Draft (with Appendices

)
18 June 2002

Dean, Undergraduate Studies deanugs@admin.iitd.ac.in

Undergraduate Curriculum Review Committee
INDIAN INSTITUTE OF TECHNOLOGY DELHI Hauz Khas, New Delhi 110 016 www.iitd.ernet.in     

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UG Curriculum Review 2002

CONTENTS
Page No.
'

1 2 3 4

Background
(

Goals of IITD Education
)

Major Issues for the Present Curriculum Review Basic Curricular Recommendations
4.1 4.2 4.3 4.4 4.5 Student Time Budgeting Overall Credit Structure Course Categories and Structure 5-year Dual Degree and Integrated M.Tech. programs Other Recommendations on the Curriculum
6 7

Appendix A. Major Recommendations of 1992 Curriculum Review Appendix B. Major Curriculum Changes between 1992 and 2001 Appendix C. Alumni and Students' Feedback Appendix D. Faculty Feedback

(i)

W

V

Annexure

U

T

7

List of Recommendations

P

P

Q

S

I

I

I

R

R

R

6.1 6.2 6.3 6.4 6.5

Teachers and Teaching Methodology Monitoring and Welfare of Students Ethics and Values Student-Teacher Interactions and Professional Activities Extra Curricular Activities and Campus Life

H

G

6

Implementation and Other Issues

@

A

A

C

D

B

F

9

9

9

B

B

B

E

5.1 5.2 5.3 5.4 5.5 5.6 5.7

Credits and Courses in a Semester L-T-P and Special Courses Tests and Evaluations Grading System Class Size and Classroom Interactions Attendance NCC, NSS and NSO Activities

8

5

Teaching, Learning and Evaluation Processes

1

2

3

5

6

0 4

UG Curriculum Review 2002

1.

BACKGROUND

The last review of the U.G. curriculum took place during the period 1989-1991 and was implemented in 1992. A summary of the major recommendations of this Review is attached at Appendix A. The recommendations have been largely implemented in both letter and spirit in the most part, though it can be said, as is the case in many implementations, that some of the key issues/recommendations could not be implemented in their full spirit. Nevertheless, there has been a positive impact of these recommendations and the academic community is largely satisfied with it, as is apparent from the feedback received.

It must be added that the curriculum has not been stagnant since the last review took place. Curriculum development is a continuous process (as it should be) and almost all departments have been reviewing the courses offered by them constantly under the broad guideline of the 1992 recommendations, duly processed through BUGS & Senate (a summary of which is given in Appendix B). During this interval, the Institute has also taken several other major initiatives like introduction of dual degree programs in five areas along with a suitable academic structure for them, and starting of two new B.Tech. programmes. These developments have also created fresh debates about the design of curricula for undergraduate studies. Apart from the fact that a major review of the curriculum once in ten years is desirable, a major justification for a comprehensive review arises from the following developments:

(i)

Information technology is making an impact on every sphere of human life. In particular, it is playing a major role in every industry irrespective of the discipline.

(ii)

Internet has established itself as a major educational resource, as well as an educational channel. Recognizing and integrating it into the educational process is important.

(iii)

A major transformation in the nation's policies and global trade practices implies that it has become essential for industry in the country to employ state-of-the-art technology in design, manufacturing and quality control. The distinctions between Indian and overseas industries are getting blurred day by day. These events have thrown up new challenges while providing immense opportunities for our graduates.

(iv)

As the first generation of faculty in IITs, in general, and IIT Delhi, in particular, are retiring, attracting qualified and talented faculty members has posed as one of the biggest

Page 1 of 70

GOALS OF IITD EDUCATION One of the proclaimed aims of the IITs has been to provide science-based engineering education with a view to produce quality engineer-scientists. elicit feedback from our alumni. can play a key role in attracting faculty. (v) Traditionally. For the first time. nurturing of innovation and creativity along with entrepreneurship are considered as being equally important. The present document attempts to serve this purpose. analytical abilities combined with knowledge banking and technology exposure were the hallmarks of good education. Specific recommendations are given in italics (followed by the recommendation number) and listed in the same sequence at the end under List of Recommendations. subsequently. a formal feedback was obtained by putting separate questionnaires for faculty and students/alumni. reflecting the collective opinion of the departmental faculty boards.be it engineering. A subcommittee took up the task of identifying the issues with feedback from the departments. providing opportunities for experimentation. on the Institute website. The educational process has to be re-looked at in that context. The present Curriculum Review Committee (CRC) was advised to carry out the exercise in a phased manner. At this point. it is interesting to quote the following observations of the previous CRC in its Concept Paper: Page 2 of 70 . Another sub-committee was allocated the task of designing suitable questionnaires for getting the feedback. research. The next phase consisted of evolving a concept paper. at the departments and the Senate. which would form the basis of further discussions at the CRC and. students and faculty about the existing curriculum and the identified issues. valuable feedback was also obtained from eminent academicians outside the Institute and representatives of industry. The first phase was to identify the issues which the committee should address and. The feedback received from a large crosssection of our alumni and faculty suggests that this self-proclaimed objective of the IIT system has been successfully achieved by the IITD curriculum.UG Curriculum Review 2002 challenges facing these Institutes. entrepreneurship or managerial. Feedback was also obtained from the departments. 2. This premise is well supported by the general knowledge that our graduates have excelled themselves in all kinds of careers . Finally. A modern curriculum. subsequently. In the evolving scenario.

There is rapid technological change and obsolescence. and lead teams on design. often without the assistance of a teacher or the environment of an institution. (ii) apply concepts and methods to upgrade and optimize engineering practices in operation. The primary goal of undergraduate education thus becomes that of providing a broad based knowledge and simultaneously building a temper for the life long process of learning and exploring. construction. Given the focussed mandate of the IITs. maintenance and similar areas. There is growing awareness and concern for the impact of technological advancement on environment. innovate and take up entrepreneurial activities. Page 3 of 70 . (ii) be dynamic and in step with the rapid scientific and technological developments. reading and growing. viz. the undergraduate curriculum should be broad-based and must (i) provide a solid foundation of the fundamentals of sciences and technologies that form the basis of modern technological developments. and increasing social and technological inequality at national and international levels. the Committee is cognizant of the profound changes taking place in the nature of industrial practices. undergraduate education forms the intermediate step leading from school education to a variety of options. Knowledge based industries are a reality and a nation' s wealth today may be measured as much (if not more) by the quality of its trained manpower as by its other natural resources. information driven societies. and managerial activities. and. and knowledge based industries. (iii) (iv) (v) (vi) (vii) (viii) visualize future developments and proactively effect changes. production. and given the new technological environment explained earlier. the graduates of tomorrow will have to be equipped to meet the challenges which traditionally were outside the purview of engineering education… It is clear that the above observations are even more true today than they were ten years or so ago. jobs and higher education. research. become responsible citizens of India. the individual faces the tasks of learning. such as. and the world at large. the goals should enable our graduates to (i) work in. technical education. understand societal dynamics and the role of technology in shaping human lives.. Consequently. Consequently. In the life-long process of learning.UG Curriculum Review 2002 …However. and social justice. pursue higher studies and take-up teaching and research as a career. On culmination of the latter. development. with strong commitment towards national progress. development. depletion of resources. The new information technologies are bringing with them a new world order with a global market place. production. lead a career while upholding professional ethics.

(b) Evaluation The evaluation system at IITD sometimes becomes an end in itself. the real educational objectives. and enable proficiency in oral and written communication skills. The result is that graduates have strong analytical abilities but are weak on synthesis. the curriculum has been successful in meeting many of its stated objectives. Many of these goals have been the motivating factors in the past and. a starting point for the present exercise would be to ask whether the IITD curriculum since the last review has been able to meet these concerns adequately. Though this issue was addressed in the last review. the response of alumni and students shows that the lack of flexibility in choosing courses remains a matter of concern. the Committee has identified the following major issues for curriculum review. Even the infrastructure required for promoting such design activities needs a major relook.UG Curriculum Review 2002 (iii) (iv) (v) (vi) encourage self-learning. (d) Interdisciplinary Training It is time to recognize that not only are graduates looking for global opportunities but also that industry in the country is getting upgraded to statePage 4 of 70 . There is a need to re-look at the evaluation pattern with a view to reducing the stress on both students as well as on the faculty. 3. develop a scientific temper and a spirit of inquiry. This aspect invloves both the large number of categories in which the courses are classified as well as the restriction of credits under each category. This aspect also has an important bearing on creative and design activities that are discussed next. it falls short of the above expectations in the following ways: (a) Flexibility One issue that keeps coming up is the rigidity of the structure. (c) Design and Project Activity There are strong opinions expressed by both alumni & students and by faculty that IITD education is largely theoretical. therefore. It is important to ensure that while evaluation motivates students to study. instill sensitivity to professional ethics and the needs of society. particularly continuous learning. It is important that design and project activities be emphasized. A little reflection and analysis would show that whereas by and large. MAJOR ISSUES FOR THE PRESENT CURRICULUM REVIEW Based on the analyses of the responses received. Such a requirement calls for introducing new design courses and strengthening existing laboratory and project oriented courses. are not lost.

a very important requirement in the current technological scenario. (g) Teamwork and Managerial Training Managerial issues in engineering. perhaps due to operational difficulties. has not been sufficiently integrated into the UG programs. strictly adhering to deadlines. Therefore. These changes have brought Page 5 of 70 . such as. we need to recognize that we start with a disadvantage. working in large teams. IITD's curriculum has not been successful in making students sufficiently creative and innovative. Absence of IITD UG student participation in TRYST. the student technical festival. This opinion has been expressed by a large number of faculty. amongst others. (e) Self-learning and Creativity In spite of the proclaimed goal of encouraging self learning and creativity. there is no formal methodology to encourage teamwork . Even though students pick up sufficient communication skills. sports or the fine arts. In the IIT system. taking responsibilities. Reducing and rescheduling the course load should be considered for getting them on to the sports fields and to participate in other activities. alumni and students who responded to our surveys. At present. Nurturing creativity is a very important aspect of any education. Training for such an environment necessitates an interdisciplinary approach as well as a broad based education. The long (2 to 3 years) period of focused and very structured preparation for JEE makes the entrant one-dimensional. (i) Behavioral and Ethical Issues Society is changing at a very rapid pace due to the information explosion as well as technological advances. formal mechanisms to improve these through training are either not there or are inadequate. is now a standard feature. research or other careers of significant social impact. This aspect of curriculum planning offers a considerable challenge to the faculty. (h) Co-curricular Activities A vast majority of our UG students does not participate in any co-curricular activities-whether related to academics. (f) IT in Education The use of information technology. the curriculum at IITD should provide for rekindling the creative spirit that is so vitally important for entrepreneurship. A proper curriculum design can act as an enabler or catalyst by increasing the flexibility available to the students. coordinating with professionals from diverse fields and with skilled and semi-skilled persons. including use of appropriate software application packages in the design of courses and curriculum. have been inadequately addressed in the curriculum. Not many courses taught at IITD make use of computer aids or involve computer-based assignments.UG Curriculum Review 2002 of-the-art technologies. It was such a motivation that led to the introduction of the minor area scheme in the last curriculum review but the scheme has not taken-off really.

This will enable making an additional one hour free each day for other activities. Based on this realization. A major challenge for the curriculum is. The following discussions and recommendations are. 4 BASIC CURRICULAR RECOMMENDATIONS 4. library and laboratory work will require a considerable amount of time towards self-study and assignments.UG Curriculum Review 2002 out in their wake. While taking engineering and managerial decisions. We have to continue from where the previous review left. in our view. As a consequence. it can be argued that no more than 27 hours/week be used for class-room contact as against the present 30+. we feel that our job is cut out for us. it has to be ensured that these are for the eventual good of society at large. and be creative and innovative. the feedback suggests an optimum figure of 24 hours/week for this purpose. as is apparent from the feedback received from all sources. a number of weaknesses that include those mentioned above. In fact. This amounts to nearly 9 hours/day on a 7-day working week basis and nearly 12 hours/day on 5-day working week basis. project activities. this load leaves the student with little free time to take part in other activities like sports and recreation. a step towards providing a curriculum framework for addressing these issues. It is interesting and a little unnerving to note that many of the weaknesses mentioned there still exist to a large degree.1 Student Time Budgeting The current requirement of 190 credits has been based on the assumption that students can put in up to 60 hours of studies per week (CRC 1992). very elegantly. as well as to have sufficient time to think. new issues that an engineer must address. Thus. The report of the previous CRC brings out. our ability to meet some of these objectives has been inadequate. identify the reasons for failures and arrive at solutions that may have better chances of success. That the task is not easy becomes obvious from the following fact. Page 6 of 70 . students and alumni indicates that a more appropriate figure will be 54 hours/week. The feedback from faculty. in spite of a positive direction provided by the previous review. If we grant that the increased emphasis on self-learning. Conflicts often arise in taking such decisions that have moral and ethical dimensions vis-a-vis norms and practices prevalent in society. to expose students to such conflicts and enable them to take ethical decisions. therefore.

faculty and departments. adds to the academic load in the later years and. the students' classroom contact time should be limited to 26 hours per week. Assuming a weekly average of 15 lecture hours (@3 hours/week for 5 courses in a semester). Page 7 of 70 .. It leaves little time for students to pursue activities which may bring out their creative talents or to indulge in self-learning. providing the students with valuable experience. The overloading is felt to be especially heavy in the first year. It follows. alumni.2 Overall Credit Structure The committee felt that a major structural weakness that exists in the present curriculum is that the overall expectations from students of the 4-year programs. This credit requirement leads to several problems for the students and also the teachers. considering the fact that the student is still adapting to a new system after leaving school. 3 tutorial hours and up to 8 laboratory hours. On the basis of the arguments given in the previous section. in turn. and the upper limit on the credits that can be accommodated in a semester can now be worked out. IIT Chennai and IIT Bombay) have credit requirements of 180 or less.UG Curriculum Review 2002 While designing the dual degree programs. This reduction is also supported by the feedback obtained from students. Consequently. This limitation. Simple rescheduling to balance out the first year load. it was envisaged that in the latter years. that the classroom contact of the dual degree students in their final year be appropriately scaled down through appropriate reduction in the required number of credits. The sheer effort of rising up to the teachers' expectations thus becomes difficult even for the serious and motivated students. a one lecture contact hour per week in the postgraduate courses requires 1. also leads to aberrations like copying of assignments and laboratory reports.5 hours per week of self-study. effects a great reduction in flexibility in both selection and offering of courses. 4. IIT Kanpur. The latter also become important components of the learning process. in terms of total credits and time (both in the class-room as well as outside) is on the higher side. therefore. The committee recommends that the only way to alleviate these problems is through a reduction in the total credit requirements from the present 190 credits to 180 credits. and a general indifference to learning beyond the classroom content. simultaneously. Several of our sister institutions (viz. students are expected to put in a larger amount of time in the self-study mode and also spare some time for providing teaching and research assistance in their respective departments. especially their post-graduate components.

Tech. this would amount to a total of 176 credits. The Committee strongly feels that this limit Page 8 of 70 . beyond the compulsory foundation courses in Basic Sciences. In the existing curriculum this flexibility is available to the extent of 12 credits under the open category of which only 6 credits need to be outside the departmental courses.4-year B. Engineering Sciences and Arts. degree be 180. a typical recommended semester-wise distribution of credits and hours is shown below in Table 4. Typical semester-wise distribution of credits . Credit loading beyond this number makes undue demands on student time and has significant negative impact on the students' attitude towards work and on the learning objectives.1. and the Departmental requirements. [2] Based on these considerations.UG Curriculum Review 2002 this works out to an average credit requirement of about 22 per semester. program. Table 4. recommended that the upper limit on the number of credits registered in any semester be limited to 24. therefore. This limit is inclusive of a maximum of five lecture courses in a semester. Over a period of 8 semesters.3 Course Categories and Structure Contact (hours/week) 27 27 27 27 26 26 --23 + Project 08 + Project --- The committee noted that the existing curriculum design falls short of offering students the declared and desirable objective of providing flexibility in terms of choice of courses.Tech. Semester I II III IV V VI Summer VII VIII Credits 23 23 24 24 24 24 Practical Training 20 + Project Part 1 = 23 06 + Project Part 2= 15 TOTAL = 180 4. Humanities. (i) The Committee recommends that the total credits for the B. [1] (ii) It is. In principle.1. it should be possible for students to choose courses depending on their personal needs and objectives. It may be pointed out that this table incorporates a subsequent recommendation in the document that the major project credits be increased to 12.

