Upload
vishal-jain
View
215
Download
0
Embed Size (px)
Citation preview
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 1/23
Concept Paper: Revision of UG curriculum 2011
Version: 1.0
1. Introduction
As part of the prevalent practice of reviewing UG curriculum once in every 10 years, the present concept
paper has been prepared based on the feedback from all stake holders and extensive analysis of the
current scenario and expected requirements.
The curriculum review committee has recognized the following challenges in the current revision process:
i. Very diverse
career
aspirations
of
graduating
students
ii. The increasing heterogeneity in student intake especially their analytical, language and
communication abilities.
iii. The changing nature of engineering education that is not only becoming more inter‐disciplinary in
nature but is also increasingly emphasizing innovation and entrepreneurship
iv. The objective to nurture and encourage good students and at the same time to provide suitable
support to the academically challenged students
v. The necessity to attract our under‐graduates to post‐graduate programmes including Ph.D.
Further, it is recognized that any solution that is proposed should pragmatically take into account the
constraints posed by the increased intake and current class sizes. Another constraint that has been
recognized is that very high IIT branding has ensured that a vast majority of undergraduate students
choose their disciplines based on JEE rank rather than on their inherent aptitude or interests. Basic degree
from IIT is considered as the stepping stone for a variety of career options.
Motivated by these observations, CRC has prepared a conceptual framework of the proposed
undergraduate programmes. The key theme has been to provide flexibility, time and space in the
curriculum so that students can get maximum benefit from their education in IIT Delhi. The proposed
curriculum makes
an
attempt
to
enable
the
students
to
add
maximum
value
to
their
own
programme
to
suit their interest and abilities.
However, detailed and exhaustive rules and regulations required for implementation of the conceptual
framework will be framed subsequently once the conceptual framework is finalised. In the subsequent
background section we present a summary of feedbacks obtained.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 2/23
2. Background: Feedback
2.1 Summary of feed‐backs obtained through special DFB meetings held to discuss curriculum revision
• The Curriculum Review process should elucidate the three elements of education – knowledge
base, development of skill sets, and inculcation of values. • Engineering has become highly interdisciplinary. This calls for a strong and wide base in
fundamentals rather than very specialized training. Therefore, basic engineering courses should
be given higher emphasis. This will also enhance the analytical and problem solving skills among
the students. The ramifications on engineering education arising from the changing nature
of science and its interplay with engineering needs to be considered. Also, making large
number of OCs as part of all the programs has not worked very well. The open category
credits should be decreased together with an increase in the number of credits for courses in Basic
Sciences and Engineering Sciences so as to give the students a stronger foundation. • There should be a common set of courses, irrespective of the disciplines/programs, in the first
two/three semesters. This will also mean reduction of departmental core. The completion of thefirst year core basic science / engineering science requirements by the sixth semester
should be enforced.
• Another possibility is to have a larger basket of first-year common courses for the students to
choose from. This will allow some flexibility to the students in choosing the courses according to
their interests and strengths, while enforcing a basic common level foundation to all.
• The current credit requirements are too demanding and there is scope and need for reducing the
same.
• Increasing the HUSS component in the UG curriculum could be desirable, particularly in view of
the generic soft skills often required of our undergraduates by their prospective employers.
• The introductory HUSS course (HUN100) is not serving the intended purpose and its structure
may need to be revised.
• The current allotment method of HUSS courses, based on CGPA, year of enrollment and
availability, prevents students with a genuine interest in a subject to pursue it further. A
mechanism of pre-requisites should be created such that the availability of higher level courses
will be based on performance in lower level HUSS courses. Also, evening slots may be created
so that more students have a chance to take HUSS courses of their interest.
• Tutorials may be done away with except maybe at the first year level. Senior students are
sufficiently mature enough to take on the self-study component even without formal tutorial
hours. Tutorials do not contribute towards inculcating the culture of self learning among the
students.
• Exciting students is the most critical task of the curriculum. Hands-on experiences in the
laboratory and projects is crucial for this but our current approach to laboratory
classes/components and the state of our labs does not allow this. • Experimental skills among our students are extremely low. It is necessary to have a basic
engineering laboratory course common to all students.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 3/23
• There is a need for inclusion of more research oriented courses in the programs, which may be
offered to meritorious students. A degree with some advanced standing may also be offered to
motivated and meritorious students willing to do additional credits. New programs or providing
flexibility in the existing programs such as Dual B.Tech, (B.Tech +M.Tech), (B.Tech + MS),
(B.Tech +MBA) are a move in the right direction.
• To cater for the diverse aspirations of the students, the concept of divisions (such as Mechanical
Sciences, Electrical Sciences, Chemical Sciences etc.) can be introduced. This will also result in
rationalization of courses and teaching load. • Rationalization of courses and teaching load can also be done by splitting up the full course into
modules, wherein some modules may be common to students from certain Departments while
some modules maybe made specific to different Departments. • The number of hours dedicated to academics should be no more than 12 hours per day.
Taking into consideration an average of two hours of off-classroom study for each hour
of lecture interaction, the per day lecture hours to should be not more than 4. • In the dual degree programs, students taking courses together with their MTP should be avoided.
This adversely affects the quality of output in the projects. • Due to the increased class strength in the recent years, Departments are finding it difficult
to secure enough industrial internship positions for all the students. • The curriculum should allow a framework wherein students (as part of their B. Tech. or M. Tech.
projects) could participate in longer duration projects in the industry. For this, they may be
required to stay and work at an industrial location. Mechanism for such activities, including credit
requirements and equivalences, needs to be evolved.
• Inter-departmental research projects should be encouraged and a framework for that should be
allowable in the new curriculum. Possibility of joint projects between HUSS and engineering
departments should be opened up (including a HUSS component in B.Tech projects).
• A number of students are not able to make the adjustment to IIT easily and their GPA
plummets in the 1st year. This has a domino effect on the academic performance of the
student. This problem could be solved if we could make the 1st year (or at least the 1st
semester) pass/fail only i.e. CGPA should be counted only from the 3rd semester
onwards.
