers and students The minutes of the meeting were documented. During the end
to learn and execute new methods and outcomes. Hence, the semester, the project evaluation process of the students took
Prakalp program got approval to start at our institution during place. From this batch, most of the students were employed in
the year 2016. The objectives of this program execution VLSI industry. During the subsequent academic year 2019-
being: 20, the process continued and five batches of our institution
Stimulating young and energetic students mind towards from department of E&CE, E&EE were selected in the written
industry environment and making them to be ready test during their pre-final year. This time, as per the
professionals suggestions of industry mentors, a set of five heterogeneous
Promoting the teaching faculty with project-based batches with students from E&EE and E&CE department

57
students was formed. Thereafter, continuous review process institutions in the specific domain field.
and project evaluation by mentors and review committee took
place. The results of industry guided projects helped most of 4. Results and Discussions
Prakalp students for the employment in VLSI related industry. The Prakalp program started in 2017-18 academic year at
our institution. Pre-final students who have CGPA score of
3.3. Problems Encountered and Resource Required 8.5(80 students of department of E&CE) attended qualifier
Recent technology changes have been incorporated in written test. Out of which only four students were selected to
project-based learning with suggestions from industry carry out their project work under guidance of Sankalp
mentors to solve the problems of the society on time lines. mentors along with mentors at our institution. With lot review
Even though the mentors from industry were involved meetings and assessments students completed their project
continuously over online/offline modes for the project work. Very soon all the four have got employment in VLSI
execution/evaluation, with their busy working schedule most industries. So carrying industry guided project during the year
of the time the students expressed their non-availability to 2017-18 has resulted in 100% employment. This is shown in
solve the practical difficulty during the project execution. the Table 1.
Further, initially the peer teaching/learning meetings were a Table I Employment Details of Prakalp Students During
rare feature in the institution. Most of the time faculty at the 2017-18
institution were engaged in the routine work, and could not No of Students Employment in VLSI
have sufficient time to interact with industry mentors. Selected for Prakalp Industry
The resource required to execute this program is VLSI in 2017-18
Cadence software. This facility and other infrastructural 4 Sankalp-2
facility were made available at our institution. The students INTEL-2
were suggested to make use of software existing at our
institution. During the next year 2018-19, twelve students of
departments of E&CE and E&EE have selected out of 120
3.4. Impact of Program Execution eligible students with CGPA score of 8.5. Among these
The Prakalp program was executed successfully for three students three project batches were formed, two batches
years using resources of our institution and industry. The consisting of department of E&CE students and one batch of
results of implementation of industry guided projects with department of E&EE students. All three batches were
reviews and final examination are turned into valuable assigned with projects and they have been guided and
outcomes for the students and to our institution. assessed by mentors at institution and industry. Finally, ten
The advantages to students upon carrying industry guided students have got employment in VLSI industry after
projects over the years are: completion of their project work. The impact of these industry
a) increased number of employments in VLSI industry guided projects has added values to the institution and to the
b) enhanced opportunities to explore to the industry students. This resulting impact is shown in the Fig.1.
environment
c) fruitful interactions with people in industry at all levels of
employers
d) student behavior changed slowly into professionalism
e) improvement in analyzing and applying skills
f) peer group teaching and learning experience, and
boosting student's confidence level in VLSI subjects are
observed.
The Prakalp program execution has advantages to the
mentors and to the institution. They are listed as:
a) mentors at the institution are exposed to more practical
aspects of industrial type working
Fig.1 Employment Details of Prakalp Students During 2017-19
b) it helped them deliver lectures more effectively quoting
more industry relevant problem-solving skills
The results of the Prakalp program have been very
c) relations with industry were developed.
encouraging. Table 2illustrates the employment details for a
The advantages to industry are industry-ready trained
period of three years.
engineers will be available from institutions and they can be
employed directly with start of projects. The training time and Table 2 Employment Details for Three Years
training needs will be saved. In this context, institution also Number
gets benefits directly or indirectly by industry guides projects. Number of
Students
Their teacher skills and placement rate will be improved. Students
Academic Selected for
S.No. Employed in
Institution's ranking grade will also be improved and good Year Prakalp
VLSI
relations will be established between industry and institution. Program per
Year Industries
Above all, industrial people may become part of academic
activity, involving them with syllabus framing, question 1 2017-2018 4 3
paper scrutiny and also in valuation related works. This helps 2 2018-2019 12 10
3 2019-2020 16 12
us to identify ourselves uniquely in comparison with other