The undergraduate electives will be comprised of DE component. Proposed credit structure. CS 110N. teaching methods and the L-T-P of each of these courses is also now imperative. for example. use this flexibility to complete a "minor area requirement" without having to register for more UG credits. It is proposed that the undergraduate core will comprise of the usual mix of BS. CS120N).2. it is specifically recommended that Page 9 of 70 . They could. students can plan a variety of options for themselves. UG Core (UC category) Category (existing) DC BS EA+ES Total UC Credits 65 20 25 110 UG Electives (UE category) Category (existing) DE BS HM OC Total UE Credits 25 5 15 25 70 In keeping with the current philosophy. This categorization leaves the students with 25 credits of his/her choice that would be adequate even to pursue the minor area requirements. recommends that the B. program structure be suitably modified to give greater flexibility to the students in making their choice of courses through increase in the OC credits. Table 4. The Committee. therefore. of the 110 core credits. ME 110N) and Manufacturing Processes (e.g. is given in Table 4. Given technological changes that have taken place in the last decade. and DC courses. the Institute Core requirement will comprise of Mechanics (e. the proposed overall structure that illustrates the credit distribution in terms of the existing categories of courses. However. a review of the contents. AM 110N). some more BS component and the humanities courses. they could spread their choices across various types and categories for a broad interdisciplinary base.g.2.g. Alternatively. The students will be required to choose OC courses from outside their respective Departments.Tech. Based on this philosophy.g. The Committee feels that the number of such open elective credits should be increased sufficiently in order to introduce the desired flexibility. ME 120N). All other categories of electives. such as.UG Curriculum Review 2002 is insufficient for students to develop either a broad base or to specialize significantly outside the departmental courses. EST. With these increased numbers. Graphic Science (e. ES & EA. ES and EA. Computer Programming (e. should be amalgamated into the open category.

Going by past experiences. provided that the student has the requisite background and is interested in such courses. A student could even use these to complete his/her minor area requirements of 20 credits of course work as defined for a specific minor area program. The restriction of choosing 50% courses from outside this category under the existing rules is many times bypassed by selecting PG courses from the department that does not serve the purpose of a Page 10 of 70 . within the overall constraints of his chosen degree program. it is imperative that such a student should have the option to choose appropriate courses under the open category. If this device is to be used for enabling a student to develop a broad base. As discussed earlier.such as modern physics (or any other basic science stream). The only stipulation that we have made is that he chooses these elective credits outside his department to give a sufficiently broad base to his/her training in one way or another. and even laboratories. In order for this idea to succeed and achieve its professed objectives. it is safe to observe that departments and centers would have a natural tendency to give this activity a lower priority in view of their over-riding desire to look after the needs of their own departmental courses. Departments must identify from their existing courses or design special courses that students of other departments can take. This will create an ideal. win-win situation. Another mechanism for creation of such courses is through carefully throwing some of their basic core and elective courses open to students of other departments as OC electives. It is clear that the proposed structure pays a lot more emphasis to the open category courses. since a student can now choose 20-22 credits freely from this category. Alternately. it is imperative that every department makes a genuine attempt to reach out to students of other departments. The key idea in the above proposed structure is that of increasing the elective credits which are based on a student's own interests and which enables him to choose a larger set of courses he would love to learn. with the benefit of fostering inter-disciplinary interaction. It is therefore recommended that the Institute recognize such efforts through budgetary incentives to departments for creation of such courses. he/she could choose them all in a focused area .UG Curriculum Review 2002 students do not choose departmental UG or PG courses under this category. It has been found that most students prefer to take up their DE's also under the open category. this gives the student flexibility in many ways to suit his specific needs. management or emerging technologies. In other words. for reaching out to students of other departments. As mentioned earlier. humanities. a student could pick a broad range of courses in sciences.

In addition. the departments and centers may also identify such courses from its repertoire of Departmental. [4] (iii) Departments should identify courses or design courses that could be taken by students of other programs as open electives in the form of an OE advisory list.2. [7] The Emerging Science and Technology (EST) category of courses was introduced at the time of the previous curriculum review to introduce new vistas and thrusts in science and technology that promise major new directions in the future. [5] [6] (iv) Departments should identify Minor Area schemes of 20 credits. departments may also choose to define a list of similar or overlapping courses from other departments and centers which will not be permitted to students of their own programs as open electives. At the same time. and introduce inter-disciplinary courses and projects. Unfortunately.UG Curriculum Review 2002 broad-based curriculum. which may serve as OE course for students in other programs. the concerned Departments and Centers indicated that the set of courses offered by them were current and would remain so for about 5 more years. It is proposed. to design and float OE courses that can be taken by any student having a background of his own program core components. therefore. these courses were perceived to be of highly dynamic and evolutionary in nature. In a review carried out in 1997. We feel that this trend is symptomatic of a general lack of availability of good courses from various departments under the open category. that the departments be encouraged. if they so desire. in almost everybody's Page 11 of 70 . (i) The Committee recommends reorganization of the structure as per Table 4. By their very nature. through suitable incentives. [3] (ii) The Department's UG or PG courses and similar courses from other departments/centers should not form a part of the open elective courses for students of their own programs. core or electives courses. Other steps that will help create more courses under this category are: invite faculty in the Centers for developing such courses. Also each department should ensure that there are a sufficient number of course choices available to their students from other departments under this category. encourage departments to develop and offer such courses for other departments. A student could use the open elective credits to complete the defined minor area requirements.

This is not meant to be a reflection on the courses being taught under this category. Also. recommends that the EST category be dropped and existing courses under this category be offered in one of the other categories. especially if they have no background of the basics of that area/subject. [8] The Curriculum should. Courses must be designed to have components that encourage self . Furthermore. This flexibility will also enable short-term visitors to the departments to offer courses of an emerging nature. nevertheless. [9] Along with the above changes in the program structure. knowledge covered in some of these courses was expected to become mainstream. For this. therefore. It is expected that many faculty members from both departments and centers will come forward with proposals for such courses from time to time. (vi) The Committee recommends that special courses of 1 or 2 credits duration on special topics be included as electives in any category. creativity and design on the one hand. since it may not always be possible to have a full fledged 3 credit course in a newly emerging area.learning. To effect speedy approval of such courses. (v) The Committee. efforts should also be made to make some of the courses project based. It is also difficult to evolve a mechanism that would wind up older such courses and replace them with new courses in this category. It may also have been possible that students of a discipline may not be able to fully appreciate an emerging area in another discipline. such courses are difficult to design and upgrade on a continuous basis. and this should Page 12 of 70 . which students may subscribe to under their OC component. Thus. the Committee recommends that a suitable simplified procedure be evolved. no more that one such course should be offered by any Department or Centre in a given semester. it should also be possible to have such courses with smaller number of credits. the EST courses have not been able to keep up to their dynamism mandate. say between 1 and 3. provide for futuristic courses that could be taught as and when the faculty deem it fit. Such courses can be introduced on a dynamic basis a semester in advance and put up to a standing committee of the BUGS for expeditious decision and approval. it is equally important to pay attention to the design of courses themselves.UG Curriculum Review 2002 opinion (survey and feedback). first at the graduate level and later at the undergraduate level. and communication skills on the other. some of the existing courses in this category may even qualify to become a regular DE or OE course at this point in time. as a result of the evolutionary process of growth. It is only that by their very nature. However.

Too much emphasis on evaluation. It may also be necessary to examine how this increasing importance of biological sciences can be best handled at the institutional level. At least two faculty members with background in Biological and Life Page 13 of 70 . Such a course may involve study by disassembling/reassembling. the Committee recommends that each Department should carry out an audit of its curriculum to measure the total design effort the student is expected to put in. Such a course must not involve routine experimentation and must have the potential to arouse the students’ creativity and curiosity. It is imperative. or. this responsibility could be handled by the Department of Biochemical Engineering and Biotechnology. should emphasize hands-on experience.UG Curriculum Review 2002 be built into the course content. This course. Do we. At least one such course should be included in every undergraduate program. through appropriate organizational changes/additions. Today. if needed. In this connection. Such an audit should be used as a guideline by Departments for rationalizing the project/design based component in the courses. need a new entity in the form of a department or center of biological sciences? Until a clear organizational structure is evolved. on the other hand. to do something about it in the curriculum. these sciences are becoming very important and getting increasingly integrated to other disciplines of engineering. or any other activity in which the student has an opportunity to do things with his/her own hands. [11] Another major weakness of the present curriculum is that it does not offer courses in biological sciences as part of the Basic Sciences component. designing and building a product. preferably before the end of the fourth semester. Also. This activity should be carried out at an early stage in the curriculum. with participation of invited faculty and/or induction of new faculty members where necessary. it is clarified that such a project-based/design course must be distinct from the design content taught in a theory class or course. for example. therefore. (vii) The Committee recommends that every department should have at least one course that is largely project or design based. either in the existing structure. grading and examinations should give way to learning by doing and enjoyment in learning. [10] (viii) In this context. This assessment could be based on the amount of significant project assignments carried out individually or in small groups. The course should be offered at an early stage in the program. it is recommended that such a course be evaluated on a pass/Xgrade basis rather than in terms of a regular letter grade. in order to focus on students’ effort in terms of his/her creativity and interest.

The requirement of a ratio of about 2:1 between core and elective subjects in each category ensures that the student can do at least 6-7 subjects of his choice under the DE category. [12] Some discussion is in order here regarding the administration of departmental elective courses. In any case. PG courses are being offered as UG electives. Some departments maintain that they do not have enough faculty members to offer additional "electives". let alone choice of good courses under EST/OE. there should be clear distribution between advanced level PG courses and courses that can meet the requirements of senior undergraduate and entry level postgraduate courses. Page 14 of 70 . Another reason often put forward by some other departments is that for their kind of area. several departments force certain DE courses as a "must" either by advice or time-tabling devices. it is seen that the students hardly have a real choice even under this category. Even otherwise.UG Curriculum Review 2002 Sciences should be appointed in the Department of Biochemical Engineering and Biotechnology. In several others. [13] In several departments and centers. though the courses are taught separately. or in the open category. etc. the "elective" nature of the DE's is manifested only in the fact that sometimes the student has a choice to decide the semester in which he/she could do a specific DE rather than in the subjects themselves. it is now imperative to clearly distinguish between a basic broad-based education that is the hallmark of a UG program and focussed specialization that is the hallmark of a postgraduate program. the core component has to be much larger than the Institute stipulation. More often. which totally kills the basic philosophy of choice on which the curriculum is based. unlikely to benefit quality PG education. the contents of the UG course and the corresponding PG course are either the same or overlap substantially. In practice. (ix) It is proposed that the new curriculum should have one or more courses in biological sciences offered as electives either in the BS category. (x) The Committee recommends that the Departments should give students a real choice and must refrain from making elective courses de facto core courses. It has been found that a lot of flexibility exists even now in the curriculum regarding the choice of at least the DE's. Such a situation is In view of the considerable importance being given to quality postgraduate education lately.

In order to bring home to the students and faculty the importance of major Page 15 of 70 . that laboratory activity whereever possible should be design oriented rather than routine exercises involving verification of known facts/data. be continued. allowing two full semesters of effort on the project. The Committee would like to re-emphasize that "design" should form the major theme for the UG project activity and that a major project should ideally lead to a working product that could be used in real life. It is emphasized. The present Committee. [16] The major project activity is the capstone of any engineering education program. the previous curriculum review had recommended that a ratio of 3:2 be maintained between credits for lectures : tutorial + practicals + project activities. once again. too. if the Department so desires. The previous CRC had also noted that project activity increasingly tends to be a paper or software exercise rather than actualization of a process or product that stands the test of being used. respectively. The feedback from faculty as well as students indicates that by and large the splitting of the major project into two semesters has been a successful experiment and must. amongst others. The total credits for the major project would then be 12. advanced PG courses should not be offered to UG students as either Departmental or as open category electives. However. problem solving and group discussions. In order to increase the emphasis on design and product development it is proposed that the credits for part 2 of the project should be increased by 2 credits. Such an objective would require more effort than the presently envisaged 6-7 credits of part 2. Project allocation has also since been carried out at the end of the 6th semester. recommends this. [14] [15] In order to emphasize the importance of better interaction. the project was split into two parts spread over two semesters. split between parts 1 and 2 as 3 and 9. therefore. in general.UG Curriculum Review 2002 (xi) The Committee recommends that. (xii) The Committee further recommends that the total number of credits be continued to be distributed in a ratio of 3:2 between lecture: tutorial + practical + other project activities. via tutorial and laboratory exercises. As a consequence of the previous curriculum review. it could clearly identify a list of PG courses that could be offered to UG students in the Departmental electives category but not in the open category. This arrangement has been received favorably and this Committee recommends that the guideline be continued.

should have a set of objectives. This process will also help to bring the Institute closer to the public and industry. and a regular grade awarded. The minimum lecture credits that are required to be registered along with Part 2 of the Major Project may. therefore. (xv) The Committee recommends that the mid term assessment of Major Project Part-I should be aimed at assisting the student in finalizing the work plan and identifying milestones and deliverables. [18] (xiv) In order to further strengthen the Major Project activity. The evaluation of Project Part 2 should be carried out in the mid-semester and then at the end of the semester keeping the approved work plan as the yardstick. It is expected. the Committee recommends that the 2nd Friday of May can be declared as an "Open House" day of the Institute for public display of selected Major projects. As per the professional practices followed in the management of industrial projects. respectively. After incorporating the committee’s feedback. too. [17] The Committee recommends that the 2nd Friday of May (or any other day in the 2nd week of May) be declared as an open house for public display of the Major Project. that the project beginning will be geared towards detailing these aspects. the assessment should be carried out at the end of Project Part 1 and a regular grade should be awarded. At the midterm evaluation of Part-I. the B. the student(s) should make a presentation of the detailed project plan before a suitable committee. Major Project. logistics planning and milestones with discernible outputs. Simultaneously. The day could also include a lecture of wide interest by an eminent technologist.Tech. the work plan and milestone-wise deliverables would be frozen and used as yardsticks for the subsequent evaluations for which marks (and later a grade) would be awarded. Public and industry could be invited to the Institute through newspaper advertisements. it is proposed that certain professional practices be adhered to.UG Curriculum Review 2002 project results. [19] [20] In view of the larger number of credits being recommended for the major project (12 = 3 + 9). deliverables. 2nd and 3rd year students (and possibly 1st year students as well) should also be introduced to project activity early on in their studies. it is necessary to reduce the course load in the corresponding semesters. (xiii) The Committee recommends that the total credits for the major project be increased to 12. therefore. be reduced from the current 9 (three courses of 3 lectures/week each) to 6 (2 courses of 3 lecture Page 16 of 70 . with Parts 1 and 2 having 3 and 9 credits. a work plan.