• The number of students, who require out-of-classroom help related to the subjects taughtin the class, are on the rise. A Learning Centre manned by students to provide help
sessions to needy students could be a useful facility. • The curriculum should provide various kinds of exit options – exit from the program, exit
from the department, exit from the institute. • There is a lack of sensitivity among our students towards plagiarism and need for professional
ethics. This could be made part of the curriculum and students be sensitized at multiple points in
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 4/23
their academic programme about these matters and the importance of developing the highest
ethical standards in their work in IIT and later.
• There is a steep fall in the written and oral communication skills of students.
• The UG curriculum has strong linkages with the PG curriculum now. Therefore, a
parallel revision of the PG curriculum is also necessary.
2.2 Summary of Feedback obtained through Web based Survey
2.2.1 Feed‐back of Students
The feedback from students was sought on a wide range of issues covering overall assessment of the IIT
education, assessment of curriculum and other systemic issues. The response was received from 1952
students. The following distinct trends emerge from the feedback:
1. An
overwhelming
majority
of
the
respondents
(~
80%)
felt
that
their
overall
academic
experience at IIT Delhi has been positive, and that they have able to sustain or enhance their
analytical and critical thinking abilities during their stay at IIT. Above 90% of them felt that their
wider understanding of the world has increased during this time.
2. But, a very large number (~45%) felt that their motivation to be an engineer/scientist reduced
significantly since the time of entry, which is a concern for us.
3. While students do not seem have a major problem with the overall load, a majority of them,
however, felt that the number of contact hours is too high and the curriculum does not allow
exploration of interests nor does it promote creativity.
4. A large percentage of students (~45%) do not seem to appreciate the relevance of the first year
courses to the rest of their IIT education.
5. Students seem to be generally very positive about the open category courses with about 82%
believing that such courses lead to value addition to their educational experience.
6. There is a strong negative feeling among the students on the effectiveness of the practicals and
quality of equipment in the labs.
7. Over 68%
of
students
favoured
B.Tech
projects
across
departments
and
only
11%
opposed
it.
8. Only 30% students found more than half of the courses to be inspirational.
9. Most students (70%) feel that an increased interaction between teacher and students outside
the classrooms will enrich their educational experience.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 5/23
2.2.2 Summary of Feedback from Alumni and Other Professionals
Feedback from the IITD alumni and other professionals was sought on their assessment of IITD
graduates, the IITD curriculum as well as teaching‐learning experiences at IITD for the Alumni. The
response
was
received
from
a
large
number
of
professionals
(more
than
100)
including
Alumni.
The
following distinct trends in their opinion emerge from the feedback:
1. Most of the professionals rated the performance of young IITD graduates on various parameters
such as overall competency, domain knowledge, performing engineering tasks, and learning ability
as good to excellent.
2. Above 60% believed that the thoroughness of domain knowledge of IITD graduates has remained
unchanged over the years or has improved.
3.
On
account
of
ethical
and
professional
conduct,
most
of
the
respondents
rated
IITD
graduates
as
good followed by average.
4. While above 75% of the professionals felt that the breadth and depth of knowledge provided by the
curriculum is adequate, about 70% believe that the curriculum is highly theoretical.
5. Most professionals preferred an increased duration of internship, maximum among them opting for
3 months.
6. A large majority of the alumni said that the scope for independent learning and creativity in the
curriculum is too little.
7. Majority of
the
alumni
believe
that,
to
promote
in
‐depth
learning,
the
number
of
lecture
courses
per
semester should not exceed 4‐5.
8. While 47% of the alumni felt that the total number of credits required for B.Tech. program should
be kept unchanged, another 25% felt it may be reduced slightly.
9. About 95% of the alumni opined that Major Project should remain as a core component. Also, most
of them felt the major project should be industry oriented and largely innovation based.
10. About 55% of them think that IITD prepare graduates to conduct themselves in an ethical and
professional manner in job quite well.
2.2.3 Summary of Feedback from Faculty
Feedback from individual faculty members was sought on a wide range of issues covering overall
philosophy, curriculum structure, evaluation and grading, program specific issues and academic
administrative issues (questionnaire attached in Appendix‐3). The response was received from 52 faculty
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 6/23
members, and most of them did not answer all questions. This number may be too low to conclude any
definite statistical trend of the opinion of our faculty body. In the sequel, we mention only those points
where some indication became apparent. It may be noted that feedback from faculty has also been
ascertained through special faculty board meetings of all departments, which are given earlier.
1. A number of faculty members have proposed to merge programs like ME1 & ME2 and EE1 & EE2 to
a single more general program by the respective departments.
2. Many favoured the idea of introducing new program types such as Dual B.Tech., and B.Tech +
Interdisciplinary M.Tech.
3. There are a number of suggestions to introduce Material Science and Engineering as a new B.Tech.
Program, and to offer Minor Area Program in this area.
4. Most of respondent faculty members felt that the minor area programs should be continued, but
with some
structural
changes.
The
core
may
be
made
more
flexible
by
including
a basket
of
courses
for the same. The minor area should be available to good students above a certain CGPA.
5. On the total number of credits for B.Tech., the suggestions mostly varied from 140 to 180, with
more inclination towards the higher number.
6. Most supported the idea of splitting up the overlapping courses into modules, wherein some
modules may be common to students from certain departments while some modules may be made
specific to different departments.
7. Majority of respondents is in favour of increasing the flexibility for movement across programs.
8. Most of those who responded favoured a uniform first year component for all programs.
9. The respondents favoured a reduction of maximum laboratory time from 4 hrs to 3 hrs for its
effective utilization. The 3 lab hours could still be counted as 2 credits.
10. Many felt that tutorials should be dropped from higher level courses to encourage self learning.
11. Faculty members seem to favour a smaller weightage on non‐test based evaluations for larger
classes and a higher weightage for smaller classes.
12. There is a general concern on the poor communication skills of the students. Suggestions to improve
it vary
from
a compulsory
summer
course
on
communication
skills
to
mandatory
10
‐15%
weightage
on presentations and report writing in each lecture course.
