ConceptPaper:RevisionofUGcurriculum2011

Version:1.0 1.Introduction
AspartoftheprevalentpracticeofreviewingUGcurriculumonceinevery10years,thepresentconcept paper has been prepared based on the feedback from all stake holders and extensive analysis of the currentscenarioandexpectedrequirements. Thecurriculumreviewcommitteehasrecognizedthefollowingchallengesinthecurrentrevisionprocess: i. ii. Verydiversecareeraspirationsofgraduatingstudents The increasing heterogeneity in student intake especially their analytical, language and communicationabilities. Thechangingnatureofengineeringeducationthatisnotonlybecomingmoreinterdisciplinaryin naturebutisalsoincreasinglyemphasizinginnovationandentrepreneurship Theobjectivetonurtureandencouragegoodstudentsandatthesametimetoprovidesuitable supporttotheacademicallychallengedstudents ThenecessitytoattractourundergraduatestopostgraduateprogrammesincludingPh.D.

iii.

iv.

v.

Further, it is recognized that any solution that is proposed should pragmatically take into account the constraints posed by the increased intake and current class sizes. Another constraint that has been recognized is that very high IIT branding has ensured that a vast majority of undergraduate students choosetheirdisciplinesbasedonJEErankratherthanontheirinherentaptitudeorinterests.Basicdegree fromIITisconsideredasthesteppingstoneforavarietyofcareeroptions. Motivated by these observations, CRC has prepared a conceptual framework of the proposed undergraduate programmes. The key theme has been to provide flexibility, time and space in the curriculum so that students can get maximum benefit from their education in IIT Delhi. The proposed curriculummakesanattempttoenablethestudentstoaddmaximumvaluetotheirownprogrammeto suittheirinterestandabilities. However,detailedandexhaustiverulesandregulationsrequiredforimplementationoftheconceptual frameworkwillbeframedsubsequentlyoncetheconceptualframeworkisfinalised.Inthesubsequent backgroundsectionwepresentasummaryoffeedbacksobtained.

2.Background:Feedback 2.1SummaryoffeedbacksobtainedthroughspecialDFBmeetingsheldtodiscusscurriculumrevision

The Curriculum Review process should elucidate the three elements of education knowledge base, development of skill sets, and inculcation of values. Engineering has become highly interdisciplinary. This calls for a strong and wide base in fundamentals rather than very specialized training. Therefore, basic engineering courses should be given higher emphasis. This will also enhance the analytical and problem solving skills among the students. The ramifications on engineering education arising from the changing nature

of science and its interplay with engineering needs to be considered. Also, making large number of OCs as part of all the programs has not worked very well. The open category
credits should be decreased together with an increase in the number of credits for courses in Basic Sciences and Engineering Sciences so as to give the students a stronger foundation. There should be a common set of courses, irrespective of the disciplines/programs, in the first two/three semesters. This will also mean reduction of departmental core. The completion of the

first year core basic science / engineering science requirements by the sixth semester should be enforced.
Another possibility is to have a larger basket of first-year common courses for the students to choose from. This will allow some flexibility to the students in choosing the courses according to their interests and strengths, while enforcing a basic common level foundation to all. The current credit requirements are too demanding and there is scope and need for reducing the same. Increasing the HUSS component in the UG curriculum could be desirable, particularly in view of the generic soft skills often required of our undergraduates by their prospective employers. The introductory HUSS course (HUN100) is not serving the intended purpose and its structure may need to be revised. The current allotment method of HUSS courses, based on CGPA, year of enrollment and availability, prevents students with a genuine interest in a subject to pursue it further. A mechanism of pre-requisites should be created such that the availability of higher level courses will be based on performance in lower level HUSS courses. Also, evening slots may be created so that more students have a chance to take HUSS courses of their interest. Tutorials may be done away with except maybe at the first year level. Senior students are sufficiently mature enough to take on the self-study component even without formal tutorial hours. Tutorials do not contribute towards inculcating the culture of self learning among the students.

Exciting students is the most critical task of the curriculum. Hands-on experiences in the laboratory and projects is crucial for this but our current approach to laboratory classes/components and the state of our labs does not allow this.
Experimental skills among our students are extremely low. It is necessary to have a basic engineering laboratory course common to all students.

There is a need for inclusion of more research oriented courses in the programs, which may be offered to meritorious students. A degree with some advanced standing may also be offered to motivated and meritorious students willing to do additional credits. New programs or providing flexibility in the existing programs such as Dual B.Tech, (B.Tech +M.Tech), (B.Tech + MS), (B.Tech +MBA) are a move in the right direction. To cater for the diverse aspirations of the students, the concept of divisions (such as Mechanical Sciences, Electrical Sciences, Chemical Sciences etc.) can be introduced. This will also result in rationalization of courses and teaching load. Rationalization of courses and teaching load can also be done by splitting up the full course into modules, wherein some modules may be common to students from certain Departments while some modules maybe made specific to different Departments.

The number of hours dedicated to academics should be no more than 12 hours per day. Taking into consideration an average of two hours of off-classroom study for each hour of lecture interaction, the per day lecture hours to should be not more than 4.
In the dual degree programs, students taking courses together with their MTP should be avoided. This adversely affects the quality of output in the projects.

Due to the increased class strength in the recent years, Departments are finding it difficult to secure enough industrial internship positions for all the students.
The curriculum should allow a framework wherein students (as part of their B. Tech. or M. Tech. projects) could participate in longer duration projects in the industry. For this, they may be required to stay and work at an industrial location. Mechanism for such activities, including credit requirements and equivalences, needs to be evolved. Inter-departmental research projects should be encouraged and a framework for that should be allowable in the new curriculum. Possibility of joint projects between HUSS and engineering departments should be opened up (including a HUSS component in B.Tech projects).

A number of students are not able to make the adjustment to IIT easily and their GPA plummets in the 1st year. This has a domino effect on the academic performance of the student. This problem could be solved if we could make the 1st year (or at least the 1st semester) pass/fail only i.e. CGPA should be counted only from the 3rd semester onwards. The number of students, who require out-of-classroom help related to the subjects taught in the class, are on the rise. A Learning Centre manned by students to provide help sessions to needy students could be a useful facility. The curriculum should provide various kinds of exit options exit from the program, exit from the department, exit from the institute.
There is a lack of sensitivity among our students towards plagiarism and need for professional ethics. This could be made part of the curriculum and students be sensitized at multiple points in

their academic programme about these matters and the importance of developing the highest ethical standards in their work in IIT and later.

There is a steep fall in the written and oral communication skills of students. The UG curriculum has strong linkages with the PG curriculum now. Therefore, a parallel revision of the PG curriculum is also necessary.