This reduction will allow more time for the project. Page 17 of 70 . viz. (xvi) The Committee recommends that along with major project part 2.UG Curriculum Review 2002 hours/week).1) by 1 to 2 courses. Thus. consequently. [21] With increasing interactions between IITD and industry. Allowing 12 credits for the project. it should be possible for students to execute a portion of Part 2 in an industry. the student will not be in a position to take courses during the final semester and.e. Such an arrangement might require students to work full-time for a few months in an industry. the practice of having to register for this minimal number of lecture course credits.. the students will be required to register for at least 15 credits in each semester. of which at least 6 should be lecture credits. 20 + 6 = 26 credits.. This works out to 36 credits of coursework. Registration for additional credits in the 7th semester could then be allowed as a very special case. the student should register for at least 6 lecture credits. possibly while registering for the project in the 6th semester itself. i. a work plan for such activities will have to be made early on in the project. a student should. the course work will have to be completed in the pre-final semester. should be continued. therefore. to discourage tendencies amongst students to accumulate credits to leave the final semester free of lecture credits. students tend to register for the Major Project Part 1 in the 7th semester. possibly outside Delhi. (xvii) The Committee recommends that a student be allowed to take extra credits in the 7th semester under special circumstances so that the final semester is available for full time project work. 6 credits. As before. It is expected that by and large. the upper limit on the remaining course work to be done along with Major Project should not exceed the typical plan of such coursework in the last two semesters (viz. Thus. particularly work that is to be carried out outside Delhi. In such cases. Clearly. Clearly this is undesirable and would affect both the course work and the project output. have obtained at least 132 credits in order to be eligible for undertaking Major Project activity. by about 10 credits.. [22] It has been the experience that even with a substantial backlog of courses. the student should have completed most of the core courses at the time of starting his/her Major Project activity. as in Table 4. This aberration becomes particularly noticeable if the backlog includes several departmental core courses of 2nd and 3rd years.

so to say. At times. rules such things out. Such things happen routinely in the western countries. This means that students could take a semester off.UG Curriculum Review 2002 (xviii) The Committee recommends that 132 earned credits should be a pre-requisite to register for Major Project part 1. and as evaluators. say to work in industry or simply take up a tour he may so badly have been wanting to. it is recommended that. The Committee feels that the educational process for students could be greatly strengthened by encouraging students to take time off to "see and feel the world" . The reason is that the mini. an assessment was carried out which concluded that they had been successful but that grades were being awarded rather leniently. The Committee. strongly feels that all this should be done within the current upper limit of 12 registered semesters for completing degree requirements.5 and 7. The highly competitive Indian environment. not been used by students. This facility has. however. the response of a section of the faculty has been rather lukewarm. thus depriving the students of a very valuable self-learning opportunity. The surveys show that whereas these courses have been received very favorably by student community. the student may be allowed to take up to two semesters off for such activities. the minimum CGPA required for registering for these courses was increased to 6. As a consequence. The Committee recommends that these courses be continued but with an upper bound on the number of Mini-Projects/Independent Study per faculty member in a semester. Alternatively. with a break facilitating the process. in 1997. its usefulness as a means to enhance and encourage design activity has been acknowledged by almost everyone.0 for Mini Project and Independent Study. A registered Page 18 of 70 . it may be possible for a student to earn some credits for a semester spent in an industry/research organization. Specifically. (xix) The Committee recommends that the Mini Project and Independent Study be continued as Departmental electives with an upper bound on the number of Mini Projects/Independent Study per faculty member in a semester. Subsequently. this can bring back the motivation a student could have lost along the way. Eventually. both as advisers.project activity has introduced additional load on the faculty. [24] The previous curriculum had very rightly recognized the need for providing avenues for students to pursue other activities for the duration of an entire semester. respectively. however. [23] The Mini Project and Independent Study concepts were introduced after the previous curriculum review to encourage learning outside the classroom. she/he may also be allowed to work part-time for a semester to gain valuable experience by reducing her/his registration in a semester. However.

.e. beginning July 2002. its duration will be 2 years.Tech. a student should be allowed one extra semester for every semester that he/she withdraws from or goes for industrial training or internship up to a maximum of two extra semesters. programs The aforementioned changes in the structure of the 4-year program have an impact on the structure of the dual-degree program. it is imperative to have an assessment of the dual-degree program structure. program has also undergone a major change. (i) an expanded major project encompasses the individual B. major projects. up to a maximum of two semesters. and (ii) the open category credits of the M. The Committee further recommends. It is clarified. and M. that this limit is not being recommended for students who lose one or more semesters as a result of disciplinary action imposed by the Institute.Tech.i. Thus the total credit requirements of the dual degree and Page 19 of 70 . it is also recommended that the credit requirement of the M.Tech. viz. This ensures that the graduation of the students of both the 4-year B.Tech. the upper limit of 6 years (for 4-year programs) and 7 years (for dual degree and integrated M. programs should continue in order for these programs to remain attractive for students entering via the JEE. however. part of the degree.Tech.and 7-year upper limit for 4-year and dual degree/integrated M.Tech programs will be synchronized. degree (as against 190 credits for the 4-year program) and 40 credits for the M.UG Curriculum Review 2002 semester is one in which the student has registered for regular course work in the Institute. are eliminated because students have taken courses in this category for the B. This arrangement results in a total credit requirement of 220-224 comprised of 180 credits for the B.Tech.. degree (as against a minimum requirement of 48 credits for the 3-semester M.Tech.Tech.Tech. programs. However. [25] 4.Tech. the 3-semester regular M. program). In the existing dual-degree structure. there are two basic features. In the light of these combined changes. (xx) The Committee recommends that over and above the 6.Tech. program. part of the dual degree programs be increased from the existing 40 credits to 48-50 credits.Tech. to facilitate use of these opportunities by more students. programs) can be stretched by one semester for every semester taken-off by a student for such a purpose.Tech.Tech. that the summers after the 8th and 10th semesters be effectively utilized to provide additional time for academic activities. however.4 5-year Dual Degree and Integrated M. program and the 5-year dual degree and integrated M. In view of the increased credit requirements of the M.Tech. The Committee feels and recommends that the present duration of five years for the dual degree and Integrated M. Simultaneously.

(i) The Committee recommends that the duration of the dual degree and Integrated M. Typical semester-wise distribution of credits . programs. programs be 216-218. This overall structure and its comparison with that of the 4-year program is given in Table 4.3. the maximum program core component. exclusive of the Major Project. The Committee recommends that the major project for Page 20 of 70 . Semester 4-year B.Tech. Table 4. requirements. Program Credits £ £ £ £ £ £ £ 23 03 + 18 (PG) = 21 6* (Project Part 1) (10-12) + 6 (Project Part 1) = 16 . credits. program Credits I II III IV V VI Summer VII VIII Summer IX X 23 23 24 24 24 24 Practical Training 20 + 3 (Project Part 1) = 23 06 + 9 (Project Part 2) = 15 ------Contact (hrs/week) 27 27 27 27 26 26 --23 + Project 08 + Project ------Dual degree/5-year Integrated M.Tech. * : Major Project Part 1 will continue into the 9th semester.Tech.Tech.Dual-degree & Integrated M. programs will become 216 – 218 credits.UG Curriculum Review 2002 Integrated M. [26] (ii) The Committee recommends that the total credit requirements of the dual degree and Integrated M.Tech.Tech programs should remain 5 years.3.Tech. [27] Of the 48-50 M.18 14 (Project Part 2) = 14 TOTAL = 216 – 218 Contact (hrs/week) £ £ £ £ £ £ --£ 26 --(10 – 12) + Project Only project TOTAL = 180 --£ : Same as the corresponding 4-year program. is recommended to be 12 credits.Tech. The dual-degree program may provide for a Minor Project of 3 credits in the 7th or 8th semesters that can be taken in lieu of a mini-project in the 3rd year as part of the B.

UG Curriculum Review 2002

the dual degree and integrated M.Tech. programs be identical to that of the 2-year M.Tech. program, i.e. 18 credits divided into parts 1 and 2 of 6 and 12 credits, respectively. Like the undergraduate major project, the selection of topic and supervisor(s) be carried out towards the end of the 8th semester. It is recommended that projects be carried out individually. Work on project part 1 can then begin at the start of the summer following the 8th semester and will continue into the 9th semester. The mid-term evaluation of this project should be carried out about 2-3 weeks after the beginning of the 9th semester. Like-wise, project part 2 will continue through the summer following the 10th semester and the final evaluation should be carried out latest by 30th June. It is imperative that for the Major Project to be an in-depth intensive effort, the course work should be minimal. It is with this objective that the 10th semester is being kept free from course work, as shown in Table 4.3. However, the Committee is cognizant of the fact that students with a backlog of courses tend to commence Major Project activity after the 8th semester with an adverse effect on the project. Allowing for 1 to 2 courses of backlog and regular coursework expected at this stage, the upper limit on total credits that should be pending at the time of commencing Major project works out to about 20 credits. Allowing for 20 credits of project, it is, therefore, recommended that a student should have cleared at least 176 credits in order to be eligible to register for Major Project Part 1. The dual degree program should include either a “Mini Project” in the 5th or 6th semesters, or a “Minor Project” in the 7th or 8th semesters. [28]

(iii)

(iv)

The Major Project for the dual degree/Integrated M.Tech. programs should consist of two parts, Parts 1 and 2 of 6 and 12 credits, respectively. Part 1 should be conducted during summer after 8th semester and in the 9th semester, and part 2 in the 10th semester and the following summer. The final evaluation should be carried out latest by 30th June. [29]

(v)

The Committee recommends that 176 earned credits should be a pre-requisite for registering for Major Project Part 1. [30]

4.5

Other Recommendations on the Curriculum

As a consequence of the various shortcomings listed in Section 3, it is apparent that certain aspects be formally incorporated into the curriculum. These aspects are discussed below.

(a)

Design
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UG Curriculum Review 2002

It is re-emphasized that besides having a few specially formulated design courses on industrial/product design, the role of design and creative activities should be highlighted in courses wherever possible. This aspect should be enforced by indicating, in the course contents, the extent to which these objectives are met and should, therefore, be an integral part of the course design template. The Committee would also like to emphasize that design activities can also be incorporated in laboratory work and in tutorial/assignments.

(b)

Interdisciplinary Courses

We have already mentioned the introduction of courses in Biological Sciences. It will be highly desirable to develop other such courses as inter-disciplinary courses and make them available to a large segment of students across the various programs. Other examples of such courses would be Computer Architecture, Materials and Environmental Engineering, to name a few.

The Committee recommends that identification of such inter-disciplinary courses and developing these along with laboratory facilities, should form a major focus for curriculum development in the near future. [31]

(c)

Communication Skills

Industry surveys conducted by professional organizations have rated communication skills high on the list of the most important attributes of engineering graduates. Its relevance in a

globalized world has already been highlighted in the opening sections of this document. Although there are ample opportunities in the curriculum for developing communication skills, the Committee is of the opinion that there is scope for their full exploitation by students and teachers. Every curricular component, viz., tutorials, lectures, labs, design projects, etc. offer such opportunities via oral and written presentations by students. A formal course on language and communication is already offered and should be continued.

The main recommendation of the Committee in this regard is that instructors must be made aware of and sensitive to this need. While reading the reports submitted by students, teachers should attempt to provide feedback and suggestions for improvement of writing skills. In order to do so, it is imperative that the task of report writing is not relegated to the last minute by which time it is too late to effect improvements. It is also seen that students are not in the habit of reading, usually anything beyond the lecture notes. Such reading and subsequent discussion is an integral aspect of communication skills and one that needs to be incorporated into the curriculum.
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UG Curriculum Review 2002

In the existing Curriculum, the Colloquium is a 3-credit departmental core course that provides a formal platform for improving communication skills, both written and spoken. However, it does fall short of achieving these objectives adequately. In the opinion of several departments, as manifested from the feedback received, the credit weightage of Colloquium is far too large in relation to the effort put in by a student. The Committee agrees with this view, but recommends that efforts should be made to increase the real work and student effort in this course, rather than diluting it to a 1-credit effort which would not demand the seriousness, from students and teachers, that it deserves. Besides making presentations about their practical training, the

student effort can be supplemented by presentations on material that they should read, e.g. archived B.Tech. project reports, journal papers, patents, technical reports, amongst others. To further increase its effectiveness, it is recommended that Colloquium be conducted in groups, as against a single lecture section. An L-T-P structure of 0-3-0 will enable this mode of operation. The Committee would like to emphasize that in developing communication skills, practice (in speaking and writing) is very important along with feedback at each step. For this purpose, each student should be required to make at least three presentations of about half-hour duration during the course of the semester.

The Committee recommends that Colloquium have an L-T-P structure of 0-3-0 and it should be conducted as such. [32]

(d)

Humanities and Social Sciences

No broad-based education is considered complete without grounding in Humanities and Social Sciences. Courses in humanities and social sciences have served a very useful purpose over the years. Courses in literature, arts, philosophy, history and economics help students develop sensitivity towards society needs and develop perspectives for changes. Dynamics of changes brought about by technological advances can also be put into proper perspective through these courses. It needs to be appreciated that in the process of preparation for the JEE, 11th and 12th standard students study only Physics, Chemistry and Mathematics. Consequently, they are largely ignorant of or out of touch with other subjects, including Humanities and Social Sciences. The fresh entrant literally has to be introduced to these subjects from scratch, something the present structure of courses, and the curriculum, are not able to achieve. It would be preferable to have a foundations course where students are introduced to a variety of topics and relevant themes in Humanities and in Social Sciences. Such foundation courses are

currently in place at several universities abroad, and at some of the IITs. It is, of course,
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manner immediately on joining the Institute. via industry visits. This limited duration and the very heavy course load in the first semester leave no space for any interesting and more exciting introduction to the engineering profession. and their major area in particular. such as. The broad objective here should be to make the “engineering” aspect of their education at IIT more immediate. This experiment has met with limited success only. this issue was addressed by introducing a non-credit core course “Introduction to the Department” in the second semester of the first year. and (b) they often wonder as to why after studying physics. in general. chemistry and mathematics in school they are again studying the same subjects. A possible mechanism would be by organizing a seminar series with lectures by IITD faculty and by eminent personalities in these areas. Such an arrangement has had its adverse impact in that: (a) students have little idea about what their program is all about. the Committee suggests that ways and means be explored to introduce the importance of various aspects of Humanities and Social Sciences in their first year. The Committee is of the view that students should be introduced more effectively to their major area in the first semester itself. It is only in the third semester that courses related to their chosen program are taught. As a via media. preferably hands-on. Such a series could have fortnightly lectures of two hours duration and be assigned one credit in the second semester. it feels that it would be rather impractical to implement this idea in view of the large number of students and the paucity of faculty in the areas of Humanities and Social Sciences. [33] (e) Introduction to the Department In the present curriculum design. because generally the course is delivered in a one-hour weekly lecture format. Much as the Committee would like to introduce such a course into the Curriculum in the first year. amongst Page 24 of 70 . In other words. hands-on laboratory activities (individually and in groups) and discussions with alumni and senior students. Instead of lecturing. students take Basic Science (BS) and Engineering Arts and Sciences (EA & ES) courses in the first year. The Committee recommends that a one-credit course be introduced in the first year that will introduce students to various facets of Humanities and Social Sciences via guest lectures. fresh students should be exposed to the world of engineering in a direct.UG Curriculum Review 2002 imperative that such a course be planned and executed such that it excites the students towards these subjects. After the previous curriculum review. it would be advisable to have a more relaxed and enjoyable atmosphere around this activity.

however. This course should be graded on pass/continuation grade basis. Given the practical nature of this course. practical training in an academic institution falls short of the stated objectives in that it does not expose students to an Page 25 of 70 . Being a first introduction to the program. e. the Civil Engineering course would be titled “Introduction to Civil Engineering”. hence. should be included in the departmental core. It could be titled as Introduction to <Departmental> Engineering. especially in foreign companies. The feedback from alumni and students. and so on.g. the existing noncredit course “Introduction to the Department” becomes redundant. course “Introduction to <Departmental> Engineering” in the first year first semester as part of the Departmental Core. Further. Consequently. This two-credit course could be given on a pass/continuation grade basis. it is absolutely critical that this course be planned and executed in a meticulous manner. The exposure so gained could not only motivate them but also. the student will have to register for this course at the next available opportunity. In particular. Such a course would necessarily be unique to the program and. The 1992 review committee had envisaged strengthening of this component by increasing its duration from 50 to 60 working days. Industrial Tour and Professional Practices Practical training has been a core component of the undergraduate program. in case the performance is not satisfactory. [34] (f) Practical Training. Such students do not get an exposure to Indian industry which reinforces their worldview that there is nothing interesting and exciting happening in India. 0-0-4 L-T-P. its L-T-P should be 0-0-4 and it should be of two credits. in particular. the “How” and “Why” would follow in the core and elective courses to be taken later. In a way. Although the benefits of an exposure to an industrial setting are widely acknowledged. For instance. in the recent past. there has been an increasing trend amongst students to seek practical training in academic institutions and research laboratories abroad. the same could not be implemented due to scheduling constraints. attention needs to be given to setting-up creative and enjoyable laboratory work and ensuring interactions between faculty and students in a relaxed atmosphere.UG Curriculum Review 2002 others. observing 5-day work week. faculty and many departments indicates that there is a strong support for continuing this component of the curriculum. The Committee recommends that the existing non-credit course “Introduction to the Department” be replaced by a two-credit. it has become imperative to set aside at least 11 weeks for the summer break which in turn constrains the semester schedule. with several organizations. students will be exposed to what encompasses engineering related to their program. They also remain oblivious to the needs of Indian society at large and technological aspects. facilitate inter-linking later courses with their applications.