13. Faculty generally feels that the ideal teaching load is 2‐3 lecture courses per year with 8‐10 hrs per
week.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 7/23
3. Recommendations about the Proposed Under‐graduate Curriculum
3.1 Key issues
In the
proposal
for
UG
curriculum
revision,
CRC
have
addressed
the
following
key
issues:
3.1.1 Academic Load
The curriculum introduced in 2003 was formulated with the expectation that each student would invest
about 54 hours/week for academic activities. This was based on the feedback from faculty, students and
alumni. Feedback obtained as part of the current curriculum revision process also indicates that current
expected academic load of 54 hours/week is adequate with ample opportunities for the students to
pursue other activities.
It was assumed in the previous concept papers (1992 and 2003), that each credit requires a minimum of 2
hrs of
academic
load
(including
contact
hours).
However,
with
the
increased
diversity
of
the
student
intake, CRC is of the opinion that depending upon the degree of preparedness a student may need to put
in different amount of time per week for earning each credit. Therefore, it is obvious that we cannot have
a uniform model of academic time budgeting for all students.. The effort required by students may range
from 2 hours per week to 3 hours per week. In case, a student needs to put in 3 hours, on an average, for
adequately preparing for each credit, then per semester he/she can earn no more than 18 credits; in 8
semester the student can earn maximum of 144 credits. On the other hand, if a student requires on an
average 2 hours effort for each credit, then he/she can earn 180 credits at the rate of 22.5 credits per
semester as per the existing model. Therefore, under the present circumstances, a key challenge of the
curriculum design is to create a flexible framework to enable students with different abilities to qualify for
the degree.
3.1.2 Flexibility in scope
We also have students joining IIT with different aspirations. Some of them would like to have B.Tech as
the stepping stone for career in diverse non‐technical fields like management, finance, administration,
etc. In the past, we have seen IITians professionally opting for journalism, film‐making, literature and
even politics. Some of them develop interest for areas which are not part of their parent discipline.
Another group of students want to pursue entrepreneurial path. Yet another group is seriously interested
to pursue research and development in their chosen field of interest. At the same time some students
pursuing technology
degree
would
also
like
to
have
adequate
exposure
to
intricacies
of
science
and
humanities. Some students excel in creative independent pursuits, while some others perform extremely
well in standard class‐room courses. This diversity of interests, capabilities and aspirations have added a
new dimension to the present curriculum review process. The new curriculum, in its structure and credit
distribution over different categories, has factored in this diversity of aspirations and interests along with
the ability (and consequences for time budgeting, as discussed above) of the students.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 8/23
3.1.3 First‐year teaching
The first‐year curriculum is critical in many ways since it sets the stage for the remainder of the students’
academic experience. It builds the foundation for the rest of the curriculum, yet many students feel that
there is little connection between the first‐year courses and the remainder of the coursework. Therefore,
along with the basic science and engineering arts and science courses, it was felt that it is important to
have a course that exposes students to the essence of engineering while igniting their passion about the
world of science and technology. Lastly, a common curriculum in the first year will not only smoothen
departmental changes but also build community amongst the students.
3.2 Proposed B.Tech Degree Requirements
3.2.1 Credit Distribution
Motivated by these observations and feedback from different stake holders, CRC proposes following
credit distribution for the B.Tech Programme
Departmental Credits (Core + Elective): 60 – 70
(with at least 10 credits as electives)
Outside Department credits 65
Total 125‐135 credits
This total credit requirement is consistent with the time budget model for those students who require
about three
hours
of
academic
involvement
for
earning
each
credit.
In
this
model,
a student
will
need
to
do almost the same number of credits in departmental core and elective categories (without B.Tech
project, Design Course, Introduction to Programme, Colloquium, etc ) as in the 2003 curriculum. Also,
non‐departmental credit requirements (other than the open category credits) remain approximately
unchanged. In other words, if we consider that these components represent essential aspects of B.Tech
curriculum, a student who needs additional preparation for meeting academic demands of courses can
satisfy the minimum degree requirement by earning these credits. Further, individual programmes may
have different departmental credit requirements based on the breadth and scope of the degree, hence a
range from 60 to 70 credits have been provisioned. On an average a student will be required to complete
18 credits per semester. However, CRC strongly urges Departments to think differently rather than just
adopt the
existing
curriculum
Departmental credits will have following division
Departmental Requirement :60 ‐ 70 credits
Elective :10 credits minimum
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 9/23
Consistent with the philosophy of broad‐based B.Tech curriculum, this credit distribution model also
satisfies the basic philosophy of having 50% credits outside the parent discipline of the students.
3.2.2 Outside Department Requirement
The outside Departmental credits will have the following components:
Institute Requirement:
- Basic Sciences : 22 credits
- Engineering Arts and Science : 18 credits
- Humanities & Social Sciences : 15 credits
Programme Requirement
– linked Basic Sciences/EA/ES : 10 credits (maximum)
A. CRC
proposes,
consistent
with
the
core
philosophy
of
science
based
engineering
curriculum,
following
as a possible model of credit allocation for Basic science courses as core component of the degree
requirement:
1. Mathematics : 8 credits (distributed over two courses of 4 credits each)
2. Physics: 5 credits ( a course of 5 credits with a laboratory component of 2 credits)
3. Chemistry: 5 credits (a course of 5 credits with a laboratory component of 2 credits)
4. Biology: 4 credits ( a course of 4 credits with laboratory component of 1 credit)
These courses should be same for all programmes.
B. Similarly for Engineering Arts and Science following model is proposed:
1. Electrical Engineering Fundamentals (a course of 4 credits with lab component of at least 1 credit)
2. Computer Science Fundamentals (a course of 4 credits with lab component of at least 1 credit)
3. Fundamentals of Engineering Mechanics ( a course of 4 credits)
4. Engineering Drawing / Engineering Communication ( a course of 2 credits)
5. Product Realization/ Manufacturing (a course of 2 credits)
6. Environmental Studies (a course of 2 credits)
These courses should also be the same for all programmes. Typically, in the first year students will be
doing 36 common credits from Institute Core. Remaining credits of institute core will be done by the
students in the 3rd semester.