2.2SummaryofFeedbackobtainedthroughWebbasedSurvey 2.2.1FeedbackofStudents ThefeedbackfromstudentswassoughtonawiderangeofissuescoveringoverallassessmentoftheIIT education,assessmentofcurriculumandothersystemicissues.Theresponsewasreceivedfrom1952 students.Thefollowingdistincttrendsemergefromthefeedback: 1. An overwhelming majority of the respondents (~ 80%) felt that their overall academic experienceatIITDelhihasbeenpositive,andthattheyhaveabletosustainorenhancetheir analyticalandcriticalthinkingabilitiesduringtheirstayatIIT.Above90%ofthemfeltthattheir widerunderstandingoftheworldhasincreasedduringthistime. 2. But,averylargenumber(~45%)feltthattheirmotivationtobeanengineer/scientistreduced significantlysincethetimeofentry,whichisaconcernforus. 3. While students do not seem have a major problem with the overall load, a majority of them, however,feltthatthenumberofcontacthoursistoohighandthecurriculumdoesnotallow explorationofinterestsnordoesitpromotecreativity. 4. Alargepercentageofstudents(~45%)donotseemtoappreciatetherelevanceofthefirstyear coursestotherestoftheirIITeducation. 5. Students seem to be generally very positive about the open category courses with about 82% believingthatsuchcoursesleadtovalueadditiontotheireducationalexperience. 6. Thereisastrongnegativefeelingamongthestudentsontheeffectivenessofthepracticalsand qualityofequipmentinthelabs. 7. Over68%ofstudentsfavouredB.Techprojectsacrossdepartmentsandonly11%opposedit. 8. Only30%studentsfoundmorethanhalfofthecoursestobeinspirational. 9. Most students (70%) feel that an increased interaction between teacher and students outside theclassroomswillenrichtheireducationalexperience.

2.2.2SummaryofFeedbackfromAlumniandOtherProfessionals Feedback from the IITD alumni and other professionals was sought on their assessment of IITD graduates, the IITD curriculum as well as teachinglearning experiences at IITD for the Alumni. The response was received from a large number of professionals (more than 100) including Alumni. The followingdistincttrendsintheiropinionemergefromthefeedback: 1. Most of the professionals rated the performance of young IITD graduates on various parameters suchasoverallcompetency,domainknowledge,performingengineeringtasks,andlearningability asgoodtoexcellent. 2. Above 60% believed that the thoroughness of domain knowledge of IITD graduates has remained unchangedovertheyearsorhasimproved. 3. On account of ethical and professional conduct, most of the respondents rated IITD graduates as goodfollowedbyaverage. 4. Whileabove75%oftheprofessionalsfeltthatthebreadthanddepthofknowledgeprovidedbythe curriculumisadequate,about70%believethatthecurriculumishighlytheoretical. 5. Mostprofessionalspreferredanincreaseddurationofinternship,maximumamongthemoptingfor 3months. 6. A large majority of the alumni said that the scope for independent learning and creativity in the curriculumistoolittle. 7. Majorityofthealumnibelievethat,topromoteindepthlearning,thenumberoflecturecoursesper semestershouldnotexceed45. 8. While47%ofthealumnifeltthatthetotalnumberofcreditsrequiredforB.Tech.programshould bekeptunchanged,another25%feltitmaybereducedslightly. 9. About95%ofthealumniopinedthatMajorProjectshouldremainasacorecomponent.Also,most ofthemfeltthemajorprojectshouldbeindustryorientedandlargelyinnovationbased. 10. About 55% of them think that IITD prepare graduates to conduct themselves in an ethical and professionalmannerinjobquitewell. 2.2.3SummaryofFeedbackfromFaculty Feedback from individual faculty members was sought on a wide range of issues covering overall philosophy, curriculum structure, evaluation and grading, program specific issues and academic administrativeissues(questionnaireattachedinAppendix3).Theresponsewasreceivedfrom52faculty

members,andmostofthemdidnotanswerallquestions.Thisnumbermaybetoolowtoconcludeany definitestatisticaltrendoftheopinionofourfacultybody.Inthesequel,wementiononlythosepoints where some indication became apparent. It may be noted that feedback from faculty has also been ascertainedthroughspecialfacultyboardmeetingsofalldepartments,whicharegivenearlier. 1. AnumberoffacultymembershaveproposedtomergeprogramslikeME1&ME2andEE1&EE2to asinglemoregeneralprogrambytherespectivedepartments. 2. Many favoured the idea of introducing new program types such as Dual B.Tech., and B.Tech + InterdisciplinaryM.Tech. 3. ThereareanumberofsuggestionstointroduceMaterialScienceandEngineeringasanewB.Tech. Program,andtoofferMinorAreaPrograminthisarea. 4. Most of respondent faculty members felt that the minor area programs should be continued, but withsomestructuralchanges.Thecoremaybemademoreflexiblebyincludingabasketofcourses forthesame.TheminorareashouldbeavailabletogoodstudentsaboveacertainCGPA. 5. On the total number of credits for B.Tech., the suggestions mostly varied from 140 to 180, with moreinclinationtowardsthehighernumber. 6. Most supported the idea of splitting up the overlapping courses into modules, wherein some modulesmaybecommontostudentsfromcertaindepartmentswhilesomemodulesmaybemade specifictodifferentdepartments. 7. Majorityofrespondentsisinfavourofincreasingtheflexibilityformovementacrossprograms. 8. Mostofthosewhorespondedfavouredauniformfirstyearcomponentforallprograms. 9. The respondents favoured a reduction of maximum laboratory time from 4 hrs to 3 hrs for its effectiveutilization.The3labhourscouldstillbecountedas2credits. 10. Manyfeltthattutorialsshouldbedroppedfromhigherlevelcoursestoencourageselflearning. 11. Faculty members seem to favour a smaller weightage on nontest based evaluations for larger classesandahigherweightageforsmallerclasses. 12. Thereisageneralconcernonthepoorcommunicationskillsofthestudents.Suggestionstoimprove itvaryfromacompulsorysummercourseoncommunicationskillstomandatory1015%weightage onpresentationsandreportwritingineachlecturecourse. 13. Facultygenerallyfeelsthattheidealteachingloadis23lecturecoursesperyearwith810hrsper week.

