!Undergraduate Curriculum

Revision at IIT Ropar!!!!!!!!!!

Draft Proposals: Revision 5!!!!!!!!!!!!!9 March 2017!!!!

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Contents!!Undergraduate Curriculum Revision at IIT Ropar! 1!

Contents! 2!

Proposals of New Curriculum! 9! 1. Background! 9! 1.1. Status of Curriculum Revision! 9! 1.2. Curriculum Task Force Committee! 9! Internal Members! 9! External Members! 9! 1.3. Objective! 10! 1.4. Curriculum Development Procedure! 10! 1.5. Unique Selling Points! 11! 2. Programs and Credit Requirements! 11! 3. L-T-P-S-C Designation and Course Description! 12! Template for the Course Description! 12! 4. Course Requirement for Basic BTech! 13! 4.1. Selection of Courses! 13! 4.2. Sequence of Courses! 15! 5. Brief Course Description and Important Notes! 20! 6. A Representative Course Plan for BTech with Minor! 29! 7. A Representative Course Plan for BTech with Concentration! 29! 8. A Representative Course Plan for BTech (Honors)! 29! 9. A Representative Course Plan for Basic BTech with Additional Internship! 29! 10. Table Comparing Different Options (Programs)! 29! 11. Existing vs Proposed Curriculum! 31! 12. Implementation Notes! 34! 12.1. Organization of Lab Courses/Components! 34! 12.2. Organization of Lecture Courses/Components! 35! 12.3. Credit Limits! 35! 12.4. GPA Requirement for Minor, Specialization, Honors, or “6-Month Internship”!35!12.5. Optimization of Resources! 35!

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12.6. Quality Control! 35! 12.7. Evaluation and Revision of Course Content! 35!

Appendix 1: Original Proposals! 36! A1. Motivation! 37! A2. Curriculum Task Force Committee! 39! 2.1 Internal Members! 39! 2.2 External Members! 39! A3. Objective! 40! A4. Curriculum Development Procedure! 41! A5. Step I: Specific Aims! 42! PART A. Specific Aims Based on Philosophy of Education! 42! PART B. Specific Aims Based on Study of the Learners! 43! PART C. Specific Aims Based on Contemporary Life Outside the Campus! 43! PART D. Specific Aims Based on Psychology of Learning! 44! PART E. Specific Aims According to Subject Specialists! 44! (a) Director’s Vision! 45! (b) Washington Accord! 46! (c) Engineering Programs at MIT, Stanford and CalTech! 48! (d) Employers Feedback! 50! (e) Recommendations from Industries! 50! (f) Prominent Academicians! 51! (g) Individual Departments! 51! (h) Individual Faculty Members! 51! (i) Alumni! 51! (j) Students! 51! Summary of Specific Aims According to Subject Specialists! 52! A6. Step II: Selection of Content! 53! A. Overall Structure! 53! B. Courses that introduce the curriculum and connect all major components of the coursework! 53! C. Courses that make students innovative to solve societal problems! 54! D. Courses that give hands-on experience and instill do-it-yourself spirit! 54!

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E. Courses that connect students to industries! 55! F. Courses that impart managerial and entrepreneurial skills! 55! G. Sciences! 55! H. General Engineering! 57! I. Environment and Sustainability! 58! J. Humanities and Social Sciences! 58! K. Major (Core) Courses! 59! L. Major (Core) Electives! 59! M. Open Electives! 59! N. Extra-Curricular Activities! 59! O. Minor Courses (Optional)! 59! P. Specialization Courses (Optional)! 59! Q. Honors Project (Optional)! 60! A7. Step III: Organization of Content! 61! A8. Step IV: Selection and Organization of Learning Experience! 64! A9. Step V: Preparation of Implementation Notes! 66! A10. Step VI: Evaluation of the Learning Experience! 67! A11. How Objectives Are Met! 68! A12. Job Opportunities for the Graduates! 71! A13. A Note on Consensus! 72! A14. Curriculum vis-à-vis Teaching and Learning Workshop! 73! A15. Curriculum vis-à-vis 3rd World Summit on Accreditation! 75! A16. Curriculum vis-à-vis National Ranking! 78! A17. Conclusions and Recommended Further Steps! 80!

Appendix 2: Review of the Original Proposals! 81! A18. Review by External Committee Members! 82! 1. Review by Prof. Samir Kumar Saha! 82! 2. Feedback by Prof. Milind Sohoni! 83! 3. Response by Prof. Sanjay Mittal! 84! A19. Feedback by Faculty Members! 85! 1. Faculty Members ! 85! 2. Dr. Ravi Mohan Prasad, Head, Training & Placement Cell! 85!

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3. Dr. Neeraj Goel, Assistant Professor, CSE! 85!

Appendix 3. Minutes of Meeting of Curriculum Task Force Committee Held on Friday 15 July 2016! 88! Appendix 4. Proposals of New Curriculum: Revision 1! 92!

1. Programs! 92! 2. Credit Requirements! 92! 3. L-T-P-S-C Designation! 92! 4. A Representative Course Plan for Basic BTech! 92! 5. Brief Course Description and Important Notes! 94! 6. A Representative Course Plan for BTech with Minor! 99! 7. A Representative Course Plan for BTech (Honors) with Minor! 99! 8. A Representative Course Plan for BTech with Specialization! 99! 9. A Representative Course Plan for BTech (Honors) with Specialization! 101! 10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Specialization)! 101! 11. A Representative Course Plan for Basic BTech with Additional Internship! 101! 12. Table Comparing Different Options (Programs)! 103! 13. Existing vs Proposed Curriculum! 104!

Appendix 5. Review of the Curriculum Proposals : Rev 1! 105! I. Alumni Suggestions on Curriculum Revision! 105! Abhijeet Singh! 105! Yugam Singla! 105! Piyush Nahar! 105! II. Existing Students’ Feedback! 107! III. Review by Department of Civil Engineering! 108! IV. Review by Department of Computer Science & Engineering! 109! V. Feedback from Department of Electrical Engineering! 113! VI. Review by the Department of Humanities & Social Sciences! 113! VII. Feedback from Department of Mathematics! 113! VIII. Feedback from the School of Mechanical, Materials & Energy Engineering!114!IX. Review by Department of Physics! 114! X. Feedback from External Committee Members! 115!

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XI. Feedback from the Director ! 116!

Appendix 6. Feedback from the Senate on 4th October 2016 regarding curriculum revision! 118! Appendix 7. Senate Agenda : Annexure VII! 120!

1. Status of Curriculum Revision! 120! 2. Curriculum Task Force Committee! 120! Internal Members! 120! External Members! 120! 3. Objective! 121! 4. Curriculum Development Procedure! 121! 5. Unique Selling Points! 122! 6. Proposed Programs! 122! 7. Credit Requirements! 122! 8. L-T-P-S-C Designation! 123! 9. Structure of Proposed Curriculum! 123!

Appendix 8. Proposals of New Curriculum, Revision 2! 124! 1. Programs! 124! 2. Credit Requirements! 124! 3. L-T-P-S-C Designation and Course Description! 124! Template for the Course Description! 125! 4. A Representative Course Plan for Basic BTech! 126! 5. Brief Course Description and Important Notes! 128! 6. A Representative Course Plan for BTech with Minor! 134! 7. A Representative Course Plan for BTech (Honors) with Minor! 134! 8. A Representative Course Plan for BTech with Specialization! 134! 9. A Representative Course Plan for BTech (Honors) with Specialization! 134! 10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Specialization)! 134! 11. A Representative Course Plan for Basic BTech with Additional Internship! 135! 12. Table Comparing Different Options (Programs)! 135! 13. Existing vs Proposed Curriculum! 137!

Appendix 9. Review of the Curriculum Proposals : Rev 2! 141!

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1. Minutes of Meeting of ACUGS on 15 Dec 2016! 141! 2. Minutes of Meeting with Director on 15 Dec 2016! 141! 3. Minutes of Meeting of the Chairman (Curriculum Task Force Committee) with Director and HSS HOD (Dr. Somdev Kar) on 19 Dec 2016! 141! 4. Minutes of Meeting of Senate on 20 Dec 2016! 142! 5. Feedback from Prof. Samir Saha! 142! 6. Minutes of Meeting of the Special ACUGS Meeting Held on 13 January 2017!143!

Appendix 10. Proposals of New Curriculum, Revision 3! 146! 1. Programs! 146! 2. Credit Requirements! 146! 3. L-T-P-S-C Designation and Course Description! 146! Template for the Course Description! 147! 4. A Representative Course Plan for Basic BTech! 148! 5. Brief Course Description and Important Notes! 150! 6. A Representative Course Plan for BTech with Minor! 160! 7. A Representative Course Plan for BTech (Honors) with Minor! 160! 8. A Representative Course Plan for BTech with Concentration! 160! 9. A Representative Course Plan for BTech (Honors) with Concentration! 160! 10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Concentration)! 160! 11. A Representative Course Plan for Basic BTech with Additional Internship! 161! 12. Table Comparing Different Options (Programs)! 161! 13. Existing vs Proposed Curriculum! 163!

Appendix 11. Review of the Curriculum Proposals, Rev 3! 167! 1. Feedback from Electrical Engineering Department! 167! 2. Feedback from Dr. Vishwajeet Mehandia on behalf of Chemical Engineering Department (dated 23 January 2017)! 167! 3. Minutes of Meeting of Curriculum Task Force Committee on 24 January 2017!168!4. Minutes of meeting of the Director with the Curriculum Committee on 27 Jan 2017 at 9:30am! 169! 5. Minutes of meeting on Mathematics and Science-Specific Science-Maths on Friday 27 January 2017 at 4:15pm! 170! 6. Minutes of meeting of the Director with the Chair, Curriculum Committee on 3 Feb 2017 at 10am! 171!

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!!!!

Appendix 12. Proposals of New Curriculum, Rev 4! 173! 1. Background! 173! 1.1. Status of Curriculum Revision! 173! 1.2. Curriculum Task Force Committee! 173! Internal Members! 173! External Members! 173! 1.3. Objective! 174! 1.4. Curriculum Development Procedure! 174! 1.5. Unique Selling Points! 175! 2. Programs and Credit Requirements! 175! 3. L-T-P-S-C Designation and Course Description! 176! Template for the Course Description! 176! 4. A Representative Course Plan for Basic BTech! 177! 5. Brief Course Description and Important Notes! 180! 6. A Representative Course Plan for BTech with Minor! 189! 7. A Representative Course Plan for BTech (Honors) with Minor! 190! 8. A Representative Course Plan for BTech with Concentration! 190! 9. A Representative Course Plan for BTech (Honors) with Concentration! 190! 10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Concentration)! 190! 11. A Representative Course Plan for Basic BTech with Additional Internship! 190! 12. Table Comparing Different Options (Programs)! 191! 13. Existing vs Proposed Curriculum! 193!

Appendix 13. Review of Draft Proposal, Rev. 4! 197! 1. Minutes of the Final Workshop on Curriculum Revision Held on 14 Feb 2017!197!2. Minutes of Meeting Regarding Induction Program! 199! 3. Minutes of Meeting of the Curriculum Task Force Committee with the Director on Wed 1 March 2017! 199! 4. A decision on “Chemistry for Chemical Engineers”! 199

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Proposals of New Curriculum!!!1. Background!!1.1. Status of Curriculum Revision!!• Curriculum Task Force Committee was constituted in September 2015. !• The committee has 10 Internal members + 5 External Members.!• Preliminary proposals were made by the internal committee and reviewed by the external

committee members.!• A presentation was given to the faculty on 8 July 2016.!• A full meeting of the Curriculum Task Force Committee was held on 15 July 2016.!• Revised proposals (Rev 1) were sent to the external members, departments, students and

alumni on 25 August.!• Feedback from departments, external members and students were received.!• The proposal was presented in the Senate on 4th Oct 2016.!• The draft proposal was revised again (Rev 2) based on the feedback received.!• The revised proposal (Rev 2) was presented in the ACUGS (15 Dec 2016) and the Senate

(20 Dec 2016).!• The further revised proposal (Rev 3) was sent to the external experts for their review. !• Revision 4 was presented to the final workshop on curriculum held on 14 February 2017.!• This is Revision 5 updated based on feedback received so far.!!!1.2. Curriculum Task Force Committee!!Internal Members!!Dr. Avijit Goswami, Assistant Professor, Chemistry (Member)!Dr. Brijesh Kumbhani, Assistant Professor, EE (Member)!Dr. Chittaranjan Mishra, Assistant Professor, Mathematics (Member)!Dr. Himanshu Tyagi, Associate Professor (ME) & Associate Dean (UG) (Member)!Dr. Jitendra Prasad, Assistant Professor, ME (Chairman)!Dr. Jung Hyun Jun (Peter), Assistant Professor, CSE (Member)!Dr. Kamal Kumar Choudhary, Assistant Professor, HSS (Member)!Dr. Mukesh Kumar, Assistant Professor, Physics (Member)!Dr. Naveen James, Assistant Professor, Civil Engineering (Member)!Dr. Satwinder Jit Singh, Assistant Professor, ME (Member)!!!External Members!!Prof. Milind Sohoni, IIT Bombay!

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Prof. Nandita DasGupta, IIT Madras!Prof. Samir Saha, Retd. Professor, Jadavpur University!Prof. Sanjay Mittal, IIT Kanpur!Prof. Suman Chakraborty, IIT Kharagpur!!!1.3. Objective!!The broad objective is to come up with an improved curriculum that !(a) Has focus on producing 21st century engineers and entrepreneurs,!(b) Offers more flexibility to students,!(c) Has novel and unique features to attract the brightest of students,!(d) Has better utilization of manpower and resources,!(e) Encourages industry-academia interaction,!(f) Makes students more practical in approach,!(g) Imparts soft/managerial skills in addition to science and engineering fundamentals,!(h) Develops social responsibilities in students, and!(i) Prepares them for innovation.!!!1.4. Curriculum Development Procedure!!In accordance with Tyler (2013) and Taba (1962), the following steps will be followed for curriculum development process at IIT Ropar:!!Step I. Identification of specific aims of the curriculum based on the following:!!A. Philosophy of education (Purpose of education: Propagation of culture and values,

Transformation of culture, Individual development etc.)!B. Study of the learners (Student needs (Maslov's hierarchy of needs))!C. Study of contemporary life outside the classroom!D. Statement on psychology of learning (e.g., Students forget if they don’t use it in daily life, if

the information is fragmented, as per Tyler, 2013.)!E. Subject specialists’ opinion (our faculty, external experts, reputed universities, Washington

Accord, alumni etc.)!!Step II. Selection of content!!Step III. Organization of the content!!Step IV. Selection and organization of learning experience!!Step V. Preparation of the implementation notes!!Step VI. Evaluation of the learning experience after implementation!!!Reference: !

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![1] Tyler, Ralph W., 1946/2013, Basic Principle of Curriculum and Instruction, The University of Chicago Press.!![2] Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt, Brace and World.!!!1.5. Unique Selling Points!!A. Connection to the society (Going to the society to find problems and solve them applying innovation)!!B. Hands-on learning (High Practical / Do-It-Yourself (DIY) components)!!C. Creativity & Innovation (Creating or doing something new and original)!!D. Core competency (Strong fundamentals through more preparation time to students)!!Engineering solves societal problems applying science and technology. In the West, companies identify and solve societal problems. In India, there is a lack of such companies. There is a culture of do-it-yourself, innovation and entrepreneurship in the West, especially in the US, which obviates the need of strongly connecting engineering curriculum to society. India still does not have such culture.!!Accordingly, some special courses will be offered in order to:!!• Identify societal problems!• Inculcate Do-It-Yourself culture!• Encourage Innovation!• Facilitate entrepreneurship!!!2. Programs and Credit Requirements!!Four 4-Year UG Program Options: (i) “B.Tech.” in an engineering major discipline, (ii) “B.Tech. with Minor” (minor in any other discipline than the major discipline), (iii) “B.Tech. with Concentration” (concentration areas will be within the major discipline) , and (iv) “B.Tech. with Honors”. !!The credit requirements will be as follows:!!(i) B.Tech. : 145 Credits!(ii) B.Tech. with Minor: 160 Credits (145 Credit BTech + 15 Credit Minor Coursework)!(iii) B.Tech. with Concentration: 160 Credits (145 Credit BTech + 15 Credit Concentration Coursework)!(iv) B.Tech. with Honors*: 170 Credits (145 Credit BTech + 15 Credit Coursework + 10 Credit Honors Project). !

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!!*An honors student can opt for minor/concentration courses as part of the 15 credit coursework requirement of honors.!!!3. L-T-P-S-C Designation and Course Description!!(L-T-P-S-C) : Numbers in bracket next to the courses given below denote as following: L = No. of lecture ‘hours’ (actually 50 min.) per week; T = No. of tutorial ‘hours’ = L/3, by default; P = No. of laboratory ‘hours’; S = Total preparation ‘hours’ by students including assignments and self-study; C = Total credit-terms. Here ‘hours’ mean 50 minutes. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2. The ’S’ component should be continuously evaluated by means of a prescribed minimum number of homework (preferably one every two weeks) and/or minimum 4 quizzes per semester based on the homework (e.g. 2 before Mid-Sem and 2 after Mid-Sem Exam). The total weightage of the homework / quizzes may be minimum 20%. This scheme will ascertain objective, uniform evaluation of the ’S’ component for all courses.!!Format of Tutorial (’T’)!!All lecture courses should have a tutorial component, whenever possible / applicable especially in case of core courses, ideally 1 for each 3 lectures. The ’T’ component, however, will not have any credits as tutorials will be oriented towards assisting students in self-study and problem solving. The instructor will do problem solving / recitation / discussion once in two weeks. The rest tutorial sessions will be taken by the TAs, with one TA for every 20 students at most.!!The courses which do not have a lab component, can also use tutorial sessions for laboratory demonstration purposes.!!Each course will be described on a new template, which is briefly given below. Apart from the L-T-P-S-C designation, the template has objective of the course, the skills the students are going to learn, its prerequisites, its broad syllabus, week-wise approximate lecture schedule, organization of the learning experience, evaluation etc. Overlap with any other courses is clearly indicated on the template. Also, there is preferably more than one teacher indicated on the template who can teach the course. This template for every course should be made available to the students at the beginning of the course.!

Template for the Course Description 1. Course number:!2. Course name:!3. L-T-P-S-C designation:!4. Objective of the course:!5. Skills the students are going to learn in terms of Washington Accord’s Knowledge Profile (WK1 to WK8) and Graduate Attributes* (WA1 to WA12):!• WK1:!• WK2:!• etc.!

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• WA1:!• WA2:!• etc.!6. Prerequisite:!7. Overlap with other courses:!8. Syllabus:!9. Planned learning experience (percentage for each components): !(a) Black board!(b) Presentation (Powerpoint slides etc.):!(b) Drawing Board:!(c) Desktop Computer:!(d) Laboratory Equipments:!(e) etc.!10. Week-wise approximate description of lecture and practical components, along with corresponding learning experience:!(i) Week 1: Historical Background!(ii) Week 2:!(iii) Week 3:!(iv) etc.!(v) Week 14: State of the Art and its Future!11. Tentative Evaluation Plan (Percentage weightage range):!(a) Homework:!(b) Quizzes:!(c) Mid-semester exam:!(d) End-semester exam:!(e) Laboratory Report!(f) Mid-semester Viva Voce!(g) End-semester Viva Voce!(h) etc.!!* Washington Accord’s Knowledge Profile and Graduate Attributes are listed in this report in Appendix 1, A5, Part E. They may also be accessed online at http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf. The version referred to in this report: Washington Accord, “Graduate Attributes and Professional Competencies,” Version 3, 21 June 2013.!!4. Course Requirement for Basic BTech!!4.1. Selection of Courses!!• HSS Core (15 Credits):!• HS101 History of Technology (1.5) [3/2-1/2-0-5/2-1.5]!• HS103 Professional English Communication (3) [2-2/3-2-13/3-3] OR *HS102 English

Language Skills (3) [2-2/3-2-13/3-3] instead, for students weak in English!• Economics (3) [3-1-0-5-3]!• Industrial Management (3) [3-1-0-5-3]!• Professional Ethics (1.5) [1-1/3-1-13/6-1.5]!• Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!!

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HSS Electives (6 Credits):!• HSS Elective I (3)*!• HSS Elective II (3)*!!*An English Language/Literature elective course in either 7th or 8th sem is required for the students who had “HS102 English Language Skills” in 1st Semester!!Sciences Core (24 Credits):!• PH101 Physics for Engineers (5) [3-1-4-7-5]!• CY101 Chemistry for Engineers (4) [3-1-2-6-4]!• MA101 Calculus (3) [3-1-0-5-3]!• MA102 Linear Algebra, Integral Transforms and Special Functions (3) [3-1-0-5-3]!• Biology for Engineers (3) [3-1-0-5-3]!• Program-Specific Science-Maths I (3) [3-1-0-5-3] (viz. “Differential Equations” opted by all

engineering departments)!• Program-Specific Science-Maths II (3) [3-1-0-5-3] (viz. “Probability and Statistics” opted by

CSE, ME and CE; “Probability and Stochastic Processes” oped by EE; a chemistry course “Introduction to Organic Chemistry and Biochemistry” opted by ChE)!!

Sciences Electives (6 Credits):!• Science-Maths Elective I (3)!• Science-Maths Elective II (3)!!General Engineering (23.5 Credits)!• GE101 Technology Museum Lab (1) [0-0-2-1-1]!• GE102 Workshop Practice (2) [0-0-4-2-2]!• GE103 Introduction to Computer Programming & Data Structure (4.5) [3-1-3-13/2-4.5]!• GE104 Introduction to Electrical Eng (3) [2-2/3-2-13/3-3]!• GE105 Engineering Drawing (1.5) [0-0-3-3/2-1.5]!• Basic Electronics (3) [2-2/3-2-13/3-3]!• Introduction to Engineering Products (1) [0-0-2-1-1]!• Tinkering Lab (1.5) [0-0-3-3/2-1.5]!• Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3]!• Program-Specific General Engineering (3) [3-1-0-5-3]*!!*The following Program-Specific General Engineering courses opted by the departments:!“Introduction to Materials Science & Engineering” (in line with the existing GEL102 Materials Science and Engineering) for ME and ChE,!“Materials Science for Electrical and Electronics Engineers” for EE,!“Materials Science for Civil Engineers” for CE, and!“Signals and Systems" for CSE.!!Program Core and Electives (total 48 Credits)!• Program Core (36 to 42 Credits)!• Program Electives (6 to 12 Credits)!!Capstone Projects (9 Credits)!• Development Engineering Project (3) [0-0-6-3-3]!• Capstone Project I (3) [0-0-6-3-3]!

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• Capstone Project II (3) [0-0-6-3-3]!!Industrial Internship and Comprehensive Viva (3.5 Credits)!• Industrial Internship and Comprehensive Viva Voce (3.5)!!Extra-Curricular (4 Credits)!• NC101 NCC I (1) [0-0-2-1-1] OR NO101 NSO I (1) [0-0-2-1-1] OR NS101 NSS I (1)

[0-0-2-1-1]!• NC102 NCC II (1) [0-0-2-1-1] OR NO102 NSO II (1) [0-0-2-1-1] OR NS102 NSS II (1)

[0-0-2-1-1]!• NCC III (1) [0-0-2-1-1] OR NSO III (1) [0-0-2-1-1] OR NSS III (1) [0-0-2-1-1]!• NCC IV (1) [0-0-2-1-1] OR NSO IV (1) [0-0-2-1-1] OR NSS IV (1) [0-0-2-1-1]!!Open Electives (6 Credits)!• Open Elective I (3)!• Open Elective II (3)!!!4.2. Sequence of Courses!!For optimal utilization of resources, most of the common core courses are planned to be run in both the semesters of the year, so that half of the students (half of the entire batch) study a course in one semester (Aug-Nov) and the rest half in the other (Jan-Apr).!!(i) Semester 1!!

Plan A (about 50% students) Plan B (rest 50% students)

MA101 Calculus (3) [3-1-0-5-3]

HS103 Professional English Communication (3) [2-2/3-2-13/3-3] !OR !HS102 English Language Skills (3) [2-2/3-2-13/3-3] instead, for students weak in English

NC101 NCC I (1) [0-0-2-1-1] (NS101 NSS I / NO101 NSO I only when NCC 1 not feasible for the student)

PH101 Physics for Engineers (5) [3-1-4-7-5] CY101 Chemistry for Engineers (4) [3-1-2-6-4]

GE104 Introduction to Electrical Engineering (3) [2-2/3-2-13/3-3]

GE103 Introduction to Computer Programming & Data Structure (4.5) [3-0-3-15/2-4.5]

GE105 Engineering Drawing (1.5) [0-0-3-3/2-1.5]

GE102 Workshop Practice (2) [0-0-4-2-2]

HS101 History of Technology (1.5) [3/2-1/2-0-5/2-1.5]

GE101 Technology Museum Lab (1) [0-0-2-1-1]

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!(ii) Semester 2!!

!(iii) Semester 3!!

(Total 28.33 Contact Hours: L: 11.5; T: 3.83; P: 13) (Total 18 Credits: L: 11.5; T: 0; P: 6.5)

(Total 29.67 Contact Hours: L: 11; T: 3.67; P: 15) (Total 18.5 Credits: L: 11; T: 0; P: 7.5)

Plan A (for those having Plan A in Sem 1) Plan B (for those having Plan B in Sem 1)

MA102 Linear Algebra, Integral Transforms and Special Functions (3) [3-1-0-5-3]

Program Core (3 credits) (viz. “Engineering Mechanics” [3-1-0-5-3] for ME and CE, “Introduction to Chemical Engineering” [3-1-0-5-3] for ChE, “Discrete Mathematical Structures” [3-1-0-5-3] for CSE) !OR !Program-Specific General Engineering (3) (viz. “GEL106 Materials Science for Electrical and Electronics Engineers” [3-1-0-5-3], for EE)

NC102 NCC II (1) [0-0-2-1-1]!OR!NO102 NSO II (1) [0-0-2-1-1]!OR!NS102 NSS II (1) [0-0-2-1-1]

CY101 Chemistry for Engineers (4) [3-1-2-6-4]

PH101 Physics for Engineers (5) [3-1-4-7-5]

GE103 Introduction to Computer Programming & Data Structure (4.5) [3-1-3-13/2-4.5]

GE104 Introduction to Electrical Engineering (3) [2-2/3-2-13/3-3]

GE102 Workshop Practice (2) [0-0-4-2-2] GE105 Engineering Drawing (1.5) [0-0-3-3/2-1.5]

GE101 Technology Museum Lab (1) [0-0-2-1-1]

HS101 History of Technology (1.5) [3/2-1/2-0-5/2-1.5]

(Total 29 Contact Hours: L: 12; T: 4; P: 13) (Total 18.5 Credits: L:12+; T: 0; P: 6.5)

(Total 28.33 Contact Hours: L: 12.5; T: 3.83; P: 13) (Total 18 Credits: L: 11.5; T: 0; P: 6.5)

Program-Specific Science-Maths I (3) [3-1-0-5-3] (viz. “Differential Equations [3-1-0-5-3]” for CSE, ME, CE, ChE, EE)

Program Core (8) (total 8 credits: max 6L, rest labs)

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!(iv) Semester 4!!