C. CRC proposes to allocate 15 credits (minimum, e.g. 3 courses of 4 credits and 1 course of 3 credits) for
Humanities and Social Sciences Courses. These courses should be organised into logically coherent
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 10/23
baskets. Course offering must enable students to do well‐balanced mix of courses based upon their choice
and pre‐requisites so that he/she gets a comprehensive exposure to different aspects of Humanities and
Social Sciences as an essential component of Engineering Education.
D. CRC also recognises that there would be programme specific requirements of Basic Sciences and
Engineering Arts
and
Science
Courses.
In
order
to
accommodate
these
requirements
additional
10
credits
have been allocated for departments to specify programme specific requirements in addition to the
institute requirement.
E. CRC recommends that a course on Materials should be an integral component of the B.Tech/Dual
Degree curriculum. However, this course must be tailored differently for meeting requirements of
different programmes. Hence, a course on Materials, in a programme specific fashion should form part of
this 10 credits requirement. Departments may make suggestions about content of the course which can
meet requirements of their programme.
F. Depending
on
the
departmental
curricular
requirement,
students
can
also
be
given
the
option
of
doing
one or two electives in Basic Sciences and Engineering Arts and Science categories to meet the
requirement of this programme specific 10 credits. For example, B.Tech (EE) may require students to do (i)
a course on Probability and Stochastic processes (may be 4 credits) and (ii) a course on Material Science
(may be 3 credits) and (iii) an elective from a list prescribed by the department.
3.2.3 Non‐grade Core Requirement
In addition, CRC proposes additional non‐grade units as core requirements for the undergraduate degree.
CRC proposes that these units can be earned through a combination of formal academic activity and
informal co‐curricular or extra‐curricular activities. To‐day students actively participate in co‐curricular
and extra‐curricular activities. Feedbacks from alumni and students have indicated that these aspects of
campus life have also helped all round personality development. CRC in order to integrate formal
academics with informal outside class‐room learning experience proposes in the following a new
mechanism for earning these units. Obviously, in order to earn these units, a student will need to involve
himself/herself into activities beyond 54 hours/week. However, since the total credit requirement is less
than 18x8 = 144 a student will have free time slots available within this 54 hours per week. CRC assumes
that activities planned for these components will not require differential preparation time for different
students. Hence, for earning 1 unit a student will be involved for not more than 2 hour per week. In order
to meet time requirements for these components, a student will also make use of remaining 30
hours/week available to him (under the assumption that weakly 12x7=84 hours are available to a
student) for other activities. Hence, these units will be counted in a different way and will not be
considered as part of formal academic requirements.
Following components of Non‐grade units (core) have been proposed:
1. Introduction to the Engineering & Programme : 02
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 11/23
2. Language and Writing Skill : 02
3. NCC/NSO/NSS : 02
4. Professional ethics & Social Responsibilities : 02
5. Communication skill/seminar : 02
6. Design/Practical experience : 05
Total
: 15
These 15 units will be core requirement for all the programmes. In summary, B.Tech degree requirement
will be, therefore, 130‐140 credits + 15 non‐graded units.
A student will need to earn these 15 units over the complete duration of the programme with special
considerations and requirements for each component. A student will need to get an S grade to earn these
credits. Incomplete performance in such components will be indicated by Z grade.
A. Introduction to the Engineering & Programme
All students
will
be
required
to
undergo
exercises
in
the
first
year,
spanning
over
two
semesters,
for
earning these units. These may involve listening to lectures, developing project reports based upon self ‐
study, visit to laboratories (in and outside the institute) and industry, executing simple scientific or
engineering projects. A detailed framework for such a course has been presented subsequently. Student's
involvement will not be more than two hours per week.
B. Language and Writing skill
All students will be required to undergo exercises in the first year, spanning over two semesters. These
exercises will be designed to impart language skills ‐ enhancing their ability of listening comprehension,
reading and writing in English. Further, students will be exposed to principles of English grammar and
nuances of technical writing. Textual material and lectures will focus on the relationship between
Engineering and Humanities and Social Sciences. These exercises will be tailored according to the
background of the students. The background of the students will be assessed through a test to be
conducted at the beginning of the semester. These exercises can be organized either during normal
academic hours or outside. A student can be prescribed self learning exercises or additional practice
sessions during vacations as requirement for his/her S grade. Student's involvement, during regular
semester, will not be more than two hours per week.
C. NCC/NSO/NSS
NCC/NSO/NSS will form part of core requirement of the degree. Students will be required to earn 2 units
from these activities. These are notional credits. The faculty coordinator will devise a scheme for awarding
these credits. Currently followed requirement of 100 hours, translates to 2 units (14x4x2) distributed
approximately over two semesters. However, in the proposed curriculum, a student will be allowed to
earn these credits over the entire duration of the under‐graduate programme and can make use of
his/her participation in sports and social welfare activities for earning these credits.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 12/23
D. Professional Ethics and Social Responsibility
There is increasing consensus worldwide that engineering ethics needs to be incorporated into the
engineering curriculum
to
provide
students
exposure
to
the
kind
of
professional
ethical
dilemmas
they
might face on an individual basis as well as the larger ethical aspects of technology development. As
succinctly noted in a well‐known essay by Harris and colleagues, "Engineering ethics [are] professional
ethics, as opposed to personal morality...and sets the standards for professional practice." Case‐study
based approaches are often used for illustration and discussion of engineering ethics and such material
could be presented in a stand‐alone fashion or integrated into existing courses (or both). We suggest a
combination of these approaches supplemented by other materials/discussion forum to ensure that IITD
graduates ethical engineers.
Workshops, discussions/debates will be organised to sensitize students about Professional Ethics and
Social Responsibility.
Use
of
theatre
‐in
‐education
will
be
explored
for
achieving
the
same.
