Distribution of
Qualification Teaching Academic Research
Load (%)
Design
1st Facult Consul
ation UG P Spons
Year y t
(all the Date G ored
Recei ancy
S.N design of Resea Resear
vi and
o Degree ations Joinin Ph.D r ch Specili
ng Produc
(starting Year of since g the . ch (Fund zation
Name of Univer Othe Ph.D. t
from Gradu joining institu In Guid Paper ed
The Faculty sity r during Develo
highest ation the tion prog a Public Resear
Mem ber Prog the p
degree) instituti r nce a ch)
r Asses ment
on) am tions
am s
ment
Years
Dr.M
Ph.D 2016
GR U
JNTU
1 M.Tech 2007 Power
Dr.P.RAMES A Profess 10-8-
- 12 5 - - 15 - - Electro
H or 15
nics
JNTU
B.Tech 2000
H
NIT Associa
M.Tech Calicu 2008 te
t Profess
Power
3 D.PRASAD or 24-08-
- 22 5 - - 6 - - Electro
2009
n
JNTU
B.Tech 2005
H
JNTU
M.Tech 2012
K
4 K.VENKAT Asst.Pr 26-06-
- 22 5 - - 3 - - PSCA
ESWARLU ofessor 2009
JNTU
B.Tech 2008
H
JNTU
M.Tech 2009
K
Asst.P
K.V.NAR 10-06-
rofess - 22 5 - - 2 - -
5 AYANA JNTU 2016 HVE
B.Tech 2007 or
H
JNTU
M.Tech 2010
K Associ
ate 18-3-
G.KOTI - 24 5 - - 3 - - PI&D
6 Profes 2016
REDDY JNTU
B.Tech 2007 sor
H
JNTU
M.Tech 2013 Power
B.VIJAY K Asst.P
15-06- Electro
CHANDR rofess - 24 - - - 2 - -
7 2015 nics
A or
JNTU
B.Tech 2008
H
JNTU
M.Tech 2013
K
Power
Asst.P
12-12- Electro
B.SURES rofess - 22 - - - 1 - -
2016 nics
8 H or
JNTU
KUMAR B.Tech 2008
K
JNTU
M.Tech 2014
K
V.V.RAG Asst.P
02-06-
HAVULU rofess - 24 - - - 3 - -
9 2011
or PS
B.Tech ANU 2009 HVE
JNTU 2013
M.Tech
K Asst.P
10 K.ANUS 12-06-
rofess - 24 - - - 4 - -
HA JNTU 2015
B.Tech 2010 or PE &
K
PS
JNTU
M.Tech 2014
K
O.MANO Asst.P
02-06-
11 GNA rofess - 22 - - - 01 - - PE
2016
JNTU or
B.Tech 2009
K
JNTU
M.Tech
K 2015
Asst.P
12 CH.VANI 02-06-
rofess - 24 - - - 1 - -
2016 PS
or
JNTU
B.Tech 2013
K
JNTU
M.Tech 2014
K
Asst.P
S.Kavitha 25-01- PS
rofess - - - - - 3 - -
13 2010 HVE
or
B.Tech ANU 2009
JNTU
M.Tech 2013
K
Asst.P
12-06- PE &
A.Sravani rofess - - - - - 2 - -
14 2015 PS
or
JNTU
B.Tech 2010
K
JNTU Assist
M.Tech 2015
15 P.Ranadhe K ant
er JNTU Profes
B.Tech 2012
K sor
16 Associ
ate
x
profes
sor
17 Associ
ate
xx
profes
sor
18 Associ
ate
xxxx
profes
sor
ACADEMIC YEAR(2014-15)
Dr.M
Ph.D 2016
GR U
Power
1 Dr.P.RAMESH Profes 10-8- Profes
JNTU 12 5 - - 15 - - Electro
M.Tech 2007 sor 15 sor
A nics
JNTU
B.Tech 2000
H
JNTU Pursuin
Ph.D
K g Power
Associ
K.RAMESH Electro
2 ate 11-05-
BABU - 18 5 - - 7 - - nics
Profes 2013
JNTU and
M.Tech 2009 sor
K Drives
NIT
M.Tech Calicu 2008
t Associ
Power
3 D.PRASAD ate 24-08-
- 22 5 - - 6 - - Electro
Profes 2009
n
sor
JNTU
B.Tech 2005
H
JNTU
M.Tech 2014
K
V.V.RAGHAV Asst.P