3.RecommendationsabouttheProposedUndergraduateCurriculum
3.1Keyissues IntheproposalforUGcurriculumrevision,CRChaveaddressedthefollowingkeyissues: 3.1.1AcademicLoad Thecurriculumintroducedin2003wasformulatedwiththeexpectationthateachstudentwouldinvest about54hours/weekforacademicactivities.Thiswasbasedonthefeedbackfromfaculty,studentsand alumni.Feedbackobtainedaspartofthecurrentcurriculumrevisionprocessalsoindicatesthatcurrent expected academic load of 54 hours/week is adequate with ample opportunities for the students to pursueotheractivities. Itwasassumedinthepreviousconceptpapers(1992and2003),thateachcreditrequiresaminimumof2 hrs of academic load (including contact hours). However, with the increased diversity of the student intake,CRCisoftheopinionthatdependinguponthedegreeofpreparednessastudentmayneedtoput indifferentamountoftimeperweekforearningeachcredit.Therefore,itisobviousthatwecannothave auniformmodelofacademictimebudgetingforallstudents..Theeffortrequiredbystudentsmayrange from2hoursperweekto3hoursperweek.Incase,astudentneedstoputin3hours,onanaverage,for adequately preparing for each credit, then per semester he/she can earn no more than 18 credits; in 8 semesterthestudentcanearnmaximumof144credits.Ontheotherhand,ifastudentrequiresonan average 2 hours effort for each credit, then he/she can earn 180 credits at the rate of 22.5 credits per semesteraspertheexistingmodel.Therefore,underthepresentcircumstances,akeychallengeofthe curriculumdesignistocreateaflexibleframeworktoenablestudentswithdifferentabilitiestoqualifyfor thedegree. 3.1.2Flexibilityinscope WealsohavestudentsjoiningIITwithdifferentaspirations.SomeofthemwouldliketohaveB.Techas the stepping stone for career in diverse nontechnical fields like management, finance, administration, etc. In the past, we have seen IITians professionally opting for journalism, filmmaking, literature and even politics. Some of them develop interest for areas which are not part of their parent discipline. Anothergroupofstudentswanttopursueentrepreneurialpath.Yetanothergroupisseriouslyinterested to pursue research and development in their chosen field of interest. At the same time some students pursuing technology degree would also like to have adequate exposure to intricacies of science and humanities.Somestudentsexcelincreativeindependentpursuits,whilesomeothersperformextremely wellinstandardclassroomcourses.Thisdiversityofinterests,capabilitiesandaspirationshaveaddeda newdimensiontothepresentcurriculumreviewprocess.Thenewcurriculum,initsstructureandcredit distributionoverdifferentcategories,hasfactoredinthisdiversityofaspirationsandinterestsalongwith theability(andconsequencesfortimebudgeting,asdiscussedabove)ofthestudents.

 3.1.3Firstyearteaching Thefirstyearcurriculumiscriticalinmanywayssinceitsetsthestagefortheremainderofthestudents academicexperience.Itbuildsthefoundationfortherestofthecurriculum,yetmanystudentsfeelthat thereislittleconnectionbetweenthefirstyearcoursesandtheremainderofthecoursework.Therefore, alongwiththebasicscienceandengineeringartsandsciencecourses,itwasfeltthatitisimportantto haveacoursethatexposesstudentstotheessenceofengineeringwhileignitingtheirpassionaboutthe world of science and technology. Lastly, a common curriculum in the first year will not only smoothen departmentalchangesbutalsobuildcommunityamongstthestudents. 3.2ProposedB.TechDegreeRequirements 3.2.1CreditDistribution Motivated by these observations and feedback from different stake holders, CRC proposes following creditdistributionfortheB.TechProgramme DepartmentalCredits(Core+Elective): 6070 (withatleast10creditsaselectives) 65 125135credits

OutsideDepartmentcredits

Total

This total credit requirement is consistent with the time budget model for those students who require aboutthreehoursofacademicinvolvementforearningeachcredit.Inthismodel,astudentwillneedto do almost the same number of credits in departmental core and elective categories (without B.Tech project, Design Course, Introduction to Programme, Colloquium, etc ) as in the 2003 curriculum. Also, nondepartmental credit requirements (other than the open category credits) remain approximately unchanged.Inotherwords,ifweconsiderthatthesecomponentsrepresentessentialaspectsofB.Tech curriculum, a student who needs additional preparation for meeting academic demands of courses can satisfy the minimum degree requirement by earning these credits. Further, individual programmes may havedifferentdepartmentalcreditrequirementsbasedonthebreadthandscopeofthedegree,hencea rangefrom60to70creditshavebeenprovisioned.Onanaverageastudentwillberequiredtocomplete 18 credits per semester. However, CRC strongly urges Departments to think differently rather than just adopttheexistingcurriculum Departmentalcreditswillhavefollowingdivision DepartmentalRequirement Elective :6070credits :10creditsminimum

Consistent with the philosophy of broadbased B.Tech curriculum, this credit distribution model also satisfiesthebasicphilosophyofhaving50%creditsoutsidetheparentdisciplineofthestudents. 3.2.2OutsideDepartmentRequirement TheoutsideDepartmentalcreditswillhavethefollowingcomponents: InstituteRequirement: BasicSciences :22credits EngineeringArtsandScience :18credits Humanities&SocialSciences :15credits ProgrammeRequirement linkedBasicSciences/EA/ES :10credits(maximum) A.CRCproposes,consistentwiththecorephilosophyofsciencebasedengineeringcurriculum,following as a possible model of credit allocation for Basic science courses as core component of the degree requirement: 1.Mathematics:8credits(distributedovertwocoursesof4creditseach) 2.Physics:5credits(acourseof5creditswithalaboratorycomponentof2credits) 3.Chemistry:5credits(acourseof5creditswithalaboratorycomponentof2credits) 4.Biology:4credits(acourseof4creditswithlaboratorycomponentof1credit) Thesecoursesshouldbesameforallprogrammes. B.SimilarlyforEngineeringArtsandSciencefollowingmodelisproposed: 1.ElectricalEngineeringFundamentals(acourseof4creditswithlabcomponentofatleast1credit) 2.ComputerScienceFundamentals(acourseof4creditswithlabcomponentofatleast1credit) 3.FundamentalsofEngineeringMechanics(acourseof4credits) 4.EngineeringDrawing/EngineeringCommunication(acourseof2credits) 5.ProductRealization/Manufacturing(acourseof2credits) 6.EnvironmentalStudies(acourseof2credits) These courses should also be the same for all programmes. Typically, in the first year students will be doing 36 common credits from Institute Core. Remaining credits of institute core will be done by the studentsinthe3rdsemester. C.CRCproposestoallocate15credits(minimum,e.g.3coursesof4creditsand1courseof3credits)for Humanities and Social Sciences Courses. These courses should be organised into logically coherent -