NRCVE,
BSW
and Student Counseling Cell are expected to be involved in these activities. Like NCC/NSS/NSO a faculty
coordinator will be appointed for Professional Ethics. This course will be also associated with a notional 2
units implying total involvement of about 100 hours. Involvement of students in these activities, to be
held outside regular class hours, will be monitored by the coordinator for awarding the S grade. Any act of
plagiarism and unfair practice in the examination reported against the student will require him/her to
undergo additional exercises to qualify for the S grade. A student can earn an S grade in Professional
ethics through his involvement in these activities over first three years of his stay in the institute.
E. Communication Skills
Communication skills is an essential requirement for a modern engineer. CRC proposes to allocate 2 units
for exercises in communication skill. Instead of colloquium, CRC proposes that departments introduce a
set of topic specific seminar courses for students (for example ‐ EEN401 ‐ Seminar on Embedded Systems
‐ 1 unit). These courses will be elective, offered in each semester. These seminar sessions will be held for
two hours per week. Multiple such courses can run in parallel. These seminars will also be open for all.
These seminars can be scheduled outside office hours. Students need to register for at least one such course in his/her parent department for earning one unit. Further, students can earn remaining one unit through any one of the following means
1. By successfully undergoing Communication Skill course/workshop organized as an activity
approved by DUGS
2. By documentary evidence of excellence in debating and/or writing as certified by faculty in‐
charge of these activities.
3. By participating in course seminars of regular courses; for example regular L courses can have
optional seminar component (e.g EEL707 Multimedia Systems can have optional seminar component of 1
unit.).
4. Registering and completing an additional seminar course offered by any department or centre.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 13/23
A student will be required to earn these credits in their 3rd and/or 4th year.
D. Design Experience
CRC proposes to encourage students to involve themselves into different technical and engineering
projects during
their
stay
in
the
institute
to
earn
the
design
experience
units.
CRC
hopes
that
opportunity
to a student to earn this Design Experience units in an informal setting also will usher in processes and
mechanisms that will support the spirit of innovation and creativity among students. CRC recommends
the following means through which a student can earn design experience units:
1. Participating in design activities linked to courses;
2. Participating in co‐curricular design/project activities;
3. Internship in an industry/research lab including research projects at IIT Delhi
CRC proposes that while designing a regular course, other than the LTP structure, departments can clearly
indicate Design Load of a course. A regular course can have maximum of 2 unit of Design Load. This would
typically correspond
to
projects/exercises
to
be
executed
by
the
students
on
their
own,
under
the
supervision of the course coordinators. A faculty, based on the academic capability/performance of the
student, can permit him to opt for Design Load in his/her course. This may encourage academically
inclined students to take up interesting challenges as part of course work
A student can claim Design Experience credits through sustained and substantive innovative work as part
of recognized co‐curricular activities. Faculty in charge of these activities will certify the Design Units
earned through this process. This will also cover projects undertaken at the Innovation Centre.
There has been a feedback from both faculty and students, that undergraduate students should get
actively involved in the research projects at IIT Delhi. In order to create an enabling mechanism, CRC has
recommended that the students will also have the opportunity to participate in research projects at IIT
Delhi (outside regular curricular work) in summer and regular semesters to earn Design Experience Units.
A successful summer internship in an industry/research laboratory of 40 days will enable a student to earn
2 units of Design Experience. On the other hand, a student can opt for an internship with an
industry/research organisation for 120 days to earn 5 credits of design experience. It would require
departmental faculty supervisors of internships to certify that work done during internship is worthy of
requisite uniits of design experience.
Obviously, summer internship with industry will no longer be an integral core requirement for the degree.
A student can earn Design Experience Units through industrial/research internships once he/she has
earned 70 credits.
A student may finish academic credits at the rate of 18 credits per semester and spend additional 120
days for industrial internship to earn 5 Design Experience credits ‐ internship over extended period will
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 14/23
also enhance the student's employability. This facility can also be used by the student to explore
innovative and challenging projects in an industry or research organisation.
3.3 Capability Linked Opportunities for Undergraduate Students
Students demonstrating superior academic performance and better capability obviously requires less than
3 hours as preparation time for earning each credit. These students must be encouraged to take
additional credits in a disciplined fashion so that they can add more value to their B.Tech degree.
A student who clears all first year credit requirements (36 credits) with CGPA 7 and above will be
permitted to register for additional credits from 3rd semester onwards. A student will be permitted to
register up to 26 credits per semester provided
(i) The student has cleared all courses for which the student has registered so far and
(ii) His/her CGPA is 7 or above
In case,
a student
does
not
meet
this
requirement
but
has
cleared
20xN
credits,
where
N
is
the
total
number of semesters spent, then he/she can register up to a maximum of 23 credits.
A student registering for 26 credits in each semester can complete additional 48 credits (8 credits x 6
semester) maximum. A student registering for 23 credits in each semester can complete additional 30
credits maximum. Hence, it will be feasible for a student, who is performing reasonably, to do additional
courses and add value to his/her degree depending on his choice.
Students can make use of these additional credits in two blocks of 20 credits to opt for
1. Minor/Interdisciplinary Area Specialisation
2. Departmental Honours/Specialisation
A student based up on his/her performance and interest can choose either one or both. Successful
completion of minor area credits and/or departmental honours/specialisation will be indicated on the
degree.
A student may not opt for either of the two but can do additional credits through open choice of courses.
In case a student cannot meet requirements of a minor area or departmental honours/ specialisation,
additional credits earned by the student over and above his/her degree requirement will be used for
DGPA calculation and will be indicated on his transcript.
A. Departmental Honours/Specialisation
Departments can design one or more baskets of departmental courses of 20 credits for offering
Departmental honours/specialisation. A department may offer more than one specialisation. Typically,
departments offering multiple B.Tech programmes can chose to offer one B.Tech programme with option
of multiple departmental specialisations corresponding to the different B.Tech programmes being run
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 15/23
now. CRC strongly urges departments to offer a single B.Tech programme with the option of multiple
areas of departmental specialisation.
CRC suggests that the departmental honours/specialisation baskets may include a project course of 6 to 8
credits. Departments are free to design organisation of courses for departmental specialisation.
Departments may decide to indicate some of the courses in the specialisation basket as core. If a
department includes
a 3 or
4 credit
project
course
in
the
set
of
Core
courses
for
the
B.Tech
programme,
then project course in the departmental specialisation can be continuation of the core project.