02-06-
ULU rofess - 24 - - - 3 - -
2011
or PS
5 B.Tech ANU 2009 HVE
JNTU
M.Tech 2014
T.LAKSHMI K Asst.P
02-06-
DURGA rofess - 22 - - - 01 - - PE
2014
JNTU or
6 B.Tech 2009
K
JNTU
M.Tech 2015
P.RANADHEE K
Asst.P
R 02-06-
rofess - 24 - - - 1 - -
2014
or
7 PS
JNTU
B.Tech 2013
K
JNTU
M.Tech 2014
K
Asst.P
S.Kavitha 26-10- PS
rofess - 24 - - - 3 - -
2010 HVE
8 or
B.Tech ANU 2009
JNTU
M.Tech 2013
K
Asst.P
B.HIMA 23-09- PS
rofess - 24 - - - 3 - -
BINDU 2013 HVE
or
9 JNTU
B.Tech 2010
K
JNTU
MUZEEB M.Tech 2014 Asst.P
K 19-12- PS
KHAN PATAN rofess - 24 - - - 3 - -
2013 HVE
or
10
B.Tech ANU 2009
M.Tech JNTUH 2013
Asst.P
M.SUNEEL 26-03- PE &
rofess - 24 - - - 2 - -
KUMAR 2013 PS
11 JNTU or
B.Tech 2007
H
JNTU
M.Tech 2013
K
Asst.P
1-5- PE &
J.SWETHA rofess - 20 - - - 2 - -
2015 PS
or
12 JNTU
B.Tech 2010
K
JNTU
M.Tech 2014
K
V.MAHESH ASST. 20-05- PS
- 20 - - - 2 - -
BABU PROF 2013 HVE
13 JNTU
B.Tech 2010
K
JNTU Associ
M.Tech 2013
K ate
xxxxxxxxx Profes
sor
14 JNTU
B.Tech 2010
K
JNTU Associ
M.Tech 2013
K ate
xxxxxxxxxx Profes
sor
15 JNTU
B.Tech 2010
K
16 xxxxxxxxx Associ
ate
Profes
sor
17 xxxxxxxxx Associ
ate
Profes
sor
18 xxxxxxxxx Asst
profes
sor
S:F ratio = N/F; N=No. of students= 3x where x is (approved intake + 20% lateral entry intake +separate division, if any)
a: Total number of full-time regular Faculty serving fully to 2nd ,3rd and 4th year of the this program
b: Total number of full-time equivalent regular Faculty(considering fractional load)serving this program from other Program(s)
c: Total number of full time equivalent regular Faculty(considering fractional load) of this program serving other program(s)
Fulltime on roll with prescribed pay scale. An employee on contract for a period of not less than two years AND drawing consolidated
salary not less than applicable gross salary shall only be counted as a regular employee.
Prescribed pay scales means pay scales notified by the AICTE/Central Government and implementation as prescribed by the State
Government. In case State Government prescribes lesser consolidated salary for a particular cadre then same will be considered as
reference while counting faculty as a regular faculty
Year X N F SFR=N/F
CAY
3x72 216 15 14.4
(2016-17)
CAYm1
3x72 216 15 14.4
(2015-16)
CAYm2
3x72 216 15 14.4
(2014-15)
F1: Number of Professors required =1/9xNumber of Faculty required to comply with15:1Student-Facultyratio based on no. of students
(N)as per 5.1
F2: Number of Associate Professors required=2/9xNumber of Faculty required to comply with 15:1 Student-Faculty ratio based on no.
