Question: How is the course curriculum for B.E. / B.Tech at Pillai College of Engineering?

{Source: <b>B.E. / B.Tech</b> students & alumni}<br /><br />Here's an attempt to summarize the answers regarding the course curriculum structure and relevance:<br /><br /><b>Relevance of the Course Curriculum</b><br /><br />* The course curriculum is relevant to some extent, according to several students (e.g., "Students learn a lot about Automobile engineering.which lays a good foundation and makes the students industry-ready.")<br />* Some students feel that the course curriculum is outdated and lacks relevance to modern industry requirements (e.g., "Course curriculum is not very relevant though.")<br />* Others mention that the course curriculum focuses too much on theory and not enough on practical applications (e.g., ".not enough practical projects and more emphasis on theoretical studies.")<br /><br /><b>Structure of the Course Curriculum</b><br /><br />* The course is structured into 8 semesters with multiple assignments and projects, according to some students (e.g., "The course is semester-based, and it is divided into 8 semesters with multiple assignments and projects in between.")<br />* Several students appreciate the well-structured nature of the course curriculum (e.g., "The curriculum is planned by the university and followed by the college, so the curriculum is very relevant to the subject area.")<br /><br /><b>Industry Relevance</b><br /><br />* According to some students, the course curriculum prepares students adequately for the industry (e.g., "Teaching quality is great, and the course curriculum makes students ready for the industry.")<br />* However, others express concerns that the course curriculum does not fully prepare students for the industry (e.g., "Course curriculum is not relevant at all.")<br /><br />Overall, the course curriculum seems to receive mixed reviews from students. While some praise its relevance and structure, others feel that it lags behind in preparing students for the industry.

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