B. Minor/Interdisciplinary area of Specialisation
Departments and/or Centres and/or Schools can offer Minor area or Inter‐disciplinary specialization as
per currently approved provisions. In addition to the existing rules, CRC suggests that a minor area/ inter‐
disciplinary area can have a set of courses (instead of one or two fixed core courses) out of which one or
two must be done as core requirement of the programme.
It is
desirable
that
cross
departmental
linkages
in
various
activities
and
even
emerging
areas
must
be
consolidated in the form of minor areas as well as inter‐disciplinary areas. Success of minor/inter‐
disciplinary area specialisation scheme will depend on the availability of a large number of interesting and
useful options to the students. Departments, Centres, Schools and Inter‐disciplinary research groups
should feel motivated to offer such programmes for benefit of the students as well as for the growth of
newer areas of innovative technology. In order to facilitate and streamline the process of introduction of
minor/inter‐disciplinary specialisations, CRC recommends that senate approves a special committee for
recommending proposals for introduction as well as termination of minor/ inter‐disciplinary areas to the
senate for its consideration so that such proposals need not go through the time consuming process of
approvals through individual faculty boards of departments and centres. Further, CRC recommends that
such programmes should receive institutional support in terms of finance and space, if neccessary.
C. Further, if interested, eligible students will be able to also opt for B.S programmes as dual degree
option, instead of minor area or departmental specialisation. Details are described later.
3.4 Dual Degree
CRC has proposed, based upon feedbacks obtained from different sources and careful analysis of current
challenges and demands of industry and academic research, frameworks for defining a wide variety of
dual degree programmes. Departments and Centres on their own or in collaboration with others can
decide to adapt these frameworks for defining new programmes or re‐model existing programmes. Some
of these programmes can be offered as option to JEE entry students. However, CRC strongly feels that
dual degree programmes, ideally, should be available as options to our under‐graduates which they can
exercise based upon their motivation at the appropriate juncture of their academic career.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 16/23
The proposed framework of Dual degree programmes involving combination of an UG and PG degree is
expected to be used by the departments and centres to create mechanisms to attract our UGs to join and
complete post‐graduate programmes in fast‐track mode consuming less time (for e.g. M.Tech./M.S in one
additional year instead of two). CRC recommends sustained effort on the part of the faculty to popularise
such programmes. CRC invites additional suggestions which can further incentivize this migration process.
3.4.1 Dual Degree (B.Tech + M.Tech)
Departments can offer dual degree programmes (B.Tech + M.Tech) for JEE entry students. Dual degree
students will need to complete additional 36 credits in the fifth year. Out of 36 credits, minimum of 18
credits is expected to be core and will be the major project (6 credits in 1st semester and 12 credits in the
second semester). Departments will suggest structure of remaining credits. Dual degree requirement
should be built upon departmental honours/specialisation credits. Relevant departmental specialisation
will be a mandatory requirement for the dual degree student. A dual degree student will not be doing a
project course
as
part
of
departmental
specialisation.
Instead
the
student
will
do
additional
regular
courses specified as part of departmental specialisation.
CRC suggests the requirement of 36 credits for the additional two PG semesters because for earning each
PG credit a student will be expected to invest at least 3 hrs of preparation time per credit per week
(including contact hours).
If a student fails to qualify for departmental specialisation with CGPA 7.5 or above, he/she will be
expected to exit with only B.Tech degree (with departmental specialisation, if he qualifies for the same).
Failure to earn Dual Degree will be indicated in the degree and transcript.
A B.Tech student, while pursuing departmental honours/specialisation can opt for the dual degree and
continue for the same provided he completes departmental honours/specialisation with CGPA 7.5 or
above.
3.4.2 5‐yr Integrated M.Tech
CRC proposes to discontinue with the 5‐year integrated M.Tech programme for the sake of uniformity in
the structure of the PG programmes. Further, integrated M.Tech programme does not provide an
interface to naturally built the programme on the foundation of a relevant under‐graduate programme. It
also does not provide an exit option for non‐performing students.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 17/23
3.4.3 Dual Degree (B.Tech + M.Tech in any Specialisation by Choice at the end of third year)
A student capable of doing additional credits with CGPA 7.5 or more can apply at the end of 6th semester
for joining any approved M.Tech programme (2 yr or Dual Degree) in a discipline for which he is eligible on
the basis of his B.Tech programme and minor/interdisciplinary area or departmental specialisation he/she
is pursuing.
The
student
has
to
qualify
for
minor
area
or
departmental
specialisation
to
become
eligible
for the dual degree. Departments will notify additional eligibility conditions, if any. If admitted the student
can earn M.Tech degree by doing additional 36 credits which will include a 18 credit project. The student
will not be required to do any project under minor/interdisciplinary area. DRC/CRC will approve the
course plan for the M.Tech degree for an approved specialisation of the department/centre in a student
specific fashion based on his/her background.
3.4.4 Dual Degree (B.Tech + M.S(R))
A student
capable
of
doing
additional
credits
with
CGPA
7.5
or
more
can
apply
at
the
end
of
6th
semester
for joining any M.S (research) programme in a discipline for which he is eligible on the basis of her/his
B.Tech programme and minor/interdisciplinary area or departmental specialisation he/she is pursuing.
Courses done under minor/inter disciplinary area or departmental specialisation will be mandatory
requirement. The student must complete minor/inter‐disciplinary area with CGPA 7.5 to become eligible
for the M.S degree. Departments will notify additional eligibility conditions. If admitted the student can
earn M.S (research) degree by doing additional 36 credits which will include 30 credits of the research
project spanning over 3 semesters (8th, 9th and 10th semesters) so that a student will be eligible to get
B.Tech + MS(R) in 5 years.