of students (N) as per 5.1
F3: Number of Assistant Professors required=6/9xNumber of Faculty required to comply with 15:1 Student-Faculty ratio based on no. of
students (N) as per 5.1
CAY-
1 1 2 3 1 4 9 1 10
2016-17
CAYm1-
1 1 2 3 1 4 9 1 10
2015-16
CAYm2-
1 1 2 3 1 4 9 1 10
2014-15
Average
RF1=2 AF1=2 RF2=4 AF2=4 RF3=10 AF3=10
Numbers
FQ =2.5 x [(10X +6Y)/F)] where x is no. of regular faculty with Ph.D., Y is no. of regular faculty with M.Tech., F is no. of regular faculty
required to comply 1:15 Faculty Student ratio (no. of faculty and no. of studentsrequiredaretobecalculatedasper5.1)
CAY(2016-17) 2 14 16 16.25
CAYm1(2015-16) 2 14 16 16.25
CAYm2(2014-15) 2 14 16 16.25
Item Marks
15
>=60% of required Faculty members retained during the period of
assessment keeping CAYm2 as base year
Total no of faculty 18 18 18
% of faculty retained 22 22 33
Introduction:
The key role of a teacher is to teach, which can be understood as meaning to facilitate learning of some target curriculum. Teaching is therefore
intimately tied to notions of learning and there is a sense that if students do not learn then whatever the teacher is doing does not deserve the label
of teaching. The use of innovative methods in educational institutions has the potential not only to improve education, but also to empower
people, strengthen governance and galvanize the effort to achieve the human development goals for the country.
In the pre-technology education context the teacher is the sender, the educational material is the information and the student is the receiver of the
information. In terms of the delivery medium, the educator can deliver the message via the chalk-and- talk method and LCD projector
transparencies. This learning perspective is a popular technique, which has been used for decades as an educational strategy in all institutions of
learning. Basically teacher controls the instructional process, the content is delivered to the entire class and the teacher tends to emphasize factual
knowledge.
Following innovative learning methods are initiated and implemented by the faculty for students to learn in a better manner.
1. Computer-assisted learning
5. Group Learning
6. Innovations in Assessment
7. Innovations in Evaluation
1. Computer-assisted learning:
Objectives:
To provide direct access to quality instructional resources through computers connected in LAN and Internet
Assess the students through online quiz tests for better learning
Facilities Created:
LCDs, interactive boards are consistently used in the class-room lecture delivery.
Internet facility is provided to students for deeper inquiry into their subjects.
The technologies are used even in the co-curricular activities during seminars, workshops every classroom is provided with computer with
LAN and internet connection.
Outcomes:
The students and faculty are engaged in effective teaching and learning process
Engineering students of different branches learn many theory subjects and perform labs as per JNTUK curriculum. PACEITS is introducing ATL &
ASL, a modern teaching learning process for the second year and first year B.Tech students. Advanced Technology Laboratories are established to
increase the awareness in engineering students about the latest methods in practical oriented teaching methodology.
Objectives:
Understand the applications of mathematics and science in engineering at a deeper level
Facilities Created:
Through ASL the students will get an idea of application and implementation of principles of Physics in their core subjects.
Outcomes:
Through this program students enhance their knowledge and develop their skills which may create interest in Research and Development. Get
certifications in popular courses
The laboratory learning is made very effective through the implementation of an innovative program namely Laboratory Improvement for Future
Trends (LIFT).Under this program the faculty member handling the laboratory sessions shall prepare a manual with different activities.
Objectives:
Collect research literature related to the lab Participate in the maintenance of the lab.
To create awareness among the students and develop Industry Institution interactions
Facilities Created:
Outcomes:
Objectives:
The Objective of LEAD Concept is introduction of new experiments beyond course curriculum in day to day regular lab sessions.