Program-Specific General Engineering (3) (viz. “Introduction to Materials Science and Engineering” [3-1-0-5-3], for ME and ChE, “Materials Science for Civil Engineers” [3-1-0-5-3], for CE, and “Signals and Systems" for CSE)!OR!Program Core (3 credits) (for EE)

NCC III (1) [0-0-2-1-1]!OR!NSO III (1) [0-0-2-1-1]!OR!NSS III (1) [0-0-2-1-1]

Economics (3) [3-1-0-5-3] (about 50% students)!OR !Basic Electronics (3) [2-2/3-2-13/3-3] (for those not having Economics this sem)

Tinkering Lab (1.5) [0-0-3-3/2-1.5] (about 50% students)!OR !Introduction to Engineering Products (1) [0-0-2-1-1] (for those not having Tinkering Lab this sem)

(Total 17+ Contact Hours: L: 9+; T: 3+; P: 5+) (Total 19.5 Credits: L: 9+; T: 0; P: 2.5+)

Program-Specific Science-Maths II (3) [3-1-0-5-3] (viz. “Probability and Statistics” for CSE, ME and CE; “Probability and Stochastic Processes” for EE, “Introduction to Organic Chemistry and Biochemistry” for ChE)

Program Core (8) (total 8 credits: max 6L, rest labs)

Human Geography and Societal Needs (3) [1-1/3-4-11/3-3] (about 50% students)!OR !Biology for Engineers (3) [3-1-0-5-3] (for those not having Human Geography and Societal Needs this sem)

NCC IV (1) [0-0-2-1-1]!OR!NSO IV (1) [0-0-2-1-1]!OR!NSS IV (1) [0-0-2-1-1]

Basic Electronics (3) [2-2/3-2-13/3-3] (for those who did not have it in 3rd sem)!OR!Economics (3) [3-1-0-5-3] (for those who did not have it in 3rd sem)

Introduction to Engineering Products (1) [0-0-2-1-1] (for those who did not have it in 3rd sem)!OR!Tinkering Lab (1.5) [0-0-3-3/2-1.5] (for those who did not have it in 3rd sem)

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!(v) Semester 5!!

!(vi) Semester 6!!

(Total 18+ Contact Hours: L: 6+; T: 2+; P: 10+) (Total 19 Credits: L: 6+; T: 0; P: 5+)

Plan C Plan D

Biology for Engineers (3) [3-1-0-5-3] (for those who did not have it in 4th sem)!OR !Human Geography and Societal Needs (3) [1-1/3-4-11/3-3] (for those who did not have it in 4th sem)

Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3] (about 50% students)!OR !Industrial Management (3) [3-1-0-5-3] (for those not having Introduction to Environmental Science & Engineering this sem)

Professional Ethics (1.5) [1-1/3-1-13/6-1.5] (about 50% students)

Program Core (10.5) (total 10.5 credits: 8L max, rest labs) (for those having Professional Ethics this sem)

Program Core (12) (total 12 credits: 9L max, rest labs) (for those not having Professional Ethics this sem)

(Total 11+ Contact Hours: L: 6+; T: 2+; P: 3+) (Total 18 Credits: L: 6+; T: 0; P: 1.5+)

(Total 8.67+ Contact Hours: L: 5+; T: 1.67+; P: 2+) (Total 18 Credits: L: 5+; T: 0; P: 1+)

Plan C (for those having Plan C in Sem 5) Plan D (for those having Plan D in Sem 5)

Development Engineering Project (3) [0-0-6-3-3]

Industrial Management (3) [3-1-0-5-3] (for those who did not have it in 5th sem)!OR!Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3] (for those who did not have it in 5th sem)

Program Core (0 to 6 credits) !OR!Program Elective (rest of 6 credits)

Professional Ethics (1.5) [1-1/3-1-13/6-1.5] (for those who did not have it in 5th sem)

Program Core (6.5) (total 6.5 credits, 6L max, rest labs) (for those not having Professional Ethics this sem)

Program Core (5) (total 5 credits, 5L max, rest labs) (for those having Professional Ethics this sem)

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!(vii) Summer Vacation following Semester 6!!

!(viii) Semester 7!!

!(ix) Semester 8!!

!Grand Total 145 Credits: L: 53.5+; T: 0; P: 34.5+ ==> L: 36.9+%; P: 23.8+%!(Relative: L: 60.8%; P: 39.2%)!!Total Core: 112 - 118 credits (77.2 - 81.4 %)!Total Electives: 27 - 33 credits ( 18.6 - 22.8 %)!!!

(Total 10+ Contact Hours: L: 3+; T: 1+; P: 6+) (Total 18.5 Credits: L: 3+; T: 0; P: 3+)

(Total 12.33+ Contact Hours: L: 4+; T: 1.33+; P: 7+) (Total 18.5 Credits: L: 4+; T: 0; P: 3.5+)

Industrial Internship and Comprehensive Viva Voce (3.5) (70% weightage for 8-week full internship and 30% for comprehensive viva on program fundamentals)

Total 3.5 Credits: L: 0; T: 0; P: 3.5

Capstone Project I (3) [0-0-6-3-3]

HSS Elective I (3) (An English Language/Literature elective course in either 7th or 8th sem for students who had “English Language Skills” in 1st Semester)

Open Elective I (3)

Science-Maths Elective I (3)

Program Elective (3)

(Total 10+ Contact Hours: L: 3+; T: 1+; P: 6+) (Total 15 Credits: L: 3+; T: 0; P: 3+)

Capstone Project II (3) [0-0-6-3-3]

HSS Elective II (3) (An English Language/Literature elective course in either 7th or 8th sem for students who had “English Language Skills” in 1st Semester)

Open Elective II (3)

Science-Maths Elective II (3)

Program Elective (3)

(Total 14+ Contact Hours: L: 6+; T: 2+; P: 6+) (Total 15 Credits: L: 6+; T: 0; P: 3+)

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5. Brief Course Description and Important Notes!!Note that the course plans given here are representative (example) only. Actual course distribution may also vary student to student. To enforce uniformity of the course load in a program, there may be a cap on the total credits a student can enroll in a semester. !!The tutorial (’T’) component has been taken as L/3 by default for all courses. On recommendation from respective departments, a zero ’T’ component may be considered, which will not change the credit of the course (see Section 3 above).!!Refer to the original proposal given in Appendix I for the motivation and detailed description of the programs and courses.!!5.1. Physics for Engineers (5) [3-1-4-7-5]!!This course may cover waves, oscillations and optics. A 2-hour lab every week may include optical instruments for measurements. Two hours of additional lab work per week should be utilized specifically for designing and building instruments for measurements of physical quantities.!!5.2. Chemistry for Engineers (4) [3-1-2-6-4]!!The course may contain Analytical Chemistry. The lab may include chemical test, flame test, titration, Gravimetric analysis, and instrumental methods such as spectroscopy, mass spectrometry and electrochemical analysis.!!5.3. Engineering Mathematics I (3) [3-1-0-5-3]!!This course may be on Real Analysis (including Mathematical Series, Calculus and Vector Calculus). Graduate Aptitude Test for Engineering (GATE) has Real Analysis topics for all engineering disciplines. GATE syllabus may be accordingly referred to for content as an option. JEE also has some topics in Calculus, which may not be required to be covered.!!5.4. NCC/NSS/NSO I / II (1) [0-0-2-1-1]!!Physically fit students will take NCC in first semester. Others may choose either NSS (National Service Scheme) or a sports (under National Sports Organization). Students can choose any one of NCC II, NSS II or NSO II in the second semester.!!5.5. History of Technology (1.5) [3/2-1/2-0-5/2-1.5]!!This will briefly cover some important events of science, technology and engineering that led to modern engineering products and engineering education. !!Ref: https://en.wikipedia.org/wiki/History_of_technology , and http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1217&HistoryID=ab11&gtrack=pthc .!!5.6. Technology Museum Lab (1) [0-0-2-1-1]!!

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This course will make students build and play with the historically important products, such as Galileo’s telescope. Mechanical Engineering Department may coordinate this course.!!5.7. Tinkering Lab (1.5) [0-0-3-3/2-1.5]!!This course will briefly cover CAD, 3D printing, kinematic mechanisms (including Gears and Cam), micro-controllers, electric motors and controllers, RF controllers etc., which will enable students to build remotely controlled vehicles etc.!!5.8. Intro to Engineering Products (1) [0-0-2-1-1]!!This lab course will make students disassemble and assemble important engineering products such as a motorcycle, Washing Machine, Refrigerator, Mobile Phone, TV, Laptop, Tablet etc. Mechanical Engineering Department may coordinate this course.!!5.9. Professional Ethics (1.5) [1-1/3-1-13/6-1.5]!!The students will do case studies on Professional Ethics, for example Volkswagen’s Diesel emission violations, plagiarism cases etc.!!5.10. Engineering Mathematics II (3) [3-1-0-5-3]!!Linear Algebra, Special Functions and Transforms may be covered in this course. Linear Algebra is compulsory for all Engineering disciplines in GATE.!!5.11. Introduction to Computer Programming & Data Structure (4.5) [3-1-3-13/2-4.5] !!The students will learn and practice C programming language and data structure, such as heap, queue, linked list, and binary tree along with their application.!!5.12. Workshop Practice (2) [0-0-4-2-2]!!The students will learn welding, sheet-metal forming, machining, metal casting, fitting, CAM etc.!!5.13. Engineering Drawing (1.5) [0-0-3-3/2-1.5]!!The students will learn lettering, orthographic projections, isometric view, oblique views, sectional views, CAD etc.!!5.14. Introduction to Electrical Engineering (3) [2-2/3-2-13/3-3]!!The course will cover the basics of electrical engineering such as analysis of DC and AC circuits. This will also introduce transformers, electric generators and electric motors. !!5.15. Biology for Engineers (3) [3-1-0-5-3]!!In this course, the students will learn the basics of molecular and cell biology. The lab demonstration may involve cell culture, cell counting, light/electron microscopy, DNA/RNA extraction, PCR, gel electrophoresis, western blot etc.!

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!5.16. Program-Specific Science-Maths I and II (total 6 credits)!!Individual engineering departments may recommend basic science and mathematics courses / modules that are suitable for the UG programs they offer. GATE syllabus may serve as guidelines, however it is optional to match the GATE syllabus. Examples of courses to be recommended by the engineering departments could be the following: Ordinary and Partial Differential Equations, Complex Analysis & Numerical Analysis, Probability & Statistics, etc. These topics are part of GATE for most of engineering disciplines (such as CE, ChE, EE, ME, but not for CSE). Computer Science and Engineering department may choose Probability & Statistics, Abstract Algebra, Solid State Physics and Electronic Devices, Operations Research etc. Chemical Engineering department may opt for chemistry courses. !!5.17. Science-Maths Electives I and II (total 6 credits)!!A total of 6 credits may be taken as Science-Maths Electives. They may choose courses on Physics, Chemistry, Mathematics and Biology under this.!!5.18. Basic Electronics (3) [2-2/3-2-13/3-3]!!This course will introduce to various electronic devices, including diode and transistor. The student will be able to build rectifier circuits and amplifiers, and analyze basic electronic circuits containing resistors, capacitors, inductors, diodes and transistors.!!5.19. Program Core (36-42 credits)!!The minimum and maximum no. of credits for Program Core are 36 and 42, respectively. Two of Program Cores may be 3-credit labs, where students will design their own experiments to measure and analyze some quantity. For example, for ME students, one 3-credit lab [0-0-6-3-3] may be in Design and the other may be in Thermo-fluids. Given that one of USPs is to provide more hands-on experience to the students, it is recommended that the practical components of the Program Core courses be 40% to 50%. It should be noted that the existing practical component in core subjects is ranging between 37-48% of lecture components.!!5.20. NCC/NSS/NSO III and IV (1) [0-0-2-1-1]!!The students can opt for any one of NCC, NSS and NSO in the second year - part III in the third semester and part IV in the fourth.!!5.21. Economics (3) [3-1-0-5-3]!!The students will learn micro- and macro- economics. Indian Economy may be briefly included in the course.!!5.22. Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3]!!The course will introduce the students to pollution of water and air, and its effect on human health in particular and our ecosystem, in general. This course may be jointly taught by Civil Engineering, Chemistry, Chemical Engineering and Biology faculty.!

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!5.23. Engineering Innovation and Society I and II (EIS I & II) (3 each)!!The students will go to the society (villages, hospitals, towns, etc.) to identify their problems and develop a product to solve one of the problems. Our external committee member, Prof. Milind Sohoni has the following recommendations to run these courses:!!“These are important courses and will require significant faculty and coordination time. An inspiration may be taken from similar courses run respectively as 3-credit and 6-credit electives by the Center for Technology Alternatives for Rural Areas (CTARA, http://www.ctara.iitb.ac.in/tdsl/) at IIT Bombay. Their case studies and organization of these courses will provide important information to kick-start EIS I & II at IIT Ropar. Accordingly, the following may be recommended:!!(i) Each department may pick up two-three last-mile areas for work, e.g., mechanical engineering could pick up irrigation and pumping solutions. Different students may work in different villages/talukas across different crops and depth to water-table etc. In this way, in a few years, the department will have enough expertise to actually do important research in that area. CTARA’s own work in drinking water was done exactly in this way (the case studies are detailed here http://www.cse.iitb.ac.in/~sohoni/water; http://www.ctara.iitb.ac.in/tdsc; http://www.ctara.iitb.ac.in/tdsc/uma; http://www.ctara.iitb.ac.in/rutag).!!(ii) As report-writing and presentation to external stake-holder is very important, the students may be asked to write good reports and present them to the local MLA, Zila Parishad member, Sarpanch, the local engineering-shopkeeper etc. That way the students will understand that they are solving real-life problems.!!(iii) each department should hire 2-3 "coordinators" to assist and guide the students in such work. this coordinator, e.g., can initiate the first meeting with a village sarpanch, or a factory owner etc.!!(iv) IIT Bombay are themselves moving to a "development engineering" course, which will substitute/complement the HSS course here and which will be preparatory to the EIS course and explain to students - (a) the household and development and how to measure it, the questions of equity, efficiency and sustainability as core values, the role of culture etc., (b) how is value created and delivered in society, i.e., the activity of agents and their knowledge, (c) the basic structure of society and environment, i.e., the state, the market and the civil society, and the role of assets and institutions, (d) census data and GIS, and analysing outcomes (e.g., villages with most/least pucca houses), (e) elements of field work, why-what-for and dos-and-donts, (f) a regional engineering system (e.g., drinking water, depending on the student’s major). Further details are available at https://www.cse.iitb.ac.in/~sohoni/TD603/H2O.pdf; https://www.cse.iitb.ac.in/~sohoni/TD603; and https://www.youtube.com/watch?v=Y5KtCEI-x8E .”!!The internal committee members have highly appreciated Prof. Sohoni’s above commendable guidelines for running these courses. As such, the above proposals are also recommended by the internal committee members.!!Prof. Sohoni further shared the content of the “Development Engineering” course being developed by him which will run as a precursor of the EIS courses. The course description is as follows (directly taken from the document Prof. Sohoni shared):!

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!“Objectives: The objective of the course is to prepare an engineering student for professional work in the development sectors, in other words, to analyse and design for the delivery of basic services within a given community. Such systems must be designed to match the given socio-economic and cultural realities, and must be operable by the community. Moreover, these must be designed keeping in mind the role of the state, market and civil society.!!Lecture Plan.!!Module 1. The Household and its development!!Lecture 1. The household as the basic unit. The needs of the household. Cultural, biological needs. The notion of development. Environmental needs and the development engineering sectors.!!Lecture 2. Development Indices. HDI and OECD indices. The data needed to compute these. Core values of equity, efficiency and sustainability.!!Lecture 3. Introduction to the village-level census data. Engineering content in various amenities indices.!!Census Data 1. Manipulating census data. Identifying best-case and worst-case villages. Comparison plots and correlation plots.!!Lecture 4. Agents and Value. How is value created in a household. The peasant and the artisan. Resources and amenities. The employee. The teacher. Various modes of payments. Seasons and history of accounting. Knowledge of agents.!!Module 2. The Society and its Organization!!Lecture 1. The basic divisions - State, Market and Civil Society. The environment. Assets and institutions.!!Lecture 2. The structure of the State. The center and the state. The District Collector and the district planning committee. The district and sub-district hierarchy. Various departments. The hierarchy of elected representatives.!!Lecture 3. The Market. The notion of money. Loans and repayments and the role of capital. Money transaction vs. seasonal transactions and others based on trust. The anonymity and instantaneity of money. Weekly markets, APMC. The supply chain and costs.!!Lecture 4. The Civil society. Trust, kin-ship and culture. Other attributes of civil interactions. Reputations and role-models. Various institutions such as the religious institution, the NGO, the school, the university, the panchayat.!!Lecture 5. Tying it all up. Agents and Value revisited. The competition between various divisions, e.g., between the state and the market, and others.!!Module 3. A Sectoral Engineering System.!

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!Lecture 1. Mapping a regional engineering system, e.g, regional Irrigation system, its stakeholders and the basic transactions. The Environmental variables and the state/market/civil society agents.!!Lecture 2. Key scientific variables and processes. What is the planning framework. What are the supply parameters, the demand parameters. How does the environment play a role? What are key infrastructure. Allocation regimes.!!Field Visit. To a sectoral system. Meeting with an NGO, a state officer and an elected representative.!!Lecture 3 Key government programs in the sector. Reading the GR. Developing a methodology for assessment. An example of a design document. How does it meet community demands. Key Data-sets.!!Module 4. GIS (Geographic Information System)!!GIS 1. Loading QGIS and a district data-set. Using a given data-set. Writing queries and manipulating appearances.!!GIS 2. Types of objects and manipulating objects. Linking Census data to GIS. Basic analysis and representation.!!GIS 3. Introduction to a case-study. Basics of spatial planning queries such as computing net supply and net demand.!!Module 5. The Village via a CTARA Village Report!!Lecture 1. Reading the CTARA Village Report. The sectors and its indices. The methodology. The reporting.!!Lecture 2. The basics of PRA-1. The Demand Side. Household-surveys. Focus group discussions. The issue ranking.!!Lecture 3. The basics of PRA-2. The supply side. Resource map. Institutions. Time-line.!!Lecture 4. The basics of PRA-3. The allocations. Questions of equity, efficiency and sustainability.!!Invited Lecture. What should an engineer know about Caste, Class and Gender.!!Lecture 5. Preparing for the village meeting. Census data. Key contacts. What to look for.!!Field Visit 1. 2 days and 2 nights at the village. Village meeting, household meeting. Resources.!!Module 6. The Capstone Project via a Case -Study!!

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Lecture 1. Framing the project. Understanding the demand. What needs to be achieved. Studying the options available. Measurement of social and economic parameters as inputs.!!Lecture 2. The activities and the analysis. The reporting. Picking your case-study. Finally. What has been achieved.!!Resources:!1. This course is based on the TD603 Water course taught at CTARA and also the TD609 and TD604 courses. See http://www.cse.iitb.ac.in/~sohoni/TD603”!!A HSS course ([1-1/3-4-11/3-3]) on human geography of Rupnagar region may be accordingly offered to introduce the students to the society in neighborhood of IIT Ropar, as the first part of Engineering Innovation and Society. The course should cover Cultural, Development, Economic, Health, Historical, Political, Population, Rural, Urban, Transportation, and Tourism Geographies (Ref: https://en.wikipedia.org/wiki/Human_geography). The practical components are for field trips and meeting with authorities such as District / Block / Municipal / Village/ Health administrations and NGOs to understand problems the society is facing as a whole. There will be a project at the end of the course where students identify a problem that can be later solved using engineering principles, particularly with his discipline of study, which may be presented to local administration/NGOs and may be evaluated based on the impact on society. The course may be named as “Human Geography and Societal Needs”. This course should incorporate the IIT Bombay’s “Development Engineering” course-outline given above, as closely as possible.!!The second part of Engineering Innovation & Society may be offered as “Development Engineering Project [0-0-6-3-3]”, where the student will actually apply engineering principles to solve a societal problem identified in the first part of EIS. Any topics of the IIT Bombay’s “Development Engineering” course-plan described above not covered in IIT Ropar’s “Human Geography and Societal Needs” course, may be covered as self-study in the beginning of “Development Engineering Project” and may be evaluated as a part of student’s presentation on the project proposal.!!5.24. Open Elective I and II (total 6 credits)!!The students will take two electives from any discipline.!!!5.25. Industrial Internship & Comprehensive Viva Voce (3.5)!!The internship will be in the summer between 6th and 7th Semester for a minimum 8 weeks. Evaluation will be on the basis of internship-work presentation (70% weightage) and comprehensive viva (30% weightage).!!5.26. Program Electives (6-12 credits)!!The total no. of credits for program core and electives is 48. The minimum no. of credits for core, and electives, respectively, are 36 and 6, respectively. The rest 6 credits can be partly or fully utilized as program core and the remaining as program electives. Thus Program core will range from 36 to 42 credits, while program electives will range from 6 to 12 credits.!!

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5.27. Capstone Project I / II (3) [0-0-6-3-3]!!The aim will be to design and build an engineering product (often in response to a challenge proposed by professional bodies such as ASME, IEEE, etc.), which will compete with other designs (by fellow students) to earn grades. Research-type projects will not be allowed. Evaluation will be through competition only, by a panel of examiners (experts). The best project may be considered for special rewards (financial or otherwise).!!5.28. Minor Courses (total 15 credits)!!A student can take 15 credits of designated courses in one of other disciplines to earn a Minor. Each department will send a list of courses (weighing total 15 credits) that will contribute to the Minor Program. An academic Center (e.g. CBME) may also offer a Minor. The Minor courses would be typically the most basic UG-level courses of the discipline. For example, the Minor courses in Mechanical Engineering (ME) would be a subset of Program Core courses of ME. It is recommended that the minor courses include some lab components.!!5.29. Honors Project I / II (5) [0-0-10-5-5] each!!Honors Project (I and II) will be research / design / entrepreneurship - based project, which will be required (along with 15-credit coursework) for awarding of Honors degree. Either of these courses should require at least 15 hours of research work per week, which should be monitored by the student’s supervisor. The quality of the research output should be monitored / evaluated by a panel of examiners (experts), as is standard for assessing research quality of PhD or Masters programs.!!5.30. Program Concentration Courses (15 Credits)!!Students can take 15 credits of Program Concentration courses within their discipline. For example, Mechanical Engineering students may choose to specialize in Design, Manufacturing or Thermo-Fluids. The concentration courses may include lab components.!!5.31. Honors Coursework (15 Credits)!!The 15-credit coursework required for the award of Honors degree may be from various departments, if so recommended by the Honors supervisor.!!5.32. Additional Internship I to III!!Each of Additional Internship I to III will be a 2 month (8-week) long full-time internship at a reputable organization (Industry, Academia etc.) approved by Faculty Advisor, HoD and Dean (Academics). These courses will be above the requirements of Basic BTech and will not be counted towards Minor, Concentration or Honors. These courses will be open to all students. A continuous internship of 6 months will be equivalent to taking all the three Additional Internship I to III (thus total 9 credits). A student doing Basic BTech can finish all requirements by 7th Semester and he/she can do a six-month internship during the last (8th) semester. Minimum GPA may be prescribed for taking Additional Internship I to III.!!5.33. Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!

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!Same as Engineering Innovation & Society I (See Section 5.23 for description).!!5.34. Development Engineering Project (3) [0-0-6-3-3]!!Same as Engineering Innovation & Society II (Section 5.23 for description). As per University of California Berkeley website (http://deveng.berkeley.edu), “Development Engineering is an emerging field of research that focuses on technology interventions designed to improve human and economic development within complex, low resource settings.” Hence, the Development Engineering project should stick to its definition.!!5.35. Industrial Management (3) [3-1-0-5-3]!!Structure, organization and management of manufacturing industries should be covered along with topics encompassing operations management, marketing, and financial management.!!5.36. HSS Electives I and II (Total 6 credits)!!A total of 6 credits may be opted by students as Humanities & Social Science electives. The following courses are recommended to be offered as electives along with other HSS elective courses :!!(i) Industrial and Organizational Psychology (3) [3-1-0-5-3] (See Section 5.25 for course details)!(ii) Personal & Corporate Finance (3) [3-1-0-5-3] (See Section 5.27 for course details)!(iii) Entrepreneurship (3) [3-1-0-5-3] (See Section 5.28 for course details)!!5.37. English Language Skills (3) [2-2/3-2-13/3-3]!!First semester students weak in English language should be offered a remedial english (“English Language Skills”) course encompassing English Grammar in the first semester to improve english language skills with respect to reading, listening, writing and speaking up to the TOEFL standard (https://www.ets.org/toefl/ibt/prepare/). Students taking this course should take an English language / literature course in 7th/8th semester as an elective.!!5.38. Professional English Communication (3) [2-2/3-2-13/3-3]!!A TOEFL standard test (https://www.ets.org/toefl/ibt/prepare/test_questions) may evaluate if the student needs improvement in English through the “English Language Skills” course. Students already strong in English may be offered “Professional English Communication” course, which will encompass verbal and non-verbal communication skills including professional writing, presentation skills, technical report reading comprehension, listening comprehension, Neuro-Linguistic Programming (https://en.wikipedia.org/wiki/Neuro-linguistic_programming), Transactional Analysis (https://en.wikipedia.org/wiki/Transactional_analysis) etc. to prepare students for professional life.!!5.39. Program-Specific General Engineering (3 credits)!!

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The engineering departments may prescribe a program-specific general engineering course. Preferably, it should be a material science course tailored to the program’s needs. Other course may be prescribed only when a material science course is not suitable.!!6. A Representative Course Plan for BTech with Minor!!Same as that for “Basic BTech" (Section 4) with Minor coursework (total 15 credits) added and distributed over four semesters - Semester 5 to 8. Refer to Section 5 for explanation of Minor courses.!!7. A Representative Course Plan for BTech with Concentration!!Same as that for “Basic BTech" (Section 4) with Concentration coursework (total 15 credits) added and distributed over four semesters - Semester 5 to 8. Refer to Section 5 for explanation of Concentration courses.!!8. A Representative Course Plan for BTech (Honors)!!Same as that for “Basic BTech" (Section 4) with Honors coursework (total 15 credits) added and distributed over four semesters - Sem 5 to 8. Honors coursework may be the same as Minor or Concentration coursework.!!9. A Representative Course Plan for Basic BTech with Additional Internship!!The coursework required for “Basic BTech" (Section 4) may be completed in first seven semesters. Additional Internship I to III [About 6 Months, Mid December to Mid June] may be opted during the last (eighth) semester. Refer to Section 5 for explanation of Additional Internship I to III. This option may be opted by the end of 4th semester.!!!10. Table Comparing Different Options (Programs)!!Semester ===>>

1 2 3 4 5 6 Summer between sem 6 and 7

7 8 Total Credits

HSS Professional English Communication (3) + History of Technology (1.5)

Economics (3)

Human Geography and Societal Needs (3)!

Professional Ethics (1.5)

Industrial Management (3)

HSS Elective I (3)

HSS Elective II (3)

21

Physics Physics for Engineers (5)

5

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!!