3.4.4.1 Special Case (B.Tech + Ph.D)
A student admitted for a M.S degree can also be considered as a candidate admitted for Ph.D. Perhaps, a
better student can be given the option even to register for a Ph.D degree. The requirements of M.S can be
considered as the requirement of the student's comprehensive. The student may be permitted to
continue and complete Ph.D requirement in minimum two additional semesters. Typically, a student will
be expected to complete Ph.D after four additional semesters. Effectively, the student will be in a position
to meet the needs of his doctoral work, in 4+2 or 4+3 years at most. The possibility of obtaining a Ph.D
degree in less time may motivate students to join. In case, a student likes to discontinue, he/she can exit
with M.S after B.Tech, provided he(she) has cleared the requirement.
Obviously, this proposal requires further discussions and deliberations at the appropriate level.
3.4.5 Dual Degree (B.Tech + MBA)
A student capable of doing additional credits with CGPA 7.5 or more can apply for joining MBA
programme provided the student is a pursuing a minor area in Management. Department can notify the
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 18/23
eligibility conditions and the number of vacancies available. Effectively, after B.Tech a student will be
eligible to earn MBA with a B.Tech degree by doing additional 60 credits ( 20cr in minor area and 40
additional credits) and spending five years.
4.0 Recommendations about Proposed B.S Programmes
CRC proposes a framework for introducing 8‐semester B.S programme in Basic sciences for JEE‐entry
students following a similar model of that of B.Tech programme. This will enable basic science
departments to re‐visit their undergraduate programmes. Currently, IISc Bangalore, IIT Kanpur, IIT Madras
are offering similar programes. Basic structure will be the following:
1. Departmental credits :60 ‐ 70 (minimum 10 credits of electives)
2. Outside Department Credits :65
The outside departmental credits will have following structure:
Institute Requirement:
- Basic Sciences : 22 credits
- Engineering Arts and Science : 18 credits
- Humanities & Social Sciences : 15 credits
Programme Requirement
– Linked Basic Sciences : :10 credits (maximum) (exclusively for B.S programme)
A. CRC
proposes
following
as
a possible
model
of
credit
allocation
for
Basic
science
courses
as
core
component of the degree requirement:
1. Mathematics : 8 credits (distributed over two courses of 4 credits each)
2. Physics: 5 credits ( a course of 5 credits with a laboratory component of 2 credits)
3. Chemistry: 5 credits (a course of 5 credits with a laboratory component of 2 credits)
4. Biology: 4 credits ( a course of 4 credits with laboratory component of 1 credit)
These courses should be same for all programmes.
B. Similarly
for
Engineering
Arts
and
Science
following
model
is
proposed:
1. Electrical Engineering Fundamentals (a course of 4 credits with lab component of at least 1 credit)
2. Computer Science Fundamentals (a course of 4 credits with lab component of at least 1 credit)
3. Fundamentals of Engineering Mechanics ( a course of 4 credits)
4. Engineering Drawing / Engineering Communication ( a course of 2 credits)
5. Product Realization/ Manufacturing (a course of 2 credits)
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 19/23
6. Environmental Studies (a course of 2 credits)
These courses should also be the same for all programmes.
Additional 10 credits of basic sciences courses will be a programme specific requirement for the B.S
degree.
B.S Degree will also include non‐grade credit requirements as specified for the B.Tech programme.
Further, departments will offer baskets of 20 credits for departmental honours/specialisation, which an
academically capable student may opt for.
4.1 Dual Degree (B.S + B.Tech)
CRC opined that, if the academic system provide an option for meritorious students registered for B.S
degree to
pursue
B.Tech
degree
concurrently
and
vice
‐versa,
exploiting
harmony
and
overlap
between
sister departments , then more value addition can happen for the output. Interdisciplinary training of
these students with strong fundamentals in science and engineering will make them uniquely suited for
challenging technical career. CRC identified some possible pairings for B.S + B.Tech dual degree:
- B.Tech (Chemical Engg.) + BS (Chemical sciences)
- B.Tech (Electrical Engg..) + BS (Physics/ Maths)
- B.Tech (Computer Science & Engg.) + BS (Mathematics)
- B.Tech (Mechanical Engg.) + BS (Material Science)
- B.Tech(Biotechnology and Biochemical Engineering) + BS (Biological Sciences)
B.S + B.Tech dual degree is expected to be completed within a four year period; will be permitted to
extend to fifth year under special circumstances (e.g a student opting for honours/specialisation in at least
one of the degree).
The student will need to earn between 40‐50 credits for the second Major. Courses required for the
second major will be defined by the departments taking into account overlap between courses (DC and
DE) of sister departments.
If a student is eligible to take additional credits up to 26 credits, then he/she can opt for the B.S ‐ B.Tech
dual degree at the end of second semester (earliest) and do additional credits. Obviously, these students
will not register for minor/interdisciplinary or departmental specialization, if they want to complete the
requirement within four years.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 20/23
4.2 Dual Degree (B.S + M.Tech/M.S(R))
The provisions for defining dual degree for B.S students (B.S + M.Tech/M.S(R)) will be as per provisions
defined for the B.Tech programmes. Considerations outlined in earlier sections (3.4.1 to 3.4.4) will be
applicable for B.S programmes as well.
5.0 Other Recommendations
5.1 Laboratory Courses
The Committee took cognizance of the fact that feed‐back obtained from students as well as alumni have
indicated the low effectiveness of many laboratory courses. CRC identified some of the reasons for this to
be (i) sub‐optimal utilization of funds (especially PLN03 grant) for modernisation of laboratory
infrastructure (ii) attitude of many faculty members towards laboratory courses as ‘extra’ teaching load
(iii) inadequacies in the design of the experiments. The Committee felt that proper credits must be given to faculty members designing laboratory courses and conducting lab sessions in an effective fashion. Also,
there should be clear differentiation between demonstration experiments, lecture‐linked experiments
and projects where the student uses his/her classroom‐acquired knowledge to design an experiment or
do something new. CRC recommends that each laboratory must include an opportunity for the students
to design experiment to find out things on their own.
5.2 B.Tech Project
CRC recommends that departments can include a 4 credit project course as a core component of the
departmental credit. This course can be followed by a 6‐8 credit project course for the students pursuing
departmental specialisation. This structuring will enable faculty to interact closely with academically
inclined students in guiding their projects.