Methodology:
These Experiments are designed based upon the theory syllabus and student skills. At least One Experiment is introduced in each lab to train all the
students in latest trends for laboratory improvement program which will be useful for the students to get awareness about the skills in conducting
experiments.
Outcomes:
A collection of students who are intellectually, and aesthetically engaged in solving problems, creating products, and an assemblage in which
each student learns autonomously and through the ways of learning of others. By group, we refer both to the learning of individuals that is fostered
by being in a group and to a more distributed kind of learning that does not reside inside the head of any one individual. Rather than focusing only
on what the individual knows, the goal is to build a collective body of knowledge; learning groups strive to create publicly shared.
6. Innovations in Assessment:
Objectives:
Take corrective actions during the middle of the semester for better attainment levels of course outcomes and program outcomes
Methodology:
Special Assessment software is designed and implemented to collect the attainment levels of course outcomes and program outcomes on frequent
basis.
An assessment web link is provided to the students and faculty for giving feedback on the ongoing lecture sessions.
The student gives feedback on day to day basis about the ongoing subject-wise lecture sessions.
This feedback will enable the faculty to know the effectiveness of his teaching on day to day lecture basis and helps to improve his performance.
Alumni survey, Employer survey etc are conducted through online.
Outcomes:
7. Innovations in Evaluation:
Generally evaluation of students is done by the faculty. However an innovative assignment evaluation method is proposed and implemented with
the following objectives:
Objectives:
Methodology:
Self Evaluation by the students is carried out under the faculty supervision. The students are divided into groups. Different home assignments are
given to different student groups. One of the group members shall evaluate the remaining members assignments and including himself. The
evaluation within the group is carried out on rotation basis. The evaluated assignments are submitted to the faculty for scrutiny and feedback.
The above method of evaluation helps the students in improving their learning and presentation skills.
KOMMANABOYINA
1 1 1
RAMESH BABU
DASARI PRASAD 1
KALLURI
1
VENKATESWARLU
KATRAGADDA
1
VENKATA NARAYANA
VEMULA VEERA
RAGHAVULU
BANDARV VIJAY
CHANDRA
B.SURESH
G.KOTIREDDY
K.ANUSHA 1
AMARA SRAVANI
CH.VANI
O.MANOGNA
P.RANADHEER 1
Academic research includes research paper publications, Ph.D. guidance, and faculty receiving Ph.D. during the assessment period
Number of quality publications in referred /SCI Journals ,Citations, Books/Book Chapters etc. (6)
1 2016-2017 13
2 2015-2016 18
3 2014-2015 6
2016-2017
1. Dr P.Ramesh Implementation of CE and VVD for High speed wireless commutation Elsevier conference
applications
2 Dr P.Ramesh An Assessment of potential wind miles using improve processing and AI based Elsevier conference
wind speed estimation
3 Dr P.Ramesh Design of portable raspberry PI camera for blind people Science direct conference
4 Mr K.Ramesh Babu Design and simulation of grid connected PV system for multilevel inverter IJSETR
with less no of components
ISSN:2319-8885
K.Anusha ISSN:2349-4751
7 G.Kotireddy Fuzzy logic based control of Hybrid power system distribution generation IJASTEMS
ISSN:2454-356X
8 K.V.Narayana Active and Reactive power control of large scale grid connected PV system by IJMTER
Cascaded multilevel inverter with Fuzzy logic control approach
ISSN:2393-8161
9 B.Vijaya chandra A PWM based multi level renewable energy system IJASTEMS
ISSN:2454-356X
10 K.Venkateswarlu Improvement of power quality in grid connected bars using main and IJSETR
auxiliary voltage source inverter
ISSN:2319-8885
11 V.Veera Raghavulu Power quality improvement in electric field transportation using hybrid active IJSETR
and passive filter
ISSN:2393-8161