Chemistry Chemistry for Engineers (4)

4

Mathematics

Engineering Mathematics I (3)

Engineering Mathematics II (3)

6

Science-Maths

Program-Specific Science-Maths I (3)

Program-Specific Science-Maths II (3)

Science-Maths Elective I (3)

Science-Maths Elective II (3)

12

General Engineering

Intro to Electrical Eng (3) + Engineering Drawing (1.5)

Workshop(2) + Museum Lab (1) + Programming & Data Struct (4.5)

Program-specific General Engineering (3) + Tinkering Lab (1.5)

Intro to Engineering Products (1) + Basic Electronics (3)

Environmental Sc & Engg (3)

23.5

Projects (BTP + DE) + Internship + Comprehensive Viva

Development Engineering Project (3)

Industrial Internship & Comprehensive Viva (3.5)

BTP Capstone Project I (3)

BTP Capstone Project II (3)

12.5

Program Core (CSE / EE / ME / CE/ChE)

Program Core (3)

Program Core (8)

Program Core (8)

Program Core (10.5)

Program Core (6.5) + Program Core and/or Electives (6)

Program Elective (3)

Program Elective (3)

48

Honors (CSE / EE / ME / CE/ChE)

Honors Project 1 (5)

Honors Project 2 (5)

10

Extra-Curricular

NCC/NSS/NSO I (1)

NCC/NSS/NSO II (1)

NCC/NSS/NSO III (1)

NCC/NSS/NSO IV (1)

4

Biology Biology for Engineers (3)

3

Minor / Concentration / Honors Related Open Elective

Minor / Concentration / Honors Related Coursework (4)

Minor / Concentration / Honors Related Coursework (4)

Minor / Concentration / Honors Related Coursework (4)

Minor / Concentration / Honors Related Coursework (3)

15

Open Electives

Open Elective I (3)

Open Elective II (3)

6

Total credits (BTech+Minors+Honors)

18 18.5 19.5 19 22 22.5 3.5 24 23 170

Total credits (BTech+Minor)

18 18.5 19.5 19 22 22.5 3.5 19 18 160

Total credits (BTech)

18 18.5 19.5 19 18 18.5 3.5 15 15 145

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11. Existing vs Proposed Curriculum!!A. Overall Comparison!(Total Credits) Existing

Curriculum (163)Basic BTech (145)

BTech with Concentration (160)

BTech with Minor (160)

Maths + Science 28 30 30.0 30.0

HSS 20 21 21.0 21.0

General Engineering

16 23.5 23.5 23.5

Program Core + Electives

66 48 63.0 48.0

BTP + DE Capstone Projects

8 9 9.0 9.0

Internship + Comp. Viva

3 3.5 3.5 3.5

Open Electives 22 6 6.0 21.0

Extra-Curricular 0 4 4.0 4.0

Total ==>> 163 145 160.0 160.0

Honors Add-On 12 10 10.0

(Percentage) Existing Curriculum (%)

Basic BTech (%) BTech with Concentration (%)

BTech with Minor (%)

Maths + Science 17.2 20.7 18.8 18.8

HSS 12.3 14.5 13.1 13.1

General Engineering

9.8 16.2 14.7 14.7

Program Core + Elective

40.5 33.1 39.4 30.0

BTP + DE Capst. Projects

4.9 6.2 5.6 5.6

Internship + Comp. Viva

1.8 2.4 2.2 2.2

Open Electives 13.5 4.1 3.8 13.1

Extra-Curricular 0.0 2.8 2.5 2.5

Total ==>> 100.0 100.0 100.0 100.0

Honors Add-On 7.4 0.0 6.3 6.3

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B. Break-Up Comparison!!(i) Maths + Sciences (Example: Mechanical Engineering)!!

!!(ii) HSS (Humanities & Social Sciences)!!

Credits Total L T P

Existing Core 20.0 13.0 2.0 5.0

Electives 8.0

Total 28.0

Proposed Core 24.0 21.0 0.0 3.0

Electives 6.0 6.0 0.0 0.0

Total 30.0 27.0 0.0 3.0

Percentage Total L T P

Existing Core 12.3 8.0 1.2 3.1

Electives 4.9

Total 17.2

Proposed Core 16.6 14.5 0.0 2.1

Electives 4.1 4.1 0.0 0.0

Total 20.7 18.6 0.0 2.1

Credits Total L T P

Existing Core 3.0 2.0 1.0 0.0

Electives 17.0

Total 20.0

Proposed Core 15.0 12.5 0.0 2.5

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!(iii) General Engineering!!

Electives 6.0 6.0 0.0 0.0

Total 21.0 18.5 0.0 2.5

Percentage Total L T P

Existing Core 1.8 1.2 0.6 0.0

Electives 10.4

Total 12.3

Proposed Core 10.3 8.6 0.0 1.7

Electives 4.1 4.1 0.0 0.0

Total 14.5 12.8 0.0 1.7

Credits Total L T P

Credits Total L T P

Existing Core 16.0 10.0 0.0 6.0

Electives 0.0 0.0 0.0 0.0

Total 16.0 10.0 0.0 6.0

Proposed Core 23.5 13.0 0.0 10.5

Electives 0.0 0.0 0.0 0.0

Total 23.5 13.0 0.0 10.5

Percentage Total L T P

Existing Core 9.8 6.1 0.0 3.7

Electives 0.0 0.0 0.0 0.0

Total 9.8 6.1 0.0 3.7

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!(iv) Program Core + Electives (Example: Mechanical Engineering)!!

!!12. Implementation Notes!!12.1. Organization of Lab Courses/Components!

Proposed Core 16.2 9.0 0.0 7.2

Electives 0.0 0.0 0.0 0.0

Total 16.2 9.0 0.0 7.2

Credits Total L T P

Credits Total L T P

Existing Core 47.0 30.0 5.0 12.0

Electives 19.0

Total 66.0

Proposed Core 39.0 25.4 0.0 13.7

Electives 9.0

Total 48.0

Percentage Total L T P

Existing Core 28.8 18.4 3.1 7.4

Electives 11.7 0.0 0.0 0.0

Total 40.5 0.0 0.0 0.0

Proposed Core 26.9 17.5 0.0 9.4

Electives 6.2 0.0 0.0 0.0

Total 33.1 0.0 0.0 0.0

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As "Hands-On Learning" as one of USPs of the new curriculum, labs will be conducted differently. Every lab will have roughly half of the lab hours devoted to learning the basic lab skills and the other half to using those skills to design an experiment and carrying out an experimental study.!!12.2. Organization of Lecture Courses/Components!!The lectures should start with historical background and end with state of the art and future directions, in order to connect it to society in general and with other courses in particular, including the courses such as History of Technology, Technology Museum Lab, Intro to Engineering Products, Tinkering Lab etc.!!12.3. Credit Limits!!The following credit limits may be adopted:!(i) BTech :19.5 Credits per semester!(ii) BTech with Minor, Specialization, Honors, or 6-month internship in 8th sem: 24 Credits per

semester!!12.4. GPA Requirement for Minor, Specialization, Honors, or “6-Month Internship”!!The minimum CGPA for opting for Minor, Specialization, Honors, or 6-Month internship program may be 7.5. They may also be needed to maintain 7.5 GPA in order to remain enrolled to the Minor, Specialization, Honors, or 6-Month Internship program.!!12.5. Optimization of Resources!!Most of the common courses are recommended to be run in both Autumn (Aug-Nov) and Spring (Jan-Apr) semesters, so that required laboratories’ infrastructure and number of instructors can be minimized per semester. The departments can give their recommendations for the sequence of common courses, when necessary, so that sections can be accordingly made by the Academic Section to distribute the entire batch (students) over two semesters for a particular course.!!12.6. Quality Control!!A Teaching and Learning Center may be established to facilitate teaching and learning. The Dean (Academic) office, through the Teaching and Learning Center, should monitor the quality of implementation of the new curriculum.!!12.7. Evaluation and Revision of Course Content!!At the end of every year, contents of the courses may be revised, when necessary and appropriate, based on feedback of the students.!!

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Appendix 1: Original Proposals!!The proposals in Appendix 1 were made by the internal committee members of the Curriculum Task Force Committee.

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A1. Motivation!!Curriculum development process consists of identifying courses or subjects, prescribing their contents and organizing their sequence (Srinath 2004). To come up with a logical structure of curriculum, the objectives should be clearly established first. Srinath, the ex-Director of IIT Madras, however, noted that the curricula in most of engineering colleges in India have seldom been based on any rational objectives and have been instead simply copied from other engineering institutes (Srinath 2004). !!Identification of the objectives requires detailed analysis. Tyler (1949/1969/2013) and Taba (1962) elaborate not only the steps to decide curriculum objectives but also the process of curriculum development itself. The works of Ralph Tyler (regarded as “the father of educational evaluation and assessment”) and his illustrious coworker Hilda Taba, are useful not only for curriculum design, but also for evaluation of curriculum and instruction. The Tyler-Taba Rationales are still relevant and frequently referred while developing curriculum (Läänemets and Kalamees-Ruubel 2013). The strategies suggested by Tyler and Taba are general, and not specific to a particular country or discipline. The Tyler-Taba theories, therefore, can be easily extended to designing curriculum suitable for an engineering college in India.!!Srinath (2004) and Sohoni (2012) observe that curriculum at IITs have been based on that of the West, especially Massachusetts Institute of Technology (MIT), because of a history of collaboration between IITs and some US universities. Inclusion of abstract sciences, the Western humanities and social sciences in an IIT curriculum indicate MIT’s influence. As a result, current curriculum at the IITs are suitable for the West more than it is for India and is responsible of the brain-drain (Sohoni 2012). Both Srinath (2004) and Sohoni (2012) stress the need of customization of engineering curriculum to India. !!As Graduate Aptitude Test in Engineering (GATE) is conducted by the IITs based on their own curriculum, other engineering colleges automatically follow an IIT curriculum and seldom have freedom to design their own (Sohoni 2012). An IIT should therefore consider their responsibility as a leader of engineering education and not have their curriculum simply copied from the West. An IIT should rather develop its engineering curriculum from scratch based on well-established theories of curriculum development incorporating the needs of Indian society.!!There are ready-made, basic guidelines for engineering curriculum, as laid out in Washington Accord to which 17 countries are permanent signatories, including the US through Accreditation Board for Engineering and Technology (ABET) and India through National Board of Accredition (NBA). The recommendations of Washington Accord are general in nature and philosophically reflect the Tyler-Taba rationales, and still need to be customized to the needs of Indian society.!!

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Engineering is all about solving societal problems applying science and technology. In the West, companies play an active role in identifying societal problems, and the team-work of their specialized engineering employees solves these problems. A strong, abstract-science-based, research-oriented engineering curriculum, therefore, suits the West as the objectives of the engineering colleges there are mostly producing manpower for these companies (Sohoni 2012). In India, however, there is a lack of companies that identify and solve the societal problems peculiar to India (Srinath 2004). Moreover, there is a culture of innovation and entrepreneurship in the West, especially in the US, which obviates the need of strongly connecting engineering curriculum to society. India still does not have such culture and hence curriculum should be accordingly tailor-made to inculcate innovation and entrepreneurship, with a focus on identifying the problems Indian society is facing and solving them using engineering principles.!!!References:!![1] Srinath, L.S., 2004, “Designing a curriculum for university-level engineering programme,” Current Science, Vol. 87(1), pp. 32-36.![2] Tyler, Ralph W., 1946/2013, Basic Principle of Curriculum and Instruction, The University of Chicago Press.![3] Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt, Brace and World.![4] LÄÄNEMETS, U. and KALAMEES-RUUBEL, K., 2013, “The Taba-Tyler Rationales,” Journal of the American Association for the Advancement of Curriculum Studies, Vol. 9, 2013.![5] Sohoni, M., 2012, “Engineering teaching and research in IITs and its impact on India,” CURRENT SCIENCE, VOL. 102 (11).![6] Washington Accord, http://www.ieagreements.org/Washington-Accord/signatories.cfm, International Engineering Agreements. Retrieved 2 March 2016.![7] Washington Accord, “Graduate Attributes and Professional Competencies,” !Version 3, 21 June 2013. http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf.!!!

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A2. Curriculum Task Force Committee!!2.1 Internal Members!!Dr. Avijit Goswami, Assistant Professor, Chemistry (Member)!Dr. Chittaranjan Mishra, Assistant Professor, Mathematics (Member)!Prof. Deepak Kashyap, Professor & Head, Civil Engineering (Member)!Dr. Himanshu Tyagi, Associate Professor (ME) & Associate Dean (UG) (Member)!Dr. Jitendra Prasad, Assistant Professor, ME (Chairman)!Dr. Jung Hyun Jun (Peter), Assistant Professor, CSE (Member)!Dr. Kamal Kumar Choudhary, Assistant Professor, HSS (Member)!Dr. Mukesh Kumar, Assistant Professor, Physics (Member)!Dr. Ravi Shankar Reddy V., Assistant Professor, EE (Member)!Dr. Satwinder Jit Singh, Assistant Professor, ME (Member)!!!2.2 External Members!!Prof. Milind Sohoni, IIT Bombay!Prof. Nandita DasGupta, IIT Madras!Prof. Samir Saha, Retd. Professor, Jadavpur University!Prof. Sanjay Mittal, IIT Kanpur!Prof. Suman Chakraborty, IIT Kharagpur!!

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A3. Objective!!The broad objective is to come up with an improved curriculum that !(a) Has focus on producing 21st century engineers and entrepreneurs,!(b) Offers more flexibility to students,!(c) Has novel and unique features to attract the brightest of students,!(d) Has better utilization of manpower and resources,!(e) Encourages industry-academia interaction,!(f) Makes students more practical in approach,!(g) Imparts soft/managerial skills in addition to science and engineering fundamentals,!(h) Develops social responsibilities in students, and!(i) Prepares them for innovation.!!!

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A4. Curriculum Development Procedure!!In accordance with Tyler (2013) and Taba (1962), the following steps will be followed for curriculum development process at IIT Ropar:!!Step I. Identification of specific aims of the curriculum based on the following:!!A. Philosophy of education!B. Study of the learners!C. Study of contemporary life outside the classroom!D. Statement on psychology of learning!E. Subject specialists’ opinion!!Step II. Selection of content!!Step III. Organization of the content!!Step IV. Selection and organization of learning experience!!Step V. Preparation of the implementation notes!!Step VI. Evaluation of the learning experience after implementation!!!Each of the above steps will be explained in details in following sections.

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A5. Step I: Specific Aims!!The specific aims of the curriculum may be established by answering the following five basic questions.!!Q1. What philosophy of education should be ingrained in the new curriculum? In other words, what is the purpose of engineering education?!Q2. What needs of the students should the new curriculum fulfill?!Q3. What needs of the society should the new curriculum address? In other words, is there any macro-level problem that the country or the world is facing that the new curriculum can solve?!Q4. What psychology of learning should be ingrained in the new curriculum? In other words, how should be the new curriculum organized so that the students learn most efficiently?!Q5. According to the subject specialists, what should be the specific objectives of the new curriculum?!!!PART A. Specific Aims Based on Philosophy of Education!!According to Taba (1962), the purpose of the education is as follows:!(a) To preserve and transmit cultural heritage,!(b) To act as an instrument to transform culture,!(c) To facilitate individual development, including values and feelings, and preparation

for the future and changing environment by bringing about autonomy, individuality and creativity,!!

The following specific-aims may be selected based on philosophy of education:!!A1. To have Yoga, Indian classical music and dance, awareness about history of science and technology on Indian sub-continent (especially about Indus Valley Civilization cites around Ropar) as extra-curricular activities in order to propagate our cultural heritage,!A2. To transform culture in terms of social engagement, innovation, do-it-yourself (DIY) and entrepreneurship,!A3. To facilitate individual development by providing different options for the students to choose from, such as Minor, Honors, Specialization etc.!A4. To facilitate individual development by encouraging students to participate in group activities (curricular as well as extra-curricular) and thus inculcating team-work and leadership,!A5. To facilitate individual development by imparting ethics and values, including gender equality, anti-plagiarism, professional honesty etc.!!!!

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PART B. Specific Aims Based on Study of the Learners!!According to Tyler (2013) and Taba (1962), Maslow’s hierarchy of needs should be satisfied, first of all. Accordingly, the following specific aims may be established based on the needs of the students:!!B1. To make sure students’ physiological needs (air, water, food, privacy) are satisfied,!B2. To make sure students’ security needs (personal, health, financial security) are satisfied,!B3. To make sure students’ love & belonging needs (friends, family) are satisfied,!B4. To make sure students’ self-esteem needs (hobbies, interests, self-respect) are satisfied,!B5. To make sure students’ self-realization needs (altruism, social work, spirituality) are satisfied,!!!PART C. Specific Aims Based on Contemporary Life Outside the Campus!!According to the export-import databank (http://www.commerce.nic.in/eidb/), India is a net importer of engineering products, which may be a result of lack of innovation or entrepreneurship, absence of do-it-yourself (DIY) culture and insufficient manufacturing in the country. This is therefore important to emphasize innovation, DIY and entrepreneurship in the curriculum. Innovation tools such as micro-controllers, their programming, sensors, CAD, 3D-printing, workshop training, mobile programming etc. should be taught to every student, possibly in very first term so that they can make use of these tools in later academic terms.!!The committee members have observed decline of social responsibility and ethics in students, as many students have been being penalized every year for plagiarism and cheating during the exams. A course on ethics is, therefore, needed.!!Looking at the job trends, IIT graduates typically end up with business (through MBA studies), civil services, higher studies, and core industries (including Military Engineering Service and Indian Engineering Service). Keeping this in mind, problems from all these sectors may be introduced to the students. There may be many ‘installments' of the do-it-yourself (DIY) component, one each for example for defense, civic issues, infrastructure, rural issues, agriculture, health etc.!!The following specific aims may be selected based on contemporary life outside the campus:!!C1. To inculcate innovation, DIY and entrepreneurship,!C2. To promote social responsibility and ethical practice,!C3. To implement variety of DIY components!

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!!!!PART D. Specific Aims Based on Psychology of Learning!!According to Tyler (2013), values cannot be taught to the students unless they can feel about it. Moreover, changing character of a student older than 16 years takes long time. As learning is not confined to the classrooms only and students also learn from their environment, the hostel life and institute environment should be regulated to make students learn that cannot be taught in the classrooms. For example, the teachers should behave with the students the same way we want the students to behave. Also, if we want to teach innovation, DIY, and entrepreneurship; we have to make a conducive environment.!!As per Tyler (2013), the following factors help in remembering the subjects taught in schools: !(a) Connections among the topics (in contrast to disconnected topics): History of science and technology may be taught to connect all the subjects a student is likely to study at this institute (this may also serve as introduction to engineering and the curriculum.)!(b) Using the concepts frequently or in daily life: The students may be given hands-on experience on most common products such as smart phones, bicycle, motorcycles, cars, computers, laptops, printers etc. This will make them use their learning in daily life and hence help in not forgetting the concepts.!!The following specific aims may be chosen based on psychology of learning:!D1. To teach ethics and social responsibility through feeling,!D2. To introduce history of science and engineering as a subject to roughly connect most of the courses the students would take during the BTech program,!D3. To introduce common engineering products such as smart phones, bicycle, motorcycles, cars, computers, laptops, printers etc. right in the beginning of the BTech program.!!!PART E. Specific Aims According to Subject Specialists!!The following may be considered ‘subject specialists’:!(a) The Director’s vision regarding the curriculum,!(b) Guidelines of Washington Accord (especially the recommended knowledge profile, and graduate attribute profiles: http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf),!(c) The existing systems at leading engineering colleges in the world (e.g. MIT, Stanford, Caltech etc.)!(d) Employers feedback,!

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(e) Recommendations from industries,!(f) Prominent academicians,!(g) Individual departments,!(h) Individual faculty members,!(i) Alumni!(j) Students!!(a) Director’s Vision (Based on the views expressed by the Director during his meeting with the internal committee members on 04 September 2015)!!Engineering curriculum has been changing continuously and we need to predict where engineering education be after 5 years from now. We should accordingly design our curriculum. Output-based evaluation, which has been existing in the West for long, is becoming more relevant in India. It is therefore important now to focus on bringing out the graduate attributes recommended by Washington Accord. This will require whole approach of our UG teaching to be changed. For example, intensity of the courses need to be increased so much that students cannot handle more than 3-4 courses in a semester. The teachers need to raise interest in the students accordingly and take them to a much higher level. !!Given that there are 18 IITs now and 5 more are planned, there will obviously be competition among all these institutes. We should therefore have a unique selling point (USP). We need to do survey of other IITs and international universities such as MIT, and do something that other IITs are not doing, the idea may come from outside. We should look for uniqueness of courses and curriculum. We may think about introducing innovative courses such as one that has half theory and half practical, or another one that requires students to design their own experiments. Engineering is after all about not only learning subjects, but also about using them to design and manufacturing things. Capstone project courses, as offered at MIT, may be implemented in the new curriculum. Uniqueness may also be in terms of organization or academic calendar. For example, fractal credit system at IIT Hyderabad or the quarter system at foreign universities such as Stanford and CalTech.!!There are a few standard courses that the students must have, for example, management courses, a variable number of abstract science courses depending on the need of the disciple, industrial psychology etc.!!The new curriculum may require additional resources for better delivery of the course materials. A long time may also be needed to draft an innovative curriculum. The Director promised the committee to support in terms of time and resources needed to design an improved and unique curriculum.!!!

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(b) Washington Accord !Washington Accord envisions Engineering UG program as that builds the following “knowledge profile” and develops the following “graduate attribute profiles” in students in 4 to 5 years of their study, “depending on the level of students at entry” : !!Knowledge Profile:!!WK1: A systematic, theory-based understanding of the natural sciences applicable to the discipline.!!WK2: Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline.!!WK3: A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline.!!WK4: Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline. !!WK5: Knowledge that supports engineering design in a practice area.!!WK6: Knowledge of engineering practice (technology) in the practice areas in the engineering discipline.!!WK7: Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic, social, cultural, environmental and sustainability.!!WK8: Engagement with selected knowledge in the research literature of the discipline.!!!Graduate Attribute Profiles:!(Related knowledge profile given in parentheses)! !WA1: Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in WK1 to WK4 respectively to the solution of complex engineering problems. !!WA2: Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. (WK1 to WK4) !

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!WA3: Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. (WK5) !!WA4: Conduct investigations of complex problems using research-based knowledge (WK8) and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. !!WA5: Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an understanding of the limitations. (WK6) !!WA6: Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems. (WK7) !!WA7: Understand and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems in societal and environmental contexts. (WK7) !!WA8: Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. (WK7) !!WA9: Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. !!WA10: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. !!WA11: Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. !!WA12: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. !!!!!

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(c) Engineering Programs at MIT, Stanford and CalTech !The engineering programs in the US are accredited by Accreditation Board for Engineering and Technology (ABET), which is also a signatory of Washington Accord. The US engineering program obviously reflects the recommended knowledge profile and graduate attribute profiles.!!Some important observations not coming from the ABET requirements are as follows:!!(i) Academic Calendar: !!There are typically 30 - 36 weeks of instruction in a year in the US. These 30-36 weeks are typically divided either into two semesters (15 - 18 weeks each) or three quarters (10 to 12 weeks each). MIT and IIT follow a semester system, whereas Stanford and CalTech follow the Quarter System. Approximately 15% of US universities follow the quarter system, including University of California system (excluding Berkeley), the University of Chicago, Northwestern University, and University of Washington. About 71% of US universities follow semester system.!!Reference: !• Semesters vs. Quarters: Which System Serves Students Best? (http://education.cu-portland.edu/blog/reference-material/semesters-vs-quarters-which-system-serves-students-best/)!!!(ii) Academic Hours Per Week!!Total number of hours a student is required to spend on attending lectures, tutorials and labs, and preparing for the class (including reading assignments / homework) per week is roughly as follows:!!• MIT: 52-54 hours (for freshman), lower load for senior students.!• Stanford: 45 hours!• CalTech: 41-43 hours!• IIT Ropar: 47 hours (for the existing curriculum)!!Reference: !• MIT: Academic Load Breakdown (http://web.mit.edu/uaap/learning/time/academicload.pdf)!• MIT Bulletin (http://catalog.mit.edu/)!• Caltech Catalog (http://catalog.caltech.edu/)!• Stanford Undergrad: What is a Unit? (https://undergrad.stanford.edu/advising/student-guides/what-unit)!• Stanford Undergrad: Course Load and Registration (https://undergrad.stanford.edu/planning/academic-policies/course-load-and-registration)!

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• The Report on Undergraduate Academic Programmes at Indian Institute of Technology, August 2009, as approved by the Academic Committee in its 2nd meeting held on 16th July 2009.!!!(iii) Preparation Hours!!Regardless of the academic term systems they follow, US universities provide at least 2 hours of preparation hours (for self-study, assignments etc.) to students for every one contact hour (of lecture). !!• MIT: 1:1.5 to 1:3 (contact : preparation), varies according to course designation 3-2-7, 5-0-7, 3-0-9, 2-0-4, where first number denotes no. of lecture and recitation hours, second number means lab or field work hours, and the last number signifies number of preparation hours (including reading, studying, reviewing, and completing problem sets and other assignments). Preparation hours are less if there are recitation hours or lab hours.!!• Stanford: 1:2 (contact : preparation)!!• CalTech: 1:2 (contact : preparation)!!• IIT Ropar: 1:0.5 to 1:1 (contact: preparation); 1:0.5 for labs, and 1:1 for lecture courses. Our institute thus currently gives students very little time for preparation, and may require to double the preparatory hours for students to learn subjects in depth.!!(iv) Credit Requirements!!Total number of credits required for an undergraduate degree in engineering at these universities is as follows:!!• MIT: 195 units + 17 courses (General Institute Requirement), which roughly adds up to 195 + 17x12 = 399 units maximum (as some courses have less than 12 units). As 3 MIT units are roughly equivalent to 1 credit semester, there are around 120 to 130 semester credits required for graduation.!!• Stanford: 180 units, where 1 unit is 1 credit quarter. 180 quarter credits will be equivalent to 120 semester credits.!!• CalTech: 486 units, where 3 Caltech units are roughly equivalent to 1 credit quarter. Thus there are roughly 162 quarter credits, which will be equivalent to around 110 semester credits.!!• IIT Ropar: 163 semester credits!!!

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(v) Average Credits Per Term!!MIT: Roughly 15-16 credits per semester!Stanford: Average 15 credits per quarter!CalTech: Roughly 13.5 credits per quarter!IIT Ropar: Roughly 20.5 credits per semester, which is higher than the US standard.!!To keep up with the international standards, total credits have been decreasing over time in IITs.!!!(d) Employers Feedback !The Training and Placement Cell at IIT Ropar provided the following feedback from the employers:!!• Fundamentals of subjects need more attention. They should study fundamental engineering subjects in depth.!!• Practical training gives them exposure to application of concepts. The student should be able to apply their knowledge of engineering fundamentals to practical problems.!!• Coursework itself should be taught with a practical approach.!!• There could be classes taken by professionals in 6th semester.!!• The candidate should have good communication skills and attitude to learn. Encourage students to participate in extracurricular activities.!!The employers have thus consistently given importance to sound technical fundamentals, more practical experience and better communication skills. The new curriculum should address the employers feedback.!!!(e) Recommendations from Industries !During Industry-Academia Conclave 2015 at IIT Ropar, it was unanimously recommended by the delegates from industries that the final year projects and industrial internship should be merged for greater benefits to students, faculty and industries.!!!

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(f) Prominent Academicians !Srinath (2004) and Sohoni (2012) are very good source for the requirements of engineering curriculum in India. Srinath (2004) recommends the final year project to be used as capstone project which uses most of the subjects studied by the students and solves a real societal problem. Both stress the need of inculcating social responsibility, innovation, do-it-yourself attitude and entrepreneurship in our students.!!Reference:!• Srinath, L.S., 2004, “Designing a curriculum for university-level engineering programme,” Current Science, Vol. 87(1), pp. 32-36.!• Sohoni, M., 2012, “Engineering teaching and research in IITs and its impact on India,” CURRENT SCIENCE, VOL. 102 (11).!!(g) Individual Departments !!!!!(h) Individual Faculty Members !!!!!(i) Alumni !!!!!(j) Students !!!

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Summary of Specific Aims According to Subject Specialists !The following specific aims based on the subject specialists’ opinion may be considered:!E1. To include unique features in the curriculum according to the Director’s vision,!E2. To include recommendations of Washington Accord,!E3. To intensify the courses and provide sufficient preparation hours to the students as practiced by top engineering colleges, such as MIT, Stanford, and CalTech!E4. To enhance quality of learning experience so that the students easily get the fundamentals!E5. To enhance professionalism and soft skills in the students to address the employers’ feedback,!E6. To make courses more practical,!E7. To strongly connect the final year project to industries.