baskets.Courseofferingmustenablestudentstodowellbalancedmixofcoursesbasedupontheirchoice andprerequisitessothathe/shegetsacomprehensiveexposuretodifferentaspectsofHumanitiesand SocialSciencesasanessentialcomponentofEngineeringEducation. D. CRC also recognises that there would be programme specific requirements of Basic Sciences and EngineeringArtsandScienceCourses.Inordertoaccommodatetheserequirementsadditional10credits have been allocated for departments to specify programme specific requirements in addition to the instituterequirement. E. CRC recommends that a course on Materials should be an integral component of the B.Tech/Dual Degree curriculum. However, this course must be tailored differently for meeting requirements of differentprogrammes.Hence,acourseonMaterials,inaprogrammespecificfashionshouldformpartof this10creditsrequirement.Departmentsmaymakesuggestionsaboutcontentofthecoursewhichcan meetrequirementsoftheirprogramme. F.Dependingonthedepartmentalcurricularrequirement,studentscanalsobegiventheoptionofdoing one or two electives in Basic Sciences and Engineering Arts and Science categories to meet the requirementofthisprogrammespecific10credits.Forexample,B.Tech(EE)mayrequirestudentstodo(i) acourseonProbabilityandStochasticprocesses(maybe4credits)and(ii)acourseonMaterialScience (maybe3credits)and(iii)anelectivefromalistprescribedbythedepartment. 3.2.3NongradeCoreRequirement Inaddition,CRCproposesadditionalnongradeunitsascorerequirementsfortheundergraduatedegree. CRC proposes that these units can be earned through a combination of formal academic activity and informal cocurricular or extracurricular activities. Today students actively participate in cocurricular andextracurricularactivities.Feedbacksfromalumniandstudentshaveindicatedthattheseaspectsof campus life have also helped all round personality development. CRC in order to integrate formal academics with informal outside classroom learning experience proposes in the following a new mechanismforearningtheseunits.Obviously,inordertoearntheseunits,astudentwillneedtoinvolve himself/herselfintoactivitiesbeyond54hours/week.However,sincethetotalcreditrequirementisless than18x8=144astudentwillhavefreetimeslotsavailablewithinthis54hoursperweek.CRCassumes that activities planned for these components will not require differential preparation time for different students.Hence,forearning1unitastudentwillbeinvolvedfornotmorethan2hourperweek.Inorder to meet time requirements for these components, a student will also make use of remaining 30 hours/week available to him (under the assumption that weakly 12x7=84 hours are available to a student) for other activities. Hence, these units will be counted in a different way and will not be consideredaspartofformalacademicrequirements. FollowingcomponentsofNongradeunits(core)havebeenproposed: 1. IntroductiontotheEngineering&Programme :02

2. 3. 4. 5. 6.

LanguageandWritingSkill NCC/NSO/NSS Professionalethics&SocialResponsibilities Communicationskill/seminar Design/Practicalexperience Total

:02 :02 :02 :02 :05 :15

These15unitswillbecorerequirementforalltheprogrammes.Insummary,B.Techdegreerequirement willbe,therefore,130140credits+15nongradedunits. A student will need to earn these 15 units over the complete duration of the programme with special considerationsandrequirementsforeachcomponent.AstudentwillneedtogetanSgradetoearnthese credits.IncompleteperformanceinsuchcomponentswillbeindicatedbyZgrade. A.IntroductiontotheEngineering&Programme All students will be required to undergo exercises in the first year, spanning over two semesters, for earningtheseunits.Thesemayinvolvelisteningtolectures,developingprojectreportsbaseduponself study, visit to laboratories (in and outside the institute) and industry, executing simple scientific or engineeringprojects.Adetailedframeworkforsuchacoursehasbeenpresentedsubsequently.Student's involvementwillnotbemorethantwohoursperweek. B.LanguageandWritingskill Allstudentswillberequiredtoundergoexercisesinthefirstyear,spanningovertwosemesters.These exerciseswillbedesignedtoimpartlanguageskills enhancingtheirabilityoflisteningcomprehension, reading and writing in English. Further, students will be exposed to principles of English grammar and nuances of technical writing. Textual material and lectures will focus on the relationship between Engineering and Humanities and Social Sciences. These exercises will be tailored according to the background of the students. The background of the students will be assessed through a test to be conducted at the beginning of the semester. These exercises can be organized either during normal academic hours or outside. A student can be prescribed self learning exercises or additional practice sessions during vacations as requirement for his/her S grade. Student's involvement, during regular semester,willnotbemorethantwohoursperweek. C.NCC/NSO/NSS NCC/NSO/NSSwillformpartofcorerequirementofthedegree.Studentswillberequiredtoearn2units fromtheseactivities.Thesearenotionalcredits.Thefacultycoordinatorwilldeviseaschemeforawarding these credits. Currently followed requirement of 100 hours, translates to 2 units (14x4x2) distributed approximately over two semesters. However, in the proposed curriculum, a student will be allowed to earn these credits over the entire duration of the undergraduate programme and can make use of his/herparticipationinsportsandsocialwelfareactivitiesforearningthesecredits.

 D.ProfessionalEthicsandSocialResponsibility There is increasing consensus worldwide that engineering ethics needs to be incorporated into the engineering curriculum to provide students exposure to the kind of professional ethical dilemmas they might face on an individual basis as well as the larger ethical aspects of technology development. As succinctly noted in a wellknown essay by Harris and colleagues, "Engineering ethics [are] professional ethics, as opposed to personal morality...and sets the standards for professional practice." Casestudy based approaches are often used for illustration and discussion of engineering ethics and such material couldbepresentedinastandalonefashionorintegratedintoexistingcourses(orboth).Wesuggesta combinationoftheseapproachessupplementedbyothermaterials/discussionforumtoensurethatIITD graduatesethicalengineers. Workshops, discussions/debates will be organised to sensitize students about Professional Ethics and Social Responsibility. Use of theatreineducation will be explored for achieving the same. NRCVE, BSW andStudentCounselingCellareexpectedtobeinvolvedintheseactivities.LikeNCC/NSS/NSOafaculty coordinatorwillbeappointedforProfessionalEthics.Thiscoursewillbealsoassociatedwithanotional2 units implying total involvement of about 100 hours. Involvement of students in these activities, to be heldoutsideregularclasshours,willbemonitoredbythecoordinatorforawardingtheSgrade.Anyactof plagiarism and unfair practice in the examination reported against the student will require him/her to undergo additional exercises to qualify for the S grade. A student can earn an S grade in Professional ethicsthroughhisinvolvementintheseactivitiesoverfirstthreeyearsofhisstayintheinstitute. E.CommunicationSkills Communicationskillsisanessentialrequirementforamodernengineer.CRCproposestoallocate2units forexercisesincommunicationskill.Insteadofcolloquium,CRCproposesthatdepartmentsintroducea setoftopicspecificseminarcoursesforstudents(forexampleEEN401SeminaronEmbeddedSystems 1unit).Thesecourseswillbeelective,offeredineachsemester.Theseseminarsessionswillbeheldfor twohoursperweek.Multiplesuchcoursescanruninparallel.Theseseminarswillalsobeopenforall. These seminars can be scheduled outside office hours. Students need to register for at least one such courseinhis/herparentdepartmentforearningoneunit. Further,studentscanearnremainingoneunitthroughanyoneofthefollowingmeans 1. By successfully undergoing Communication Skill course/workshop organized as an activity approvedbyDUGS 2. By documentary evidence of excellence in debating and/or writing as certified by faculty in chargeoftheseactivities. 3.Byparticipatingincourseseminarsofregularcourses;forexampleregularLcoursescanhave optionalseminarcomponent(e.gEEL707MultimediaSystemscanhaveoptionalseminarcomponentof1 unit.). 4.Registeringandcompletinganadditionalseminarcourseofferedbyanydepartmentorcentre.