The faculty. The Committee recommends that practical training of 50 working days. Increasing student enrolment. Amongst others. it may not be worthwhile to continue with the industrial tour. there has been concern. the practical training provided by various industries is not of uniform quality. [35] Beginning with 1992. Besides being an extended group outing. preferably in industry and R & D institutions in India. from students. such planning should ensure linkages to the core curriculum which complement and supplement classroom learning at the Institute. is of the opinion that considering all aspects. Thus. Both scenarios have an adverse impact on the attitude of students to training while simultaneously falling short of its intended goals. However. should continue to be a mandatory curricular requirement. therefore. the organization itself has a casual attitude towards trainees. this objective can. it was anticipated that the tour would expose students to industry and also to the country. in other cases. the Industrial Tour at the end of the 5th semester was made mandatory with duration of at least 15 days and visits to at least 10 industries. formulating a work plan and increasing the effectiveness of practical training. While by and large the training has been viewed as satisfactory. Also.UG Curriculum Review 2002 industrial environment at all. though. alumni and faculty that not all host organizations attach seriousness to practical training that is expected from them. the Committee feels that training in academic institutions should be generally discouraged because it does not meet the broad objectives of such training. of the view that the requirement of practical training of 50 working days be continued. Clearly. be realized via practical training in research and development organizations. Practical training in academic institutions should not be permitted. Page 26 of 70 . to a good extent. such an objective is very desirable for a student aspiring to be an engineer/engineering manager and the Committee is. The Committee recognizes that the primary purpose of practical training is to provide the student with an opportunity to observe and understand industrial practices. processes and dynamics. Departments now need to be more proactive in identifying industries and working out a training program well in advance of the commencement of training. Alumni and students feedback indicates that these objectives have been largely realized and that it should be retained. While opportunities for practical training are limited because of the nature of some organizations. The need for advanced planning of the training program has an increasingly important role in the current scenario. Departments should be proactive in identifying industries.

Feedback from alumni. and Departments can design their own policy. right from the 1st year itself (e. and through campus activities. The Committee would like to emphasize that faculty and students both have important roles in making professional practices an integral part of regular academic activities.g.). Being a part of the regular course offering. funding and logistic difficulties. in practical training amongst others.UG Curriculum Review 2002 pressure on faculty time. and simultaneously experiencing these in day-to-day work at the Institute. at the end of the 5th semester a continuation grade would be awarded and a regular grade awarded at the end of the 6th semester. besides others. the one semester duration should be increased to two semesters. All these efforts by their very nature are practice oriented and. to limit enrolment at the time of registration. if desired. It should include Page 27 of 70 . One way of increasing flexibility in this regard would be to make the industrial tour an integral component of the Professional Practices course. industrial tours of longer duration could be scheduled in the winter break between these semesters. via guest lectures by senior industry executives. students would no longer be charged for this activity and Institute norms could be followed for making payments. The Committee recommends that the Professional Practices course should be a departmental elective of two credits with in-built industrial tours besides lectures and iscussion sesions by industry executives and alumni. This replacement of the present 15-day industrial tour would make the logistics manageable while retaining the benefits to students and meeting faculty constraints. typically 15-20. Such interactions occur best in small class sizes. students and faculty indicates that this objective has by and large not been achieved. have indeed posed serious problems in recent years. Activities. etc. The Committee would like to emphasize that professional practices are best appreciated by exposure to industry. such as. the course L-T-P should be 0-1-2. in laboratory work. major projects. The Committee recommends that “Professional Practices” course should be offered as a departmental elective course of 2 credits with 0-1-2 L-T-P and regular grade. Some of these difficulties could be overcome by making the industrial tour concept more flexible so that Departments can plan it in the best possible way. Such activities require long lead periods and coupled with the deadlines of the semester schedule. The broad outline of the course and evaluation method would have to be announced when it is offered. Consequently. the course would be carried out in the 5th and 6th semesters and students would opt for it while registering in the 4th semester. such as. The one-credit core course of Professional Practices of L-T-P 1-0-0 was introduced for providing an insight into the world of professional life. therefore.

such as.UG Curriculum Review 2002 industrial tours. [37] 5 TEACHING. by the departments while grouping departmental elective courses in various slots at various levels. [36] The current mandatory “Industrial Tour” at the end of the 5th semester should be discontinued.Tech. however. degree. this upper limit could occasionally be relaxed to 6 courses.e. to ensure maximum flexibility and logical sequencing. most students end up taking 6 courses in view of the rather large credit requirements for the B. and suitable evaluation processes. effective learning processes. It is also important to follow this grouping as far as possible. an important aspect of encouraging self-and creative learning is to allow the students some free time by keeping the class-room contact at an optimum level. The previous CRC has identified important issues that influence the effectiveness of the educational processes and made a number of important recommendations. Page 28 of 70 . no more than 15 lecture credits in any semester). In reality. however. In exceptional circumstances. We also indicate some deviations from the previous recommendations as well as make some new recommendations. and be carried out over two semesters (5th and 6th) with continuation grade awarded at the end of the 5th semester. lectures and discussions. This course work overloads them and creates conditions not conducive to generating excitement and sustaining it.1 Credits and Courses in a Semester As already indicated. LEARNING AND EVALUATION PROCESSES No curriculum design can be effective unless it is executed by competent teaching. Some of these are worth repeating here. Some of the recommendations have not been followed up. which we feel will improve the teaching-learning environment. semester withdrawal by a student with otherwise satisfactory performance or need for an additional 1-2 courses to complete the degree requirements within the 4-year limit. since the present committee agrees with and recommends their continuation. The reduced requirement of 180 credits should help meet these objectives better. 5. as required. Particular care must be taken. This optimum level was correctly identified by the earlier review committee to be 5 lecture courses of 3 credits (i. It should be emphasized here that this relaxation is not to be the norm but an exception and should not be granted if the student’s performance is below average. amongst others.

5. A second use of such a structure as already pointed out. because students stop work on the days when tests are around the corner. too. circumstances. The test frequency is such that the material covered in the lectures does not warrant a full test. The break due to minor tests adversely affects the flow of the teaching. increase in student strength has greatly added to the evaluation work of teachers. The Committee appreciates these issues and recommends that only one mid-term and an end-term examination should be mandatory.5 and 2. Consequently. studying for tests has become synonymous with reading lecture notes only. would help achieve these objectives adequately.2 L-T-P and Special Courses The Committee also agrees that the lecture-tutorial content of semester long courses be pegged to a minimum of 3 credits. in order to create more flexibility. but also provide opportunities for students to be exposed to an area of current interest. student effort is concentrated in a few days before the tests begin. Recommendation (vi) of section 4. [38] Under exceptional 5.3. the scheduling should be such that course coordinators. An example of the benefit of this structure would be to have.3 Tests and Evaluations While the existing system of two minor tests and a major test is working well. The time period between tests is such that instructors are not able to include in-depth independent studies as part of the course. for which a regular 3-credit course of 40-45 lectures may be inappropriate. would be for introducing emerging subjects of interest in Science & Technology. a 4-week course of about 14-16 lectures may be the ideal framework for. With most of the course marks based on these tests. Further. particularly in large classes and most departmental core courses. a course on a special or emerging topic by a Center faculty member. Tutorial coverage. other than some very special courses. However. this limit could be relaxed to at most 6 courses.5 hours. a 14 lecture 1-credit course given over 4-6 weeks duration by a visiting faculty member on a very special and current topic. This will not only make effective use of short-term visitors. some faculty members strongly feel that this frequency is rather high. if implemented.UG Curriculum Review 2002 The Committee recommends that the upper limit on the number of lecture credits registered in any semester be limited to 15 corresponding to at most 5 courses. say. with a weight of 1-2 credits. On the other hand. respectively.T -P structure and slotting. can extend this duration by half-an-hour. Page 29 of 70 . if they so wish. with durations 1. Project activities too have suffered In recent years. is non-uniform amongst groups. say. this Committee recommends that it should be possible to create smaller duration courses within the existing L.

The class objective under such circumstances tends to mediocrity rather than pursuit of excellence. however. It is also important to note that weights given to different components of a course during evaluations should be commensurate with the credit structure of the course. especially. [39] 5. term papers. It is. etc. It was of the view that such an overemphasis on relative grading generally de-motivates students. creativity and design. in the interest of continuous learning. It is important to realize that faculty members need to exercise their judgment in setting examination paper and assignments.. rather than only the brightest of them. take-home examinations. the Committee feels that grading should reflect a student’s own proficiency in the subject and not just in relation to that of other students. such as.UG Curriculum Review 2002 However. It Page 30 of 70 . The Committee recommends that there be one mid-term test of 1.4 Grading System The Committee finds the 10-point scale grading system to have wide acceptance and. self-learning. recommends its continuation. In the light of the above discussion. noted that the existing system of grading overemphasizes relative standing amongst students. therefore. It would be advisable. a normal distribution. viz. the teachers are free to devise their own systems of additional evaluations. assignments. to encourage the faculty to understand the grading system in a holistic manner especially in the context of an IIT environment. to address a spectrum of students. [39] The Committee also recommends a preparatory period of 1-2 days before these examinations. through quizzes. those who always expect to get a grade lower than B(-) and sometimes give up serious studies. etc.5 hours duration. While relative standing of the students should be clearly indicated by their grades. Teachers are encouraged to complement these with other modes of evaluation which give due importance to continuous learning. therefore. if possible. vivavoce. which admits amongst the brightest students in the country. The Committee. necessary that teachers formulate appropriate procedures to award grades that are reflective of the student’s performance vis-à-vis the instructor’s expectations.5 hours duration and an endterm test of 2. therefore. the process of awarding grades should not be based on fitting these to some pre-conceived distribution. A concerted effort should be made to include design activity and creative thinking in the evaluation process.

Since satisfactory completion is mandatory.. are to be preferred from a teaching-learning point of view. NSO and Practical Training. it would be preferable to award a continuation grade. respectively. It should also be emphasized that course coordinators. The interpretation of ‘Z’ grade should be “Course continuation”. are awarded ‘S’ or ‘Z’ grades representing satisfactory completion and unsatisfactory completion. small classes help a better rapport with students and. recommends that these limits be continued. NSS. a minimum requirement of 30% for award of ‘D’ grade would help to maintain a minimum standard. respectively. viz. if they so want. Admittedly.5 Class Size and Classroom Interactions The issue of large versus small lecture sections/classes has vexed many a faculty member for some years now. The Committee recommends that for the courses Introduction to <Departmental> Engineering. On the other hand. NSO. NCC/NSS/NSO. [40] The Committee recommends that the existing philosophy of relative grading be replaced by one that emphasizes absolute performance in relation to the teacher’s expectations. NCC. NCC. Professional Practices and Practical Training. can set limits above these minimum values. Introduction to the Department. Professional Practices and Practical Training. Similarly. [41] In the current curriculum. The Committee is of the view that the existing floor limit of 80% for award of ‘A’ grade ensures that this grade is awarded to truly outstanding students. rather than giving up in view of what has been said in the previous paragraph. an S grade be awarded in case of satisfactory completion or Z grade in case of incomplete work. In the proposed structure. The Committee. The interpretation of the ‘Z’ grade would then be “Course continuation” in lieu of the present “Unsatisfactory Completion”. and significant increase in the number of UG and PG programs is already Page 31 of 70 . The Committee recommends that the 7-point grading system be continued along with the floor limit of at least 80% and 30% for award of ‘A’ and ‘D’ grades. therefore. therefore. [42] 5. increasing number of students. NSS. the courses in which these grades will be awarded are Introduction to <Departmental> Engineering. the non-credit core courses.UG Curriculum Review 2002 is expected that this would motivate students to put in their best effort.

or just plain freewheeling exchange of ideas. Page 32 of 70 The resources . however. This situation is likely to become more serious in the near future with further increase in student strength. and weak students generally do not interact in classes at all. well-equipped (with audio-visual aids) large classrooms (capacity 200-250) are absolutely necessary. such as. For this approach to be successful. 250. this is essentially limited to about 10% of the class. these added demands and increasing student strength require a better and more efficient use of the faculty resources.) be set-up.UG Curriculum Review 2002 putting enormous load on the faculty members. and faculty indicate disturbing trends. at the earliest. tutorials and practicals that usually have 15-20 students with one teacher automatically provide an excellent platform for extremely close interaction. and allotting multiple teachers to small lecture sections is becoming a luxury that cannot be afforded any more.g. tutorials and practicals provide formal avenues for student-teacher interactions. However. are available for discussions related to courses or for any other issues. [43] While lectures. taught by specially selected faculty and student tutors. As a matter of fact. and (b) increasing the efficacy of tutorial groups. Thus. where teachers. These ideas are based around a “common space”. Even assuming that faculty-student ratio is maintained at the existing level. career options. Such systems are already in place in many institutions in India and abroad. The Committee recommends that a well-designed and well-equipped lecture theatre complex consisting of classrooms of various seating capacities (e.. the importance of non-formal settings in this respect should not be underestimated. Quality of teaching can be enhanced by (a) using the more experienced teachers to handle large lecture classes. In a way the majority of students have "tuned out" of the class. a large room that could even be a laboratory or the Department Library. feedback from both alumni and students. etc. It is now becoming clear that the alternative model of large lecture classes now needs to be employed. of small sizes. The concepts of resource centers and course tutors have been successfully employed at other institutions. design ideas. 150. such as. viz. even if one assumes that a lecture class of 50 enables greater interaction. This feedback also suggests that opportunity provided by tutorials and practicals is not being fully realized and there is substantial scope for improvement. teaching assistants and senior UG students. 10% of the students in a typical class ask 90% of the questions. At the outset it is important to realize that lectures are not the only modes for close studentteacher interaction. 75.

compulsory attendance has been severely criticized by students. Coupled with multi-section lecturing. [44] 5. However. with 25% absence allowed on medical or other exigency grounds. however. The presence of students of different years and teachers from the department(s) could also have the added benefit of bringing perspective to the rather limited interaction students have with seniors in the hostel. Nothing could be further from the spirit of the rule. even as they maintain that administering attendance in large classes is becoming a problem. agree with the students' view that compulsory attendance leads to uninterested students whiling away time and creating minor nuisance during classes. There is also a view that compulsory attendance should be required only for students who under-perform.UG Curriculum Review 2002 available at such places could be texts related to various courses (not limited to those prescribed by the teacher). that in the matter of attendance. Many faculty members continue to feel that 75% attendance should remain a requirement. tutorial and practical. which is to make regular attendance a professional practice followed at IITD. they see a positive correlation between attendance and performance. compulsory attendance actually generates an unfair system. except under emergency situations. students and faculty have a significant difference of opinion. This rule is being interpreted by both faculty and students as a students' right to abstain from 25% of the classes. The Committee recommends that Departments experiment with the idea of “Resource Centers” to improve dialogue with students. in particular. the Committee was of the view that it is much more meaningful to have an attendance rule which provides positive incentive to Page 33 of 70 . Further. Some faculty members. For these and other reasons. in general. the attendance rule states that students have to attend every lecture. professional magazines. However. etc. and feel that attendance in classes is strongly influenced by the quality of teaching in the class. After a lot of deliberations. because there is inherent variability in sectionto-section lecturing that has a negative impact on some students' motivation and interest in the subject.6 Attendance The Committee has noted from the surveys. The Committee appreciates that students should be expected to attend all classes. the practice of awarding 'F' grade when attendance falls below 75% appears to be rather harsh. and discussions on course related difficulties.