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A6. Step II: Selection of Content!!Based on the specific aims identified in the previous section, the new curriculum should have the following:!!!A. Overall Structure!!• Social responsibility, innovation, practicality, do-it-yourself spirit and entrepreneurship will be the hallmark of the new curriculum.!• Courses to be structured and taught such a way that they bring out the knowledge profile and the graduate attribute profile prescribed by Washington Accord.!• There will be at least 2 preparation hours given for every hour of lecture. !• The students will be expected to spend on around 48 hours on academics per week.!• For a semester system, the total number of credits comes to be around 128.!• For a quarter system, the total number of credits will be approximately 192.!• To accommodate a large number of courses, a quarter system may be adopted, where one academic term will be a quarter of a year, around 10 weeks of classes for the students. There will be 3 compulsory terms every semester, so 30 weeks of classes every year. The summer will be a non-teaching quarter and a vacation period.!• A quarter system is accordingly proposed. 1 credit-quarter will mean one lecture per week for one quarter.!• One lecture is recommended to be of 1 hour duration, in place of the present 50-minute lecture. !• The current system at IIT Ropar is 14-week semester. The proposed 1 credit-quarter is equivalent to 60minutes x 10 weeks / (50 minutes x 14 weeks) = 6/7 credit-semester.!• For a BTech with a minor and honors, credit requirements will be 190 credit-quarters, which includes 164 credit-quarters for basic BTech, 16 credit-quarter for the Minor or Specialization, and 10 credit-quarters for Honors.!• The proposed basic BTech will be equivalent to 164 x 6/7 = 140.6 credit-semesters of the present system. BTech with Minor or Specialization will be 180 x 6/7 = 154.3 credits of the present system. A BTech Honors will be 190 x 6/7 = 162.9 credit-semesters of the present system.!!!B. Courses that introduce the curriculum and connect all major components of the coursework!!As per Taba (1962), it is important to adopt a top-down approach and show the big picture first before embarking on the details. This helps student to connect the details and thus easily memorize them. A “history of science and engineering” course will cover all major milestones of science and engineering, and a suitable laboratory course (say “Science and Technology Museum Lab”) will focus on historically important products such as Galileo’s telescope and James Watt’s steam engines. !

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!A laboratory course “Introduction to Engineering Products” will introduce to the state of the art of engineering products, such as motrocycle, car, television, computers, washing machine, refrigerator, mobile phones etc., giving continuity to the ‘history of science and technology’ course. The students will disassemble and assemble these products, and learn some basic concepts (such as repairing and maintenance) that they will frequently use throughout their life, and hence they will not forget these concepts, in accordance with the psychology of learning cited in Taba (1962). !!These courses will not only connect all the courses they will attend in future, but also make science and technology relevant to the society. Washington Accord also recommends connecting engineering to the society. As such, the following courses may be included in the curriculum, right in the first academic term:!!• History of Science & Engineering!• Science and Technology Museum Lab!• Introduction to Engineering Products!!!C. Courses that make students innovative to solve societal problems!!As Srinath (2004) and Sohoni (2012) point out, the West has companies to solve societal problems in contrast to India, where the culture of innovation and entrepreneurship is still awaited. To facilitate solving the societal problems, engineering curriculum in India must have some components to train the students to identify societal problems or needs, and solve them using engineering principles. The course will run for last three years of the BTech program. Each academic term, the theme of innovation will be different, e.g. rural, urban, health, education, energy, defense, infrastructure etc. The students (in groups) will accordingly visit villages, town, hospitals, schools etc. and get into their shoes to experience the problems they are facing. Accordingly, the following course may be considered:!!• Engineering Innovation and Society (which may run for several academic terms to inculcate a habit of innovation in the students)!!!D. Courses that give hands-on experience and instill do-it-yourself spirit!!Innovation itself is not enough, as all ideas require to be realized using electrical, mechanical, chemical components etc. A course is therefore needed that introduces innovation tools such as popular electronics components, micro-controllers and their programming, mobile phone programming, kinematics of machines (gears, cams etc.),

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electrical motors, remote control etc. Such course may be called “Tinkering Lab” or “Hobby Engineering.” Additionally, the conventional course “Workshop Practice” will train students for conventional manufacturing methods. Accordingly, the following courses may be considered:!!• Tinkering Lab (or Hobby Engineering)!• Workshop Practice!!!E. Courses that connect students to industries!!Our student employers support inculcating practicality in students and making them more industrially relevant. The industries (participants of Industry Academia Conclave 2015) also recommended merging Industrial Internship and the Final Year Project (popularly known BTP or BTech Project). Srinath (2004) gives importance of making the Final Year Project like a “Capstone Project” offered to students in US universities. Capstone Projects differ from a research project and uses the knowledge of majority of the courses the students have studied in first three years, to design and develop a novel product. Capstone Projects are very popular in the West as they provide means to test almost all the desired graduate attributes. The following courses may be accordingly considered, which may be connected to a common industry / company:!!• Industrial Internship!• Capstone Project !!!F. Courses that impart managerial and entrepreneurial skills!!Washington Accord recommends management courses. Moreover, managerial skills are required to successfully market and make profit from the products made to solve societal problems. Management typically has the following sub-disciplines: Operations Management, Financial Management, Human Resource Management, Marketing Management and Systems Management. While not all of these courses may be taught, the following basic and important courses may be included in the curriculum:!!• Industrial Management!• Financial Management!• Entrepreneurship (which will also include basics of all management disciplines)!!!G. Sciences!!Engineering is a science. In other words, science includes engineering; and hence Engineering is not spelled out in the popularly used term “Science & Technology” (Srinath, 2004). The ‘science-based engineering’ notion may therefore

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sound misnomer. This is also supported by the fact that the undergraduate engineering degree in the US is a Bachelor of Science (BS) degree and today’s engineering curriculum in India is based on that in the US. !!Most engineering subjects, if not all, are inherently based on natural sciences and mathematics. The knowledge profiles WK1 and WK2 prescribe natural sciences, mathematics, statistics and computing “applicable to the discipline.” Srinath (2004) also stresses a logical connection among all the courses taught to a student. The applicable science courses should therefore have contents that connect to the major discipline of the student. !!The idea of common science courses for all first year students is that they should be applicable to all disciplines. One common theme among all engineering disciplines is solving societal problems using engineering design, analysis and manufacturing. Scientists are part of society and their instruments / equipments / devices are built by engineers. The common courses “Physics for Engineers”, “Chemistry for Engineers” and “Biology for Engineers” may therefore be designed to introduce students to scientific research equipments, their needs, working principles and corresponding theories in detail. This may be one way of connecting to engineering and also raising interests in students.!!For example, Physics is applied to most of the disciplines of Engineering. For example, Mechanical Engineering is based on Mechanics, Heat and Sound; while Electrical Engineering is based on Electricity, Magnetism and Solid State Physics. Since UG engineering courses are built on high school physics, no UG level physics may actually be needed for all students. A Physics course may therefore be offered for enrichment purposes, which may be named “Physics for Engineers”, which will connect with Engineering as follows. This course may start with introduction to the equipments at IIT Ropar and how these equipments use concepts of physics. For example, explaining XRD (X-Ray Diffraction) requires teaching concepts of Bragg’s Law, scattering, interference, diffraction, crystallography etc. Scanning Electron Microscope (SEM), Atomic Force Microscopy (AFM), Nuclear Magnetic Resonance (NMR), Light Microscopes, Optical Tweezers etc will be other examples which use basic physics. This course will thus cover important topics from UG-level optics and quantum mechanics which are used in the equipments we have at IIT Ropar. !!“Chemistry for Engineers” may start with introduction to what chemists deal with, namely study of the structure, properties, composition, mechanisms, and reactions of inorganic, organic or organometallic compounds. The course can then introduce Analytical Chemistry, focusing on how the chemical properties are determined using qualitative analysis (flame test, chemical test), quantitative analysis (gravimetric analysis, titration) and instrument-based analysis (spectroscopy, mass spectrometry, electrochemical analysis of fuel cells, thermal analysis of fuel oils, microscopy etc.). The underlying theory of chemistry should be thoroughly covered. This content of the “Chemistry for Engineers” course will have several advantages: (i) Instrumental analysis connects with “Physics for Engineers” where underlying physics will be taught, (ii) based

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on this basic knowledge, the mechanical / electrical / computer science students will be able to jointly design and develop such instruments to measure chemical properties, which fits in the theme of innovation, (iii) this will serve as a basic course applied to all branches of chemistry and a minor program in Chemistry can extensively make use of this background, and (iv) this will also be useful for material science, biochemistry, civil engineering and of course, chemical engineering.!!Although Biology is not directly applied to Engineering, engineers may have to design something to solve biomedical problems, for which engineers need to know some basics of biology. For biological research also, lab equipments are used which are designed and developed by engineers. For example, to use, design or develop a thermocycler for PCR, Polymerase Chain Reaction needs be learnt along with the Central Dogma of Molecular Biology. The thermocycler has mechanical, electrical and computer components, and thus easily connects most of the engineering disciplines to biological research. The incubator is used for cell culture. Microscopy is extensively used in biology and can demonstrate cell organelles, mitosis and meiosis, etc. “Biology for Engineers” will thus make use of the existing “Cellular and Molecular Biology Lab”, which has equipments to study different biological phenomena or fundamentals. The concepts of biology and the related equipments will be taught hand-in-hand so that engineering students can readily relate to this course.!!“Engineering Mathematics,” and “Statistics & Probability for Engineers” are directly applied to Engineering and hence should be taught. These courses, however, should give examples relevant to engineering. They should not be taught as an abstract mathematics course having no connection with the reality. Topics in Partial Differential Equations, for example, should start with example from heat conduction, electromagnetic wave propagation, etc. A combination of Mathematics courses may be taught depending on the need of the discipline. For example, Discrete Mathematics may be taught to Computer Science & Engineering major, but not to others.!!Accordingly, the following science courses are proposed:!!• Physics for Engineers,!• Chemistry for Engineers, !• Engineering Mathematics I to IV!• Biology for Engineers,!• Statistics & Probability for Engineers.!!!H. General Engineering!!Tinkering Lab (or Hobby Engineering) introduces to micro-controllers, their programming, their interfacing with mechanical components such as gears, linkages, pumps, propellors etc via electrical motors and electronics components. Now, the

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students need basic engineering fundamentals to enhance breadth and depth of their understanding. As such, these courses may be taught to all engineering students:!!• Programming Language (C Programming)!• Intro to Electrical Engineering (including various kinds of motors)!• Engineering Drawing (including introductory CAD/CAM)!• Data Structure!• Introduction to Electronics!• Engineering Mechanics (both statics and dynamics)!!!I. Environment and Sustainability!!Washington Accord requires at least a course on Environment and Sustainability, which is a multidisciplinary subject. A course “Environmental Engineering” is proposed as a general engineering course which may be jointly taught by Civil Engineering, and Chemistry or Chemical Engineering departments. The content of this course may be civil and chemical engineering aspects including hydrology, water resources management, bioremediation, water treatment plants, environmental chemistry, advanced air and water treatment technologies and separation processes. Design of machines and mechanical systems for environmental use such as water treatment facilities, pumping stations, garbage segregation plants and other mechanical facilities, and developing devices and artifacts able to monitor, measure, model and control environmental impact, including monitoring and managing energy generation from renewable sources, may also be highlighted. This course may be called:!!• Environmental Engineering!!!J. Humanities and Social Sciences!!Washington accord requires courses on communication, ethics, economics and management in context of engineering. A course on English communication is therefore planned in the curriculum along with a course on Ethics. Extra care is recommended for students who are weak in English. A term-long weekend workshops may be organized for the weak students. Economics and Psychology are heavily applied in Management courses (namely to financial management and personnel management, respectively) and hence these courses may also be included. As such, apart from the management course listed earlier, the following courses may be included in the curriculum:!!• English Communication!• Ethics!• Economics!• Psychology!!

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K. Major (Core) Courses!!There will be sufficient number of core courses prescribed which will be specific to the discipline (Major). In addition to the common general engineering courses listed earlier, there will be at least 48 credit-terms of core courses. The existing curriculum prescribes at most 47 credit-semesters of core courses.!!!L. Major (Core) Electives!!The students will be required to take a few electives specific to the discipline. 12 credit-terms are set aside for core electives. If one wishes to take more core electives, the student can enroll to them as open electives. If still more core electives are desired by the student, he/she can opt for the Specialization program.!!!M. Open Electives!!The students can take a few electives from any department. Such courses will be termed as open electives. 6 credit-terms will be reserved for open electives. If one wishes to take more courses from other disciplines, the student can opt for the minor program.!!!N. Extra-Curricular Activities!!The following zero-credit extra-curricular courses may be included in the curriculum:!• NCC (National Cadet Core)!• NSS (National Service Scheme)!• NSO (National Sports Organization)!!!O. Minor Courses (Optional)!!If one wishes to do a Minor in other discipline, the student can take 16 credit-terms of prescribed Minor courses in that discipline. Engineering minor courses will be a subset of core courses of that discipline.!!!P. Specialization Courses (Optional)!!Instead of doing a Minor, if somebody wants to specialize within his own discipline, he can do so by taking 16 credit-terms of elective courses in his own department. As such, one cannot opt for both Minor and Specialization options.!

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!!Q. Honors Project (Optional)!!If one wishes to do Honors in his discipline, the student is required to work on a two terms long ‘Honors Project’, in addition to the Minor or Specialization requirements. The total load of the honors project will be 10 credit-terms. The project may be of three types: (i) Design Project, (ii) Research Project, and (iii) Entrepreneurship Project. A student can opt for one of them. There will be a minimum GPA required to be maintained to finally get an Honors. The expected outcome of the above three types of projects (design, research and entrepreneurship) will be a patent, a journal paper and a startup company, respectively.!!!

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A7. Step III: Organization of Content!!(L-T-P-S-C) : Numbers in bracket next to the courses given below denote as following: L = No. of lecture hours per week; T = No. of tutorial hours; P = No. of laboratory hours; S = Total preparation hours by students including assignments and self-study; C = Total credit-terms. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2.!!Term 1. Theme: Motivation and Interest!• History of Science and Technology (3-0-0-6-3)!• Engineering Museum Lab (0-0-4-2-2)!• Introduction to Engineering Products (0-0-4-2-2)!• Tinkering Lab / Hobby Engineering Lab (1-0-4-4-3)!• English Communication (3-1-0-5-3)!• Ethics (2-0-0-4-2)!• NCC (0-0-2-0-0)!!Term 2. Theme: Science applied to engineering and vice versa!• Physics for Engineers (3-0-2-7-4)!• Chemistry for Engineers (3-0-2-7-4)!• Biology for Engineers (3-0-2-7-4)!• Engineering Mathematics I (3-1-0-5-3)!• NCC (0-0-2-0-0)!!Term 3. Theme: General Engineering Fundamentals I!• Programming Language (3-0-2-7-4)!• Introduction to Electrical Engineering (3-0-2-7-4)!• Workshop Practice (0-0-4-2-2)!• Engineering Drawing (0-0-4-2-2)!• Engineering Mathematics II (3-1-0-5-3)!• NCC (0-0-2-0-0)!!Term 4. Theme: General Engineering Fundamentals II!• Data Structure (3-0-2-7-4)!• Basic Electronics (3-0-2-7-4)!• Engineering Mechanics (3-1-0-5-3)!• Engineering Mathematics III (3-1-0-5-3)!• Engineering Innovation and Society I (0-0-2-1-1)!• NSO / NSS (0-0-2-0-0)!!Term 5. Theme: Major + Minor I!• Engineering Mathematics IV (3-1-0-5-3)!• Engineering Innovation and Society II (0-0-2-1-1)!• NSO / NSS (0-0-2-0-0)!

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• A combination of Major, Minor/Specialization and Program/Open Electives (9 credits for basic BTech, 11 credits for students with Minor/Specialization, 13 credits for Honors students)!!!Term 6. Theme: Major + Minor II!• Probability and Statistics (3-1-0-5-3)!• Engineering Innovation and Society III (0-0-2-1-1)!• NSO / NSS (0-0-2-0-0)!• A combination of Major, Minor/Specialization and Program/Open Electives (9 credits for simple BTech, 11 credits for students with Minor/Specialization, 13 credits for Honors students)!!Term 7. Theme: Major + Minor III!• Environmental Engineering (3-0-0-6-3)!• Engineering Innovation and Society IV (0-0-2-1-1)!• A combination of Major, Minor/Specialization and Program/Open Electives (9 credits for basic BTech, 11 credits for students with Minor/Specialization, 13 credits for Honors students)!!Term 8. Theme: Major + Minor IV!• Economics (3-0-0-6-3)!• Engineering Innovation and Society V (0-0-2-1-1)!• A combination of Major, Minor/Specialization and Program/Open Electives (9 credits for simple BTech, 11 credits for students with Minor/Specialization, 13 credits for Honors students)!!Term 9. Theme: Major + Minor V!• Psychology (3-0-0-6-3)!• Engineering Innovation and Society VI (0-0-2-1-1)!• A combination of Major, Minor/Specialization and Program/Open Electives (9 credits for basic BTech, 11 credits for students with Minor/Specialization, 13 credits for Honors students)!!Summer Term Between Terms 9 and 10. Theme: Internship!• Industrial Internship (0-0-20-20-3)!!Term 10. Theme: Major + Minor VI!• Industrial Management (3-0-0-6-3)!• Engineering Innovation and Society VII (0-0-2-1-1)!• A combination of Major, Minor/Specialization and Program/Open Electives (9 credits for simple BTech, 11 credits for students with Minor/Specialization, 13 credits for Honors students)!!Term 11. Theme: Program Electives + Honors I!• Financial Management (3-0-0-6-3)!

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• Engineering Innovation and Society VIII (0-0-2-1-1)!• Capstone Project (0-0-6-3-3)!• A combination of Program Electives, Minor/Specialization Courses, Open Electives and Honors Project I (6 credits for basic BTech, 8 credits for students with Minor/Specialization, 6 credits for Honors students)!• Honors Project I (0-0-10-5-5) (Only for Honors Students)!!Term 12. Theme: Program Electives + Honors II!• Entrepreneurship (3-0-0-6-3)!• Engineering Innovation and Society IX (0-0-2-1-1)!• A combination of Program Electives, Minor/Specialization Courses, Open Electives and Honors Project I (9 credits for basic BTech, 11 credits for students with Minor/Specialization, 8 credits for Honors students)!• Honors Project II (0-0-10-5-5) (Only for Honors Students)!!!!!!!

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A8. Step IV: Selection and Organization of Learning Experience!!As per Tyler (2013) and Taba (1962), the students should have an objective learning experience. For example, when a course is taught on a blackboard, the learning is subjective as not every student gives similar attention to what the teacher is writing on the blackboard and what the teacher is speaking. Moreover, every student has a different strength for the modalities of learning, namely visual, kinesthetic, auditory modalities (Barbe et al, 1979). Few students learn more with visual aid (graphs, charts, diagrams, symbols, video etc.), some by experience (touching, moving, and doing), and some by listening (lectures, discussions). In general, the active or experiential learning (hands-on learning followed by reflection) has higher efficiency than passive learning such as listening, reading and writing (Stavenga de Jong et al, 2006).!!A suitable learning experience is to be selected for every course. A course that has theories to be learnt and understood, should have a lecture component. A course that extensively has numerical problems should additionally have a tutorial component. A course which is important for product design, should have a practical component which should involve not only design but also drawing, and fabrication / prototyping. A course that has a real-life application can be demonstrated as part of the practical component. As such, all modalities of learning should be facilitated - namely visual, kinesthetic (tactile), auditory, reading and writing. !!The learning experience may be planned such that the complete hierarchy of learning is covered, from lower one to the higher one, in accordance with Bloom’s Taxonomy (Bloom et al 1956). Accordingly, along the progression of the course, the student should be progressively able to (i) remember the important terms and concepts, (ii) understand the concepts and their limitations, (iii) apply the concepts wherever and whenever needed, (iv) analyze a problem or evaluate a design, and (v) create a design or synthesize a product. !!For example, ‘Theory of Machines’ may be designated 3-1-2-7-4, as this course has numerical and design problems. The lecture component will make students memorize important terms and formulae, and understand them. There should a tutorial where students can learn applying the fundamentals learnt during the lectures to solve numerical problems. The lab component should introduce students to real-life mechanisms such as in automobile and workshop machines, and should be focussed more on application of theory to practice, analysis and synthesis of mechanisms, their drawing and fabrication / prototyping.!!References:!!1. Barbe, Walter Burke; Swassing, Raymond H.; Milone, Michael N. (1979). Teaching through modality strengths: concepts and practices. Columbus, Ohio: Zaner-Bloser. ISBN 0883091003. OCLC 5990906.!

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!2. Stavenga de Jong, J. A., Wierstra, R. F. A. and Hermanussen, J. (2006) "An exploration of the relationship between academic and experiential learning approaches in vocational education”, British Journal of Educational Psychology. 76;1. pp. 155-169.!!3. Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

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A9. Step V: Preparation of Implementation Notes!!!Washington Accord stipulates the bare minimum knowledge profile; every course will also have a set of knowledge profile that the course will help to bring out. Every engineering program will have a set of objectives. Every course of the program will have a set of pre-specified objectives, which will be a subset of the program objectives. All the course objectives will be properly mapped to the program objectives.!!Every course will have not only detailed syllabus, but also ‘L-T-P-S-C’ designation along with prescribed learning experience and detailed course objectives. The student evaluation (homework, assignments, quizzes, examinations, viva, project etc.) will be designed to test the course objectives. The students will be kept busy by making sure students use the self-study hours (’S’ designation) and their preparedness may be evaluated. !!!

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A10. Step VI: Evaluation of the Learning Experience!!!An output-based assessment, such as that prescribed by Washington Accord (ABET, NBA etc.), may be adopted to determine if the program objectives or individual course objectives have been met.!!!!!!

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A11. How Objectives Are Met!!Objective 1: To have focus on producing 21st century engineers and entrepreneurs:!!11.1.1. The students will learn the 21st century tools such as mobile programming, microcontroller programming, 3D printing, electronics etc.!!11.1.2. There will be a course on entrepreneurship, along with Project Management, Financial Management, Economics, and Psychology.!!11.1.3. Innovation can often lead to entrepreneurship, and the curriculum emphasizes innovation.!!!Objective 2: To offer more flexibility to students:!!11.2.1. The students can add on a minor program on top of a basic BTech. The minor can be any discipline other than their own.!!11.2.2. The students can add on a specialization program on top of a basic BTech. The specialization will be in their own discipline.!!11.2.3. Further to the minor / specialization program, the student can opt for a Honors program.!!11.2.4. The quarter system will have 3 terms per year and thus 12 terms for the BTech program. This will offer flexibility in enrolling courses.!!!Objective 3: To have novel and unique features to attract the brightest of students:!!11.3.1. Emphasis on innovation and entrepreneurship,!11.3.2. Stress on practicality and hand-on experience,!11.3.3. More self-study / preparation time to students (than the current system in India),!11.3.4. Quarter system to support sufficient number of courses, and!11.3.5. Output-based curriculum with an emphasis on course objectives and effective learning experience.!!!Objective 4: To have better utilization of manpower and resources:!!11.4.1. Switching to quarter system has been recommended to allow students to have more self-study / preparatory time, while not compromising on the total number of

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courses in a program. The number of courses offered per term will be now less than that in the existing semester system, and thus less faculty needed per term for teaching.!!11.4.2. Given the proposed less number of courses per term, the quarter system may allow faculty members to devote two quarters (including the summer term) fully to research. !!!Objective 5: To encourage industry-academia interaction:!!11.5.1. A compulsory Industrial Internship, !11.5.2. Capstone Project linked to Industrial Internship, and!11.5.3. Entrepreneurship program linked to industries.!!!Objective 6: To make students more practical in approach:!!11.6.1. Several new courses added to make students more practical. The first term devoted to practicality as there are three laboratory-based courses, namely, Engineering Museum Lab (0-0-4-2-2), Introduction to Engineering Products (0-0-4-2-2), and Tinkering Lab / Hobby Engineering Lab (1-0-4-4-3).!!11.6.2. The lab components of the science courses Physics for Engineers (3-0-2-7-4), Chemistry for Engineers (3-0-2-7-4), and Biology for Engineers (3-0-2-7-4) will be focussed on design of experiments, measurements of scientific quantities and building of simple lab equipments (and not on simply turning nobs on a black box).!!11.6.3. Core general engineering subjects such as Workshop Practice (0-0-4-2-2) and Engineering Drawing (0-0-4-2-2) will be compulsory to all students.!!11.6.4. Engineering Innovation and Society (I to IX) is spread over last three years to study societal problems and solve them with engineering innovation.!!11.6.5. The compulsory Capstone Project will require students to build a real product.!!11.6.6. Individual courses may also have practicality components, depending on the objective of the courses.!!!Objective 7: To impart soft/managerial skills in addition to science and engineering fundamentals:!!11.7.1. The following courses have been made compulsory for all students:!• English Communication!• Ethics!• Economics!

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• Psychology!• Industrial Management!• Financial Management!• Entrepreneurship (which will also include basics of all relevant management disciplines)!• NCC!• NSS or NSO!!Objective 8: To develop social responsibilities in students, and prepare them for innovation:!!11.8.1. Students will learn basic innovation tools in Tinkering Lab / Hobby Engineering Lab (1-0-4-4-3).!!11.8.2. Do-It-Yourself (DIY) culture will be built through various courses, as listed in section 11.6 above.!!11.8.3. Engineering Innovation and Society I to IX, each designated (0-0-2-1-1), will focus on identifying societal problems in different sectors and solving them through innovation and DIY tools learnt through various courses.!!!!!

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A12. Job Opportunities for the Graduates!!!12.1. The existing job / higher studies opportunities will continue to be available to the students.!!12.2. Because of the Minor program, additional multi-disciplinary job / higher studies opportunities will be available to the students in Minor areas.!!12.3. The success rate of interviews is likely to increase as students will have better fundamentals and soft skills because of the increased self-study time.!!12.4. The students will be more innovative and practical, and will be inclined towards entrepreneurship because of the new and innovative courses.!!

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A13. A Note on Consensus!!!Srinath (2004) notes difficulties regarding reaching a consensus as follows: !!“Selecting appropriate courses and accommodating them in a time-bound program is a difficult part of curriculum design. This is because, the number of subjects coming under various categories is not only large but involves arriving at a consensus among the participating faculty members. Since the formal educational program is limited to four years, the tendency or the urge on the part of faculty members belonging to particular professional discipline or departments will be to fill the program with more number of courses pertaining to their own discipline.”!!Srinath (2004) recommends ‘consensus methodologies’ suggested by John N Warfield (a well-known system specialist) for obtaining consensus.!!!

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A14. Curriculum vis-à-vis Teaching and Learning Workshop!!!Teaching and Learning Workshop was held on 12 March 2013 at IIT Ropar. The following four external experts participated in the workshop: !!1. Prof. Sanjay Mittal, Aerospace Engineering, IIT Kanpur!2. Prof. Sunil R. Kale, Mechanical Engineering, IIT Delhi!3. Prof. Samir K. Saha, Mechanical Engineering, MCKV Institute of Engineering, Howrah (previously HOD of Mechanical Engineering at Jadavpur University)!4. Prof. Mangala Sunder Krishnan, Chemistry, IIT Madras!!Prof. Mittal gave a presentation on ‘Course Planning & Activities’. He emphasized the need of connecting with the students and building a rapport with them. He also suggested the teachers to videotape their lectures and watch it for improvement.!!Prof. Kale talked about ‘Effective Teaching Techniques’. He elaborated on different learning experiences. He stressed the need of team-learning as engineering is inherently a team work. He identified practical work or laboratory as the weakest link in engineering education in India, despite the fact that laboratories are not only best place for interaction between students and teacher but also give opportunity for the teachers and students to connect with each other. As per IIT Review Committee Report 1986, labs are simply verification of data. Prof. Kale observed that most of the labs are about turning some knobs on a black box. He noted that the final year project (BTP) has been made optional in IIT Mumbai and IIT Delhi, which go against the philosophy of imparting students with practical skills and team work. He informed about the core lab courses IIT Delhi has adopted with open objectives; the students are expected to play with the engineering products and try to learn something themselves. He also introduced the audience to his method of skeletal notes that force students to listen to his lectures carefully, think and then write the missing information on the notes. He advised the teachers to prepare video of the lectures and make them available to students so that they can revisit the lectures and learn more.!!Prof. Saha gave a presentation on ‘Motivation for Learning’. He elaborated on Washington Accord requirements, Bloom’s taxonomy of learning objectives, Maslow’s hierarchy of needs, and Dale’s cone of experience. He gave emphasis on the historical background of science and technology, which can raise motivation in students. He also introduced the audience to Beckhard-Harris model of organizational change.!!Prof. Krishnan delivered a NKN lecture on ‘Teaching Methods’. He advocated the use of !Flipped Classroom approach and Information & Communication Technology (ICT) in teaching and learning.!!