Astudentwillberequiredtoearnthesecreditsintheir3rdand/or4thyear. D.DesignExperience CRC proposes to encourage students to involve themselves into different technical and engineering projectsduringtheirstayintheinstitutetoearnthedesignexperienceunits.CRChopesthatopportunity toastudent toearnthis DesignExperience unitsinaninformalsettingalso willusherin processesand mechanisms that will support the spirit of innovation and creativity among students. CRC recommends thefollowingmeansthroughwhichastudentcanearndesignexperienceunits: 1.Participatingindesignactivitieslinkedtocourses; 2.Participatingincocurriculardesign/projectactivities; 3.Internshipinanindustry/researchlabincludingresearchprojectsatIITDelhi CRCproposesthatwhiledesigningaregularcourse,otherthantheLTPstructure,departmentscanclearly indicateDesignLoadofacourse.Aregularcoursecanhavemaximumof2unitofDesignLoad.Thiswould typically correspond to projects/exercises to be executed by the students on their own, under the supervision of the course coordinators. A faculty, based on the academic capability/performance of the student, can permit him to opt for Design Load in his/her course. This may encourage academically inclinedstudentstotakeupinterestingchallengesaspartofcoursework AstudentcanclaimDesignExperiencecreditsthroughsustainedandsubstantiveinnovativeworkaspart of recognized cocurricular activities. Faculty in charge of these activities will certify the Design Units earnedthroughthisprocess.ThiswillalsocoverprojectsundertakenattheInnovationCentre. There has been a feedback from both faculty and students, that undergraduate students should get activelyinvolvedintheresearchprojectsatIITDelhi.Inordertocreateanenablingmechanism,CRChas recommended that the students will also have the opportunity to participate in research projects at IIT Delhi(outsideregularcurricularwork)insummerandregularsemesterstoearnDesignExperienceUnits. Asuccessfulsummerinternshipinanindustry/researchlaboratoryof40dayswillenableastudenttoearn 2 units of Design Experience. On the other hand, a student can opt for an internship with an industry/research organisation for 120 days to earn 5 credits of design experience. It would require departmental faculty supervisorsof internships to certify that work done during internship is worthy of requisiteuniitsofdesignexperience. Obviously,summerinternshipwithindustrywillnolongerbeanintegralcorerequirementforthedegree. A student can earn Design Experience Units through industrial/research internships once he/she has earned70credits. A student may finish academic credits at the rate of 18 credits per semester and spend additional 120 days for industrial internship to earn 5 Design Experience credits internship over extended period will

also enhance the student's employability. This facility can also be used by the student to explore innovativeandchallengingprojectsinanindustryorresearchorganisation. 3.3CapabilityLinkedOpportunitiesforUndergraduateStudents Studentsdemonstratingsuperioracademicperformanceandbettercapabilityobviouslyrequireslessthan 3 hours as preparation time for earning each credit. These students must be encouraged to take additionalcreditsinadisciplinedfashionsothattheycanaddmorevaluetotheirB.Techdegree. A student who clears all first year credit requirements (36 credits) with CGPA 7 and above will be permittedtoregisterforadditionalcreditsfrom3rdsemesteronwards.Astudentwillbepermittedto registerupto26creditspersemesterprovided (i)Thestudenthasclearedallcoursesforwhichthestudenthasregisteredsofarand (ii)His/herCGPAis7orabove In case, a student does not meet this requirement but has cleared 20xN credits, where N is the total numberofsemestersspent,thenhe/shecanregisteruptoamaximumof23credits. A student registering for 26 credits in each semester can complete additional 48 credits (8 credits x 6 semester) maximum. A student registering for 23 credits in each semester can complete additional 30 creditsmaximum.Hence,itwillbefeasibleforastudent,whoisperformingreasonably,todoadditional coursesandaddvaluetohis/herdegreedependingonhischoice. Studentscanmakeuseoftheseadditionalcreditsintwoblocksof20creditstooptfor 1.Minor/InterdisciplinaryAreaSpecialisation 2.DepartmentalHonours/Specialisation A student based up on his/her performance and interest can choose either one or both. Successful completion of minor area credits and/or departmental honours/specialisation will be indicated on the degree. Astudentmaynotoptforeitherofthetwobutcandoadditionalcreditsthroughopenchoiceofcourses. In case a student cannot meet requirements of a minor area or departmental honours/ specialisation, additional credits earned by the student over and above his/her degree requirement will be used for DGPAcalculationandwillbeindicatedonhistranscript. A.DepartmentalHonours/Specialisation Departments can design one or more baskets of departmental courses of 20 credits for offering Departmental honours/specialisation. A department may offer more than one specialisation. Typically, departmentsofferingmultipleB.TechprogrammescanchosetoofferoneB.Techprogrammewithoption of multiple departmental specialisations corresponding to the different B.Tech programmes being run