With increasing enrolment. recommends that teachers be encouraged to announce rewards for regular attendance. hence. Based on past experience. as the number of students is much smaller. Monitoring of attendance could be very carefully and effectively done also in tutorials and practicals. Each student opts for one of these activities while joining the Institute and generally. Unfortunately. and with NCC and NSO catering to 75 and 125 students respectively. therefore. with the coursecoordinator or course adviser or with a student counselor. The faculty is.UG Curriculum Review 2002 students to attend classes on a regular basis than to have a penalty based rule as it exists today. continuous learning by the student. attendance statistics of weak students be carefully maintained and used for counseling. NSS or NSO is a mandatory degree requirement and will continue into the future. irregular attendance by a student may be a pointer to some problems being faced by the student. These problems need to be addressed at various levels. never the less. The Committee is also aware of the fact that in order to conduct these activities in a manner that interests and excites the students. such as. Also. In the final analysis. completion of 100 hours of activities of either NCC. NSS and NSO Activities At present. The Committee. [45] Further. the Committee recommends that students with deficient performance in the course be identified and their attendance and performance should be carefully monitored. These activities are expected to sensitize students to national needs and priorities.7 NCC. the NSS has come under additional strain. faculty have to take Page 34 of 70 . expected to monitor attendance on a regular basis and devise mechanisms. 5% weightage in course evaluation may be given to students with more than 90-95% attendance while students falling short of this figure may not benefit from this reward. [46] 5. they have been reduced to accumulating “hours” by doing various tasks. amongst others. surprise quizzes and tests to ensure regular attendance and. Students' presence in the classroom must translate into a superior teaching-learning process. something that has become an end in itself. such as. As an example. all these activities have come under severe strain. completes the requirement by the end of the second year. The Committee recommends that instructors should formulate their own attendance policy based on positive incentives for regular attendance and announce the same at the beginning of the semester. These weightages and attendance limits should be set by the teacher and announced at the beginning of the semester. it must be appreciated that attendance is not an end in itself.

both amongst students and faculty members. recognized and suitably rewarded. sponsored projects and consultancy work.through assignments. this approach has the potential to generate excitement and enthusiasm. It will also be desirable to recognize and award excellence in NCC. projects. therefore.UG Curriculum Review 2002 a very active role. model building and openended problem solving exercises. It is most important that laboratory classes be made more rigorous and for this teachers must make sure that they spend enough time in the laboratory with students. If successfully done.1 Teachers and Teaching Methodology It has been widely and correctly recognized that the key strength of an educational institution lies in its faculty. and get them involved with NSS activities. technology and society at every level. in large part because of the extensive time demands that such activities place on them. The key recommendations by this Committee require that the teachers play a major role in redesigning their courses constantly to keep them current. NSS and NSO activities through reduction in tuition fees or through institution of special scholarships and awards. be counted towards fulfilling the NSS requirements. This could be done in a variety of ways . and the course design templates should require specifying the computer-aided aspects of the course. Computer aids must be extensively used wherever possible and useful. high quality research. NSS and NSO activities be strengthened and should be integrated appropriately into the curriculum via course work and project activities.. Given the growing awareness about the inter-linkages between science. Recent experience shows that there is an acute paucity of faculty interest. Excellence in these activities should be encouraged. it should now be possible for students to undertake projects/activities that are not only of benefit to society at large but also necessarily draw upon the engineering education imparted at IITD. Resource material could be Page 35 of 70 . IIT Delhi can take pride in having had a fine tradition of highly motivated faculty who take up the job of teaching with dedication. in spite of very high expectations from them in many other tasks. The teachers could also use available web resources for enhancing the quality of teaching in the classroom and make use of web-based learning and evaluation. and use innovative and imaginative methods to arouse the students’ creative instincts and develop a self-learning attitude. viz. [47] 6 IMPLEMENTATION AND OTHER ISSUES 6. The Committee recommends that NCC. It would be useful to identify and integrate assignments and activities in regular course work that could be useful to society at large and could.

students who have gone through the IIT system for four years. Some of the methods by which help could be provided are as follows: (a) Teaching Assistants Needless to say a good UG The system of teaching assistants needs to be strengthened.Tech. and Ph. program to two years also offers a special opportunity at this point in time to make more effective use of M. While halftime teaching assistantship to M. therefore. This period.UG Curriculum Review 2002 made available on the web. It is suggested that allocation. students are offered assistantships in the first year. While M. education environment is greatly facilitated by a good PG education environment. particularly in their second year. students as TAs. it is emphasized that training of TAs in the first year be course specific and be entrusted to an appropriate course coordinator. The Committee notes that the conversion of the M. A model course design for every course should be made available on the web. The Committee recommends that the system of teaching assistants be strengthened. students should be continued. is better utilized for training and preparing them for more serious assistance during their second year. The foregoing discussion clearly implies that the system needs to provide help to teachers.Tech. Such tutoring could be organized during the evenings. attempts should be made to identify better teachers amongst research scholars and dual degree students so that they can be motivated to take up independent teaching and grading work with additional incentives. not too much should be expected from them as teaching assistants during this period because of their mostly inadequate background as well as the fact that they are registered for a full course load. and will be able to help the faculty in a more effective manner. training.Tech. No doubt all these put added burden on the teacher in terms of generation of course material and evaluation. In addition to the concept of teaching assistants. It is specially expected that the dual-degree and integrated M. In this context. Teachers should design appropriate computer based teachinglearning exercises. Senior undergraduate students could also be appointed as tutors in assisting the teaching of the 1st and Page 36 of 70 .D.Tech.Tech. will be a valuable resource of quality teaching assistants in their 5th year. it may also be useful to introduce a system of tutors whereby selected senior students are made available to provide help to first and second year students on payment basis. and monitoring the performance of the TAs be strengthened in each Department to put in place a strong system of teaching assistants.

The Committee recommends that the teaching load of faculty should be calculated by including the actual time of the laboratory/practical hours as indicated in the course L-T-P. This calculation should include considerations such as.Tech. [50] (c) Teaching Load The calculation of teaching load should take into account the total effort of teachers in a given course. the requisite support to enable this needs to be developed and professionally managed. [49] The Committee recommends that outstanding teacher awards be instituted and a transparent system for implementation of the same be evolved.. That this system is not working satisfactorily is borne out by the fact that the forms are being returned late. The Committee recommends that a more transparent and computerized system be developed so that the Course Coordinator receives timely feedback. [48] (b) Course Evaluation In the present system of course evaluation. it also lacks transparency. Management systems and mechanisms to Page 37 of 70 . The Committee feels that the course evaluation system should be more transparent and should be computerized for efficient handling. in a course. More powerful and dedicated servers and adequate physical facilities like printers and storage space need to be provided. students fill the appraisal forms at the end of the semester and these are handed over to the Head of the Department. the full duration of the practicals. students should undergo training in designated courses that they will serve as TAs in their 2nd year. Also. often long after the course has been taught. This delay undermines the usefulness of the course evaluation and feedback system. if any. [51] (d) Web-based resources In order to bring in the culture of effective and wider use of computer-aids for supplementing the teaching-learning processes.UG Curriculum Review 2002 2nd year courses./Ph. Further. A system of measuring the quality of teaching needs to be evolved which should be used as a basis for giving outstanding teacher awards. the actual time spent by faculty in the practicals/laboratory.D. number of students in the class and project/assignment related work. 1st year M. Before a stipulated date. a committee of the department is supposed to go through these forms and return them to the course coordinator. should be counted as such. viz.

Others lose the motivation to excel that brought them into IIT in the first place. Clearly. It would also be useful for creating awareness about the general philosophy of the existing curriculum and provide new directions whenever needed.UG Curriculum Review 2002 facilitate the development of computer aids by faculty members should be identified and put in place. More specifically.2 Monitoring and Welfare of Students (a) Students Counseling Even though the entry process to the IIT ensures that the UG students who come through the JEE system are amongst the brightest in the country. it could provide an important platform for regular discussions on the curriculum. An Institute-sponsored lunch during this workshop would serve as a platform of interaction for the faculty. The workshop could also serve as an orientation program for new faculty members. In fact. [54] Page 38 of 70 . The Committee recommends that the responsibility for the development. An annual workshop on teaching-learning experiences be held in the first week of December where faculty could share their experiences. These and personal problems. The existing Students Counseling Service needs to be strengthened in order to handle the number and variety of problems being faced by students. the highly competitive environment at IIT creates its own stresses. some of the students are not able to cope with these and get into psychological difficulties and problems. The Committee recommends that facilities for web-based instruction and dissemination be expanded and support for faculty use be established in a well-coordinated manner. a couple of full-time counselors should be appointed to take care of the counseling needs of the increased student population. including social expectations have put students under tremendous pressure. [53] 6. in the first week of December. A date for such a workshop should be identified in the Institute calendar that could be. maintenance and support facilities for web-based materials should be well coordinated and could possibly be managed by the ETSC. [52] (e) Workshops on Teaching-Learning Experiences It was felt that regular workshops (held once a year) may provide opportunities and a forum for teachers to exchange notes and experiences on teaching and learning. The Committee recommends that the “Students Counseling Service” be strengthened. say.

usually through pre-requisites. credits. less equipped to earn good grades in comparison with this peer-group. inequities in background generate complex psychological situations and the academic system must address the resulting problems in detail. The Committee recommends that the process of strengthening academic counseling should continue. amongst others. These problems were well recognized at the time of the 1992 review. This is not because they are not good. PH110N. the sequence is decided. students entering the IIT system through the reserved category find themselves in a rather difficult situation. the level and pace of studies is much too high for their background. the students face a very different academic environment in both teaching and evaluation aspects. It is recommended that the prerequisites of all courses be clearly defined. but simply because they have not gone through the rigorous and focused preparation of the JEE-successful students. [55] (c) Course Planning In scheduling of courses by the departments. Each adviser looks after only 10-12 students. Thus. A new student advisor (course adviser) system is now in place. Many students find the system overwhelming and it is here that the faculty adviser has an important role to play. etc. The course advisors are involved with their students in the registration process and help them in taking the right academic decisions like choice of subjects. some of the weaker students are unable to clear some of the basic courses. It is worth noting that such strengthening has indeed taken place. such as. They are also expected to keep informal contacts with students and encourage them to come to them to discuss their problems or have general discussions on issues of interest to them. and a strong recommendation was made at that time to strengthen academic counseling. MA110N. Even though they Page 39 of 70 . is also true of DASA students. and are. to a lesser extent. the new web-based registration system enables a course adviser to monitor a student’s entire academic performance on line to offer him suitable advice so that the student can do his best. The STIC program has been devised to encourage these informal relations. At times. Also. by the academic preparation expected for a particular course. and AM110N. The same. Further. therefore. On entering IITD.UG Curriculum Review 2002 (b) Academic Counseling The need for faculty guidance in academic and other aspects is very important for students. Most recently. for quite sometime even after repeated attempts. amongst others.

This restriction will also eliminate misuse of the facility. Of course. it is not unusual to find some students attempting to complete these and some basic departmental core courses towards the end of their academic program. The Committee recommends that avenues for introducing summer courses be explored along with suitable incentives for faculty. [57] (e) Performance Monitoring Page 40 of 70 . Without this option. The Committee recommends that the pre-requisites of each course be identified and students who do not have a pass grade in the pre-requisite should not be allowed to register for that course. it is recommended that summer registration be strictly limited to students who have failed in the subject or who have opted for a slow paced program or who have been so advised by the Standing Review Committee (SRC). with proper course advising and stricter formulation and implementation of pre-requisites. One of the several proposed incentives could be payment of additional month’s salary to the teacher for summer teaching. [56] (d) Summer Courses One of the major reasons for basic courses being taken in the 7th or 8th semesters is the discontinuation of the summer semester/summer teaching. students face difficulties in planning their future course work and tend to temporarily drop these courses in preference over their departmental requirements. which are clearly undesirable.UG Curriculum Review 2002 are normally expected to complete these core requirements in the first 3-4 semesters. Further. It is recommended. or may be used to offset teaching load in the regular semesters. due to excessive registration by students in the summer semester and the consequent increase in teaching load of faculty. such situations. could and should be avoided. In order to motivate the concerned faculty members to participate in summer teaching. to limit the registration in the summer. in turn. that summer teaching be resumed on a limited scale to help the students with a few selected first year basic courses. it is recommended that the summer teaching load may be carried out on the basis of a reasonable honorarium payment. This decision was. therefore.

Thus the student does follow a truly slow paced program. as required. This practice is clearly undesirable as it has a long -term impact on the students’ careers. (ii) raising the maximum limit to 7 years from the existing 6 years for the B. a fact generally not appreciated by the student community on-campus. for very weak students. to accumulate credits at the expense of CGPA. as already suggested. the culture of regulated pacing. Departments should develop alternate scheduling of courses so that a student could take-up the slow-paced sequence and still graduate in four years. The Committee recommends that advise given by SRC be binding on the student. Page 41 of 70 . (iii) reorganizing the fee structure to make it credit-based so that there is no sense of monetary loss or burden due to additional stay at IIT Delhi. Further. The scheduling of courses should be suitably modified to make the academically weak students appreciate and accept the slow pacing. (CGPA < 6. health or psychological stresses so require/demand. Also. it would also be desirable that the recommendations and advice given by the SRC be implemented in their totality as it has been the experience that students who take excess courses over the SRC’s recommendations usually do so at the expense of grades. programs with a maximum of 12 registered semesters.UG Curriculum Review 2002 The current practice of regular monitoring of the performance of all weak students by the Standing Review Committee (SRC) has proved to be useful in giving timely advise and also for getting acquainted with reasons for individual difficulties. Reduction of total credits envisaged herein would give space for developing a truly slow-paced program. Further. [58] (f) Regulated Academic Pacing As already mentioned. This process should be continued and improved. should be inculcated amongst students.Tech. Of course. some of the systemic changes that might help are as follows: (i) enabling a student to drop out for a period of one semester or two if family circumstances. there is a strong tendency amongst weak students. Experience has shown that in the current credit structure.0). reduced load in the first year shifts the load to the final year because of the total credit requirement of 190. additional semesters beyond the 8th semester might be the only option. One possibility could be discussions amongst course advisers at the Department level as this would also lead to appropriate action by course coordinators some of whom would be course advisers as well.

subtle but having a profound effect. The Committee recommends identification of the English deficient students through a language proficiency test. but most importantly by actually practicing them in everyday life. These can be addressed through talks by eminent professionals.UG Curriculum Review 2002 The Committee recommends that models of slow paced scheduling of courses. whose impact will last for a long time. there are many ethical and value based considerations. This recommendation of the previous Committee has been implemented and is a step in the desired direction. as well as written communication skills. [59] (g) English Language Proficiency The Committee also addressed the problem of students having inadequate background of English due to a variety of reasons. students now sign the Honour Code at the time of joining the Institute. The Committee recommends that a special cell be set-up for imparting courses in remedial English language. for each program. and need to practice these. Extensive use should be made of language laboratory learning facilities for the remedial course. A special cell for remedial English language teaching should be setup and adequate resources should be made available for this purpose. It has been pointed out that remedial English teaching requires special skills and resources. Human values and Professional ethics are. therefore. Engineers and technologists invariably have to take decisions and make choices. for testing the students’ comprehension of spoken and written English. be prepared and made available widely. [60] 6. While the Committee appreciates the existing framework. Recognizing the need for awareness of ethical practices. The remedial English language course should continue to carry sufficient credit weightage. Page 42 of 70 . In making such decisions. two very important components of education that need to be deeply inculcated amongst students in their formative years.3 Ethics and Values Technological advancements inevitably lead to social transformation that at times may be direct and at others. and should not be handled through simple classroom teaching by faculty of Humanities and Social Science Department. it strongly feels that this needs to be further strengthened. Those found to be deficient should be given a remedial course that emphasizes comprehension of spoken English.