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The proposed curriculum is in line with the advices given by the external experts. Prof. Kale’s observation that laboratory / practical courses in engineering curriculum have been decreasing over time have been addressed in the proposed curriculum which stresses practicality and Do-It-Yourself. All experts emphasized objective learning experience for students, as also proposed here. Prof. Saha’s presentation that elaborated on importance of Washington Accord, Bloom’s taxonomy of learning objectives, Maslow’s hierarchy of needs and Dale’s cone of experience, has already been made relevant in the proposed curriculum, as discussed earlier.!!!

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A15. Curriculum vis-à-vis 3rd World Summit on Accreditation!!!The 3rd World summit on Accreditation was organized on 19-20 March 2016 in Gurgaon (Delhi NCR). The summit was attended by Prof. P.K. Raina (Dean Academic) and Dr. Jitendra Prasad (Chairman, Curriculum Task Force Committee). !!Many dignitaries representing accreditation bodies around the world participated in the summit. The list of keynote speakers is given below:!!1. Prof. Michael K.J. Milligan , Executive Director, ABET, United States!!2. Prof. Ashok Saxena, Provost and Vice Chancellor for Academic Affairs, University of Arkansas, United States!!3. Prof. David Cleland, Chair, International Advisory Panel Engineering Council UK, United Kingdom!!4. Dr. Kai Sang Lock, Past President, Institution of Engineers, Singapore, Singapore!!5. Prof. Basil Wakelin, Immediate Past Chair, International Engineering Alliance, New Zealand !!6. Prof. Furqan Qamar, Secretary General Member Secretary, Association of Indian Universities, India! !7. Prof. Elizabeth Taylor, Deputy Chairman, Washington Accord, Australia! !8. Prof. Malcolm J. Reeves, Chair, Canadian Engineering Accreditation Board, Canada! !9. Prof. Robin King, Emeritus Professor, Engineers Australia, Australia! !10. Prof. Ved Prakash, Chairman, UGC, India! !11. Prof. Barbara Masi, Director of Education Innovation and Assessment, University of Rochester, United States! !12. Dr. Ravi B Grover, Vice Chancellor, Homi Bhabha National Institute, India!!13. Prof. Anil D Sahasrabudhe, Chairman, AICTE, India!!14. Prof. Raman M. Unnikrishnan, Dean Professor Fellow IEEE, California State University, United States! !

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15. Prof. Jung Soo Kim, Senior Vice President, Accreditation Board for Engineering Education of Korea, Korea!!16. Prof. Seeram Ramakrishna, Vice President Research Strategy, NUS, Singapore, Singapore!!17. Mr. S Premkumar, Executive Vice Chairman Managing Director, HCL Infosystems Ltd., India!!18. Prof. M. Anandakrishnan, Chairman BOG, IIT Kanpur, India!!19. Dr. B N Suresh, President, Indian National Academy of Engineering, India!!20. Dr. Deepak B Phatak, Professor, Department of Computer Science and Engineering, IIT Bombay, India!!21. Dr. S P Kochhar, CEO, Telecom Sector Skill Council, India!!22. Prof. Ramamurthy Natarajan, Former Chairman AICTE and Former Director IIT Madras, All India Council for Technical Education , India!!23. Mr. Yogi Sriram, Senior Vice President Corporate HR, Larsen and Toubro Ltd., India!!24. Dr. Prafulla Agnihotri, Director, IIM Trichy, India!!25. Mr. Suresh Mhatre, Former Vice President, TCS, India!!26. Prof. Surendra Prasad, Chairman, National Board of Accreditation, India!!Most of the speakers talked about accreditation in respective countries and Washington Accord requirements. A few talks were relevant to curriculum, as described below.!!Prof. Michael K.J. Milligan talked about the indispensable role of integrity in the accreditation process. He talked about ethics in engineering and presented some case studies such as Volkswagen’s diesel emission violations. The proposed Ethics course (in the new curriculum) may be taught in similar fashion, through case studies.!!Prof. Robin King talked on “specification and assessment of outcome-based engineering curricula for program accreditation.” He emphasized assessment of the complete hierarchy of learning (Bloom’s Taxonomy). He gave importance to team work and talked about SPARK (Self and Peer Assessment Resource Kit) being used in Australia for group-work assessment. He gave a large importance to Capstone Project as this course gives opportunities for assessing all aspects recommended by Washington Accord. The proposed Capstone Project in the new curriculum fits strongly to his talk. A SPARK-like method may be proposed in the new curriculum for evaluating team work.!

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!Prof. Ashok Saxena gave presentation on “Curricula for Societally Relevant Engineering Education.” He presented India’s engineering education challenges as follows: (i) Far too many credit hours packed in four years (when the norm is not more than 16 credits per semester), (ii) Far too much emphasis on basic and engineering sciences than on applications and on design, (iii) Limited flexibility to pursue a second major/minor or an interdisciplinary specialization, (iv) A weak component of courses that provide a societal context for the practice of engineering, (v) Insufficient emphasis on communications skills, problem solving skills, and team work, (vi) Limited opportunities for internships providing quality work experience, (vii) Insufficient exposure to project work, service learning, entrepreneurship opportunities and research. The proposed curriculum has already addressed these challenges.!!Prof. D. P. Agarwal quoted Mahatma Gandhi, “Let education be designed for individuals” and emphasized engineering education to be tailor-made for individuals. He reiterated industrial perception that our students are weak at practical problem solving, and advocated labs to be done differently. The new curriculum does have different options for different talents and is more practically oriented. Numerous labs (such as Engineering Museum Lab, Introduction to Engineering Products, Tinkering Lab / Hobby Engineering Lab, Engineering Innovation & Society I to IX) are also proposed to be done differently.!!Mr. Yogi Sriram emphasized “quality but not the quantity” during his talk about industry expectations from academia. He stressed on industry-ready curriculum with courses such as manufacturing practices, project and construction management, and skills such as entrepreneurship, innovation and practical problem solving. He also advocated increased industry-academia interaction through mutual internship. The new curriculum has two interconnected courses - Industrial Internship, and Capstone Project, that will make the students industry-ready.!!Dr. S.P. Kochhar said that switching of roles between academia and industries is possible in Germany, but not in India as academia and industry are mostly disconnected. In the US, networking helps to connect industry and academia. He said in India, people do not want to work on equipments and shy away from practical problems such as repairing and other blue-collar jobs. He emphasized that students should learn some practical / technical skills such as that learnt by ITI students. A few courses in the proposed curriculum, namely Introduction to Engineering Products, Workshop Practices and Engineering Drawing, are aimed at giving students technical skills.!!Thus, it can be seen that the presentations at the summit (WOSA 2016) invariably strengthened the proposals in the new curriculum. A few speakers listed in this chapter may be invited to review the proposed curriculum.!!!

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A16. Curriculum vis-à-vis National Ranking!!IIT Ropar was ranked 9th in the recent ranking of engineering colleges in India by the Ministry of Human Resource Development (NIRF, 2016). The following five categories were considered for the overall ranking:!!Category 1. Teaching, Learning & Resources (Ranking Weightage = 0.30)!• Faculty-Student Ratio with Emphasis on Permanent Faculty (FSR) [30 Marks]!• Combined Metric for Faculty with Ph.D and Experience (FQE) [30 Marks]!• Metric for Library and Laboratory Facilities (LL) [30 Marks]!• Metric for Sports and Extra-Curricular Facilities, Activities (SEC) [10 Marks]!!Category 2. Research, Professional Practice & Collaborative Performance (Ranking Weightage = 0.30)!• Combined Metric for Publications (PU) [30 Marks]!• Combined Metric for Citations (CI) [30 Marks]!• IPR and Patents: Granted, Filed, Licensed (IPR) [15 Marks]!• Percentage of Collaborative Publications and Patents (CP) [10 Marks]!• Footprint of Projects and Professional Practice(FPPP) [15 Marks]!!Category 3. Graduation Outcomes (Ranking Weightage = 0.15)!• Combined Performance in Public and University Examinations (PUE) [30 Marks]!• Combined Percentage for Placement, Higher Studies, and Entrepreneurship (PHE) [50 Marks]!• Mean Salary for Employment (MS) [20 Marks]!!Category 4. Outreach (Ranking Weightage = 0.15)!• Outreach Footprint (Continuing Education, Service) (CES) [25 Marks]!• Percent Students from other States/Countries -Region Diversity (RD) [20 Marks]!• Percentage of Women Students and Faculty (WS) [25 Marks]!• Percentage of Economically and Socially Disadvantaged Students (ESDS) [20 Marks]!• Facilities for Physically Challenged Students (PCS) [10 Marks]!!Category 5. Perception (Ranking Weightage = 0.10)!• Process for Peer Rating in Category (PR) [100 Marks]!!Among all the engineering colleges ranked for teaching and research, IIT Ropar ranked number 1 in Teaching, Learning & Resources; number 25 in Research, Professional Practice & Collaborative Performance; number 11 in Graduation Outcomes; number 105 in Outreach; and number 99 in Perception.!!IIT Ropar can improve scores for ‘Perception’ and ‘Research, Professional Practice & Collaborative Performance’ if the present proposal is implemented. For example, the quarter system will be an academic innovation inside India, which will give faculty more time for research and hence scores for research may improve. The series of

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‘Engineering Innovation and Society’ (I-IX) will lead to innovative products, patents and entrepreneurship, which will in turn, generate goodwill for IIT Ropar and hence improve the perception. There is a proposal to also link the core Capstone Project to Industrial Internship, which will encourage industry-academia interaction, which may lead to more industrial consultancy projects and patents.!!!Reference: !!1. National Institutional Ranking Framework (NIRF) 2016, https://www.nirfindia.org/engg !!!

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A17. Conclusions and Recommended Further Steps!!!The proposed curriculum is in line with opinions of experts who gave their views on engineering teaching, learning and assessment during Teaching and Learning Workshop and NBA’s 3rd World Summit on Accreditation. The following further steps are recommended by the internal members of Curriculum Task Force Committee:!!1. Review of this proposal by the external members of Curriculum Task Force Committee.!!2. Review of the proposal by international experts especially involved with accreditation, such as Prof. Ashok Saxena and Prof. Robin King. Other international experts may be chosen from the list given in Chapter 15.!!3. External committee members or reviewers may be invited to give their views and suggestions on the proposal.!!4. The present proposal will be revised to incorporate the external experts feedback.!!5. The revised proposal will be sent to the departments, individual faculty members, alumni and students.!!6. A workshop may be organized then for comprehensive discussion on the new curriculum.!!7. The proposal will be further revised to incorporate feedback received during the workshop.!!8. The final proposal will be sent for approval.!!!!

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Appendix 2: Review of the Original Proposals!!!!

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A18. Review by External Committee Members!!!1. Review by Prof. Samir Kumar Saha!!First I must congratulate the committee for doing a wonderful job, given the constraints. Here are my major observations: !!1.! In P. 8 you have listed A,B, ……E etc. The curriculum in Engineering Education particularly depends upon social & market conditions, both on input & output side. As the students are selected centrally through JEE in two stages, they will be more or less of same category. !For this reason, it is better that the overall envelope of the IIT structure is maintained. !!2.! In page 10, the course on Ethics you talked about, should be 'Professional ethics'. !!General ethics, they should learn at school. !3.! In page 15 you have given an excellent break up of world standards. But they are all for 'semester system'. You have mentioned 71% of US universities follow semester system but now more than 80% follow semester system. !!4.! So, my opinion is that, adopting a quarter system for 'Ropar' will cause. !!(i)! A mismatch with other IITs nationally !(ii)! Will give rise to Administrative problems (major). !!So, I am failing to agree with the 'quarter model'. !The quarter model is adopted for some colleges – but given our natural & academic seasonal structure, it will be difficult to fit in. !!5.! Now, I come to your chapter 7, p. 28 of the report. !I feel, it is excellently done.!I suggest small modifications !Term 1 – Motivation & Interest: Does NCC really fall in this category?!Term 4 – Include 'Engineering Thermodunamics& Fluid Mechanics (1 Paper).'!This is for 2/3 reasons as per my perception/experience: !(i)! To know the procedure of induction & deduction as philosophies of education. !!(ii)! In Advance practical computers & electronics – heating & cooling are integral for which a knowledge of thermodynamics is essential. !!(iii)! Biological process are integral with engineering now for which thermodynamics is essential. !!

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6.! In your chapter 11, objective 4, your committee has come to the conclusion that quarter system will produce better utilisation of manpower &resources, provide more time for research for faculty etc. !!Please rethink this. Quarter system is too cramped, teachers have to work very hard.The semester break, remains as usual (summer). So, to balance between teaching & research in semester system is still a better option for India. !!7.! You have done lot of innovation in content Particularly, History of Science & Technology, Entrepreneurship etc. which are excellent. !!My recommendations are:- !!1.! Fit your 12 quarters into 8 semesters. !2.! The L-T-P-S-C structure you have proposed was followed in US in 60's Rethink on this. Measuring 'S' will put more pressure on faculty. !3.! Your overall content is acceptable with minor modifications as suggested. !!I again express my sincere regret for the delay in reply. !!!2. Feedback by Prof. Milind Sohoni!!i have been through the 40-odd page main draft that you had sent.!!i will once again point to: https://www.cse.iitb.ac.in/~sohoni/enggv2.pdf!!it lays out certain do's and dont's suggestions. e.g., it begins by listing areas of work as developmental, manufacturing/industrial etc., this listing should take into account regional problems where iitropar would like to be involved. next it says that the institution should imagine itself as a mediator in society. that will mean developing rapport with state and industrial agencies, elected bodies, engineering departments and so on.!!then in section 3, it makes 5 concrete suggestions.!!many of these are now in place at iit bombay through unnat bharat abhiyan and also through the unnat maharashtra abhiyan luanched by GoM. we had an important role in the desiign of both.!!also see www.ctara.iitb.ac.in/tdsc www.ctara.iitb.ac.in/tdsc/uma!let me know if i can help in any way.!!p.s.: you may find this interesting. i gave a version of this talk at the INAE symposium in iitk recently: https://www.youtube.com/watch?v=Y5KtCEI-x8E!

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!3. Response by Prof. Sanjay Mittal!!I have also gone through your report and am happy with it.!!!!

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A19. Feedback by Faculty Members!!!1. Faculty Members !!A presentation was given by Dr. Jitendra Prasad on 8 July 2016. The following are the points discussed/raised by the faculty members during the meeting:!(i) It will be difficult to evaluate self study component.(ii) NCC may be given some credit. It may not be made compulsory for differently abled students.(iii) More courses on sciences may be needed. !(iv) The “Engineering Innovation & Society” may focus on stream-related topics.(v) There should be a major difference between the “capstone project” and the “engineering innovation & society” course (vi) Selection of contents is confusing (vii) Comparison between proposed vs. existing curriculum may be given in terms of courses.!!!2. Dr. Ravi Mohan Prasad, Head, Training & Placement Cell!!Many reputed companies are looking for long-term internship (6 months) for assigning a good project to B.Tech. students which may lead to pre-placement offer also. Therefore, it is requested to incorporate both options: short-term of around 2 months and long-term of 6 months in the new curriculum.!!As discussed previously also, kindly make some changes for the possibility of incorporating this 6 months option (for all students, not for Honors only) in the present curriculum so that it could be beneficial for next 4-5 batches.!!!3. Dr. Neeraj Goel, Assistant Professor, CSE!!After listening to the presentation, I have gone though the details report send by you. I have few observations on the proposed curriculum, which I would like to share!!1. First of all I appreciate the effort and time you people have spend, That is really appreciating. Going bottom up, working on requirements and then coming up with the solution is the ideal approach.!!2. Basic assumption for proposed curriculum is, due to additional requirements students should do more (additional) practical courses, and this requirement can not be met with

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the existing curriculum. So a new one! But it appears that students will get limited choices due to following reasons:!- In the proposed structure 20 more compulsory credits (History of science, Engg museum, Ethics, hobby lab, Intro to engg products, engg innovation and society) are introduced.!- Science requirement which was previously 28 (out of which 20 as core), In the proposed structure 27 are mandatory (Phy/Chem/Bio for engineers, mathematics 1 to 4, probability). Along with mandatory courses, there would be still requirement of science courses as program core, if I assume science core to be 20, then total science credits are 27 + 20 = 47 in proposed curriculum.!- HSS did not have any compulsory courses in previous structure except communication, while new one have 18 compulsory credit (Communications, psychology, economics, financial management, entrepreneurship, industrial management)!- Data structure, programming language, engineering mechanics, engineering drawing, etc are made compulsory for all students.!Total credits are same in current structure and proposed structure. Given the credits are same, due to proposed changes: (a) Students will be bound to proposed courses and will be left with less choices than they have in current system for!science and HSS courses.(b) I am afraid, the new curriculum may leave students with less credits for PC and PE, which is extremely "dangerous"!for all of us (students, faculty, institute).!!3. For each credit there are less contact hours, For example, for 3 credit course 30 lectures instead of 40. Some compensation is done by proposing each lectures be of 60 minutes rather than 50 mins, still number of contact hours are less. Due to this the same course content would be covered in less contact hours, resulting additional pressure on instructor as well as on students.!!4. It would be great if you can share the break up of credits in proposed curriculum in terns of Science credits, general engineering credits, program cores, program elective, project, internship, open credits, as it is done for exiting curriculum. I believe this should not be out of scope for the CTF committee.!!5. Implementation wise there is a huge challenge. The current students have semester system and new students have quarter system. For three years, should faculty and institute follow both semester as well as quarter system - The only logical choice?!I am also listing few points that were discussed during presentation, just for reference:(a) For 'term 2', winter vacations may come in between.(b) The student exchange program with other universities (Indian or Foreign) would be difficult. As most universities have semester system. Though, exchange of one year is possible.(c) Curriculum of post graduates courses also need to be designed and align it with UG curriculum.(d) More details is required for courses like "Physics/Chemistry/Biology for engineers".

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(e) More thoughts need to be given for "Engineering society and innovation" course series.!!!!!

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Appendix 3. Minutes of Meeting of Curriculum Task Force Committee Held on Friday 15 July 2016!!Present in the meeting (listed alphabetically):! !1. Director, IIT Ropar (Prof. S. K. Das)!2. Dean (Academics), IIT Ropar (Prof. P. K. Raina)!3. External Members (listed alphabetically):! !3.1. Prof. Nandita DasGupta, IIT Madras!3.2. Prof. Samir Saha, Retd. Professor, Jadavpur University!3.3. Prof. Sanjay Mittal, IIT Kanpur! !4. Internal Members (listed alphabetically):! !4.1. Dr. Avijit Goswami, Assistant Professor, Chemistry!4.2. Dr. Chittaranjan Mishra, Assistant Professor, Mathematics!4.3. Prof. Deepak Kashyap, Civil Engineering!4.4. Dr. Himanshu Tyagi, Associate Professor (ME) & Associate Dean (UG)!4.5. Dr. Jitendra Prasad, Assistant Professor, ME!4.6. Dr. Kamal Kumar Choudhary, Assistant Professor, HSS!4.7. Dr. Mukesh Kumar, Assistant Professor, Physics!4.8. Dr. Ravi Shankar R. V., Assistant Professor, EE! !5. Special Invitee (listed alphabetically):! !5.1. Prof. Amitava Dasgupta, IIT Madras!5.2. Prof. Dhirendra S. Katti, IIT Kanpur!5.3. Prof. Raj P. Chhabra, IIT Kanpur! !The meeting involved discussion over the proposals of the new curriculum that had been earlier sent to the external members and to the faculty members of IIT Ropar. The following were decided:! !(i) Quarter vs. Semester System: It was decided that the semester system will be continued to be in line with other IITs and most of the engineering universities in the world. Quarter system may be looked at during later curriculum revisions.! !

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Semester ===>>

1 2 3 4 5 6 7 8 Total Credits

HSS English Communication (3) [2-0-2]

Professional Ethics (1.5) [1-0-1]

Economics (3)

Psychology (3)

Personal & Corporate Finance (3)

Project Management and Entrepreneurship (3)

16.5

Physics Physics for Engineers (4) [3-0-2]

4

Chemistry Chemistry for Engineers (4) [3-0-2]

4

Mathematics

Engineering Mathematics I (3)

Engineering Mathematics II (3)

Discipline-Specific Science/Maths I (3)

Discipline-Specific Science/Maths II (3)

Discipline-Specific Science/Maths III and IV (2+2)

16

General Engineering

Programming (3) [2-0-2] + Workshop(2) + Engineering Drawing (1.5) + Electrical Eng (3) [2-0-2]

Engineering Mechanics / Modern Physics (3) + Data Structure (3) [2-0-2] + Electronics (3) [2-0-2]

Environmental Engineering (3) [civil eng + chemistry + biology + chemical engg]

Industrial Internship (3)

BTP Capstone Project (3)

27.5

Program Core (CSE / EE / ME / CE)

Program Core 1 (3) + Program Core 2 (3)

Program Core 3 (3) + Program Core 4 (3)

Program Core 5 (3) + Program Core 6 (3) + Program Core 7 (3)

Program Core 8 (3) + Program Core 9 (3) + Program Core 10 (3)

Program Core 11 (3) + Program Core 12 (3) + Program Core 13 / Program Elective 1 (3)

Program Core 14 /Program Elective 2 (3) + Program Core 15 /Program Elective 3 (3) + Program Elective 4 (3) + Program Elective 5 (3)

51

Honors (CSE / EE / ME / CE)

Honors 1 (5) Honors 2 (5) 10

Extra-Curricular

NCC/NSS/NSO I (1)

NCC/NSS/NSO II (1)

NCC/NSS/NSO III (1)

NCC/NSS/NSO IV (1)

4

Biology Biology for Engineers (4) [3-0-2]

4

Interdisciplinary

History of Science & Engineering (1.5) + Museum Lab (1) + Tinkering Lab/Hobby Engineering (1.5) +Intro to Engineering Products (1)

Engineering Innovation and Society I (3)

Engineering Innovation and Society II (3)

11

Minor / Specialization / Honors Related Open Elective

Minor / Specialization / Honors Related Open Elective I (3)

Minor / Specialization / Honors Related Open Elective II (3)

Minor / Specialization / Honors Related Open Elective III (3)

Minor / Specialization / Honors Related Open Elective IV (3)

Minor / Specialization / Honors Related Open Elective V (3)

15

Open Electives

Open Electives (3)

Open Electives (3)

6

Total credits (BTech+Minors+Honors)

20 19 22 22 22 21 23 20 169

Total credits (BTech+Minor)

20 19 22 22 22 21 18 15 159

Total credits (BTech)

20 19 19 19 19 18 15 15 144

(ii) The proposed courses may be squeezed or combined and put in semester format. Different number of credits may be used for different courses (e.g. not necessarily 3 lecture hours for every course, one course could be 1-5 credits depending on the requirements). Alternatively, courses running for only half-semester may be introduced. Some courses may be made electives if not all proposed courses can be accommodated in the curriculum.! !(iii) The following themes (i.e. the unique selling points) of the curriculum may be retained:! !(a) Connection to the society (Going to the society to find problems and solve them),!(b) Hands-on learning (high Practical / Do-It-Yourself (DIY) components),!(c) Core competency (strong fundamentals)! !(iv) The proposed “Engineering Innovation & Society” I to IX may be amalgamated together into 2-3 courses (offered in alternate semesters) so that students take it more seriously and put more efforts.! !(v) The practical components may be much larger than that in other IITs. The total number of credits for such courses may be 40-50 with respect to the theory courses of total 100 credits.! !(vi) Capstone project may be retained, which will not be a research project, but rather a practical (Hands-on / DIY) project where students will make products (in line with Capstone Projects offered in top engineering universities such as MIT).! !(vii) Different number of science course modules may be prescribed for different departments / streams. Basic science courses / modules may be kept adequately high in each program, depending on the requirements.! !(viii) If possible HSS / Management courses may be 15-20% of the total credit requirement.! !(ix) The proposed 4 degree options may be accepted, i.e. (a) Basic BTech (140 credits), (b) BTech with Minor, (c) BTech with Specialization, and (d) BTech with Minor/Specialization and Honors Project, where students can pursue research, design and entrepreneurship.! !(x) The conventional lab setups where students follow a manual to follow steps may be avoided. Labs should not be about just turning knobs. The labs may be designed such that each student (as part of a small group) participates in designing the experiments and measuring the desired quantities. The students may be required to write a report and give a presentation as part of the lab course.! !(xi) Experimental courses may be preferably stand-alone, rather than combined with a theory course.!

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!(xii) Each semester may have roughly 4 theory courses, one 3-4 credit lab, where a student has to design experiment, write report and give presentation; and 1 society-connected project of 3-4 credits.! !(xiii) Different course modules may be offered, e.g. Physics I, II, III, IV, V etc. A particular stream will require a subset of these modules.! !(xiv) There may be some core and some elective science courses.!!!

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Appendix 4. Proposals of New Curriculum: Revision 1!!!1. Programs!!Four Program Options: (i) B.Tech. in an engineering discipline, (ii) B.Tech. with Minor in any other discipline, (iii) B.Tech. with Specialization in the same engineering discipline, and (iv) B.Tech. with Honors. !!!2. Credit Requirements!!(i) B.Tech. : 144 Credits!(ii) B.Tech. with Minor: 159 Credits (144 Credit BTech + 15 Credit Minor Coursework)!(ii) B.Tech. with Specialization: 159 Credits (144 Credit BTech + 15 Credit Specialization Coursework)!(iii) B.Tech. with Honors*: 169 Credits (144 Credit BTech + 15 Credit Coursework + 10 Credit Honors Project). !!* An honors student can opt for minor/specialization courses as part of the 15 credit coursework requirement of honors and get an honors/specialization in addition to the Honors degree.!!!3. L-T-P-S-C Designation!!(L-T-P-S-C) : Numbers in bracket next to the courses given below denote as following: L = No. of lecture ‘hours’ (actually 50 min.) per week; T = No. of tutorial ‘hours’; P = No. of laboratory ‘hours’; S = Total preparation ‘hours’ by students including assignments and self-study; C = Total credit-terms. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2. The ’S’ component should be continuously evaluated by means of a prescribed minimum number of homework and/or minimum 4 quizzes per semester based on the homework (e.g. 2 before Mid-Sem and 2 after Mid-Sem Exam). The total weightage of the quizzes may be minimum 20%. Here ‘hours’ mean 50 minutes.!!!4. A Representative Course Plan for Basic BTech!!(i) Semester 1!!English Communication (3) [2-0-2-5-3]!Physics for Engineers (4) [3-0-2-7-4]!Chemistry for Engineers (4) [3-0-2-7-4]!Engineering Mathematics I (3) [3-0-0-6-3]!

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NCC/NSS/NSO I (1) [0-0-2-1-1]!History of Science & Engineering (1.5) (will run as [3-0-0-6-3] in first half semester)!Technology Museum Lab (1) (will run as [0-0-4-2-2] in first half semester)!Tinkering Lab/Hobby Engineering (1.5) (will run as [0-0-6-3-3] in second half semester)!Intro to Engineering Products (1) (will run as [0-0-4-2-2] in second half semester)!!(Total 20 Credits)!!(ii) Semester 2!!Professional Ethics (1.5) [1-0-1-2.5-1.5]!Engineering Mathematics II (3) [3-0-0-6-3]!Computer Programming (3) [2-0-2-5-3] !Workshop Practice (2) [0-0-4-2-2]!Engineering Drawing (1.5) [0-0-3-1.5-1.5]!Introduction to Electrical Eng (3) [2-0-2-5-3]!NCC/NSS/NSO II (1) [0-0-2-1-1]!Biology for Engineers (4) [3-0-2-7-4]!!(Total 19 Credits)!!(iii) Semester 3!!Program-Specific Science / Maths I (3) [3-0-0-6-3]!Engineering Mechanics / Modern Physics (3) [3-0-0-6-3]!Data Structure (3) [2-0-2-5-3] !Basic Electronics (3) [2-0-2-5-3]!Program Core 1 and 2 (total 6 credits)!NCC/NSS/NSO III (1) [0-0-2-1-1]!!(Total 19 Credits)!!(iv) Semester 4!!Economics (3) [3-0-0-6-3]!Program-Specific Science / Maths II (3) [3-0-0-6-3]!Introduction to Environmental Science & Engineering (3) [3-0-0-6-3]!Program Core 3 and 4 (total 6 credits)!NCC/NSS/NSO IV (1) [0-0-2-1-1]!Engineering Innovation and Society I (3) [0-0-6-3-3]!!(Total 19 Credits)!!(v) Semester 5!!Industrial and Organizational Psychology (3) [3-0-0-6-3]!Program-Specific Science / Maths III (2) [2-0-0-4-2]!Program-Specific Science / Maths IV (2) [2-0-0-4-2]!Program Core 5, 6 and 7 (total 9 credits)!Open Elective I (3) [3-0-0-6-3]!