58
 The results of employment success over three years have academia. Students will get to know the real-life requirements
shown that the students at colleges or universities will be and problem-solving mechanisms in the professional way.
employable if their theoretical and practical skills are They start thinking and behave as professionals in comparison
enhanced through the help of industry sponsored project with other students of their peer group.
implementation. Higher technical education is the field, if With the implementation of this Prakalp program, we the
nourished with right technical skills the wonders or creative mentors at institution felt that such industry collaborations
environment will result from budding engineers. Fig. 2 shows programs with institutes should be more in number. This will
the employment details of Prakalp students in VLSI industry. enable the academic institutes to participate in recent
The Prakalp program students’ employment improvement technological trends as per changing needs of real-world.
results over three years are also discussed using Pie chart Having industrial relations with institutes will help
shown in Fig.3. During 2017-18, 15%, out of total (32) execution of quality assured projects, question paper setting
Prakalp students are employed. In the next year 2018-19, and evaluation processes. This quality check helps the
38%, out of total 32 selected Prakalp students are employed. institutions to look for their stand among many other
Similarly, in the year 2019-20, employment improvement is institutions.
46%, out of total selected Prakalp students over the three The success of Prakalp program execution is compiled and
years. compared with neighboring institutions where, such best
practice is not in practice in-terms of enhanced employment
in core VLSI domain and value-added courses credited to our
institution. The information details of such success are
indicated in Table 3.
As indicated in Table 3, we compare various parameters
related to the students’ placement and syllabus modification,
since these are the key performance indicators. The host
institution is being compared with one premier autonomous
institution and one premier non-autonomous institution.
These institutions have same student intake in department of
E&CE. Anonymity is maintained for the obvious reasons. Our
students’ employment in VLSI industry shows the success of
Prakalp program implementation. Some modifications
suggested by mentors of industry in our VLSI courses have
also played key role in enhancing employment in VLSI
domain.
4.1 Evidences of Program
The evidences of the program are very simple to
Fig. 2 Employment Details of Prakalp Students in VLSI Industry
understand. The Prakalp program is carefully planned and
executed over the period of three years. The list of projects
executed by Prakalp team are listed in appendix as evidence
of program success.
A total of 6 projects of high quality were carried out by
the students, with regular interactions from the industry. The
final findings of the project work were documented and
presented as report for evaluation.
The department has also calculated the cumulative
attainment of Course Outcomes (CO) for the above said three
academic years. The attainment levels are measured with
respect to the attainment benchmark being 80%.
The project listing is mentioned here.
1) Design of Low Voltage CMOS 18(LVCMOS 18) I/O
device
2) Design of Double Data Rate Two (DDR2) I/O
Transmitter Block
Fig.3 Employment Information in Percentage over Three Years
3) Design of Double Data Rate Two (DDR2) I/O
The results of Prakalp program execution have initiated Receiver Block
lot of technical changes at our institution. Junior students also 4) Design of CMOS LVDS Transmitter
wish to be part of Prakalp program. Results of these kind of 5) Design of CMOS LVDS Receiver
programs help to bridge the gap between industry and 6) Design of Power Converter

59
 Table 3 Students Placement and course modification

No of
Prakalp Students
Type of Student
S.NO Progra Employme Courses Modification in Course
Institution Intake
m nt in
VLSI/Year
CMOS VLSI-V
Semester
AMMVLSI-VI Syllabus as per affiliated
1
Autonomous Semester University
120 NO 10
- Institue1 ASIC-VII Semester
LOW Power VLSI
VLSI-LAB-VI
Semester
VLSI -VII Semester-
Non
VIII Semester Syllabus as per affiliated
2 Autonomous- 120 NO 5
VLSI-LAB-VII University
Institute-2
Semester

CMOS VLSI-V
Semester
AMMVLSI-VI
Process Corners
Autonomous Semester
estimation &
3 - Our 120 YES 15 ASIC-VII Semester
Value added techniques
Institute LOW Power VLSI-VIII
for amplifier deign
Semester
VLSI-LAB-VI
Semester