now. CRC strongly urges departments to offer a single B.Tech programme with the option of multiple areasofdepartmentalspecialisation. CRCsuggeststhatthedepartmentalhonours/specialisationbasketsmayincludeaprojectcourseof6to8 credits. Departments are free to design organisation of courses for departmental specialisation. Departments may decide to indicate some of the courses in the specialisation basket as core. If a departmentincludesa3or4creditprojectcourseinthesetofCorecoursesfortheB.Techprogramme, thenprojectcourseinthedepartmentalspecialisationcanbecontinuationofthecoreproject. B.Minor/InterdisciplinaryareaofSpecialisation Departments and/or Centres and/or Schools can offer Minor area or Interdisciplinary specialization as percurrentlyapprovedprovisions.Inadditiontotheexistingrules,CRCsuggeststhataminorarea/inter disciplinaryareacanhaveasetofcourses(insteadofoneortwofixedcorecourses)outofwhichoneor twomustbedoneascorerequirementoftheprogramme. It is desirable that cross departmental linkages in various activities and even emerging areas must be consolidated in the form of minor areas as well as interdisciplinary areas. Success of minor/inter disciplinaryareaspecialisationschemewilldependontheavailabilityofalargenumberofinterestingand useful options to the students. Departments, Centres, Schools and Interdisciplinary research groups shouldfeelmotivatedtooffersuchprogrammesforbenefitofthestudentsaswellasforthegrowthof newerareasofinnovativetechnology.Inordertofacilitateandstreamlinetheprocessofintroductionof minor/interdisciplinary specialisations, CRC recommends that senate approves a special committee for recommendingproposalsforintroductionaswellasterminationofminor/interdisciplinaryareastothe senateforitsconsiderationsothatsuchproposalsneednotgo through the time consumingprocessof approvalsthroughindividualfacultyboardsofdepartmentsandcentres.Further,CRCrecommendsthat suchprogrammesshouldreceiveinstitutionalsupportintermsoffinanceandspace,ifneccessary. C. Further, if interested, eligible students will be able to also opt for B.S programmes as dual degree option,insteadofminorareaordepartmentalspecialisation.Detailsaredescribedlater. 3.4DualDegree CRChasproposed,baseduponfeedbacksobtainedfromdifferentsourcesandcarefulanalysisofcurrent challenges and demands of industry and academic research, frameworks for defining a wide variety of dual degree programmes. Departments and Centres on their own or in collaboration with others can decidetoadapttheseframeworksfordefiningnewprogrammesorremodelexistingprogrammes.Some of these programmes can be offered as option to JEE entry students. However, CRC strongly feels that dualdegreeprogrammes,ideally,shouldbeavailableasoptionstoourundergraduateswhichtheycan exercisebasedupontheirmotivationattheappropriatejunctureoftheiracademiccareer.

TheproposedframeworkofDualdegreeprogrammesinvolvingcombinationofanUGandPGdegreeis expectedtobeusedbythedepartmentsandcentrestocreatemechanismstoattractourUGstojoinand completepostgraduateprogrammesinfasttrackmodeconsuminglesstime(fore.g.M.Tech./M.Sinone additionalyearinsteadoftwo).CRCrecommendssustainedeffortonthepartofthefacultytopopularise suchprogrammes.CRCinvitesadditionalsuggestionswhichcanfurtherincentivizethismigrationprocess. 3.4.1DualDegree(B.Tech+M.Tech) Departmentscanofferdualdegreeprogrammes(B.Tech+M.Tech)forJEEentrystudents.Dualdegree studentswillneedtocompleteadditional36creditsinthefifthyear.Outof36credits,minimumof18 creditsisexpectedtobecoreandwillbethemajorproject(6creditsin1stsemesterand12creditsinthe second semester). Departments will suggest structure of remaining credits. Dual degree requirement should be built upon departmental honours/specialisation credits. Relevant departmental specialisation willbeamandatoryrequirementforthedualdegreestudent.Adualdegreestudentwillnotbedoinga project course as part of departmental specialisation. Instead the student will do additional regular coursesspecifiedaspartofdepartmentalspecialisation. CRCsuggeststherequirementof36creditsfortheadditionaltwoPGsemestersbecauseforearningeach PG credit a student will be expected to invest at least 3 hrs of preparation time per credit per week (includingcontacthours). If a student fails to qualify for departmental specialisation with CGPA 7.5 or above, he/she will be expectedtoexitwithonlyB.Techdegree(withdepartmentalspecialisation,ifhequalifiesforthesame). FailuretoearnDualDegreewillbeindicatedinthedegreeandtranscript. A B.Tech student, while pursuing departmental honours/specialisation can opt for the dual degree and continue for the same provided he completes departmental honours/specialisation with CGPA 7.5 or above. 3.4.25yrIntegratedM.Tech CRCproposestodiscontinuewiththe5yearintegratedM.Techprogrammeforthesakeofuniformityin the structure of the PG programmes. Further, integrated M.Tech programme does not provide an interfacetonaturallybuilttheprogrammeonthefoundationofarelevantundergraduateprogramme.It alsodoesnotprovideanexitoptionfornonperformingstudents.

3.4.3DualDegree(B.Tech+M.TechinanySpecialisationbyChoiceattheendofthirdyear) AstudentcapableofdoingadditionalcreditswithCGPA7.5ormorecanapplyattheendof6thsemester forjoininganyapprovedM.Techprogramme(2yrorDualDegree)inadisciplineforwhichheiseligibleon thebasisofhisB.Techprogrammeandminor/interdisciplinaryareaordepartmentalspecialisationhe/she ispursuing.Thestudenthastoqualifyforminorareaordepartmentalspecialisationtobecomeeligible forthedualdegree.Departmentswillnotifyadditionaleligibilityconditions,ifany.Ifadmittedthestudent canearnM.Techdegreebydoingadditional36creditswhichwillincludea18creditproject.Thestudent will not be required to do any project under minor/interdisciplinary area. DRC/CRC will approve the courseplanfortheM.Techdegreeforanapprovedspecialisationofthedepartment/centreinastudent specificfashionbasedonhis/herbackground. 3.4.4DualDegree(B.Tech+M.S(R)) AstudentcapableofdoingadditionalcreditswithCGPA7.5ormorecanapplyattheendof6thsemester for joining any M.S (research) programme in a discipline for which he is eligible on the basis of her/his B.Tech programme and minor/interdisciplinary area or departmental specialisation he/she is pursuing. Courses done under minor/inter disciplinary area or departmental specialisation will be mandatory requirement.Thestudentmustcompleteminor/interdisciplinaryareawithCGPA7.5tobecomeeligible fortheM.S degree.Departmentswillnotifyadditionaleligibilityconditions.Ifadmittedthestudentcan earn M.S (research) degree by doing additional 36 credits which will include 30 credits of the research projectspanningover3semesters(8th,9thand10thsemesters)sothatastudentwillbeeligibletoget B.Tech+MS(R)in5years. 3.4.4.1SpecialCase(B.Tech+Ph.D) AstudentadmittedforaM.SdegreecanalsobeconsideredasacandidateadmittedforPh.D.Perhaps,a betterstudentcanbegiventheoptioneventoregisterforaPh.Ddegree.TherequirementsofM.Scanbe considered as the requirement of the student's comprehensive. The student may be permitted to continueandcompletePh.Drequirementinminimumtwoadditionalsemesters.Typically,astudentwill beexpectedtocompletePh.Dafterfouradditionalsemesters.Effectively,thestudentwillbeinaposition tomeettheneedsofhisdoctoralwork,in4+2or4+3yearsatmost.ThepossibilityofobtainingaPh.D degreeinlesstimemaymotivatestudentstojoin.Incase,astudentlikestodiscontinue,he/shecanexit withM.SafterB.Tech,providedhe(she)hasclearedtherequirement. Obviously,thisproposalrequiresfurtherdiscussionsanddeliberationsattheappropriatelevel. 3.4.5DualDegree(B.Tech+MBA) A student capable of doing additional credits with CGPA 7.5 or more can apply for joining MBA programmeprovidedthestudentisapursuingaminorareainManagement.Departmentcannotifythe

eligibility conditions and the number of vacancies available. Effectively, after B.Tech a student will be eligible to earn MBA with a B.Tech degree by doing additional 60 credits ( 20cr in minor area and 40 additionalcredits)andspendingfiveyears.