12 V.Veera Raghavulu A novel controlling technique improve power quality in distribution IJSETR
generation system
ISSN:2393-8161
2015-2016
3. P.Ranadheer Micro grid control in distribution system using fuzzy logic IJIREEICE
technique
ISSN:2321-5526
ISSN:2005-4262
8 K.Venkateswarlu Design and simulation of advanced DVR for multi functional IJMETMR
purpose
ISSN:2348-4845
11 Dr P.Rmaesh Synchronous generator based off shoe wind energy system IJAEGT
with high voltage Z-source converter for industrial drive
V.Veera raghavulu applications ISSN:2309-4893
17 K.V.Narayana ANN based unified power quality conditioner for power IJR
quality improvement
ISSN:2348-6848
Events/Journals/P
S. No. Faculty Name Paper/Book Title
ublisher
IJSER
1 T L Durga Enhancement of Power Quality by Shunt Active Filter Using Intelligence Technique
20141202
IJET
2 M K Patan A Modular converter topology fed BLDC Drive for EV applications
R031413
IJSETR
High Voltage Gain Closed Loop Control Of DC-DC Converter Fed SRM Drive With
3 K Rameshbabu 625143M
PV Source
IJATES
Modelling and Simulation of Micro Grid System Based on Renewable Power
4 P Ranadheer 1416929847
generation Units by using Five Level Cascaded H-Bridge Converter
Motor Current Signature Analysis For Rotor Cage Fault Detection In Induction IJRET
5 S.Kavitha
Motor 29055144
5.7.2 Sponsored Research:
Funded Research:
(Provide a list with Project Title , Funding Agency, Amount and Duration)
Funding amount (Cumulative during assessment years):Amount>20Lacs5Marks
Amount>=16Lacsand<=20lacs4MarksAmount>=12Lacsand16lacs3MarksAmount>=8Lacsand<12lacs2
Marks Amount>=4Lacsand<8lacs1MarkAmount<4Lacs0Mark
Product Development:
Research Laboratories:
Instruction Materials:
Working Models/charts/Monograms:
Product Development:
Productivity is one of the key ingredients for the successful product development in Engineering. .The Department of EEE maintains
continuous practices and strategies to better satisfy the customer requirements and increase their market share by a regular development of
new products. The development involves either improving an existing product or its presentation, or developing a new product to target a
particular market segment or segments
1. Idea or concept
2. Market research and analysis
3. Product design
4. Engineering and development
5. Testing and launch
Working Models:
The Department of EEE accustoms continuous practices and strategies to better satisfy the customer requirements and increase their market
share by a regular development of new products. The development involves either improving an existing product or its presentation, or
developing a new product to target a particular market segment or segments.
The proposals are submitted to product development committee and get authorized by R & D and principal. The authorized document will be submitted to
management for further approval.
Instructional Materials:
Instructional Materials are very much useful for a student to understand the content in lectures delivered by lecturers.
The Department of EEE prepared the following materials which are generally being supplied to students during the middle of the semester.
List of Instructional Materials in EEE Department:
1. STEP Material (Part A- Short Answer Questions: Part B: Long Answer Questions).
2. Lab Manuals.
3. Power Point Presentations in Soft Form.
Charts:
Charts are the graphical representation of topics which gives student to know in depth conceptual understanding of each curve or the curves
drawn between parameters which are drawn to show their relationship.
The Department of EEE appointed a separate coordinator to mobilize different charts which helps staff for better explanation of the topics in a
subject
1. Name :
2. Designation :
3. Department :
ACADEMIC WORKS
PERSONAL CONTRIBUTION:
6. Laboratory [1] :
No. of Session Conducted :
(a) College
(b) University
(c) Any other Organization
11. a) Appreciation / Awards / Recognition earned [1] :
11. b) Disciplinary Actions faced :
12. Other activities Inside/Outside the campus towards development of self & students [1]:
14. Whether proficient with Rules, Regulations & Management system [1] :
PRINCIPAL
PRINCIPAL