A General Secretary who is elected by all the conveners Page 43 of 70 . all of whom are members of the Class Committee. At the same time. technology and society. the Committee would like to re-stress the recommendation by the 1992 review committee. While making the above recommendation. and science. especially the nonformal sector. [61] 6. The Committee recommends that this could be done through suitably designed NSS activities and summer and winter camps. Elective courses should be developed that address interactions between values. The Committee recommends that students should be exposed to lectures on values on a regular basis throughout their stay at IITD. The present system of course advisers provides a platform for course advisers to get to know their advisees individually and serve as mentors. would help to sensitize students about society. At the same time. in general. there is still scope for increasing its effectiveness. elective courses should be introduced which specifically focus on ethical dimensions of the engineering profession. The Academic Interaction Council (AIC) provides a formal platform for interactions between students and faculty on academic matters. technology and management interactions with society at large. the majority opinion from the departments. even towards the practical training provided such training complements and supplements the core courses of the student’s program. does not appear to favor this route. Though this facility is being used. Time so spent should be counted towards the NSS requirements. students and alumni.UG Curriculum Review 2002 A very extensive debate has been going on in the Institute also about the need for a mandatory formal course on “Values”.4 Student-Teacher Interactions and Professional Activities The Committee recognizes that regular and close interaction between students and faculty is extremely important. However. Students should be encouraged to work with various organizations. that values are best internalized by practice in daily life. where decisions have far reaching engineering implications. particularly local and non-government organizations. Every branch of each year’s class elects representatives to the Class Committee whose convener has the responsibility of conveying students’ views to the Head of the Department and all concerned teachers. it is felt that the system should somehow increase the students’ exposure to value based lectures from eminent personalities and provide sufficient opportunities to develop positive and good human values. The Committee is of the opinion that activities such as these. and where possible. The formal mechanism to facilitate these and other interactions is the Student-Teacher Interaction Council (STIC) which provides funding for on-campus and off-campus activities. and others.

lack of space for storing books. have in the development of the student’s personality is well recognized. With a shortage of hostel seats. Strengthening these activities could provide additional impetus to student-faculty interactions.UG Curriculum Review 2002 heads the AIC and he/she is entrusted with the task of convening AIC meetings besides other tasks. The faculty needs to impress upon students the desirability of participation in such events and make suitable adjustments in their course for such students. problem solving contests. and lack of Page 44 of 70 . [62] 6. and many others. All these aspects also highlight the need for developing and nurturing leadership qualities and professionalism amongst students. Day scholars. design contests. Each Department has a functioning professional society whose members include all students and faculty members. one of common cited reasons being compulsory attendance and clashes with quizzes and tests. The annual technology festival of IITD is TRYST that includes technical paper sessions. The Committee recommends that the functioning of AIC be critically assessed and steps be taken to realize its objectives. in fact. suffer from several handicaps – long commuting times especially for 8 AM classes. Joint sports events. the student technical festival.5 Extra Curricular Activities and Campus Life The very important role that extra-curricular activities and campus life in a residential campus. increasingly large numbers of students are day scholars who naturally miss out on hostel life. The Committee recommends that a review of the AIC and TRYST be carried out to improve their functioning and both faculty and students should take initiatives to improve interaction with one another. It would be desirable that all technical festivals be organized under the TRYST umbrella. The proposed reduction from two minor tests to one will provide some relief on this front. such as one at IITD. Even in these festivals. participation by IITD students is non-existent. such as. picnics and visits are some of the activities that are generally organized by the respective society. It has been observed that serious students tend to stay away from the class committees. etc. quizzes. Such technical festivals of other colleges and institutions have grown and often surpassed TRYST. conducting TRYST. This arrangement provides an avenue for interaction outside the classroom and in an informal setting. TRYST has also been undermined by some departments organizing their own technical festivals.

e. first year students are often given inaccurate advice by seniors despite advise to the contrary by faculty and alumni. The Committee recommends that a review of the hostel system be carried out and special requirements of day scholars be addressed. and 5 courses. on the need to maintain a good academic record. There is also evidence that. Its impact on academic and related activities. such as training and placement. 4. often at the expense of academic performance. do not seem to percolate to first and second year students with the result that misconceptions become firm views.UG Curriculum Review 2002 space where they could just sit and relax. the emphasis is on “organizing” and not on participating in the activity. the major ones are reproduced below: [1] [2] The total credits required for the B. 4. has not been insignificant. This aspect needs to be strengthened. Experiences of seniors and recent alumni. degree should be 180. In most cases.2. One of the many benefits provided by a hostel environment. Participation by students in extra-curricular activities has also witnessed a decline over the past several years even though facilities on-campus and in its vicinity have increased.2(ii) The structure should be reorganized as summarized in Table 4. inter-hostel competition/rivalry has taken a toll of students’ time. is the ability to manage one’s own and the hostel’s affairs. It has been observed that on joining the hostel.3(i) [3] Page 45 of 70 . in particular. While students should take the lead in such activities. it is important to involve the alumni also. Participative management and professionalism can be nurtured in this setting.g. A disconcerting fact that appears from discussions with students is the near total absence of communication between seniors and juniors of the same discipline. 4. some of these issues be addressed on a priority basis.Tech.2(i) The upper limit on registration in any semester should be 24 credits. [63] 7 LIST OF RECOMMENDATIONS The discussions of the previous sections have resulted in several recommendations. It is recommended that until such time that all students are given hostel accommodation.

3(xiv) [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] Page 46 of 70 . A standing committee of the BUGS should be set-up for expeditious decision/approval. advanced PG courses should not be offered to UG students as either Departmental or as open category electives.3(ix) Departments should give students a real choice and must refrain from making elective courses de facto core courses.3(xi) Departments could offer pre-identified PG courses to UG students as Departmental electives and not as open category courses.3(vi) Every department should have at least one course that is largely project or design based. should not form a part of the open elective courses for students of their own programs. or in the open category. 4. 4.3(iv) The EST category should be dropped and existing courses under this category should be offered in one of the other categories. 4. 4. 4.3(v) Special courses of 1 or 2 credits on special topics be included as electives in any category with a limit of one such course per semester by any department/center. 4. respectively. 4. 4.3(x) In general.3(iii) Departments should define a list of similar or overlapping courses from other departments and centers that will not be permitted to students of their own programs as open electives. it should be offered at an early stage in the program.3(xiii) The Major Projects should be displayed at an Open House on the 2nd Friday of May (or any other day in the 2nd week of May). 4.3(xii) The total credits for the major project should be 12.3(viii) One or more courses in biological sciences should be offered as electives either in the BS category.3(vii) Departments should carry out an audit of its curriculum to quantify the total design effort. as is the current norm. with Parts 1 and 2 having 3 and 9 credits.UG Curriculum Review 2002 [4] The Department's UG or PG courses. 4. or similar courses of other Departments/Centers. 4.3(iii) Departments could identify Minor Area schemes of 20 credits. 4. A student should be able to use the open elective credits to complete these specified minor area requirements.3(ii) Departments should identify courses and/or design courses that could be taken by students of other programs as open electives. 4. 4. 4. if they so desire.3(xi) The total number of credits be continued to be distributed in a ratio of 3:2 between lecture: tutorial + practical + other project activities.

The final evaluation should be carried out before 30th June.UG Curriculum Review 2002 [19] The mid-term assessment of Major Project Part 1 should be aimed at finalizing the work plan and identifying milestones and deliverables. and part 2 in the 10th semester and in the following summer.Tech.4(ii) The dual degree program should include either a Mini Project in the 5th or 6th semester. programs should have 6 and 12 credits.3(xix) Over and above the 6. particularly work that is outside Delhi. 4. the student should register for at least 6 credits. 4.5(d) Page 47 of 70 [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] . 4. or a Minor Project in the 7th or 8th semester. 4.5(c) A one-credit course should be introduced in the first year that will introduce students to various facets of Humanities and Social Sciences via guest lectures. programs should be 216-218 credits.Tech. limited to a maximum of two extra semesters. 4.Tech. Part 1 should be carried out in the summer after the 8th semester and in the 9th semester. respectively. 4. programs should be 5 years. 4. 4. programs.and 7-year upper limit for 4-year and dual degree/integrated M.3(xv) The evaluation of Project Part 2 should be carried out in the mid-semester and then at the end of the semester keeping the approved work plan and deliverables as the yardstick.4(i) The total credit requirements of the dual degree and Integrated M.Tech.5(b) The L-T-P structure of Colloquium should be 0-3-0 and conducted as such.4(iii) Parts 1 and 2 of the Major Project for the dual degree/Integrated M.3(xvii) For the 4-year programs.3(xx) The duration of the dual degree and Integrated M. 4.3(xv) Along with Major Project Part 2. 4. a student should be allowed one extra semester for every semester that he/she withdraws from or goes for industrial training. 4. 4.3(xvi) A student could be allowed to take extra credits in the 7th semester so that the final semester is available for full time project work.3(xviii) The Mini Project and Independent Study should be continued as Departmental electives with a limit of one Mini Project/Independent Study per faculty member in a semester.4(iv) 176 earned credits should be a pre-requisite for registering for Major Project Part 1 for dual-degree students. 4. respectively. and a regular graded awarded. 132 earned credits should be a pre-requisite to registering for Major Project Part 1. the assessment should be carried out at the end of Project Part 1 and a regular grade should be awarded. 4.4(v) Inter-disciplinary courses along with laboratory facilities should be developed on a priority basis. 4.

75. in general.5(f) The current requirement of an Industrial Tour at the end of the 5th semester should be dropped.5(f) The upper limit of lecture credits registered in any semester should be 15 and at most 5 courses. NSS and NSO activities should be strengthened and wherever possible. 5.4 Introduction to <Departmental> Engineering. Under exceptional circumstances. course Introduction to <Departmental> Engineering in the first year first semester as part of the Departmental Core with pass/continuation grade. respectively.) should be set-up. 4. 250.g. 0-0-4 L-T-P.5(e) Practical training of 50 working days. 5. 5. etc. in particular. NSS.UG Curriculum Review 2002 [34] The existing non-credit course Introduction to the Department should be replaced by a two-credit. Excellence in these activities should be recognized and suitably rewarded.5 The Departments should experiment with the idea of “Resource Centers” to improve dialog with students.4 A well-designed and well-equipped lecture theatre complex consisting of classrooms of various seating capacities (e. 4. lectures and discussions.6 NCC. formulating a work plan and increasing the effectiveness. The interpretation of ‘Z’ grade should be “Course continuation”.5 hours duration and an end-term test of 2 hours duration. 5. a preparatory break of 1-2 days should be provided before the start of the examinations. 5. preferably in industry in India. integrated into course work and project activities.5(f) The course Professional Practices should be offered as a departmental elective of 2 credits with 0-1-2 L-T-P and regular grade. If possible.3 The 7-point grading system be continued along with the floor limit of at least 80% and 30% for award of A and D grades. this limit could be relaxed to at most 6 courses. 4. Practical training in academic institutions should not be permitted. 5. 4. Professional Practices and Practical Training should be awarded ‘S’ grade for satisfactory completion or ‘Z’ grade if the requirements have not been satisfactorily completed. The Departments should be proactive in identifying industries. NSO.6 Students with deficient performance in a course should be identified and their attendance and performance should be carefully monitored.5 Course coordinators should formulate their own attendance policy based on positive incentives for regular attendance and announce it at the beginning of the semester. 5.1 There should be one mid-term test of 1. and discussions on course related difficulties. 5. and be carried out over two semesters (5th and 6th) with continuation grade at the end of 5th semester.7 Page 48 of 70 [35] [36] [37] [38] [39] [40] [41] [42] [43] [44] [45] [46] [47] . should continue to be a mandatory curricular requirement. NCC. 5. 150. 5. at the earliest.4 The existing philosophy of relative grading should be replaced by one that emphasizes absolute performance in relation to the teacher’s expectations. It should include industrial tours.

2(c) Introduction of summer courses with incentives for faculty should be explored. 6./Ph.1(b) The teaching load of faculty should be calculated by including the actual time of the laboratory/practical hours as indicated in the course L-T-P.2(a) The strengthening of academic counseling should continue. Senior undergraduate students could also be appointed as tutors in assisting the teaching of the 1st and 2nd year courses. 1st year M. 6. Students should be exposed to lectures on values on a regular basis throughout their stay at the Institute. 6. science.2(g) Elective courses on values. 6.Tech.D. 6.1(c) Facilities for web-based instruction and dissemination need to be expanded and user support for faculty should be established in a well-coordinated manner.3 A review of the AIC and TRYST should be carried out to improve their functioning.4 A comprehensive review of the hostel system should be carried out. 6. 6. students should undergo training in designated courses that they will assist as TA in their 2nd year. 6. 6.1(d) An annual workshop on teaching-learning experiences should be held in the first week of December where faculty can share their experiences. 6.2(d) Recommendations of the Standing Review Committee should be binding on students.2(f) A special cell should be set-up for imparting courses in remedial English language.1(b) Outstanding teacher awards should be instituted along with a transparent system for implementation of the same. technology and society could be offered as electives. 6. Locker and other facilities should be provided to day scholars.UG Curriculum Review 2002 [48] The system of teaching assistants should be strengthened. 6.5 [49] [50] [51] [52] [53] [54] [55] [56] [57] [58] [59] [60] [61] [62] [63] -----------------------------------------Page 49 of 70 .1(a) A more transparent and computerized system for course evaluation should be incorporated that provides timely feedback to the Course Coordinator. 6. 6.2(b) The pre-requisites of each course should be identified and students who do not have a pass grade in the pre-requisite should not be allowed to register for that course.1(e) The Students Counseling Service should be strengthened.2(e) Models of slow paced scheduling of courses for each program should be prepared and made available widely. 6. 6.

-------------------------------Page 50 of 70 UG Electives (UE category) Category (existing) Credits DE 25 BS HM OC Total UE 5 15 25 70 20 25 110 . programs Total credits requirement = 180 Registration limits for 4-year program. “Industrial tour” dropped as core requirement.Tech. part : 48-50 credits Major Project: Part 1 = 6 credits and Part 2 = 14 credits. Dual-degree and 5-year Integrated M. Programs 4-year B.UG Curriculum Review 2002 ANNEXURE Proposed Structure of the 4-year. Pre-requisite = 196 earned credits. relaxed to 6 courses. Major Project: Part 1 = 3 credits and Part 2 = 9 credits. Dual-degree and Integrated M.Tech.Tech. without change. Pre-requisite = 144 earned credits. Maximum 25 (&) 15 (&) -5 (&) Minimum 15 ($) 9 ($) 6 2 Proposed Credit Structure (Table 4.Tech. & : In exceptional circumstances. Description Credits allowed to be registered in a semester Lecture credits allowed to be registered in a semester Credits allowed to be registered along with Major Project Part 2 Number of courses allowed to be registered $ : Existing rule. programs B.Tech. these limits are not applicable to the final year of the dual-degree and 5-year Integrated M. Professional Practices (0-1-2.2) UG Core (UC category) Category (existing) Credits DC 65 BS EA+ES Total UC Salient features: Introduction to <Departmental> Engineering (0-0-4) 2 credits Departmental core course in the 1st year 1st semester.Tech. part : 168 credits (same as 4-year program without Major Project) M. programs. 2 credits) to be departmental elective spread over 5th and 6th semesters.