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!(Total 19 Credits)!!(vi) Semester 6!!Personal & Corporate Finance (3) [3-0-0-6-3]!Program Core 8, 9 and 10 (total 9 credits)!Engineering Innovation and Society II (3) [0-0-6-3-3]!Open Elective II (3) [3-0-0-6-3]!!(Total 18 Credits)!!(vii) Semester 7!!Project Management and Entrepreneurship (3) [3-0-0-6-3]!Industrial Internship (3) (during preceding summer vacation)!Program Core 11 and 12 (total 6 credits)!Program Core 13 or Program Elective 1 (3) [3-0-0-6-3]!!(Total 15 Credits)!!(viii) Semester 8!!BTP Capstone Project (3) [0-0-6-3-3]!Program Core 14 or Program Elective 2 (3) [3-0-0-6-3]!Program Core 15 or Program Elective 3 (3) [3-0-0-6-3]!Program Elective 4 and 5 (total 6 credits)!!(Total 15 Credits)!!!5. Brief Course Description and Important Notes!!Note that the course plans given here are representative (example) only. Course distribution may be optimized later. Actual course distribution may also vary student to student. To enforce uniformity of the course load in a program, there may be a cap on the total credits a student can enroll in a semester. !!The tutorial (’T’) component has been taken as 0 by default for all courses. On recommendation from respective departments, a non-zero ’T’ component may be added, which will not change the credit of the course (see Section 3 above).!!The self-study component ’S’ for laboratory courses may be reduced based on the concerned department’s recommendation.!!Refer to the original proposal given in Appendix I for the motivation and detailed description of the programs and courses.!!5.1. Physics for Engineers (4) [3-0-2-7-4]!

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!This course may cover waves, oscillations and optics. The lab may include optical instruments for measurements. !!5.2. Chemistry for Engineers (4) [3-0-2-7-4]!!The course may contain Analytical Chemistry. The lab may include chemical test, flame test, titration, Gravimetric analysis, and instrumental methods such as spectroscopy, mass spectrometry and electrochemical analysis.!!5.3. Engineering Mathematics I (3) [3-0-0-6-3]!!This course may be on Real Analysis (including Mathematical Series, Calculus and Vector Calculus). Graduate Aptitude Test for Engineering (GATE) has Real Analysis topics for all engineering disciplines. GATE syllabus may be accordingly referred to for content. JEE also has some topics in Calculus, which may not be required to be covered.!!5.4. NCC/NSS/NSO I and II!!Physically fit students will take NCC. Others may choose either NSS (National Service Scheme) or a sports (under National Sports Organization). NCC/NSS/NSO II will be a continuation of NCC/NSS/NSO I.!!5.5. History of Science & Engineering (1.5) (will run as [3-0-0-6-3] in first half semester)!!This will briefly cover some important events of science and engineering that led to modern engineering products. !!5.6. Technology Museum Lab (1) (will run as [0-0-4-2-2] in first half semester)!!This course will make students build and play with the historically important products, such as Galileo’s telescope. !!5.7. Tinkering Lab / Hobby Engineering Lab (1.5) (will run as [0-0-6-3-3] in second half semester)!!This course will briefly cover CAD, 3D printing, kinematic mechanisms (including Gears and Cam), micro-controllers, electric motors and controllers, RF controllers etc., which will enable students to build remotely controlled vehicles etc.!!5.8. Intro to Engineering Products (1) (will run as [0-0-4-2-2] in second half semester)!!This lab course will make students disassemble and assemble important engineering products such as a motorcycle, Washing Machine, Refrigerator, Mobile Phone, TV, Laptop, Tablet etc. !!5.9. Professional Ethics (1.5) [1-0-1-2.5-1.5]!!The students will do case studies on Professional Ethics, for example Volkswagen’s Diesel emission violations, plagiarism cases etc.!

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!5.10. Engineering Mathematics II (3) [3-0-0-6-3]!!Probability and Statistics may be covered in this course. This is compulsory for all Engineering disciplines in GATE.!!5.11. Computer Programming (3) [2-0-2-5-3] !!The students will learn and practice C Programming Language.!!5.12. Workshop Practice (2) [0-0-4-2-2]!!The students will learn welding, sheet-metal forming, machining, metal casting, fitting, CAM etc.!!5.13. Engineering Drawing (1.5) [0-0-3-1.5-1.5]!!The students will learn lettering, orthographic projections, isometric view, oblique views, sectional views, CAD etc.!!5.14. Introduction to Electrical Engineering (3) [2-0-2-5-3]!!The course will cover the basics of electrical engineering such as analysis of DC and AC circuits. This will also introduce transformers, electric generators and electric motors. !!5.15. Biology for Engineers (4) [3-0-2-7-4]!!In this course, the students will learn the basics of molecular and cell biology. The lab may involve cell culture, cell counting, light/electron microscopy, DNA/RNA extraction, PCR, gel electrophoresis, western blot etc.!!5.16. Program-Specific Science / Maths I to IV (total 10 credits)!!Individual engineering departments may recommend basic science and mathematics courses / modules that are suitable for the UG programs they offer. GATE syllabus may serve as guidelines. By default, the following courses will be prescribed, unless recommended otherwise by a department: 1. Ordinary and Partial Differential Equations (including Laplace and Fourier Transforms) [3-0-0-6-3], 2. Linear Algebra (including Matrices) [3-0-0-6-3], 3. Complex Analysis [2-0-0-4-2], and 4. Numerical Analysis / Methods [1-0-2-3-2]. These topics are part of GATE for most of engineering disciplines (such as CE, ChE, EE, ME, but not for CSE). Computer Science and Engineering department may choose Discrete Mathematics and other science/maths courses such as Solid State Physics and Electronic Devices, Modern Algebra, Linear Algebra, Complex Analysis, Operations Research etc.!!5.17. Engineering Mechanics / Modern Physics (3) [3-0-0-6-3]!!Engineering Mechanics may be offered to Mechanical Engineering, Chemical Engineering and Civil Engineering students. Modern Physics (Special Relativity and Quantum Mechanics) may be instead offered to Electrical Engineering, and Computer Science and Engineering students. !!

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5.18. Data Structure (3) [2-0-2-5-3] !!This will cover linked-list, heap, stack, tree (including binary tree), graph etc. and their use in searching and sorting algorithms.!!5.19. Basic Electronics (3) [2-0-2-5-3]!!This course will introduce to various electronic devices, including diode and transistor. The student will be able to build rectifier circuits and amplifiers, and analyze basic electronic circuits containing resistors, capacitors, inductors, diodes and transistors.!!5.20. Program Core 1 to 15!!Core courses of the discipline may be covered in 36 credits (Program Core 1 to 12). If more credits are needed to cover the program core then additional core courses up to 9 more credits may be utilized corresponding to Program Core 13 to 15. The courses need not be 3 credits each. Two of Program Cores may be 3-credit labs, where students will design their own experiments to measure and analyze some quantity. For example, for ME students one 3-credit lab [0-0-6-3-3] may be in Design and the other may be in Thermo-fluids. !!5.21. NCC/NSS/NSO III and IV!!The students can opt for any one of NCC, NSS and NSO in the second year. NCC/NSS/NSO IV will be a continuation of NCC/NSS/NSO III.!!5.22. Economics (3) [3-0-0-6-3]!!The students will learn micro- and macro- economics. Indian Economy may be briefly included in the course.!!5.23. Introduction to Environmental Science & Engineering (3) [3-0-0-6-3]!!The course will introduce the students to pollution of water and air, and its effect on human health in particular and our ecosystem, in general. This course may be jointly taught by Civil Engineering, Chemistry, Chemical Engineering and Biology faculty, with a focus on solving the environmental problems.!!5.24. Engineering Innovation and Society I and II!!The students will go to the society (villages, hospitals, towns, etc.) to identify their problems and develop a product to solve one of the problems.!!5.25. Industrial and Organizational Psychology (3) [3-0-0-6-3]!!Psychology applied to workforce will be covered in this course including leadership, innovation, motivation, group behavior, job satisfaction etc.!!5.26. Open Elective I and II!!

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The students will take two electives from any discipline.!!5.27. Personal & Corporate Finance (3) [3-0-0-6-3]!!Personal finance and corporate finance management will be covered in this course. Basic financial accountancy may be introduced.!!5.28. Project Management and Entrepreneurship (3) [3-0-0-6-3]!!The course will give an overview of business management and focus on Project Management and Entrepreneurship. Marketing and Sales Management will be briefly introduced.!!5.29. Industrial Internship (3)!!The internship will be in the summer between 6th and 7th Semester for a minimum 8 weeks.!!5.30. Program Elective 1 to 5 (3)!!The total 9 credits for the courses designated as ‘Program Core 13 or Program Elective 1’ , ‘Program Core 14 or Program Elective 2’, and ‘Program Core 15 or Program Elective 3’ may be partially utilized as Program Core. The remaining credits may be offered as Program Electives. In any case, at least 6 credits of program electives (Elective 4 and 5) will be offered.!!5.31. BTP Capstone Project (3) [0-0-6-3-3]!!The aim will be to design and build an engineering product (often in response to a challenge proposed by professional bodies such as ASME, IEEE, etc.), which will compete with other designs (by fellow students) to earn grades. Research type of projects will not be allowed. Evaluation will be through competition only.!!5.32. Minor I to V!!A student can take 15 credits of designated courses (Minor I to V) in one of other disciplines to earn a Minor. Each department will send a list of courses (weighing total 15 credits) that will contribute to the Minor Program. An academic Center (e.g. CBME) may also offer a Minor. The Minor courses would be typically the most basic UG-level courses of the discipline. For example, the Minor courses in Mechanical Engineering (ME) would be a subset of Program Core courses of ME.!!5.33. Honors Project I and II!!Honors Project (I and II) will be research / design / entrepreneurship - based project, which will be required (along with 15-credit coursework) for awarding of Honors degree.!!5.34. Program Specialization 1 to 5!!Students can take 15 credits of Program Specialization courses within their discipline. For example, Mechanical Engineering students may choose to specialize in Design, Manufacturing or Thermo-Fluids. !

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!5.35. Honors Related Open Elective 1 to 5!!The 15-credit coursework required for the award of Honors degree may be from various departments, if so recommended by the Honors supervisor.!!5.36. Additional Internship I to III!!Each of Additional Internship I to III will be a 2 month (8-week) long full-time internship at a reputable organization (Industry, Academia etc.) approved by Faculty Advisor, HoD and Dean (Academics). These courses will be above the requirements of Basic BTech and will not be counted towards Minor, Specialization or Honors. These courses will be open to all students. A continuous internship of 6 months will be equivalent to taking all the three Additional Internship I to III (thus total 9 credits). A student doing Basic BTech can finish all requirements by 7th Semester and he/she can do a six-month internship during the last (8th) semester. Minimum GPA may be prescribed for taking Additional Internship I to III.!!!6. A Representative Course Plan for BTech with Minor!!Same as that for “Basic BTech" (Section 3) with Minor I to V (total 15 credits) added and distributed over five semesters - Semester 3 to 7. Refer to Section 4 for explanation of Minor I to V.!!!7. A Representative Course Plan for BTech (Honors) with Minor!!Same as that for “BTech with Minor” (Section 5) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 4 for explanation of Honors Project I and II.!!!8. A Representative Course Plan for BTech with Specialization!!(i) Semester 1!!English Communication (3) [2-0-2-5-3]!Physics for Engineers (4) [3-0-2-7-4]!Chemistry for Engineers (4) [3-0-2-7-4]!Engineering Mathematics I (3) [3-0-0-6-3]!NCC/NSS/NSO (1) [0-0-2-1-1]!History of Science & Engineering (1.5) (will run as [3-0-0-6-3] in first half semester)!Museum Lab (1) (will run as [0-0-4-2-2] in first half semester)!Tinkering Lab/Hobby Engineering (1.5) (will run as [0-0-6-3-3] in second half semester)!Intro to Engineering Products (1) (will run as [0-0-4-2-2] in second half semester)!

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!(Total 20 Credits)!!(ii) Semester 2!!Professional Ethics (1.5) [1-0-1-2.5-1.5]!Engineering Mathematics II (3) [3-0-0-6-3]!Computer Programming (3) [2-0-2-5-3] !Workshop Practice (2) [0-0-4-2-2]!Engineering Drawing (1.5) [0-0-3-1.5-1.5]!Introduction to Electrical Eng (3) [2-0-2-5-3]!NCC/NSS/NSO (1) [0-0-2-1-1]!Biology for Engineers (4) [3-0-2-7-4]!!(Total 19 Credits)!!(iii) Semester 3!!Program-Specific Science / Maths I (3) [3-0-0-6-3]!Engineering Mechanics / Modern Physics (3) [3-0-0-6-3]!Data Structure (3) [2-0-2-5-3] !Basic Electronics (3) [2-0-2-5-3]!Program Core 1, 2 and 3 (total 9 credits)!NCC/NSS/NSO (1) [0-0-2-1-1]!!(Total 22 Credits)!!(iv) Semester 4!!Economics (3) [3-0-0-6-3]!Program-Specific Science / Maths II (3) [3-0-0-6-3]!Introduction to Environmental Science & Engineering (3) [3-0-0-6-3]!Program Core 4, 5 and 6 (total 9 credits)!NCC/NSS/NSO (1) [0-0-2-1-1]!Engineering Innovation and Society I (3) [0-0-6-3-3]!!(Total 22 Credits)!!(v) Semester 5!!Industrial & Organizational Psychology (3) [3-0-0-6-3]!Program-Specific Science / Maths III (2) [2-0-0-4-2]!Program-Specific Science / Maths IV (2) [2-0-0-4-2]!Program Core 7, 8, 9 and 10 (total 12 credits)!Open Elective I (3) [3-0-0-6-3]!!(Total 22 Credits)!!(vi) Semester 6!!

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Personal & Corporate Finance (3) [3-0-0-6-3]!Program Core 11 and 12 (total 6 credits)!Program Core 13 or Program Elective 1 (3) [3-0-0-6-3]!Program Core 14 or Program Elective 2 (3) [3-0-0-6-3]!Engineering Innovation and Society II (3) [0-0-6-3-3]!Open Elective II (3) [3-0-0-6-3]!!(Total 21 Credits)!!(vii) Semester 7!!Project Management and Entrepreneurship (3) [3-0-0-6-3]!Industrial Internship (3) (during preceding summer vacation)!Program Core 15 or Program Elective 3 (3) [3-0-0-6-3]!Program Specialization 1 to 3 (total 9 credits)!!(Total 18 Credits)!!(viii) Semester 8!!BTP Capstone Project (3) [0-0-6-3-3]!Program Elective 4 and 5 (total 6 credits)!Program Specialization 4 and 5 (total 6 credits)!!(Total 15 Credits)!!!9. A Representative Course Plan for BTech (Honors) with Specialization!!Same as that for “BTech with Specialization” (Section 6) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 4 for explanation of Program Specialization 1 to 5 and Honors Project I and II.!!!10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Specialization)!!Same as that for “BTech (Honors) with Specialization” (Section 9) with Honors Related Open Elective 1 to 5 (total 15 credits) in place of Program Specialization 1 to 5. Refer to Section 4 for explanation of Honors Related Open Elective 1 to 5.!!!11. A Representative Course Plan for Basic BTech with Additional Internship!!

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(i) Semester 1!!English Communication (3) [2-0-2-5-3]!Physics for Engineers (4) [3-0-2-7-4]!Chemistry for Engineers (4) [3-0-2-7-4]!Engineering Mathematics I (3) [3-0-0-6-3]!NCC/NSS/NSO (1) [0-0-2-1-1]!History of Science & Engineering (1.5) (will run as [3-0-0-6-3] in first half semester)!Museum Lab (1) (will run as [0-0-4-2-2] in first half semester)!Tinkering Lab/Hobby Engineering (1.5) (will run as [0-0-6-3-3] in second half semester)!Intro to Engineering Products (1) (will run as [0-0-4-2-2] in second half semester)!!(Total 20 Credits)!!(ii) Semester 2!!Professional Ethics (1.5) [1-0-1-2.5-1.5]!Engineering Mathematics II (3) [3-0-0-6-3]!Computer Programming (3) [2-0-2-5-3] !Workshop Practice (2) [0-0-4-2-2]!Engineering Drawing (1.5) [0-0-3-1.5-1.5]!Introduction to Electrical Eng (3) [2-0-2-5-3]!NCC/NSS/NSO (1) [0-0-2-1-1]!Biology for Engineers (4) [3-0-2-7-4]!!(Total 19 Credits)!!(iii) Semester 3!!Program-Specific Science / Maths I (3) [3-0-0-6-3]!Engineering Mechanics / Modern Physics (3) [3-0-0-6-3]!Data Structure (3) [2-0-2-5-3] !Basic Electronics (3) [2-0-2-5-3]!Program Core 1, 2 and 3 (total 9 credits)!NCC/NSS/NSO (1) [0-0-2-1-1]!!(Total 22 Credits)!!(iv) Semester 4!!Economics (3) [3-0-0-6-3]!Program-Specific Science / Maths II (3) [3-0-0-6-3]!Introduction to Environmental Science & Engineering (3) [3-0-0-6-3]!Program Core 4, 5 and 6 (total 9 credits)!NCC/NSS/NSO (1) [0-0-2-1-1]!Engineering Innovation and Society I (3) [0-0-6-3-3]!!(Total 22 Credits)!!

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(v) Semester 5!!Industrial & Organizational Psychology (3) [3-0-0-6-3]!Program-Specific Science / Maths III (2) [2-0-0-4-2]!Program-Specific Science / Maths IV (2) [2-0-0-4-2]!Program Core 7, 8, 9 and 10 (total 12 credits)!Open Elective I (3) [3-0-0-6-3]!!(Total 22 Credits)!!(vi) Semester 6!!Personal & Corporate Finance (3) [3-0-0-6-3]!Program Core 11 and 12 (total 6 credits)!Program Core 13 or Program Elective 1 (3) [3-0-0-6-3]!Program Core 14 or Program Elective 2 (3) [3-0-0-6-3]!Engineering Innovation and Society II (3) [0-0-6-3-3]!Open Elective II (3) [3-0-0-6-3]!!(Total 21 Credits)!!(vii) Semester 7!!Project Management and Entrepreneurship (3) [3-0-0-6-3]!Industrial Internship (3) (during preceding summer vacation)!Program Core 15 or Program Elective 3 (3) [3-0-0-6-3]!BTP Capstone Project (3) [0-0-6-3-3]!Program Elective 4 and 5 (total 6 credits)!!(Total 18 Credits)!!(viii) Semester 8!!Additional Internship I to III [About 6 Months, Mid December to Mid June]!!(Total 9 Credits)!!!12. Table Comparing Different Options (Programs)!!!!

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13. Existing vs Proposed Curriculum!!

!!

(Total Credits) Existing Curriculum (163)

Basic BTech (143)

BTech with Specialization (158)

BTech with Minor (158)

Maths + Science 28 28 28.0 28.0

HSS 20 16.5 16.5 16.5

General Engineering

16 21.5 21.5 21.5

Program Core + Elective

66 51 66.0 51.0

BTP 8 3 3.0 3.0

Internship 3 3 3.0 3.0

Open Electives 22 6 6.0 21.0

Interdisciplinary / Societal Needs

0 11 11.0 11.0

Extra-Curricular 0 4 4.0 4.0

Total ==>> 163 144 159.0 159.0

Honors Add-On 12 10 10.0

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Appendix 5. Review of the Curriculum Proposals : Rev 1!!!I. Alumni Suggestions on Curriculum Revision!!Abhijeet Singh!!I suggest that few courses on management should be included as a part of curriculum. Even simple courses like Principles and practices of management and organizational behavior can have a huge impact in the long run as students would be knowing about basic principles of management and how to behave in organization.!!Yugam Singla!!Minimum CGPA requirement must be increased from 5 to 6. This should be done because though college awards degree above 5 but almost all the companies and government institutions keep a minimum requirement of CGPA 6 and above.!!Piyush Nahar!!I really like the idea of more varied courses besides the engineering ones especially the components like Tinkering Lab and course on personal finance, etc. should help further holistic development of students. It was also great to see the committee taking cognizance of the need for 6 month internships. They should help improve placements. I haven't had the time to look at the appendix so please forgive me in case I have pointed out something that has been mentioned in there.!!Section 3. LTPSC Designation!I think the idea to add an S component is good but the minimum number of quizzes or minimum percentage should be left to the faculty to decide. Instead adding recommendations may be a better idea.!!Section 4. A Representative Course Plan for Basic BTech!It is a good idea to introduce uniformity but the plan should still entertain flexibility if a student wants to exercise it. For example, if someone isn't interested in Program-Specific Science/Maths courses, they shouldn't be forced upon the student. Also, it must be taken into account that students will want to take courses from other disciplines. Given the time and age where most applications are interdisciplinary, it makes sense to have scope for that in the new curriculum.!!Section 5. Brief Course Description and Important Notes!!5.4 NCC/NSS/NSO I and II!

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Why should physically fit students be forced to take NCC? Shouldn't it be a student’s choice to take up what interests them?!!5.11 Computer Programming!C may or may not be relevant in the future so the choice of programming language should be decided by the department/faculty.!!5.23 Introduction to Environmental Science & Engineering!This course as it was covered in 2013 is just a repeating of school course on environmental science. I'd suggest adding practical component to it to make sure that it involved engineering rather than just relearning about the types of pollution. Again, I'm not sure how the course is being conducted now so if it has changed since 2013 then it is fine.!!5.31 BTP Capstone Project!I like the idea of having it as competition with the end goal being an engineering product. But completely disallowing research projects is a bit harsh especially if students want to get into research after their B. Tech. Setting a standard goal for research projects and allowing those on a case by case basis would make more sense.!!5.36 Additional Internship!Provision to do the internship in an institute/organization outside of the student’s discipline must be present. For example, a mechanical engineering student performing a software internship or an electrical engineering student performing an internship in finance. Freedom must be given to students to pursue their interest. Why force them to be mediocre in their field when they can be great someplace else!!!Miscellaneous!!1) I couldn't find anything related to this but I think it makes sense to have provision for students to spend 1 semester at another IIT/reputed university abroad. Don't know how it will work out but once we add a provision, specifics can be decided later on by the department.!!2) In my understanding, most of the committee has been from academia. It would make sense to get the opinion of industry folks, possibly senior IIT Alumni from industry. They would certainly have a different perspective on how the curriculum should look like for students to adjust better to life after IIT in the industry.!!3) More weightage to projects as a part of courses. Projects help increase practical knowledge of a subject and make it interesting to students. Also, with better hands on experience in early years, we can expect more innovative projects towards the end as a part of BTP as is the case in IIT Madras and IIT Hyderabad, and some other IITs.!!4) Summer projects for interested students This is something that other IITs like IIT Hyderabad have been doing. Summer projects can be parts of projects the faculty are doing, which would help the faculty as their work will be done and students will get to learn something new and practical. It would provide a glimpse of research world to students and hopefully motivate them to pursue research and innovation after the Bachelors degree.!!

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5) Opening up more programming courses for all disciplines These days, most jobs involve programming/scripting for the day to day things. Engineers use it for signal/image processing, solving differential equations, analyzing data, etc. So, it is not something one can get away with no matter the discipline. So, it makes sense to allow students to take up more programming related courses.!!6) Provision to have 12 credit courses taught by industry folks which can be taught on weekends. This is something IIT Hyderabad already does.!!II. Existing Students’ Feedback!!Srinadh (2015csb1015)!Keep programming course in first sem and Data Structures in second ,it will be helpful while coding for cs guys and non cs guys who want to take up a cs job.!!Prem (2014eeb1067)!I have one suggestion -some of us just passes few courses with just passing marks (grade 4/5) due to some reasons(these may be -load of other important courses,health issue,consider the course very easy but at the end it doesn't ---etc). So there should be a rule ,from which student can improve his/her grade after repeating the course .And we know Each course can't be repeated so like audit/w system 2/3 courses can be repeated in all UG program.Hope this may be effective for all of us. !!Bishal Ghosh (2014meb1085)!The should be a provision for increasing independent courses with increase in credits as there is always a possibility that there is always a time slot clash and one can't take those courses even if they are interested!!Mahak Sarin (2014csb1020)!credit limit must be reduced!!Krishnendu sahu (2016med1004)!There is nothing mentioned about the dual degree course and also not mentioned that from which batch onwards this curriculum is going to be implemented.!!Rohit Binjrawat (2013meb1109)!I attended talk by Dr Jitendra Prasad.He did a great job and introduce new ideas.Yes it is good to follow those university who are best today , but if we introduce something new from our side than it is also fruitful.And if our original idea will work well than in future many university will follow our track.Here i have some ideas - !!(1) We should start coures related to music/sports !!(2) There are very few startups of manufacturing in india(service biased startup are empowering computer science job,but in other department there are few company who need employer at large scale) so there should be course which has content regarding startup or entrepreneur. !!(3) I have a question for authority "why the IIT's student lost their quality after final year or very few company is ready to hire them ? " ,yes it is clear that market of other branch is down so they

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unable to get job but still if i talk about the quality of student then most of them are not even eligible to stand against his competitor.I am from hindi medium i faced this situation from my first year ,i always try to learn/speak English as fluent as i listen from my fellows but today i am lagging and i could not reach that level (after putting so much effort)which i decided earlier .Same problem is faced by a student who belong to english medium(HSS department knows it better ).So we should try to improve this language learning/speaking program from first year,and it should not meant only to show that institute giving its effort.If we want to put our IIT at international platform then it is urgent need, we can't be better until we don't have company of whole batch(eng medium+non eng medium). !!(4) I have an idea regarding quality of IITs. MHRD opened new IITs so there will be many seats in instiute (example: after a decade 200000+ IITian will pass out every year and most of them have no employment).According to my opinion we can connect all IITs.In this connection there is only four IIT in india [North campus(N-IIT),South campus (S-IIT),East Campus(E-IIT),West IIT(W-IIT)].In N-IIT all campus which is in north side of india will be connected and there will be flow of faculty from one branch(like IITD, IITRPR..)to another after one or two year.Flow will be intra branch.!!Teekam Chand (2015med1009)!If top universities have this system ,we should at least try this and instead of studying various things we should focus on some specific subject of our interest.Institute should give more science subjects as optional not compulsory also HSS too and should not give much preference to CGPA of student.!!III. Review by Department of Civil Engineering!!Based on the discussion on 05/09/2016, following are the suggestions/comments from the Civil Department on the Undergraduate Curriculum Revision.!!1. Section 3, Page 5 of the Curriculum revision report: The L-T-P-S-C system should be replaced with L-T-P system. This will give much more freedom to faculties to decide upon the assignment and self study components, based on the student’s caliber.!!2. Section 4, Page 5 and 6 of the Curriculum revision report: Following subjects can be merged History of Science & Engineering, Technology Museum Lab, Tinkering Lab/Hobby Engineering, Intro to Engineering Products with 1 or at the maximum 2 credit.!!3. Section 4 (ii) and (iii), Page 6 of the Curriculum revision report: Introduction to Electrical Engg should be shifted to Ith semester from IInd Semester. Similarly, Basic Electronics and Engineering Mechanics should be shifted to IInd semester from IIIrd Semester. Thus, it will facilitate the department to offer Solid Mechanics course in IIIrd Semester which is a very fundamental course in Civil Engineering and Engineering Mechanics is its prerequisite.!!4. Section 4 (iv), Page 6 of the Curriculum revision report: Introduction to Environmental Science & Engineering should be shifted to IIIrd semester from IVth Semester.!!5. Section 4 (v), Page 6 of the Curriculum revision report: Program-Specific Science / Maths III Program-Specific Science / Maths IV. All Maths/Science courses should be completed by IVth semester. Vth Semester onward, the focus should be on Engineering Courses or Open

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Electives. Hence, any Maths/Science courses from Vth semester onwards should be floated as Open Electives.!!6. Section 5.36, Page 12 of the Curriculum revision report: Additional internship programs of six-month duration should no be allowed.!!7. Section 13, Page 18, of the Curriculum revision report: Credit requirements for the courses pertaining to Societal Needs should be reduced from 11. !!!IV. Review by Department of Computer Science & Engineering!!(Note: Reviewed individually by four faculty members of CSE)!!Q1 Please provide your comments on credit requirements (Section 2, Page 5):!!• 1. With change L-T-P structure, there is no credit for tutorials. Effective number of credits are

L + P/2. Therefore, all the courses which currently have tutorials classes, would have less number of credits after revision. 2. The number of science + math credits have increased. 3. The number of reduced program core and program electives may not be a good for our program. Student may not get enough breadth 4.!