60
 Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
input clock frequency are considered. The design is related
5. Conclusion to consumption of least amount of power. The high-speed
There are ever changing technologies, an industry is one design principles are employed here. The speed of the data
of the beneficiary units to execute the changes in the form of bus is twice that of internal clock. Project is implemented
implementation. Most of the engineering colleges include best by designing the basic building blocks by using Cadence
practices as part of their curriculum development. During the Virtuoso tool with gpdk 180nm feature size of transistors.
orientation program for undergraduate students, the awareness 3.Design of Double Data Rate Two (DDR2)
about best practices is created by most of autonomous and non- I/O Receiver Block:
autonomous engineering colleges. The gap between industry This project is the implementation of signal
and academia is developed as per the new technology computability issues on the receiver side of I/O interface
implementation based on customer requirements. The block. This project implementation includes design of
implementation of Prakalp program in our institution has been Schmitt Trigger, driver circuits as per mentioned
very vital to reduce gap between academia and industry in the specifications.
VLSI domain. The case study through Prakalp program has 4. Design of CMOS LVDS Transmitter:
shown that to implement advancing technologies for Low-Voltage Differential Signals (LVDS) is approved
institutes/academia, a minimum of a couple of years of signaling standard for transmitter boards of IEEE Std
timeline is required. To bridge the gap, there should be 1596.3-1996. The LVDS transmitter is able to transmit
collaborative workforce. As a part of it we, at our institute have data over differential lines. This LVDS standard deals with
worked together for project implementation of final year conversion of analog data into digital data and it
students over three years. Another advantage can be cited here. transmitted with a minimum swing of 100mV with
The students have carried out these industry projects, which common mode input range from 0V to 0.25V of
were also evaluated for partially fulfilling the academic differential driver circuit. The project implementation
requirements for the grant of degree in engineering. This includes the design of basic components with mentioned
means that while the students carry out a project, they also get specifications. LVDS transmitters are to design high
benefitted immensely. The Prakalp program implementation performance analog to digital converters (ADCs). LVDS
has created new initiative at our institution. The VLSI course transmitter is used to design faster sampling rate
syllabus is reframed as per the suggestions of industry mentors applications. LVDS interface is used in software defined
through which all our students get advantage, not only Prakalp radio (SDR) devices. LVDS transmitter consumes less
students. Overall, the Prakalp initiative has shown value- power with reduced amount of noise emission.
addition to our institution and to our students. Hence, it is 5. Design of CMOS LVDS Receiver:
strongly felt that such increased Institution-Industry Low-Voltage Differential Signals (LVDS) is approved
collaborative efforts may help to solve real- problems. And signaling standard for receiver boards of IEEE Std 1596.3-
these kinds of best practices need to be compulsorily included 1996. The LVDS receiver circuit is designed with
in academic curricula as a part of new education system. objective of achieving sufficient gain and bandwidth to
receive complete transmitted signal. The design of
Appendix receiver block includes the design of differential amplifier,
level shifter and double ended to single ended output
The following is a list of projects implemented through
differential amplifier. The major design parameters like
Prakalp program at our institution over the duration of three
gain and bandwidth have been satisfied.
years:
6. Design of Power Converter:
1.Design of Low Voltage CMOS 18(LVCMOS 18)
This project is implemented to provide the designer
I/O device:
with method of converting voltage level by modeling a
LVCMOS 18 is an industry protocol which
buck converter both in current and voltage modes.
specifies the input and output standards for
Modeling of power converters is necessary to understand
transmission of the signal from low-voltage to high-
the working of each parameters of power converters. This
voltage domain and vice-versa. This project is
helps to discover the errors in any circuit early stages
implemented as LVCMOS 18 transmitter block which
system level defects can be reduced.
involves the design of level shifter, pre-driver and
All these projects were implemented using our institutional
driver circuits as per the mentioned specifications. resource such as Cadence Virtuoso and Assura, analog digital
Expected outcomes are verified with Cadence software. environments. During these three years, the final year students
2.Design of Double Data Rate Two(DDR2) I/O have been enabled to demonstrate the Cadence working
Transmitter Block: environment effectively. This practice also saw peer-to-peer
The I/O interface design for a DDR2 memory is an enabled learning, by having the final year students to teach the
important part in preserving the voltage levels in the pre-final year students. It is observed that student can think
range of 0.9V to 1.8V. DDR2 SDRAM transfers the beyond the current context if all the concepts were illustrated with
data synchronously. Both rising and falling edges of the more practical approach. Many a times, industry mentors

61
 Journal of Engineering Education Transformations, Volume No 35, August 2021, Special issue (Enhance Quality Education through NEP
2020) eISSN 2394-1707
expressed such feelings and shared with mentors at our Aithal, P. S. Aithal, Shubhrajyotsna (2019). Analysis of Higher
institution. They have suggested to incorporate more project- Education in Indian National Education Policy Proposal 2019
based or practice-based teaching/learning process in and Its Implementation Challenges. International Journal of
curriculum. Applied Engineering and Management Letters. 3 (2): 1–35.

Acknowledgments Mark E. Hillon, Yue Cai-Hillon, Darrell Brammer, (2012). A

Brief Guide to Student Projects with Industry. INFORMS
The authors would like to thank the Management of
Transactions on Education 13(1):10-16
SDM Educational Society Dharwad for encouraging us for
https:// doi.org/10.1287/ited.1120.009
taking up this work. Also, our sincere gratitude to the Principal
Dr. K. Gopinath, all the Deans and the Section Heads, for Lakshmi, T.K.S., Rama, K. and Hendrikz, Johan. (eds.). (2007).
guidance and support. Thanks, are also due to Prof. S. B. An Anthology of Best Practices in Teacher Education.
Vanakudre, the then Principal for supporting us in all possible Bangalore: National Assessment and Accreditation Council
ways. We would like to thank Dr. Vijaya C., the Head of (NAAC), 2007. E-Print.
Department of Electronics and Communication Engineering
for facilitating us in carrying out this work. I also thank Pillai, Latha, Mujumdar, B.R. and Hasan, Wahidul. (eds.).
specially the technical team at M/s Sankalp Semiconductor (2006). Community Engagement: Case Presentations.
Pvt. Ltd for the collaborative work. Special thanks to Mr. Bangalore: National Assessment and Accreditation Council
Syed Salman for mentoring. We would also like to thank all (NAAC), 2006. E-Print.
the Faculty and Staff of Sri Dharmasthala Manjunatheshwara
College of Engineering and Technology, Dhavalgiri, Sawant, D.G. (2016). Role of IQAC in maintaining quality
Dharwad, Karnataka, India for encouraging us in this work. standard in teaching, learning and evaluation. Pacific
. evaluation. Pacific Science Review B: Humanities and Social
Sciences 2 (2016) 66-69.
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