4. 4. 4.2(vii) Summer vacations should also be used for participation in NSS/NCC etc. Departmental 95.1(ii) Departments should define sequence(s) of courses for students of other departments to take under open category. Departmental electives should be streamed. subjects outside the regular course offerings or to do research oriented activities. 4. There should be no grades or credits associated with these activities. 11. 15. 12. Open 12.2(ii) The 10-point grading scale should have one point distinction among the pass grades together with criteria based grading.1(viii) Examination system should be flexible.1(v) The major project should be spread over the last two semesters with appropriate distribution of credits ranging from one-third to half in the first semester. 4. It should be possible to conduct examinations which do not have rigid time limitations.2(iii) Basic courses to be taught in large class environment. 14. 4.1(iii) Credit distribution among the various categories be as follows: HSS & Management 16.2(x) 2. 5. 4. 13. 4. 4. and credits to be assigned on the basis of half credit per contact hour. 10.1992 1.1(i) Students should be encouraged to take at least 50% of the open category credits outside their department.2(viii) Departments should offer 2 to 3 credits for Independent Study to enable students to study.UG Curriculum Review 2002 APPENDIX A MAJOR RECOMMENDS BY CURRICULUM REVIEW COMMITTEE . 4. Emerging Sciences & Technologies 3.2(v) Tutorial group size should not exceed 15. under a faculty member’s guidance. 4. 9. Engineering Arts & Sciences 35. 4. 6. 4. 3.2(iii) Laboratories to be de-linked from courses wherever possible. 4. 8. 4. Basic Sciences 28. For a few identified courses it should be possible to conduct take-home and/or oral major/minor examinations.1(iv) At most 70% of credits in any category be core.1(vii) Departments may float 2 to 3 credits mini-projects as electives to encourage design activity.2(vi) Practical training duration to be 60 working days. 7. A new separate category entitled Emerging Sciences and Technologies be created to cater to futuristic trends and topics of current scientific interests. Page 51 of 70 . 4.

5.3. academic requirements for which should be satisfiable by 20 credits of course work. 5.4(iv) Each department should have a Curriculum Development Cell. 5.1(iv). 5.3(iii) Students to be required to attend at least 75% of the lectures. 29. 5. 5. 28. 4.1(ii) There should be an open teacher evaluation system to quantify quality. 4.5(i) Course files should be maintained for all courses listed in the courses of study booklet.4(ii) & 5. The total number of credits required for graduation be 190.6(ii) Page 52 of 70 17. 4.3(ii) Maximum and minimum number of lecture credits registered in any semester for full time study to be 27 and 15.4(iii) There should be lecture theatres to seat 100 and 250 students. an individualized programme in an inter-disciplinary area consistent with their interests and abilities. 5.UG Curriculum Review 2002 16. 21. 5. and a few should be equipped with projection TVs.2(i) & 4. Students to be allowed to withdraw from a course upto one week after the end of first minor exams. Departments should develop CAD and CAL environments for use by students.4(iii) The library should have a number of video viewing stations. 27. Students to be allowed an extra semester to complete requirements. 20. 5. under the advice of a faculty committee. and that excluding the credits for colloquium and major project. 4. Summer break to be of three months. and teaching not to be disrupted by student activities. 5.3(iii) Maximum and minimum number of lecture credits registered in any semester for full time study to be 16 and 9.2(vi). 23. 18.3(iii) Number of semesters of full time registration required for graduation to be 8. 5. respectively. tutorials. 30. respectively. and effectiveness of teaching. standard. Semester to be of 70 teaching days excluding the examination periods. . 5. 19.1(iii) Outstanding teacher awards should be instituted. 31. 22. 24. 25. 26. 32.4 Teaching assistants to be provided to instructors to take care of routine correction of home assignments and laboratory exercises. and laboratories.6(i) It should be possible to define a minor area. 33. It would be possible to earn 12 of these credits in the open category. credits be distributed in a ratio of 3:2 between lecture : tutorial + laboratory + mini projects. 5. 4.4(i) All lecture theatres should have overhead display facilities.5(ii) A few brilliant students to have the flexibility to pursue.2(i) & 4.

D.7 Students not to be allowed to register for courses whose pre-requisites they have not cleared. 5. It should be possible to transfer all additional credits over the required 190 earned by taking post-graduate level courses to meet the requirements for M. 5.9 35. 37. 5.6(iii) Participation by persons from industry should be encouraged in teaching courses. Departments should have memoranda of understanding with established industrial undertakings for conducting joint research and development programmes./Ph. 36.UG Curriculum Review 2002 34.Tech. degrees. 5. supervision and evaluation of practical training and projects. Page 53 of 70 .8(ii) An Honour Code should be instituted which every student must sign at the time of admission.

B. in Process Engineering & Design 4-year B.Tech. viz.Sc. program in Electrical Engineering (Power) started..B.B.UG Curriculum Review 2002 APPENDIX B MAJOR CURRICULUM CHANGES BETWEEN 1992 and 2001 1. program in Engineering Physics started.Tech. ME and PI programs new core course Engineering Drawing introduced.Tech. program in Biochemical Engineering & Biotechnology wound up.Tech.Tech. (b) (c) (d) (e) (f) (g) (h) (i) 2. [1999] New dual degree programs started. in Chemical Engineering and M. [1998] . core increased to 73 (77%). Industrial Tour made compulsory and guidelines formulated. in Computer Applications in Chemical Engineering. program in Mathematics & Computing wound up and replaced by 5-year Integrated program in Mathematics and Computer Applications. program in Mathematics & Computer Applications reduced from 235 to 220. New core course Professional Practices of 1-0-0 L-T-P with 1 credit introduced. in Computer Science and Engineering . in Biochemical Engineering and Biotechnology .B. programs associated with Dual degree programs revised.Tech. L-T-P of ME306P Process Engineering revised from 0-0-6 to 1-0-4. (a) (b) (c) (d) (e) (f) (g) Page 54 of 70 . [1998] 5-year Integrated M. 5-year Integrated M. New B.Tech. and credits from 3 to 4.Tech.Tech. in Information & Communication Technology. [1997] Credits requirements for 5-year Integrated M. [2001] Course Revisions New core course Introduction to the Department introduced.Tech. and M. ME/MF-PI core course Mechanics of Solids L-T-P changed from 2-1-0 to 3-1-0.Tech.. and M.Tech.Tech.Tech. [1998] Three new Dual degree programs started. viz.Tech. [2000] . New B. in Chemical Engineering and M. in Electrical Engineering and M. L-T-P of Manufacturing Processes ME 120N changed from 1-0-6 to 2-0-4. . (a) New Programs Manufacturing Science and Engineering (MF) program re-designated as Production and Industrial Engineering.B.

(b) (c) (d) 7.Tech. (a) (b) (c) (d) (e) (f) 5. Enrollment Total enrollment increased from about 290 to about 520 per year. Page 55 of 70 .no longer opted for by student. Institute core ME 110N Graphics Science taught on CAD packages. Date for mid-term project evaluation fixed./5-year Integrated M.UG Curriculum Review 2002 (h) (i) 3. Students admitted in DASA category. (a) (b) 8. (a) (b) 6. Switzerland allowed. Project work at EPFL. Rules and Regulations Minor area administration modified . New courses in Humanities and Social Sciences introduced. All classrooms provided with back-up DG power 1st year classes divided between morning and afternoon lectures. Teaching Infrastructure Seating capacities of lecture theatres increased. All classrooms equipped with OHPs and internet connections. Fees Tuition fees increased. Calculation of CGPA changed to include only pass grades. One new classroom built (MS 702).5 required for award of B. Many fees being charged at actuals. (a) (b) 4. Academic Monitoring Feedback forms for mid-semester and end semester evaluation introduced. Minimum CGPA of 4. (a) (b) Rule for award of MCM scholarship modified to give aid for first year automatically.Tech. all courses offered as Open Category courses. Exchange Programs Exchange students increase.Tech. in part. courses) added in OC category. degree. (a) ES 350N and ES 360 N (same as corresponding M.

a significant minority feel that it is generally discouraged. but the opinion is divided on its suitability for Indian industry.. practicals and design. Strengths and Weaknesses There was an overwhelming opinion that the goal of providing science based engineering education has been largely achieved by the IIT Delhi curriculum. Majority of the students.8 A1. Opinion is divided on the effectiveness of the campus environment in promoting ethical behavior and social responsibility.2 Page 56 of 70 . academics and research institutions. including curriculum and hostel life etc. however. A significant number of students and alumni feel that they were able to maintain a balance between academic and extra curricular activities.1 General An overwhelming majority of students and faculty feel that role of IIT Delhi education in meeting the career objection of students is a significant one. A very small minority feels that it is balanced between theory. enjoyed at least a couple of courses each semester. Most students and alumni feel that the curriculum and teaching at IIT Delhi are too theoretical.7 A1.1 Goals. students and alumni have recommended changes in the curriculum so as to include more computer-based contents in the discipline specific courses.2 A1. In view of the current trend towards software jobs. A2.6 A1. However.5 A1.9 II A2. They feel that computer applications should be built into a majority of courses.UG Curriculum Review 2002 APPENDIX C SUMMARY OF ALUMNI AND STUDENTS' FEEDBACK I.4 A1. Most of the students and alumni feel that UG curriculum at IIT Delhi is suitable for industry abroad.3 A1. Although the campus environment. wherever possible. A majority of the respondents feel that creative thinking and learning are generally encouraged by the nature of our teaching and examination. Only 20% of the respondents looked forward to attending all their class during their stay at IIT Delhi. However. promotes personality development as felt by an overwhelming majority of the respondents. An overwhelming majority of students and alumni have expressed the opinion that they would have again chosen to study at IIT Delhi if required to do so all over again. An overwhelming majority of students and alumni members feel that the curriculum at IIT Delhi is biased towards theory. A1. there are significant deviations from this opinion on either side. it fails to build awareness about national priorities. A1.

An overwhelming majority feels that the number of classroom contact hours per week should be around 25 or less. There was divided opinion on the team work aspect of academic activities at IIT Delhi.5 A2.3 A3. with bias towards a “decrease”. Page 57 of 70 A3.2 A3. A significant majority of the students and alumni recommended a maximum of 4 to 5 lecture courses per semester.5 .3 A2. Emerging Science & Technology: (3 credits) The opinion is for increasing the number of credits or making no change. Most of the students and alumni feel that IIT Delhi curriculum does not promote selfteaching or self-learning beyond the classroom work and laboratory work. A2. Majority of the students and alumni feel that laboratory work is largely a routine exercise and provides little scope for inquisitive work. Opinion was divided on the span and coverage of Basic Science Courses. Students feel that opportunities for developing communication skills are generally adequate but could be improved.8 III.6 A2. Engineering Arts and Sciences: (36 credits) The opinion is divided between “decreasing” the number of credits or “no change” at all. Opinion is equally divided between decreasing first year load or not changing it. The general feeling is that academic activities promote team work to some extent. at the expense of depth. although a significant number were more satisfied with this aspect.4 A general feeling of the respondents was that the curriculum is too structured and rigid.UG Curriculum Review 2002 A2. A3. the following views are as follows: Basic Sciences: (28 credits) A major opinion is either for “decreasing” the number of credits or “no change”. With regard to distribution of credits across various categories. The majority opinion seems to be that these courses tend to cover too many topics.7 A2.4 A3.1 Credit Requirements Students generally feel that they have to work around one hour per week at home for each course credit. Open Category: (12 credits) Majority opinion is for increasing the number of credits under this category. Humanities & Social Sciences: (16 credits) The opinion is divided with some bias for “no change”.

A large number of students and alumni have expressed their preference between having 1 or 2 minor tests with the opinion tilted towards two minors. Students generally spend between 5 and 10 hours to prepare for a typical “major” examination with a significant number spending between 11 and 15 hours. However. A4.6 A4. they could easily score a “B” grade.3 A4. A5. opinion is divided and ranges from 170 credits to 200 credits. majority of the students and alumni would like to see the total number of credits to be reduced rather than increased. A majority of the students feel that assignments and quizzes at IIT Delhi are generally designed for both learning the subject as well as for development of problem solving skills. problem solving skills and thinking capacity in that order. The alumni and students feel that facilities for project activities are largely satisfactory. It appears from the response that students spend an average of 4-5 hours for preparing for the minor tests. from the present level of 190. About 50% of those who copied their assignments felt that they did not miss out anything as far as learning was concerned. A substantial fraction of the students and alumni admit that they did not do most of the assignment themselves. a significant minority feels that support facilities are poor. However.4 A4. IV. A5. A4.UG Curriculum Review 2002 Departmental Category : (95 credits) There is a clear division of opinion in this case with bias towards “no change”.8 V.3 Page 58 of 70 . An overwhelming majority feel that emphasis is on testing the memory and to some extent on problem solving skills. Students and alumni agreed with the view that motivation for major project activity is low. About 40% of the students feel that by studying just before the minor and major tests in a typical 3-credit course.7 A4. Only a third of the students claimed that they did all the assignments by themselves. to varying degrees.1 Evaluation and Grading Most of the students and alumni agreed that typical examinations at IIT Delhi test their memory.1 Project Activities By and large students appear to be satisfied with the ability of the project activity to realize the student’s creative and innovation potential.6 On the required number of credits which should be completed by UG students in 8 semesters.2 A5. A3.2 A4.5 A4.

6 A6.1. A7. It also helps students to become closer to their classmates. A significant minority feels that these should be optional.4 A6. The students and alumni feel that there is not enough flexibility in the overall curriculum to do the minor area program. more than necessary and inadequate. It is overwhelmingly felt that the laboratory equipment is either old and obsolete. A large number of respondents felt that additional credits required for the minor area courses did not put too much pressure on them.2 There is also a divided opinion on the scheduling of laboratory courses either separately or together with the corresponding theory courses.4. students agreed that the splitting of the project into two parts has led to early start of the project work and to that extent the splitting has been a success.1 Industry Interaction and Special Requirements A large number of students feel that the Industrial Tour provides insight into the working of industries and also serves as an enjoyable outing. A major opinion was that the efforts required to do Mini Project or Independent Study courses in relation to 3-credits (6 hours per week) are just right and some times much more. A8. Majority of students and alumni feel that tutorials serve a very useful purpose and are necessary. An overwhelming majority of students is in favor of continuing the “Mini Project” and “Independent Study” courses. The general opinion was that laboratory courses fail to expose the students to state-ofthe-art equipment and practices. On the whole they felt that minor area is a good facility and should be continued.3. Those who did the minor area felt that exposure to the subject was by and large adequate and satisfactory. They do not think it is a waste of time and on the whole are positively inclined towards its continuation. A7.6 VII Minor Area A7.4 By and large. A7.5 A5.3 A6.UG Curriculum Review 2002 A5. Opinion is evenly divided on the relative emphasis on laboratory work at IIT Delhi between being adequate. VIII.2. Teachers are generally well prepared and technicians are also quite helpful in the laboratory. VI Laboratory Instruction and Tutorials A5. A6. There is divided opinion on its functioning properly. Page 59 of 70 .1.5 A6. A6. just right. It was also felt that laboratory manuals are generally unsatisfactory and do not meet their objectives to the desired extent.

said that they did so because they were hard pressed for time or were not sufficiently motivated.3 Regarding their opinion on the usefulness of introducing a formal course on ethics and moral values. during their stay at IIT. X. A significant majority of the students said that their attitude towards Practical Training was very serious. A10. Ethics and Values A10. A majority feels that it is somehow useful. etc. the opinion was overwhelmingly negative.2 Opinion is divided on the usefulness of the course on Professional Practices. A9. Opinion was clearly divided on the utility or on concerns about ragging. A9. Students and alumni feel that Practical Training is a very useful component of their academic training. Opinion is divided. however.3. Rules and Regulations A9. or at least somewhat serious. Administration of rules is considered to be by and large satisfactory. A10. Page 60 of 70 . The majority opinion is that by and large. a significant minority feels that there is an element of arbitrariness.2 Those who admitted having copied assignments. a significant number also expressed the view that their attitude became casual after spending a couple of days in the industry. A8.4 IX. rules and regulations are fairly well and clearly formulated. laboratory reports.5 Opinion is divided on the prevalence of ragging in hostels. on whether the rules show enough concern for the problems of an individual student.1 A large number of respondents feel that the atmosphere at IIT Delhi is tolerant of unethical practices.2. However.UG Curriculum Review 2002 A8. A significant majority did not consider this practice to be abnormal.1. A10.3 A8. papers.4 A large majority of students feel that Cyber offences are rampant and mostly remain undetected. A10.