• B Tech project is virtually reduced to a minor project. What can we expect from students in 3 credit project?!

• Look ok to me.!• Credit requirements look fine to me.!!Q2 Please provide your comments on each course in the representative course plan semester wise (Section 4, Page 5):!!Semester 1!!• instead of 6 and 8, we btter have Computer Programming course here!• Courses like English communication and chemistry for engineers could be pushed to second

semester!• For course numbers 7, 8 & 9, the complete course schedule/plan needs to be thought out

carefully. In principle, it is a good idea to have these courses.!• There should be two physics courses for engineers. It does seem alright to replace two

chemistry with 1 biology + 1 chemistry. However, this should not come at the cost of reduction in total number of general physics+mathematics courses from 4 to 3. Tinkering lab is mainly focussed towards mechanical engineering and robotics. It must have a broader base. Courses 6), 7), 8), and 9) should be collapsed to 2 courses of total 3 credits over first two semesters. There is sufficient overlap in their course descriptions.!!

Semester 2!!• We shall have data structures course here instead of computer programming!• Computer programming could be shifted to first semester!

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• Looks good.!• Language should not be fixed to C in Computer Programming. Emphasis should be on

conceptual understanding of basic ideas, and not on a particular language. The necessity of Engineering Drawing needs to be examined from the point of view of CSE.!!

Semester 3!!• Instead of Data Structures, we shall have Discrete Structure course. Suggestions for PC1 &

PC2: Analysis and Design of Algorithms , & Computer Architecture!• I do not understand why Engineering mechanics and/or modren physics should be core for

CS graduates.!• What about the teaching load for Data Structures? Will the CSE Department be able to

manage this load, given the low faculty strength? In my opinion, the Department should not float a "watered down" version of Data Structures for all UG students. If it is to be offered, it has to be at the same level as the regular offering. Another suggestion is that instead of having a seperate Data Structures course, some data structures content could be taught in the GEL 103 course. For example, while teaching pointers to structures, linked lists could be taught.!

• Why is Engineering Mechanics / Modern Physics not scheduled in the first year itself? It may be a good idea to start Program-Specific Science / Maths after students have done 2+2 basic courses in Math+Physics. Data structure needs to be offered with CSE core perspective only. With this view, the current description is too elementary for a CSE student. Also, I see no point in a CSE student doing Data Structures two times: once as a general offering and once as a core. Similarly, Basic Electronics should serve CSE core requirement.!!

Semester 4!!• Not sure if CSP203 will come here. Thats an important project course but is of two credits. Or

It may be removed as capstone project etc. will be done by students.. Or That can be combined with tinkering lab and can be taught here.!

• Economics could be core, but student should be able to do it in any semester.!• Engineering Innovation & Society, being a new course, needs to be developed properly. Also,

is it possible to have this material as part of an existing course, say Engineering Design or the BTP?!

• Engineering Innovation and Society is a welcome addition. However, 6 credits is too high. 4 credits may be a better idea. How will the students be graded ? Just gathering of statistical data, surveys, etc. may not be a proper way to evaluate innovation in a premier technical institute. It will be better if students focus their energies on technical innovation and adaptation to Indian situations. Institute should set up a centre which will play a pivotal role in innovation courses. Further, an initial set of problems requiring technical innovation should be suggested to the students.!!

Semester 5!!• I strongly recommend Teaching Internship during summer vacation either at end of 1st or

preferably after 2nd year of their studies. And they have 1 (or 0) credit course where they present their learnings, experiences etc. It will be very helpful for students to get experience of teaching for atleast 6 weeks in some Govt//Private college/institute.!

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• Addition of psychology is good. However, this may also have been an option in the old curriculum, under humanities credits.!!

Semester 6!!• Personal & Corporate Finance shall be an optional course, and not mandatory! Better have

one more Programme core or Prog. elective in 6th Sem.!• I am not sure about Personal & Corporate Finance. If there really is space for adding new

courses, should they not be related to the discipline (say, state-of-the art courses in CSE, like game development?)!

• Innovation II should be in the following semester of Innovation I. A gap of 1 semester between the two courses may cause a problem if a student plans to continue the same line of work in both courses.!!

Semester 7!!• Perhaps, there is a very large number of entrepreneurship courses. Could Project

Management & Entrepreneurship not be merged with the other innovation based courses. Generally, innovation & entrepreneurship go hand in hand. We also need skilled faculty to teach these courses.!

• 6 credits for Finance+Entrepreneurship in Semesters 6 and 7 doesn't make sense.!• This is not a business/management institute. A single course of 2-3 credits combining these

two courses should be the next step.!!Semester 8!!• On one hand we are calling it a capstone project, on the other hand only 3 credits for it!!• Looks good.!!!Q3 Provide your comments on each requirement area (See table on page 17)!!HSS!• There should be more options of the courses from HSS. Fixing all the courses will make the

program too rigid. For example, there could be more courses from management, entrepreneurship, cognitive sciences. Economics course should be trailered for engineers. Rather than doing English communication, a course on professional writing is more welcome.!

• OK!• Reduce courses credits on Finance+Entrepreneurship. Instead give HSS elective.!!Physics!• Looks good!• ok!• One more general physics course needed.!!Chemistry!• Looks good!• ok!!

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Mathematics!• Looks good!• ok!!General Engineering!• There should have been more choices here as well. There should be scope of future

changes. For example¨ if tomorrow a new department starts at IIT Ropar¨ there may be more interesting course from that department which could be included in this list!

• ok!• As noted above¨ CSE core requirements for Data Structures and Electronics is very different

from what is proposed. The current description of Data Structures is too elementary for a CSE student.!!

Program Core!• Creating more PCs and reducing the department electives give students a less chance to

explore his/her interests.!• ok!• It is a good idea to have 12 program cores.!!Honors!• looks good!• ok!!Extra Curricular!• Looks good!• ok!• 4 courses just on NCC/NSS/NSO does not make sense. May add other activities such as

music¨ painting¨ crafts¨ etc. to the bucket.!!Biology!• Looks good!• ok!!Interdisciplinary!• Looks good!• ok!• This program requirement may be given a name close to the courses covered by it. As far as

I can see, the courses involve introduction to real-life engineering problems and how they can impact society. "Interdisciplinary" doesn't make sense.!!

Open Elective!• Looks good!• ok!!Q4 Any other comments you want to provide.!!• I am not clear about previous question. Also, I wish to give few more inputs but I need some

clarifications prior to that and also I request some more time to give further inputs. Thank you !!

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• Adaptability of curriculum to student requirements and introduction of innovation courses is a good idea. However, care should be taken to ensure that students have very strong grounding in the fundamentals of their technical area, physics, and mathematics as this is what forms the core of their education. General offerings of CSE and EE courses (Data Structures and Electronics) should be at the core level of respective Departments.!!!

V. Feedback from Department of Electrical Engineering!!1. In section 2, the coursework credits of 15 for B.Tech. in Honors may be specified to be in the specialization of the area in which Honors project is being executed,!!2. Total 15 credits under Interdisciplinary and Extra-curricular components may be moved to accommodate program core/electives, and!!3. Self-study component (S) of L-T-P-S-C structure may be left out as it depends on the instructor of the course, who might change over a period of time.!!!VI. Review by the Department of Humanities & Social Sciences!!The Department of HSS is appreciative of the new curriculum and the efforts put in by the Curriculum Task ForceCommittee. However, the department feels that the following points need to be taken into account before finalizing the curriculum.!!1. The proposed roles of HSS in the curriculum do not seem to capture the scope of Humanities and Social Sciences. Courses such as English Communication, Professional Ethics, and Industrial and Organizational Psychology (which are proposed as compulsory courses in the new curriculum) seem to lean towards the skills oriented component of HSS. The core of HSS, however, addresses significant issues in the social, cultural, and psychological domains of humanity. A student of technology can greatly be benefited from these bodies of knowledge.!!2. Therefore the Department has these two suggestions regarding HSS courses in the new curriculum:!!(a) Retain only English Communication and Professional Ethics as compulsory courses.!!(b) Convert all other HSS courses to electives. Other possible courses from Humanities and Social Sciences could also be offered along with the HSS courses proposed in the new curriculum in the same slots. Accordingly, if the students wish they will get chances to opt for other important fields in HSS.!!!VII. Feedback from Department of Mathematics!

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!With reference to your email dated 25-08-2016, the department of mathematics has the following recommendations. Please note that these recommendations are made after consultation with Prof. Peeyush Chandra, IIT Kanpur and due deliberation with the department colleagues.!!1. Semester- I : Engineering Math I, Calculus - 3 Credit (Compulsory to all branches)!!2. Semester- II : Engineering Math II, Linear Algebra + Ordinary differential equations- 3 credit (Compulsory to all branches)!!3. Semester- III : Engineering Math III. Statistics and Probability- 3 Credit (Compulsory to all branches)!!4. Semester- IV : Program Specific Math I : Complex Analysis and partial differential equation- 2 + 2 credit (Department* choice)!!5. Semester- V : Program Specific Math II : Numerical Method- 3 credit (Department* choice)!!In S. No. 4 above the course (Complex Analysis and partial differential equation) can be considered as module (department* can opt either one or both).!!*It was clarified later by Dr. Chittaranjan Mishra that “department” referes to an engineering department in the above text.!!!VIII. Feedback from the School of Mechanical, Materials & Energy Engineering!!1. All important core courses needs to finished by 6th semester as this may help students to face interviews during Placement process in 7th semester and also to those students applying for higher studies if possible to incorporate.!!2. BTP Part 1 (Capstone) of 1 to 2 credits can be kept in 7th semester so that students are ready to manufacture the desired product by the end of 8th semester, especially for those projects which are experimental based. Also, as the internship is being done by students in summer, 7th semester is effectively less loaded for students, there should not be problem to incorporate Part 1 in 7th semester.!!!IX. Review by Department of Physics!!The Department of Physics does not have any major feedback on the proposed revised UG curriculum, except, the following issues:!!1) In 2nd, 3rd and 4th semester, the Department of Physics will float Discipline specific courses. This is somehow missing in the table of Page 17. The Department will identify which courses

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they wish to float for which discipline and batch. We do not agree with the Point no. 5.16 on Page 9 in full. The freedom of choosing the courses to be floated should lie with the Department itself who is floating those courses.!!2) Similarly, the Modern Physics course, as mentioned in Point no. 5.17 on Page 9 and also in the Table of Page 17, may not be decided at this stage of curriculum revision. It may be properly renamed or restructured later by the Department of Physics.!!In continuation of the previous email, we wanted to add the following:!!As far as we understand, the new curriculum requires the students do something creative (kind of learning by doing) in their first year labs. In this philosophy, we had revisited the lab hours assigned to the first year Physics course. Two hours for such a lab may be quite less. We propose to make it for four hours, so that the students can spend more time in the labs.!This means that the credit for this course goes up to 5 from its current value of 4 - I believe that this does not change much of the curriculum.!!!X. Feedback from External Committee Members!!!(i) Prof. Suman Chakraborty!!Many thanks. I agree with the contents of the attached curriculum.!!(ii) Prof. Samir Kumar Saha!!I have gone through the report. The curriculum structure as presented is OK with me. You have done a good job.!!(iii) Prof. Milind Sohoni!!i think the EIS-I and EIS-II are important courses and will take up a lot of faculty/coordination time.!!perhaps you should see how we run it here (as an elective): http://www.ctara.iitb.ac.in/tdsl/ (also see the nested links which point to the various options). we run it as a 6-credit course and as a 12-credit course (i.e., your 3 and 6 resp.). they should generate for you important case-studies. perhaps this should be mentioned in the course-description.!!a few suggestions:!!1. perhaps each department can pick up 2-3 last-mile areas for work, e.g., mechanical engineering could pick up irrigation and pumping solutions.!!different students may work in different villages/talukas across different crops and depth to water-table etc. that way, in a few years the department will have enough expertise to actually do important research in the area. our own work in drinking water was done exactly in this way. see www.cse.iitb.ac.in/~sohoni/water for the case-studies.!

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!also see the extension arms of ctara which are based on the case-studies that we have generated.!www.ctara.iitb.ac.in/tdsc!www.ctara.iitb.ac.in/tdsc/uma!www.ctara.iitb.ac.in/rutag!!2. report-writing and presentation to external stake-holder is very important. e.g., please ask the good reports to be presented to the local MLA or ZP member or even to the sarpanch, the local engineering-shopkeeper etc. students understand that they are solving real-life problems.!!3. each department should hire 2-3 "coordinators" to assist and guide the students in such work. this coordinator, e.g., can initiate the first meeting with a village sarpanch, or a factory owner etc.!!4. we are ourselves moving to a "development engineering" course which will substitute/complement the HSS course here. this will be prepatory to the EIS course and explain to students (i) the household and development and how to measure it, the questions of equity, efficiency and sustainability as core values, the role of culture (ii) how is value created and delivered in society, i.e., the activity of agents and their knowledge, (iii) the basic structure of society and environment, i.e., the state, the market and the civil society, and the role of assets and institutions, (iv) census data and GIS and analysing outcomes (e.g., villages with most/least pucca houses) (v) elements of field work, why-what-for and dos-and-donts, (vi) a regional engineering system (e.g., drinking water, depending on your major).!!for this see, e.g., https://www.cse.iitb.ac.in/~sohoni/TD603/H2O.pdf (which needs to be expanded) and the first few presentations in TD603.!!independently, i would also like to point to a recent talk https://www.youtube.com/watch?v=Y5KtCEI-x8E .!!!XI. Feedback from the Director !!(As noted during the Director’s meeting with the Curriculum Task Force Committee on 16 September 2016)!!1. A 5-year Double Major UG Program may be considered. It may be deferred in implementation, however, by a few years. The second major may be opted in 6th semester. The minor program may also be converted into the second major.!!2. A 3-week induction program is being considered from next academic year onwards for new students. The details may be obtained from Dr. Prabal Banerjee, Associate Dean (Students Affairs).!!3. We cannot load the students too much in first semester. Maximum 17 credits may be considered for the first semester.!!4. Biology course may be moved to Second Year.!

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!5. Physics and Chemistry courses (in the first year) may be offered in parallel in both the semesters - each offered to half the total number of students.!!6. Similarly, Computer Programming and Workshop+Drawing may be offered in parallel.!!7. Ethics, History of Science & Engineering, and Technology Museum Lab may be taught during the 3-week Induction Program. !!8. NCC may be made compulsory only for the first semester.!!9. There should not be any program core in the final year (i.e. in Semester 7 and 8).!!10. Management courses may be moved to later years, such as Semester 7 and 8.!!11. Program core and electives should be finished by 6th semester.!!12. Open electives etc. may be moved to the final year (i.e. in Semester 7 and 8).!!13. Program core may be 36 to 42 credits.!!14. Capstone Project should have 6 credits. One Program Core/Elective may be reduced to accommodate the three extra credits.!!15. A presentation may be given to ACUGS and basic philosophy of the new curriculum may be got approved by ACUGS.!!16. A presentation may also be given to the Senate (scheduled on 4th Oct) on the philosophy and developments regarding curriculum revision. The basic philosophy/frame may be approved/reviewed by the Senate.!!17. A final workshop with all members of the curriculum task force may be organized in November or early December 2016. !!18. Based on all the feedback (internal and external), the revised proposal may be forwarded simultaneously to the external members and the departments.!!

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Appendix 6. Feedback from the Senate on 4th October 2016 regarding curriculum revision!!Dr. Jitendra Prasad, Chairman, Curriculum Task Force Committee, gave a brief presentation on the ongoing curriculum revision activities at IIT Ropar, as also given in Annexure VII (pages 65 to 68) of the Agenda booklet. !!The senate approved the philosophy and basic framework for the UG engineering curriculum including the following (as detailed in the Annexure VII):!!(i) borad objectives,!(ii) curriculum development procedures,!(iii) unique selling points,!(iv) proposed UG programs (BTech and the add-ons : Minor, Specialization and Honors),!(v) the corresponding credit requirements (144 credits for BTech, 15 credits for a Minor / Specialization / Honors-related coursework, and 10 credits for Honors Research Project),!(vi) the L-T-P-S-C designation for the courses, and !(vii) the broad structure of the curriculum. !!However, following points were recommended to be considered while finalizing curriculum:!!(a) For BTP Capstone Project, 3 credits are not enough. It needs to be increased. !!(b) The BTP capstone project should be product-oriented, where a student will design and develop / manufacture a product, rather than just do research.!!(c) Category-wise break-up (e.g. Department/Science/HSS/GEL, Core, Electives, Lecture (L), Tutorial (T), Practical (P) etc.) in terms of percentage to be included in the report. It should be demonstrated how the proposed curriculum has more hands-on components than earlier.!!(d) Societal-connection courses may be included in HSS. Total HSS credits should be around 15% or more.!!(e) Justification of 144 credits should be given. For example, what was the need of reducing the credits? How is the reduced credit going to help students? Intensity of the new credit system should be well- defined and explained.!!(f) Minor, Specialization and Honors are great ideas. However, the expected intensity or quality of the 10 credits’ Honors (Research) Project should be well defined. !!(g) Each course should be detailed on a new template, which will be prepared by the Curriculum Task Force Committee and sent to the departments. Apart from the L-T-P-S-C designation, the template should have objective of the course, the skills the students are going to learn, its

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prerequisites, its broad syllabus, week-wise approximate lecture schedule, organization of the learning experience, evaluation etc. Overlap with any other courses should be clearly indicated on the template. Also, there should be preferably more than one teacher indicated on the template who can teach the course.!!(h) All science courses may not be needed right in the beginning, i.e. in first and second semesters. A few engineering (department core etc.) courses may also be offered in first/second semesters. Science courses may be offered later, if they are not prerequisites for engineering core courses.!!(i) The engineering students should practice science, than just learn. The sciences should not be the same for all departments. Modular science courses may be introduced.!!(j) The coming December senate meeting may be targeted for approval of the common institute requirements in the curriculum, and the next year’s March senate for the individual department requirements. !!(k) All core courses preferably should have a tutorial. All mathematics courses should also have tutorials. Credits should not be reduced at expense of tutorials.!!(l) Permanent, good-quality technical staff to be recruited to independently conduct labs and help with tutorials / assignments. !!!

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Appendix 7. Senate Agenda : Annexure VII!!Undergraduate Curriculum Revision!!!1. Status of Curriculum Revision!!• Curriculum Task Force Committee was constituted in September 2015. !• The committee has 10 Internal members + 5 External Members.!• Preliminary proposals were made by the internal committee.!• The proposals were reviewed by the external committee members.!• A presentation was given to the faculty on 8 July 2016.!• A full meeting of the Curriculum Task Force Committee was held on 15 July 2016.!• Revised proposals were sent to the external members, departments, students and alumni on

25 August.!• Feedback from departments, external members and students were received.!• The draft proposal is under revision, based on the feedback received.!• A few more iterations are needed before the curriculum can be finalized.!!!2. Curriculum Task Force Committee!!Internal Members!!Dr. Avijit Goswami, Assistant Professor, Chemistry (Member)!Dr. Chittaranjan Mishra, Assistant Professor, Mathematics (Member)!Dr. Himanshu Tyagi, Associate Professor (ME) & Associate Dean (UG) (Member)!Dr. Jitendra Prasad, Assistant Professor, ME (Chairman)!Dr. Jung Hyun Jun (Peter), Assistant Professor, CSE (Member)!Dr. Kamal Kumar Choudhary, Assistant Professor, HSS (Member)!Dr. Mukesh Kumar, Assistant Professor, Physics (Member)!Dr. Naveen James, Assistant Professor, Civil Engineering (Member)!Dr. Ravi Shankar Reddy V., Assistant Professor, EE (Member)!Dr. Satwinder Jit Singh, Assistant Professor, ME (Member)!!!External Members!!Prof. Milind Sohoni, IIT Bombay!Prof. Nandita DasGupta, IIT Madras!Prof. Samir Saha, Retd. Professor, Jadavpur University!Prof. Sanjay Mittal, IIT Kanpur!

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Prof. Suman Chakraborty, IIT Kharagpur!!!3. Objective!!The broad objective is to come up with an improved curriculum that !(a) Has focus on producing 21st century engineers and entrepreneurs,!(b) Offers more flexibility to students,!(c) Has novel and unique features to attract the brightest of students,!(d) Has better utilization of manpower and resources,!(e) Encourages industry-academia interaction,!(f) Makes students more practical in approach,!(g) Imparts soft/managerial skills in addition to science and engineering fundamentals,!(h) Develops social responsibilities in students, and!(i) Prepares them for innovation.!!!4. Curriculum Development Procedure!!In accordance with Tyler (2013) and Taba (1962), the following steps will be followed for curriculum development process at IIT Ropar:!!Step I. Identification of specific aims of the curriculum based on the following:!!A. Philosophy of education (Purpose of education: Propagation of culture and values,

Transformation of culture, Individual development etc.)!B. Study of the learners (Student needs (Maslov's hierarchy of needs))!C. Study of contemporary life outside the classroom!D. Statement on psychology of learning (e.g., Students forget if they don’t use it in daily life, if

the information is fragmented, as per Tyler, 2013.)!E. Subject specialists’ opinion (our faculty, external experts, reputed universities, Washington

Accord, alumni etc.)!!Step II. Selection of content!!Step III. Organization of the content!!Step IV. Selection and organization of learning experience!!Step V. Preparation of the implementation notes!!Step VI. Evaluation of the learning experience after implementation!!!Reference: !![1] Tyler, Ralph W., 1946/2013, Basic Principle of Curriculum and Instruction, The University of Chicago Press.!

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![2] Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt, Brace and World.!!!5. Unique Selling Points!!A. Connection to the society (Going to the society to find problems and solve them applying innovation)!!B. Hands-on learning (High Practical / Do-It-Yourself (DIY) components)!!C. Core competency (Strong fundamentals through more preparation time to students)!!Engineering solves societal problems applying science and technology. In the West, companies identify and solve societal problems. In India, there is a lack of such companies. There is a culture of do-it-yourself, innovation and entrepreneurship in the West, especially in the US, which obviates the need of strongly connecting engineering curriculum to society. India still does not have such culture.!!Accordingly, some special courses will be offered in order to:!!• Identify societal problems!• Inculcate Do-It-Yourself culture!• Encourage Innovation!• Facilitate entrepreneurship!!!6. Proposed Programs!!Four program options have been proposed: (i) B.Tech. in an engineering discipline, (ii) B.Tech. with Minor in any other discipline, (iii) B.Tech. with Specialization in the same engineering discipline, and (iv) B.Tech. with Honors. In addition, a five-year program with double majors is also in consideration.!!!7. Credit Requirements!!The credit requirements are proposed to be as follows:!(i) B.Tech. : 144 Credits!(ii) B.Tech. with Minor: 159 Credits (144 Credit BTech + 15 Credit Minor Coursework)!(iii) B.Tech. with Specialization: 159 Credits (144 Credit BTech + 15 Credit Specialization Coursework)!(iv) B.Tech. with Honors*: 169 Credits (144 Credit BTech + 15 Credit Coursework + 10 Credit Honors Project). !!

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* An honors student can opt for minor/specialization courses as part of the 15 credit coursework requirement of honors and get an honors/specialization in addition to the Honors degree.!!!8. L-T-P-S-C Designation!!Each course will have a (L-T-P-S-C) designation, where L = No. of lecture ‘hours’ (actually 50 min.) per week; T = No. of tutorial ‘hours’; P = No. of laboratory ‘hours’; S = Total preparation ‘hours’ by students including assignments and self-study; C = Total credit-terms. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2. The ’S’ component should be continuously evaluated by means of a prescribed minimum number of homework and/or minimum 4 quizzes per semester based on the homework (e.g. 2 before Mid-Sem and 2 after Mid-Sem Exam). The total weightage of the quizzes may be minimum 20%. Here ‘hours’ mean 50 minutes.!!!9. Structure of Proposed Curriculum!!

!!

(Total Credits) Basic BTech (144) BTech with Specialization (159)

BTech with Minor (159)

Maths + Science 28.0 28.0 28.0

HSS 16.5 16.5 16.5

General Engineering 21.5 21.5 21.5

Program Core + Elective

48.0 63.0 48.0

BTP (Capstone Design Project)

6.0 6.0 6.0

Internship 3.0 3.0 3.0

Open Electives 6.0 6.0 21.0

Interdisciplinary / Societal Needs and Connection

11.0 11.0 11.0

Extra-Curricular (NCC/NSS/NSO)

4.0 4.0 4.0

Total ==>> 144.0 159.0 159.0

Honors Add-On 10 10.0

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Appendix 8. Proposals of New Curriculum, Revision 2!Revised draft as on 15 December 2016!!1. Programs!!Four 4-Year UG Program Options: (i) B.Tech. in an engineering discipline, (ii) B.Tech. with Minor in any other discipline, (iii) B.Tech. with Specialization in the same engineering discipline, and (iv) B.Tech. with Honors. !!A 5-year double-major UG plan has been additionally considered, which may be started in near future.!!2. Credit Requirements!!(i) B.Tech. : 144 Credits!(ii) B.Tech. with Minor: 159 Credits (144 Credit BTech + 15 Credit Minor Coursework)!(iii) B.Tech. with Specialization: 159 Credits (144 Credit BTech + 15 Credit Specialization Coursework)!(iv) B.Tech. with Honors*: 169 Credits (144 Credit BTech + 15 Credit Coursework + 10 Credit Honors Project). !(v) B.Tech. with Double Major : 192 Credits (144 Credit BTech + 48 Credit Second Major Coursework)!!* An honors student can opt for minor/specialization courses as part of the 15 credit coursework requirement of honors and get an honors/specialization in addition to the Honors degree.!!!3. L-T-P-S-C Designation and Course Description!!(L-T-P-S-C) : Numbers in bracket next to the courses given below denote as following: L = No. of lecture ‘hours’ (actually 50 min.) per week; T = No. of tutorial ‘hours’ = L/3; P = No. of laboratory ‘hours’; S = Total preparation ‘hours’ by students including assignments and self-study; C = Total credit-terms. Here ‘hours’ mean 50 minutes. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2. The ’S’ component should be continuously evaluated by means of a prescribed minimum number of homework (preferably one every two weeks) and/or minimum 4 quizzes per semester based on the homework (e.g. 2 before Mid-Sem and 2 after Mid-Sem Exam). The total weightage of the homework / quizzes may be minimum 20%. This scheme will ascertain objective, uniform evaluation of the ’S’ component for all courses.!!Format of Tutorial (’T’)!!All lecture courses should have a tutorial component, ideally 1 for each 3 lectures. The ’T’ component, however, will not have any credits as tutorials will be oriented towards assisting

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students in self-study and problem solving. The instructor will do problem solving / recitation / discussion once in two weeks. The rest tutorial sessions will be taken by the TAs, with one TA for every 20 students at most.!!Each course will be described on a new template, which is given below. Apart from the L-T-P-S-C designation, the template has objective of the course, the skills the students are going to learn, its prerequisites, its broad syllabus, week-wise approximate lecture schedule, organization of the learning experience, evaluation etc. Overlap with any other courses is clearly indicated on the template. Also, there is preferably more than one teacher indicated on the template who can teach the course. This template for every course should be made available to the students at the beginning of the course.!