Objective of the core B.Tech project will be to train students so that they can handle a reasonably scoped
developmental work from conceptualisation to design and implementation as a team effort.
5.3 First Year Courses
CRC recommends that First year courses should be common for all programmes. It recommends that in
first year, a student will be registering for not more than 18 credits per semester (other than non‐grade
credits). Detailed scheduling of courses will be worked out after finalisation of the course plan.
5.3.1 Introduction to Engineering and Programme
CRC decided to recommend a modification of the current Introduction to the Programme Course to an
"Introduction to Engineering & Programme" course to be conducted spanning across two semesters.
Main aim of this course will be to enhance technological literacy among the first year students and
gradually introduce their own programme.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 21/23
Accordingly this course should:
⇒ relate in a direct manner to the student’s day‐to‐day lives
⇒ provide a broad overview of the tenets of engineering (i.e., synthesis, integration, design, build)
that lead to solutions for real‐world problems through the design of devices or systems that
meet certain needs through specific performance characteristics
⇒ provide an
exposure
to
various
disciplines
of
science
and
engineering
and
their
interconnections
(and the interaction of technology with society)
Some examples which can be used in the course are
Topic Tech/engineering issues Society issues
iPod
CS/EE: Data compression for music
Phys: Displays
EE: Device miniaturization
ME: Product design
Intellectual property/music
sharing
Human interface
Toyota Prius
ME: Automobile design
EE/ME: Hybrid control systems
Phys: Batteries
Chem: Air pollution/climate change
Climate change
Local air pollution
Resource conservation/energy
efficiency
Ultrasound
CS/EE: Image processing
Phys: Imaging
Bio: Biomaterials/tissues
ME: Fluid mechanics/waves
Bioethics/genetic screening
Health
This would form the first part of the course which will be conducted in an interdisciplinary fashion.
The second part of the course which is expected to be conducted in the second semester will familiarize
the students
with
their
own
programme.
This
may
involve
visit
to
departmental
laboratories,
industries,
interaction with faculty, simple experiments/projects.
This course is also expected to expose students with the relationship of Science, Technology and Society.
CRC suggests that a detailed course manual for this course should be produced so that this course can be
conducted in a standardised fashion across departments.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 22/23
5.3.2 Pedagogical Issues
CRC would like to make following recommendations about first year teaching
1. Course coordinators
for
first
year
courses
should
be
preferably
a faculty
who
is
interested
in
teaching first year courses. It should not be allocated through a roaster process. Faculty
handling first year courses effectively should receive special recognition and encouragement.
2. The course coordinator should be given the freedom of choosing his team of teachers and TAs
from a given pool in consultation with the Head.
3. The section teachers, tutorial teachers and TAs should have a meeting in the beginning of the
semester and at regular intervals to keep everybody on the same page.
4. Use of technology for large classes: Use of Tablet PCs is really helpful for large classes. It solves
the problem of visibility of blackboard writing and also the lectures can be saved and uploaded
after the class.
Biometric devices
can
be
used
to
record
attendance
in
large
classes.
Clickers
can
be
used
for
taking quizzes.
5. A graded question paper is helpful for ranking the students better. Also, sometimes, a question
can actually guide the student towards the solution, and this way, a student may be able to
solve an apparently difficulty problem and have the joy of learning even during exam.
6. It may be a good idea to fork out a separate mode of non‐exam component (different sets of
assignments etc.) to cater for students of different abilities.
7. Help sessions by TAs may be more effective in informal setting such as in Ex‐Hall or in hostels.
5.4 Core Design Course
CRC
recognises
importance
of
the
design
experience
and
practice
as
integral
part
of
engineering
curriculum. It has proposed a new scheme for earning design experience units. Given this new
formulation, CRC recommends that departments may or may not continue with the design course in 4th
or 5th semester as a core requirement.
5.5 Evaluation and Grading
Since, in recent past there has been extensive debate on the evaluation scheme, CRC recommends
continuation of the senate approved evaluation scheme of two minors and one major with total
weightage of these examination linked components not to exceed 80%. Faculty can devise other
components for the remaining 20%.
CRC recommends that the evaluation process should assess students based on their understanding of the
subject and their ability to apply the learnt concept.
The basic grading scheme and the grading philosophy remains unchanged.
8/3/2019 Crc Concept Paper Final
http://slidepdf.com/reader/full/crc-concept-paper-final 23/23
5.6 Course Structure
CRC proposes to continue with the current course categorisation and the course numbering scheme based
upon pre‐requisites with suitable update of the requirements after formulation of the detailed curriculum.
All courses for non‐grade requirement will have xyNuvw format (i.e course category ‐N ‐ non‐graded).
Tutorials in a course provide opportunity for the students to clarify their doubts and learn problem solving
through application of concepts under the guidance of instructors through intimate interactions. At a
senior level, through self study and occasional interaction with TA's and course coordinator a student is
expected to acquire such skill. such Hence, CRC would like to propose discontinuation of tutorial
component for courses at higher level ‐ 300 level or above. This can be replaced by office hours by faculty
and/or TA during which they will be available for clarifying doubts of the students.
Further, it is expected that each course will explicitly indicate how many design experience or
communication skill units (other than credits) a student can earn from the course, if he(she) opts and is
permitted for
a design
project
or
a seminar
in
the
course.
Once new courses are formulated, we need to explore mechanisms for management of courses which will
have overlap across departments so that faculty load can be optimized.
5.7 TA Utilisation
CRC proposes that TA's should be utilised effectively in UG courses as per the currently approved
guidelines. Further, performance of TA's should be formally linked to continuation/disbursement of their
assistantship. CRC requests BPGS to formulate measures so that TA's can be more effectively utilised.
6. Conclusion
CRC has proposed a conceptual framework for under‐graduate programmes. It expects that through
debates and discussions these proposals will be refined. Departmental feedback about acceptability of
different proposals will be factored in to create a more detailed and complete recommendation about
the UG curriculum. CRC also suggests a re‐look at the PG curriculum so that changes can implemented in
an integrated and comprehensive fashion.