4.0RecommendationsaboutProposedB.SProgrammes
CRC proposes a framework for introducing 8semester B.S programme in Basic sciences for JEEentry students following a similar model of that of B.Tech programme. This will enable basic science departmentstorevisittheirundergraduateprogrammes.Currently,IIScBangalore,IITKanpur,IITMadras areofferingsimilarprogrames.Basicstructurewillbethefollowing: 1.Departmentalcredits :6070(minimum10creditsofelectives) 2.OutsideDepartmentCredits :65 Theoutsidedepartmentalcreditswillhavefollowingstructure: InstituteRequirement: BasicSciences :22credits EngineeringArtsandScience :18credits Humanities&SocialSciences :15credits ProgrammeRequirement LinkedBasicSciences : :10credits(maximum)(exclusivelyforB.Sprogramme) A. CRC proposes following as a possible model of credit allocation for Basic science courses as core componentofthedegreerequirement: 1.Mathematics:8credits(distributedovertwocoursesof4creditseach) 2.Physics:5credits(acourseof5creditswithalaboratorycomponentof2credits) 3.Chemistry:5credits(acourseof5creditswithalaboratorycomponentof2credits) 4.Biology:4credits(acourseof4creditswithlaboratorycomponentof1credit) Thesecoursesshouldbesameforallprogrammes. B.SimilarlyforEngineeringArtsandSciencefollowingmodelisproposed: 1.ElectricalEngineeringFundamentals(acourseof4creditswithlabcomponentofatleast1credit) 2.ComputerScienceFundamentals(acourseof4creditswithlabcomponentofatleast1credit) 3.FundamentalsofEngineeringMechanics(acourseof4credits) 4.EngineeringDrawing/EngineeringCommunication(acourseof2credits) 5.ProductRealization/Manufacturing(acourseof2credits) -

6.EnvironmentalStudies(acourseof2credits) Thesecoursesshouldalsobethesameforallprogrammes. Additional 10 credits of basic sciences courses will be a programme specific requirement for the B.S degree. B.SDegreewillalsoincludenongradecreditrequirementsasspecifiedfortheB.Techprogramme. Further,departmentswillofferbasketsof20creditsfordepartmentalhonours/specialisation,whichan academicallycapablestudentmayoptfor. 4.1DualDegree(B.S+B.Tech) CRC opined that, if the academic system provide an option for meritorious students registered for B.S degree to pursue B.Tech degree concurrently and viceversa, exploiting harmony and overlap between sister departments , then more value addition can happen for the output. Interdisciplinary training of thesestudentswithstrongfundamentalsinscienceandengineeringwillmakethemuniquelysuitedfor challengingtechnicalcareer.CRCidentifiedsomepossiblepairingsforB.S+B.Techdualdegree: - B.Tech(ChemicalEngg.)+BS(Chemicalsciences) - B.Tech(ElectricalEngg..)+BS(Physics/Maths) - B.Tech(ComputerScience&Engg.)+BS(Mathematics) - B.Tech(MechanicalEngg.)+BS(MaterialScience) - B.Tech(BiotechnologyandBiochemicalEngineering)+BS(BiologicalSciences) B.S + B.Tech dual degree is expected to be completed within a four year period; will be permitted to extendtofifthyearunderspecialcircumstances(e.gastudentoptingforhonours/specialisationinatleast oneofthedegree). The student will need to earn between 4050 credits for the second Major. Courses required for the secondmajorwillbedefinedbythedepartmentstakingintoaccountoverlapbetweencourses(DCand DE)ofsisterdepartments. Ifastudentiseligibletotakeadditionalcreditsupto26credits,thenhe/shecanoptfortheB.SB.Tech dualdegreeattheendofsecondsemester(earliest)anddoadditionalcredits.Obviously,thesestudents willnotregisterforminor/interdisciplinaryordepartmentalspecialization,iftheywanttocompletethe requirementwithinfouryears.

4.2DualDegree(B.S+M.Tech/M.S(R)) The provisions for defining dual degree for B.S students (B.S + M.Tech/M.S(R)) will be as per provisions defined for the B.Tech programmes. Considerations outlined in earlier sections (3.4.1 to 3.4.4) will be applicableforB.Sprogrammesaswell.

5.0OtherRecommendations
5.1LaboratoryCourses TheCommitteetookcognizanceofthefactthatfeedbackobtainedfromstudentsaswellasalumnihave indicatedtheloweffectivenessofmanylaboratorycourses.CRCidentifiedsomeofthereasonsforthisto be (i) suboptimal utilization of funds (especially PLN03 grant) for modernisation of laboratory infrastructure(ii)attitudeofmanyfaculty memberstowardslaboratorycoursesasextrateachingload (iii)inadequaciesinthedesignoftheexperiments.TheCommitteefeltthatpropercreditsmustbegiven tofacultymembersdesigninglaboratorycoursesandconductinglabsessionsinaneffectivefashion.Also, there should be clear differentiation between demonstration experiments, lecturelinked experiments andprojectswherethestudentuseshis/herclassroomacquiredknowledgetodesignanexperimentor dosomethingnew.CRCrecommendsthateachlaboratorymustincludeanopportunityforthestudents todesignexperimenttofindoutthingsontheirown. 5.2B.TechProject CRC recommends that departments can include a 4 credit project course as a core component of the departmentalcredit.Thiscoursecanbefollowedbya68creditprojectcourseforthestudentspursuing departmental specialisation. This structuring will enable faculty to interact closely with academically inclinedstudentsinguidingtheirprojects. ObjectiveofthecoreB.Techprojectwillbetotrainstudentssothattheycanhandleareasonablyscoped developmentalworkfromconceptualisationtodesignandimplementationasateameffort. 5.3FirstYearCourses CRCrecommendsthatFirstyearcoursesshouldbecommonforallprogrammes.Itrecommendsthatin firstyear,astudentwillberegisteringfornotmorethan18creditspersemester(otherthannongrade credits).Detailedschedulingofcourseswillbeworkedoutafterfinalisationofthecourseplan. 5.3.1IntroductiontoEngineeringandProgramme CRC decided to recommend a modification of the current Introduction to the Programme Course to an "Introduction to Engineering & Programme" course to be conducted spanning across two semesters. Main aim of this course will be to enhance technological literacy among the first year students and graduallyintroducetheirownprogramme.