5 F1.8 II. in order to enable them to make themselves more current in their own disciplines. but the opinion is divided on their suitability for Indian industry. Strengths and Weaknesses About 60% faculty feel that the stated objective of IIT Delhi.7 F1. Most faculty feel that the curriculum and teaching at IIT Delhi are too theoretical.2 F1. The faculty members generally feel that the nature of teaching and examinations at IIT Delhi encourages learning and creative thinking.3 F2. science based engineering education has been generally achieved. and in academic and research careers. As far as ethical behavior.UG Curriculum Review 2002 APPENDIX D SUMMARY OF FACULTY FEEDBACK I. Only about 22% faculty members feel that the curriculum is balanced whereas about 64% feel it is biased toward theory. A large section of the faculty feel that IITD undergraduates are well trained for industry abroad. F2.4 F1.6 F1.1 General An overwhelming majority of faculty members feel that the present curriculum plays a significant role in meeting the career objectives of our students. F1.2 F2.3 F1.4 Page 61 of 70 . A significant majority of the faculty opined that they enjoy teaching IITD undergraduate students. A large number of faculty feel that some formal program to share teaching learning experiences would be very useful. A significant number of faculty (about 56%) feel that the laboratory work done by the students was largely routine.. F1. social responsibility and awareness of national priorities are concerned. the general expressed opinion by the faculty is that IIT Delhi education is not contributing sufficiently. F2. A majority of the faculty feel that courses in different disciplines be upgraded with orientation toward computer applications. On the other hand the education plays a significant role in personality development. A significant number (66%) feel that the curriculum is too structured and rigid with little scope for independent learning and creativity. About 24% feel that it is marginally so. viz. to provide broad.1 Goals.

Also. is either non existent or marginal.3 F3. The faculty members feel that the hours per week spent by students on academics (including in the classroom and at home) should be decreased from the present design of 60 to about 54. is usually done by one student rather than through teamwork. etc. they are not every effective. Some feel that it is just right (i. As expected. Engineering Sciences The opinion is largely for “no change” or “decrease”. The following are the general recommendations regarding need to modify the number of credits under each category of courses Basic Sciences The opinion is divided between “no change” or “decrease”. according to a large number of faculty members.e.4 F3.8 F2.5 Most faculty having an opinion on Basic Sciences courses indicated that the basic science courses span too wide a coverage at the cost of depth of coverage. A large number of faculty feel that self learning beyond course notes. Most of the work in assignments. While the faculty members generally feel that the opportunities for developing communication skills are adequate. F2. The faculty members are divided on their assessment of work done by students. and need significant changes.10 A large number of faculty members feel that the courses are not in tune with the technologies being used in industry. one hour of self study per week per credit) whereas others feel that it is much less.6 F2.7 F2. F3. laboratory work and reports. lectures notes. A majority of faculty members would not like a student to do more than 5 lecture courses per semester.9 F2. Page 62 of 70 F3.7 . etc.2 F3. over and above the class room contact..6 F3. mechanisms to revive them need to be evolved. either in India and abroad. There is a substantial consensus amongst faculty members that the number of classroom contact hours per week should be reduced from the existing 30 + to around 25. III. The curriculum development cell/activities in most of the departments are marginal to satisfactory.1 Programme and Credit Structure An overwhelming majority of faculty members generally feel that there is very little flexibility in the credit system. there is an overwhelming feeling that the students are heavily loaded in the first year and this should be decreased.UG Curriculum Review 2002 F2.5 F3. as is currently practiced in IIT Delhi system.

the examinations are designed to test the thinking capacity and problem solving ability of the students. rather than their memory.8 Faculty members generally feel that the total number of credits should be reduced from 190 to around 180.10 Most faculty members feel that the NSS/NCC/NSO are good activities but can be conducted more effectively.3 F4. students who do not study regularly get average to poor grades.UG Curriculum Review 2002 Humanities & Social Sciences The opinion is largely for "no change" in this component. They also feel that faculty participation in these activities needs to be promoted. However.6 . F3. There seems to be a very clear opinion amongst the faculty in favor of continuing with moderation. The faculty has opined that at IITD. A large number of faculty members feel that the project grades are awarded rather leniently.12 The opinion on the continuation of the EST courses is divided although biased towards its continuation. F3. The faculty members generally feel that in their experience.2 F4. F4. the general opinion is for either reduction or no change in credits of each category. the faculty is not in favor of continuing with two fail grades (E and F grades).9 F3. F3.5 F4. and for keeping the upper and lower limits for A and D grades.4 F4. The majority of faculty are in favor of keeping the present system of seven pass-grades. respectively. The overwhelming majority feel that the current ratio of L:T-P ratio are correct and should be continued. IV. Departmental Core Opinion for "no change" or "decrease". Open Category Opinion is biased towards "increase" or "no change". On the whole.1 Evaluation and Grading There is a divided opinion between having 1 or 2 minors. Page 63 of 70 F4. F3. with a bias towards having one minor test.11 There seems to be divided opinion on the functioning and continuation of the minor area scheme. Emerging Science & Technology The opinion is divided between all options.

However. old and obsolete.1 Project Activities By and large. F5. and some feel that these should follow theory courses.3 F5. Elective courses should have project type experiments. the facilities and support are inadequate.6 F5.11 For web and video-based instructions.5 F5. The opinion of item 3 above is also true for tutorials. On the availability of laboratory manuals and handouts. The overwhelming opinion is that laboratory infrastructure is inadequate.8 F5.1 Instructional Issues and Laboratory Practices A significant number of the faculty feel that the maximum class size for the present infrastructure should be 50. By and large faculty members feel that laboratory courses should be separate from the theory courses.9 F5. F5. or compulsory for weak students. Overwhelming number of faculty feel that tutorials are absolutely necessary in select core courses in 1st and 2nd year.2 . There is also a divided opinion between making attendance in the tutorial optional.7 F5. students do not take laboratory work seriously. needs upgradation and needs multiplicity.2 F5. the opinion is divided. weak students do not interact even in the tutorials. Faculty also opined that class size of more than 100 students is not desirable even with improved infrastructure. opinion is divided for other courses including electives. VI. depending on the seriousness of the students.7 Faculty generally feel that the mid-term and end-semester students feed back (as modified in 1998) is sometimes useful. F5. particularly. The overwhelmingly feeling is that 10% of the students ask 90% of the questions in lecture classes. the faculty feels that web and video-based instruction is useful and suitable infrastructure should be created. In the perception of faculty. Majority opinion is that emphasis on laboratory work is inadequate. Further. Further. with respect to the need for emphasizing design and implementation. It appears that this is not a strong issue for faculty members. V.4 F5. There is no undue concern on the nature of projects.UG Curriculum Review 2002 F4. Page 64 of 70 F6. F6.10 By and large. Experiments need to be open-ended and innovative. interest in and motivation for conducting laboratory classes is not very high and needs to be corrected. the faculty feels that the two-semester project has led to improvement in quality.

Page 65 of 70 . The primary reason quoted by the faculty members who want to discontinue “Mini Project’ and “Independent Study” courses is that students are not serious and. F7. there is a divided opinion on its continuation. At the same time. Opinion is divided on the continuation of “Mini Project’ and “Independent Study” in their present format. An overwhelming number of faculty members are of the opinion that professional practices are not being enforced in project. Majority of them have not been able to do so.2 While a reasonable number of faculty feel that there are definite benefits of industry tour for students. etc. Opinion is divided on facilities for project activities and access to these facilities for major projects.6 With respect to practical training. but considering everything. in the perception of the faculty members. also.8 VII Industry Interaction and Special Requirements F7.6 F6. but not in academic institutions.1. F7.5 F6. The opinion is divided on the use of internet for supervision.7 F6.7 It is also felt that the attitude of industry towards industrial practical training varies between serious to casual. F7. the attitude of the majority of both.9 F7. The overwhelming opinion is in favor of continuation of practical training but with decreased duration. the faculty members also feel that students put in most of the work in a just a couple of weeks before project evaluation. F7.3 Faculty members generally felt that students are poorly motivated for major project activities. F7.3 F7. it is not worth the faculty effort.4 A large number of faculty feel that the professional practices course is useful.8 F7.11 The majority opinion is in favor of reduction in the number of credits for the colloquium. and possibly in research laboratories.12 The course “Introduction to Department” has at best marginally served its purpose. The overwhelming opinion is in favor of practical training in industrial settings. F7. depending on the industry. students and faculty members is casual and indifferent.10 The majority opinion is in favor of continuing colloquium and efforts should be made to further improve it. laboratory and practical training.4 F6.5.UG Curriculum Review 2002 F6. F6. Only a few faculty members have successfully involved UG students in their sponsored research and consultancies.

F8.e. although significant minority believe it is rampant and not detected.1. Rules and Regulations F8.UG Curriculum Review 2002 VIII.6 F8. (Comments) There is an overwhelming opinion amongst the faculty members in favor of the need for student advisors.7 IX.2 Most of the faculty members feel that Rules and Regulations related to the administration of UG programs of the Institute are quite clearly formulated and they generally take care of the interests of the students. An overwhelming majority of faculty members feel that compulsory attendance is desirable even though they feel it is not feasible for a large class.1 An overwhelming number of faculty members admitted to generally being aware of the use of unfair means by students in assignments. library services. F10. the general feeling is that the system is working well. the majority felt that acoustics of the rooms is unsatisfactory. Teaching Facilities F9.3 There is some concern amongst faculty about the values practiced by students after graduation. such as. by and large. quizzes. laboratory reports. although significant majority feel that they have no data to make an objective assessment of the same. facilities such as overhead and multi-media projection in the class rooms. etc. F9. is not that widely felt. Page 66 of 70 . The need for video projection. they have handled the problem when they encounter it.2 There is a divided opinion on the seating comfort. However. number of computer terminals for students. Thus. however.3 F8.4 X. F10. or would like to use in the near future. in many different ways. i. lighting and ventilation in the classrooms at IIT Delhi.4 F8.1. Their response to these has been divided. The faculty generally feel that there is a lot of scope for improvement in facilities. Ethics and Values F10. fair. They expect these to be present in all classrooms. photocopying. Faculty members are generally in favor of compulsory attendance of weak students but are divided over continuation of the present system. There is an overwhelming favorable opinion on the effectiveness of the system in helping students with their academic problems. etc. F9.2 The majority of the faculty members believe that copying in quizzes and testes is rare and is not the cause of aware.3 A large number of faculty have indicated that they are either already using. F8.5 They also feel that the administration of the rules is.

or a compulsory audit course. faculty members feel that it can be an elective course. F10.7 A general feeling is that the existing course of professional practice can be suitably modified to introduce students of professional ethics. exposure to professional ethics is inadequate. F10.4 There is divided opinion on the need for formal courses in value education.UG Curriculum Review 2002 F10. Page 67 of 70 .6 The overwhelming majority feels that in the existing curriculum. F10.5 In case a formal course is introduced.

L.UG Curriculum Review 2002 APPENDIX E1 PLANNING UNIT No. A. Alok Rai. ME Prof. 21. CPSE Dr. S. Ghosh.IITD/Plg/BERP72/2002/176 Dated: 24.Balakrishnan. 2. Dean UGS was authorized to co-opt any additional members whose contributions could help the deliberations: Page 68 of 70 .C. 10. DMS Prof.N. 13. EE Prof.K. 14. Postgraduate Studies Prof. 15. CS&E Prof. Dhar. CH Dr. Due to these reasons. taking feedback from the Department/Centres. EE Dr. BERP recommended the constitution of a Review Committee given below to go into these issues: 1. Maheshwari. M. 5. Hu&SS Prof. Undergraduate Studies Dean. & Biotech.R. In addition. 9. S. Gyan Bhaskar. G. Banwet. 17. 20. including the dual-degree programmes. Physics Prof. CY Dr. P. 7. 18. TT Dr. The Committee may submit its first report as soon as possible say by April 2000. Bioch.2. AM Dr. 16. 11. Registrar (UGS) Chairman Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Secretary The Committee should define its own broad goals.P. Dean. CE Dr. K. students and teachers into account. S. 1999 in the Board Room discussed the brief presentation made by the Dean. Dutta Roy. AM Asstt. Prof. Kushal Sen. admission of students under the DASA category. Jagadesh Kumar. ETSC Dr. changes in the employment profile and increasing role of use of IT technology in teaching. Me Prof. 3. 4. independent study and mini-project courses. CS&E Prof. Agarwal. Thyagarajan. S. several new programmes have been introduced. Nalin Pant. D. Ajay Chatterjee. Since then. 6. there is a strong feeling amongst all that the load across the 4 years/5 years of UG/DD programmes is not evenly distributed. 8. UGS regarding curriculum review of UG Programme and the following decision has been taken:“There was a brief presentation by Dean. UGS regarding the UG curriculum. it was felt that there is a need for a review to carry out mid-course corrections in the UG curriculum. It is also necessary to review the effectiveness of minor areas. Kale.2002 The Board of Educational Research and Planning at its 72nd meeting held on 20th December. Veeravali. 19. 12. Ashok Gupta. Veena Kumar. several developments have taken place. It was pointed out that the last exercise of a Comprehensive Review of the UG curriculum was carried out during 1986-89.

Vyas) Officer Incharge (Planning) All Members of the Review Committee Page 69 of 70 .L.UG Curriculum Review 2002 The above decision of the BERP along with relevant papers is sent herewith for further necessary action in the light of the decision taken by the BERP: Sd/(A.

Prof. Dean. Dhar. Bioch. Thyagarajan. M. 2. 12.) Rema Devi. 11. 6.L. D. S. UG Studies Prof. EE Chairman Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Special Invitee Page 70 of 70 . P. Jagadesh Kumar M. 20. Dean. Alok Rai. 3. Physics Prof. 4. Veeravali.C. G. Dutta Roy. Monga. & Biotech. Dy. (Ms. Banwet.K. K. 16.. S. Mathematics Dr. Basu. 21. S. Kushal Sen. CPSE Dr. 18. 14. PG Studies Prof. 13. TT Dr. ME Prof. Regr. Agarwal. A. EE Prof. Chemistry Prof. ME Prof. S. CHEM Sh.K. Gyan Bhaskar. 7. 15. 19. 17.N.R.UG Curriculum Review 2002 APPENDIX E2 Complete composition of Curriculum Review Committee 1. Chaudhuri. Kehar Singh. CS&E Dept Prof. Kale. 9 10. Surendra Prasad. Civil Dr. 8. (UGS) Prof. S. AM Dr. Prof. S. Maheshwari. CS&E Dept Prof. DMS Prof. Nalin Pant. HuSS Prof. Ghosh. 5.A. EE Dr.P. Balakrishnan.

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