Accordinglythiscourseshould:
relateinadirectmannertothestudentsdaytodaylives provideabroadoverviewofthetenetsofengineering(i.e.,synthesis,integration,design,build)

thatleadtosolutionsforrealworldproblemsthroughthedesignofdevicesorsystemsthat meetcertainneedsthroughspecificperformancecharacteristics provideanexposuretovariousdisciplinesofscienceandengineeringandtheirinterconnections (andtheinteractionoftechnologywithsociety) Someexampleswhichcanbeusedinthecourseare Topic Tech/engineeringissues CS/EE:Datacompressionformusic Phys:Displays iPod EE:Deviceminiaturization ME:Productdesign ME:Automobiledesign Climatechange EE/ME:Hybridcontrolsystems ToyotaPrius Phys:Batteries Chem:Airpollution/climatechange CS/EE:Imageprocessing Phys:Imaging Ultrasound Bio:Biomaterials/tissues ME:Fluidmechanics/waves Thiswouldformthefirstpartofthecoursewhichwillbeconductedinaninterdisciplinaryfashion. Thesecondpartofthecoursewhichisexpectedtobeconductedinthesecondsemesterwillfamiliarize thestudentswiththeirownprogramme.Thismayinvolvevisittodepartmentallaboratories,industries, interactionwithfaculty,simpleexperiments/projects. ThiscourseisalsoexpectedtoexposestudentswiththerelationshipofScience,TechnologyandSociety. CRCsuggeststhatadetailedcoursemanualforthiscourseshouldbeproducedsothatthiscoursecanbe conductedinastandardisedfashionacrossdepartments. Bioethics/geneticscreening Health Localairpollution Resourceconservation/energy efficiency Intellectualproperty/music sharing Humaninterface Societyissues

 5.3.2PedagogicalIssues CRCwouldliketomakefollowingrecommendationsaboutfirstyearteaching 1. Course coordinators for first year courses should be preferably a faculty who is interested in teaching first year courses. It should not be allocated through a roaster process. Faculty handlingfirstyearcourseseffectivelyshouldreceivespecialrecognitionandencouragement. 2. ThecoursecoordinatorshouldbegiventhefreedomofchoosinghisteamofteachersandTAs fromagivenpoolinconsultationwiththeHead. 3. Thesectionteachers,tutorialteachersandTAsshouldhaveameetinginthebeginningofthe semesterandatregularintervalstokeepeverybodyonthesamepage. 4. Useoftechnologyforlargeclasses:UseofTabletPCsisreallyhelpfulforlargeclasses.Itsolves theproblemofvisibilityofblackboardwritingandalsothelecturescanbesavedanduploaded aftertheclass. Biometric devices can be used to record attendance in large classes. Clickers can be used for takingquizzes. 5. Agradedquestionpaperishelpfulforrankingthestudentsbetter.Also,sometimes,aquestion can actually guide the student towards the solution, and this way, a student may be able to solveanapparentlydifficultyproblemandhavethejoyoflearningevenduringexam. 6. Itmaybea goodideatoforkoutaseparatemode ofnonexam component (differentsetsof assignmentsetc.)tocaterforstudentsofdifferentabilities. 7. HelpsessionsbyTAsmaybemoreeffectiveininformalsettingsuchasinExHallorinhostels. 5.4CoreDesignCourse CRC recognises importance of the design experience and practice as integral part of engineering curriculum. It has proposed a new scheme for earning design experience units. Given this new formulation,CRCrecommendsthatdepartmentsmayormaynotcontinuewiththedesigncoursein4th or5thsemesterasacorerequirement. 5.5EvaluationandGrading Since, in recent past there has been extensive debate on the evaluation scheme, CRC recommends continuation of the senate approved evaluation scheme of two minors and one major with total weightage of these examination linked components not to exceed 80%. Faculty can devise other componentsfortheremaining20%. CRCrecommendsthattheevaluationprocessshouldassessstudentsbasedontheirunderstandingofthe subjectandtheirabilitytoapplythelearntconcept. Thebasicgradingschemeandthegradingphilosophyremainsunchanged.

 5.6CourseStructure CRCproposestocontinuewiththecurrentcoursecategorisationandthecoursenumberingschemebased uponprerequisiteswithsuitableupdateoftherequirementsafterformulationofthedetailedcurriculum. AllcoursesfornongraderequirementwillhavexyNuvwformat(i.ecoursecategoryNnongraded). Tutorialsinacourseprovideopportunityforthestudentstoclarifytheirdoubtsandlearnproblemsolving through application of concepts under the guidance of instructors through intimate interactions. At a seniorlevel,throughselfstudyandoccasionalinteractionwithTA'sandcoursecoordinatorastudentis expected to acquire such skill. such Hence, CRC would like to propose discontinuation of tutorial componentforcoursesathigherlevel300levelorabove.Thiscanbereplacedbyofficehoursbyfaculty and/orTAduringwhichtheywillbeavailableforclarifyingdoubtsofthestudents. Further, it is expected that each course will explicitly indicate how many design experience or communicationskillunits(otherthancredits)astudentcanearnfromthecourse,ifhe(she)optsandis permittedforadesignprojectoraseminarinthecourse. Oncenewcoursesareformulated,weneedtoexploremechanismsformanagementofcourseswhichwill haveoverlapacrossdepartmentssothatfacultyloadcanbeoptimized. 5.7TAUtilisation CRC proposes that TA's should be utilised effectively in UG courses as per the currently approved guidelines.Further,performanceofTA'sshouldbeformallylinkedtocontinuation/disbursementoftheir assistantship.CRCrequestsBPGStoformulatemeasuressothatTA'scanbemoreeffectivelyutilised.

6.Conclusion
CRC has proposed a conceptual framework for undergraduate programmes. It expects that through debatesanddiscussionstheseproposalswillberefined.Departmentalfeedbackaboutacceptabilityof differentproposalswillbefactoredintocreateamoredetailedandcompleterecommendationabout theUGcurriculum.CRCalsosuggestsarelookatthePGcurriculumsothatchangescanimplementedin anintegratedandcomprehensivefashion.