Template for the Course Description 1. Course number:!2. Course name:!3. L-T-P-S-C designation:!4. Objective of the course:!5. Skills the students are going to learn in terms of Washington Accord’s Knowledge Profile (WK1 to WK8) and Graduate Attributes* (WA1 to WA12):!• WK1:!• WK2:!• etc.!• WA1:!• WA2:!• etc.!6. Prerequisite:!7. Overlap with other courses:!8. Syllabus:!9. Planned learning experience (percentage for each components): !(a) Black board:!(b) Presentation (Powerpoint slides etc.):!(c) Drawing Board:!(d) Desktop Computer:!(e) Laboratory Equipments:!(f) etc.!10. Week-wise approximate description of lecture and practical components, along with corresponding learning experience:!(i) Week 1:!(ii) Week 2:!(iii) Week 3:!(iv) etc.!11. Tentative Evaluation Plan (Percentage weightage):!(a) Homework:!(b) Quizzes:!(c) Mid-semester exam:!(d) End-semester exam:!(e) Laboratory Report!(f) Mid-semester Viva Voce!

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(g) End-semester Viva Voce!(h) etc.!!* Washington Accord’s Knowledge Profile and Graduate Attributes are listed in this report in Appendix 1, A5, Part E. They may also be accessed online at http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf. The version referred to in this report: Washington Accord, “Graduate Attributes and Professional Competencies,” Version 3, 21 June 2013.!!4. A Representative Course Plan for Basic BTech!!(i) Three-Week Induction Program!Professional Ethics (1.5) [1-0.33-1-2.17-1.5]!History of Science & Engineering (1.5) [1.5-0.5-0-2.5-1.5]!Technology Museum Lab (1) [0-0-2-1-1]!!(Total 6.33 Contact Hours: L: 2.5; T: 0.83; P: 3)!(Total 4 Credits: L: 2.5; T: 0; P: 1.5)!!(ii) Semester 1!!• English Communication (3) [2-0.67-2-4.33-3]!• Physics for Engineers (5) [3-1-4-7-5] OR Chemistry for Engineers (4) [3-1-2-6-4]!• Engineering Mathematics I (3) [3-1-0-5-3] OR Engineering Mathematics II (3) [3-1-0-5-3]!• NCC I (1) [0-0-2-1-1] (NSS/NSO I only when NCC 1 not feasible for the student)!• Computer Programming (3) [2-0.67-2-4.33-3] OR Introduction to Electrical Eng (3)

[2-1-2-4.33-3]!• (Tinkering Lab/Hobby Engineering (1.5) [0-0-3-1.5-1.5] + Intro to Engineering Products (1)

[0-0-2-1-1]) -OR- (Engineering Drawing (1.5) [0-0-3-1.5-1.5] + Workshop Practice (2) [0-0-4-2-2])!!

(Total 28.33 Contact Hours: L: 10; T: 3.33; P: 15)!(Total 17.5 Credits: L: 10; T: 0; P: 7.5)!!(iii) Semester 2!!• Chemistry for Engineers (4) [3-1-2-6-4] OR Physics for Engineers (5) [3-1-4-7-5]!• Engineering Mathematics II (3) [3-1-0-5-3] OR Engineering Mathematics I (3) [3-1-0-5-3]!• Introduction to Electrical Eng (3) [2-0.67-2-4.33-3] OR Computer Programming (3)

[2-0.67-2-4.33-3]!• NCC/NSS/NSO II (1) [0-0-2-1-1]!• (Engineering Drawing (1.5) [0-0-3-1.5-1.5] + Workshop Practice (2) [0-0-4-2-2]) -OR-

(Tinkering Lab/Hobby Engineering (1.5) [0-0-3-1.5-1.5] + Intro to Engineering Products (1) [0-0-2-1-1])!

• Engineering Mechanics / Modern Physics (3) [3-1-0-5-3]!!(Total 27.67 Contact Hours: L: 11; T: 3.67; P: 13)!(Total 17.5 Credits: L: 11; T: 0; P: 6.5)!!(iv) Semester 3!

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!Program-Specific Science / Maths I (3) [3-1-0-5-3]!Data Structure (3) [2-0.67-2-4.33-3] OR Basic Electronics (3) [2-0.67-2-4.33-3]!Program Core 1, 2, 3 and 4 (total 12 credits)!NCC/NSS/NSO III (0.5) [0-0-2-1-0.5]!!(Total 10.67+ Contact Hours: L: 5+; T: 1.67+; P: 4+)!(Total 18.5 Credits: L: 5+; T: 0; P: 1.5+)!!(v) Semester 4!!Basic Electronics (3) [2-0.67-2-4.33-3] OR Data Structure (3) [2-0.67-2-4.33-3]!Program-Specific Science / Maths II (3) [3-1-0-5-3]!Program Core 5, 6, 7 and 8 (total 12 credits)!NCC/NSS/NSO IV (0.5) [0-0-2-1-0.5]!!(Total 10.67+ Contact Hours: L: 5+; T: 1.67+; P: 4+)!(Total 18.5 Credits: L: 5+; T: 0; P: 1.5+)!!(vi) Semester 5!!(Program-Specific Science / Maths III (2) [2-0.67-0-3.33-2] + Program-Specific Science / Maths IV (2) [2-0.67-0-3.33-2]) OR Biology for Engineers (4) [3-1-2-6-4]!Program Core 9, 10, 11 and 12 (total 12 credits)!Engineering Innovation and Society I (3) [0-0-6-3-3]!!(Total 11.33+ Contact Hours: L: 4+; T: 1.33+; P: 6+)!(Total 19 Credits: L: 4+; T: 0; P: 3+)!!(vii) Semester 6!!Biology for Engineers (4) [3-1-2-6-4] OR (Program-Specific Science / Maths III (2) [2-0.67-0-3.33-2] + Program-Specific Science / Maths IV (2) [2-0.67-0-3.33-2])!Program Core 13 or Program Elective 1 (3)!Program Core 14 or Program Elective 2 (3)!Program Elective 3 and 4 (total 6 credits)!Engineering Innovation and Society II (3) [0-0-6-3-3]!!(Total 10+ Contact Hours: L: 3+; T: 1+; P: 6+)!(Total 19 Credits: L: 3+; T: 0; P: 3+)!!(viii) Summer Vacation following Semester 6!Industrial Internship (3)!!(Total 3 Credits: L: 0; T: 0; P: 3)!!(ix) Semester 7!Economics (3) [3-1-0-5-3] OR Industrial and Organizational Psychology (3) [3-1-0-5-3]!Project Management & Entrepreneurship (3) [3-1-0-5-3] OR Personal & Corporate Finance (3) [3-1-0-5-3]!

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Open Elective I (3)!Introduction to Environmental Science & Engineering (4) [3-1-2-6-4]!BTP Capstone Project I (3) [0-0-6-3-3]!!(Total 20+ Contact Hours: L: 9+; T: 3+; P: 8+)!(Total 16 Credits: L: 9+; T: 0; P: 4+)!!(x) Semester 8!Open Elective II (3)!BTP Capstone Project II (3) [0-0-6-3-3]!Industrial and Organizational Psychology (3) [3-1-0-5-3] OR Economics (3) [3-1-0-5-3]!Personal & Corporate Finance (3) [3-1-0-5-3] OR Project Management & Entrepreneurship (3) [3-1-0-5-3]!!(Total 14+ Contact Hours: L: 6+; T: 2+; P: 6+)!(Total 12 Credits: L: 6+; T: 0; P: 3+)!!Grand Total 144 Credits: L: 55.5+; T: 0; P: 34.5+ ==> L: 38.5+%; P: 24.0+%!!!5. Brief Course Description and Important Notes!!Note that the course plans given here are representative (example) only. Course distribution may be optimized later. Actual course distribution may also vary student to student. To enforce uniformity of the course load in a program, there may be a cap on the total credits a student can enroll in a semester. !!The tutorial (’T’) component has been taken as 0 by default for all courses. On recommendation from respective departments, a non-zero ’T’ component may be added, which will not change the credit of the course (see Section 3 above).!!The self-study component ’S’ for laboratory courses may be reduced based on the concerned department’s recommendation.!!Refer to the original proposal given in Appendix I for the motivation and detailed description of the programs and courses.!!5.1. Physics for Engineers (5) [3-1-4-7-5]!!This course may cover waves, oscillations and optics. The lab may include optical instruments for measurements. !!5.2. Chemistry for Engineers (4) [3-1-2-6-4]!!The course may contain Analytical Chemistry. The lab may include chemical test, flame test, titration, Gravimetric analysis, and instrumental methods such as spectroscopy, mass spectrometry and electrochemical analysis.!!5.3. Engineering Mathematics I (3) [3-1-0-5-3]!

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!This course may be on Real Analysis (including Mathematical Series, Calculus and Vector Calculus). Graduate Aptitude Test for Engineering (GATE) has Real Analysis topics for all engineering disciplines. GATE syllabus may be accordingly referred to for content. JEE also has some topics in Calculus, which may not be required to be covered.!!5.4. NCC/NSS/NSO I / II (1) [0-0-2-1-1]!!Physically fit students will take NCC. Others may choose either NSS (National Service Scheme) or a sports (under National Sports Organization). NCC/NSS/NSO II will be a continuation of NCC/NSS/NSO I.!!5.5. History of Science & Engineering (1.5) [1.5-0.5-0-2.5-1.5]!!This will briefly cover some important events of science and engineering that led to modern engineering products. !!5.6. Technology Museum Lab (1) [0-0-2-1-1]!!This course will make students build and play with the historically important products, such as Galileo’s telescope. !!5.7. Tinkering Lab / Hobby Engineering Lab (1.5) [0-0-3-1.5-1.5]!!This course will briefly cover CAD, 3D printing, kinematic mechanisms (including Gears and Cam), micro-controllers, electric motors and controllers, RF controllers etc., which will enable students to build remotely controlled vehicles etc.!!5.8. Intro to Engineering Products (1) [0-0-2-1-1]!!This lab course will make students disassemble and assemble important engineering products such as a motorcycle, Washing Machine, Refrigerator, Mobile Phone, TV, Laptop, Tablet etc. !!5.9. Professional Ethics (1.5) [1-0.33-1-2.17-1.5]!!The students will do case studies on Professional Ethics, for example Volkswagen’s Diesel emission violations, plagiarism cases etc.!!5.10. Engineering Mathematics II (3) [3-1-0-5-3]!!Linear Algebra & Matrices may be covered in this course. This is compulsory for all Engineering disciplines in GATE.!!5.11. Computer Programming (3) [2-0.67-2-4.33-3] !!The students will learn and practice C Programming Language.!!5.12. Workshop Practice (2) [0-0-4-2-2]!!

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The students will learn welding, sheet-metal forming, machining, metal casting, fitting, CAM etc.!!5.13. Engineering Drawing (1.5) [0-0-3-1.5-1.5]!!The students will learn lettering, orthographic projections, isometric view, oblique views, sectional views, CAD etc.!!5.14. Introduction to Electrical Engineering (3) [2-0.67-2-4.33-3]!!The course will cover the basics of electrical engineering such as analysis of DC and AC circuits. This will also introduce transformers, electric generators and electric motors. !!5.15. Biology for Engineers (4) [3-1-2-6-4]!!In this course, the students will learn the basics of molecular and cell biology. The lab may involve cell culture, cell counting, light/electron microscopy, DNA/RNA extraction, PCR, gel electrophoresis, western blot etc.!!5.16. Program-Specific Science / Maths I to IV (total 10 credits)!!Individual engineering departments may recommend basic science and mathematics courses / modules that are suitable for the UG programs they offer. GATE syllabus may serve as guidelines. By default, the following courses will be prescribed, unless recommended otherwise by a department: 1. Ordinary and Partial Differential Equations [3-0-0-6-3], 2. Complex Analysis & Integral Transforms (including application to solve ODE/PDE) [3-0-0-6-3], 3. Probability & Statistics [2-0-0-4-2] and 4. Numerical Analysis / Methods [1-0-2-3-2]. These topics are part of GATE for most of engineering disciplines (such as CE, ChE, EE, ME, but not for CSE). Computer Science and Engineering department may choose Discrete Mathematics, Probability & Statistics, Abstract Algebra, Complex Analysis & Integral Transforms, Solid State Physics and Electronic Devices, Operations Research etc.!!5.17. Engineering Mechanics / Modern Physics (3) [3-1-0-5-3]!!Engineering Mechanics may be offered to Mechanical Engineering, Chemical Engineering and Civil Engineering students. Modern Physics (Special Relativity and Quantum Mechanics) may be instead offered to Electrical Engineering, and Computer Science and Engineering students. !!5.18. Data Structure (3) [2-0.67-2-4.33-3] !!This will cover linked-list, heap, stack, tree (including binary tree), graph etc. and their use in searching and sorting algorithms.!!5.19. Basic Electronics (3) [2-0.67-2-4.33-3]!!This course will introduce to various electronic devices, including diode and transistor. The student will be able to build rectifier circuits and amplifiers, and analyze basic electronic circuits containing resistors, capacitors, inductors, diodes and transistors.!!5.20. Program Core 1 to 14!

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!Core courses of the discipline may be covered in 36 credits (Program Core 1 to 12). If more credits are needed to cover the program core then additional core courses up to 6 more credits may be utilized corresponding to Program Core 13 to 14. The courses need not be 3 credits each. Two of Program Cores may be 3-credit labs, where students will design their own experiments to measure and analyze some quantity. For example, for ME students one 3-credit lab [0-0-6-3-3] may be in Design and the other may be in Thermo-fluids. Given that one of USPs is to provide more hands-on experience to the students, it is recommended that the practical components of the Program Core courses be 30% to 40%. It should be noted that the existing practical component is on average approximately 25%.!!5.21. NCC/NSS/NSO III and IV (0.5) [0-0-2-1-0.5]!!The students can opt for any one of NCC, NSS and NSO in the second year. NCC/NSS/NSO IV will be a continuation of NCC/NSS/NSO III.!!5.22. Economics (3) [3-1-0-5-3]!!The students will learn micro- and macro- economics. Indian Economy may be briefly included in the course.!!5.23. Introduction to Environmental Science & Engineering (4) [3-1-2-6-4]!!The course will introduce the students to pollution of water and air, and its effect on human health in particular and our ecosystem, in general. This course may be jointly taught by Civil Engineering, Chemistry, Chemical Engineering and Biology faculty, with a focus on solving the environmental problems.!!5.24. Engineering Innovation and Society I and II (EIS I & II) (3) [0-0-6-3-3]!!The students will go to the society (villages, hospitals, towns, etc.) to identify their problems and develop a product to solve one of the problems. Our external committee member, Prof. Milind Sohoni has the following recommendations to run these courses:!!“These are important courses and will require significant faculty and coordination time. An inspiration may be taken from similar courses run respectively as 3-credit and 6-credit electives by the Center for Technology Alternatives for Rural Areas (CTARA, http://www.ctara.iitb.ac.in/tdsl/) at IIT Bombay. Their case studies and organization of these courses will provide important information to kick-start EIS I & II at IIT Ropar. Accordingly, the following may be recommended:!!(i) Each department may pick up two-three last-mile areas for work, e.g., mechanical engineering could pick up irrigation and pumping solutions. Different students may work in different villages/talukas across different crops and depth to water-table etc. In this way, in a few years, the department will have enough expertise to actually do important research in that area. CTARA’s own work in drinking water was done exactly in this way (the case studies are detailed here http://www.cse.iitb.ac.in/~sohoni/water; http://www.ctara.iitb.ac.in/tdsc; http://www.ctara.iitb.ac.in/tdsc/uma; http://www.ctara.iitb.ac.in/rutag).!!

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(ii) As report-writing and presentation to external stake-holder is very important, the students may be asked to write good reports and present them to the local MLA, Zila Parishad member, Sarpanch, the local engineering-shopkeeper etc. That way the students will understand that they are solving real-life problems.!!(iii) each department should hire 2-3 "coordinators" to assist and guide the students in such work. this coordinator, e.g., can initiate the first meeting with a village sarpanch, or a factory owner etc.!!(iv) IIT Bombay are themselves moving to a "development engineering" course, which will substitute/complement the HSS course here and which will be preparatory to the EIS course and explain to students - (a) the household and development and how to measure it, the questions of equity, efficiency and sustainability as core values, the role of culture etc., (b) how is value created and delivered in society, i.e., the activity of agents and their knowledge, (c) the basic structure of society and environment, i.e., the state, the market and the civil society, and the role of assets and institutions, (d) census data and GIS, and analysing outcomes (e.g., villages with most/least pucca houses), (e) elements of field work, why-what-for and dos-and-donts, (f) a regional engineering system (e.g., drinking water, depending on the student’s major). Further details are available at https://www.cse.iitb.ac.in/~sohoni/TD603/H2O.pdf; https://www.cse.iitb.ac.in/~sohoni/TD603; and https://www.youtube.com/watch?v=Y5KtCEI-x8E .”!!The internal committee members have highly appreciated Prof. Sohoni’s above commendable guidelines for running these courses. As such, the above proposals are also recommended by the internal committee members.!!5.25. Industrial and Organizational Psychology (3) [3-1-0-5-3]!!Psychology applied to workforce will be covered in this course including leadership, innovation, motivation, group behavior, job satisfaction etc.!!5.26. Open Elective I and II (total 6 credits)!!The students will take two electives from any discipline.!!5.27. Personal & Corporate Finance (3) [3-1-0-5-3]!!Personal finance and corporate finance management will be covered in this course. Basic financial accountancy may be introduced.!!5.28. Project Management and Entrepreneurship (3) [3-1-0-5-3]!!The course will give an overview of business management and focus on Project Management and Entrepreneurship. Marketing and Sales Management will be briefly introduced.!!5.29. Industrial Internship (3)!!The internship will be in the summer between 6th and 7th Semester for a minimum 8 weeks.!!5.30. Program Elective 1 to 5!

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!The total 9 credits for the courses designated as ‘Program Core 13 or Program Elective 1’ , ‘Program Core 14 or Program Elective 2’, and ‘Program Core 15 or Program Elective 3’ may be partially utilized as Program Core. The remaining credits may be offered as Program Electives. In any case, at least 6 credits of program electives (Elective 4 and 5) will be offered.!!5.31. BTP Capstone Project I / II (3) [0-0-6-3-3]!!The aim will be to design and build an engineering product (often in response to a challenge proposed by professional bodies such as ASME, IEEE, etc.), which will compete with other designs (by fellow students) to earn grades. Research-type projects will not be allowed. Evaluation will be through competition only, by a panel of examiners (experts). The best project may be considered for special rewards (financial or otherwise).!!5.32. Minor I to V!!A student can take 15 credits of designated courses (Minor I to V) in one of other disciplines to earn a Minor. Each department will send a list of courses (weighing total 15 credits) that will contribute to the Minor Program. An academic Center (e.g. CBME) may also offer a Minor. The Minor courses would be typically the most basic UG-level courses of the discipline. For example, the Minor courses in Mechanical Engineering (ME) would be a subset of Program Core courses of ME.!!5.33. Honors Project I / II (5) [0-0-10-5-5]!!Honors Project (I and II) will be research / design / entrepreneurship - based project, which will be required (along with 15-credit coursework) for awarding of Honors degree. Either of these courses should require at least 15 hours of research work per week, which should be monitored by the student’s supervisor. The quality of the research output should be monitored / evaluated by a panel of examiners (experts), as is standard for assessing research quality of PhD or Masters programs.!!5.34. Program Specialization 1 to 5!!Students can take 15 credits of Program Specialization courses within their discipline. For example, Mechanical Engineering students may choose to specialize in Design, Manufacturing or Thermo-Fluids. !!5.35. Honors Related Open Elective 1 to 5!!The 15-credit coursework required for the award of Honors degree may be from various departments, if so recommended by the Honors supervisor.!!5.36. Additional Internship I to III!!Each of Additional Internship I to III will be a 2 month (8-week) long full-time internship at a reputable organization (Industry, Academia etc.) approved by Faculty Advisor, HoD and Dean (Academics). These courses will be above the requirements of Basic BTech and will not be counted towards Minor, Specialization or Honors. These courses will be open to all students. A

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continuous internship of 6 months will be equivalent to taking all the three Additional Internship I to III (thus total 9 credits). A student doing Basic BTech can finish all requirements by 7th Semester and he/she can do a six-month internship during the last (8th) semester. Minimum GPA may be prescribed for taking Additional Internship I to III.!!!6. A Representative Course Plan for BTech with Minor!!Same as that for “Basic BTech" (Section 4) with Minor I to V (total 15 credits) added and distributed over six semesters - Semester 3 to 8. Refer to Section 5 for explanation of Minor I to V.!!!7. A Representative Course Plan for BTech (Honors) with Minor!!Same as that for “BTech with Minor” (Section 6) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 5 for explanation of Honors Project I and II.!!!8. A Representative Course Plan for BTech with Specialization!!Same as that for “Basic BTech" (Section 4) with Specialization I to V (total 15 credits) added and distributed over six semesters - Semester 3 to 8. Refer to Section 5 for explanation of Specialization I to V.!!!9. A Representative Course Plan for BTech (Honors) with Specialization!!Same as that for “BTech with Specialization” (Section 8) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 5 for explanation of Program Specialization 1 to 5 and Honors Project I and II.!!!10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Specialization)!!Same as that for “BTech (Honors) with Specialization” (Section 9) with Honors Related Open Elective 1 to 5 (total 15 credits) in place of Program Specialization 1 to 5. Refer to Section 5 for explanation of Honors Related Open Elective 1 to 5.!!!

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11. A Representative Course Plan for Basic BTech with Additional Internship!!The coursework required for “Basic BTech" (Section 4) may be completed in first seven semesters. Additional Internship I to III [About 6 Months, Mid December to Mid June] may be opted during the last (eighth) semester. Refer to Section 5 for explanation of Additional Internship I to III.!!!12. Table Comparing Different Options (Programs)!!Semester ===>>

Induction Program

1 2 3 4 5 6 Summer between sem 6 and 7

7 8 Total Credits

HSS Professional Ethics (1.5)

English Communication (3)

Economics (3) + Project Management and Entrepreneurship (3)

Industrial and Organizational Psychology (3) + Personal & Corporate Finance (3)

16.5

Society and Engineering (SE)

History of Science & Engineering (1.5)

Engineering Innovation and Society I (3)

Engineering Innovation and Society II (3)

7.5

Physics Physics for Engineers (5)

5

Chemistry

Chemistry for Engineers (4)

4

Mathematics

Engineering Mathematics I (3)

Engineering Mathematics II (3)

Program-Specific Science/Maths I (3)

Program-Specific Science/Maths II (3)

Program-Specific Science/Maths III and IV (2+2)

16

General Engineering + BTP + Internship

Museum Lab (1)

Programming (3) + Tinkering Lab/Hobby Engineering (1.5) +Intro to Engineering Products (1)

Workshop(2) + Engineering Drawing (1.5) + Electrical Eng (3) + Engineering Mechanics / Modern Physics (3)

Data Structure (3)

Basic Electronics (3)

Industrial Internship (3)

BTP Capstone Project I (3) + Environmental Sc & Engg (3)

BTP Capstone Project II (3)

34

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!!

Program Core (CSE / EE / ME / CE)

Program Core 1 (3) + Program Core 2 (3) + Program Core 3 (3) + Program Core 4 (3)

Program Core 5 (3) + Program Core 6 (3) + Program Core 7 (3) + Program Core 8 (3)

+ Program Core 9 (3) + Program Core 10 (3) + Program Core 11 (3) + Program Core 12 (3)

+ Program Core 13 / Program Elective 1 (3) + Program Core 14 /Program Elective 2 (3) + Program Elective 3 (3) + Program Elective 4 (3)

48

Honors (CSE / EE / ME / CE)

Honors 1 (5)

Honors 2 (5)

10

Extra-Curricular

NCC/NSS/NSO I (1)

NCC/NSS/NSO II (1)

NCC/NSS/NSO III (0.5)

NCC/NSS/NSO IV (0.5)

3

Biology Biology for Engineers (4)

4

Minor / Specialization / Honors Related Open Elective

Minor / Specialization / Honors Related Open Elective I (3)

Minor / Specialization / Honors Related Open Elective II (3)

Minor / Specialization / Honors Related Open Elective III (3)

Minor / Specialization / Honors Related Open Elective IV and V (3+3)

15

Open Electives

Open Elective I (3)

Open Elective II (3)

6

Total credits (BTech+Minors+Honors)

4 17.5 17.5 18.5 18.5 22 22 3 23 23 169

Total credits (BTech+Minor)

4 17.5 17.5 18.5 18.5 22 22 3 18 18 159

Total credits (BTech)

4 17.5 17.5 18.5 18.5 19 19 3 15 12 144

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13. Existing vs Proposed Curriculum!!A. Overall Comparison!!

!!!

(Total Credits) Existing Curriculum (163)

Basic BTech (144)

BTech with Specialization (159)

BTech with Minor (159)

Maths + Science 28 29 29.0 29.0

HSS + SE 20 24 24.0 24.0

General Engineering

16 25 25.0 25.0

Program Core + Elective

66 48 63.0 48.0

BTP 8 6 6.0 6.0

Internship 3 3 3.0 3.0

Open Electives 22 6 6.0 21.0

Extra-Curricular 0 3 3.0 3.0

Total ==>> 163 144 159.0 159.0

Honors Add-On 12 10 10.0

Percentage Existing Curriculum (%)

Basic BTech (%) BTech with Specialization (%)

BTech with Minor (%)

Maths + Science 17.2 20.1 18.2 18.2

HSS + SE 12.3 16.6 15.1 15.1

General Engineering

9.8 17.4 15.7 15.7

Program Core + Elective

40.5 33.3 39.6 30.2

BTP 4.9 4.2 3.8 3.8

Internship 1.8 2.1 1.9 1.9

Open Electives 13.5 4.2 3.8 13.2

Extra-Curricular 0.0 2.1 1.9 1.9

Total ==>> 100.0 100.0 100.0 100.0

Honors Add-On 7.4 6.3 6.3

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B. Break-Up Comparison!!(i) Maths + Sciences (Example: Mechanical Engineering)!!

!!(ii) HSS + SE!!

Credits Total L T P

Existing Core 20.0 13.0 2.0 5.0

Electives 8.0

Total 28.0

Proposed Core 29.0 24.0 0.0 5.0

Electives 0.0 0.0 0.0 0.0

Total 29.0 24.0 0.0 5.0

Percentage Total L T P

Existing Core 12.3 8.0 1.2 3.1

Electives 4.9

Total 17.2

Proposed Core 20.1 16.7 0.0 3.5

Electives 0.0 0.0 0.0 0.0

Total 20.1 16.7 0.0 3.5

Credits Total L T P

Existing Core 3.0 2.0 1.0 0.0

Electives 17.0

Total 20.0

Proposed HSS 16.5 15.0 0.0 1.5

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!(iii) General Engineering!!

SE 7.5 1.5 0.0 6.0

Electives 0.0 0.0 0.0 0.0

Total 24.0 16.5 0.0 7.5

Percentage Total L T P

Existing Core 1.8 1.2 0.6 0.0

Electives 10.4

Total 12.3

Proposed HSS 11.5 10.4 0.0 1.0

SE 5.2 1.0 0.0 4.2

Electives 0.0 0.0 0.0 0.0

Total 16.7 11.5 0.0 5.2

Credits Total L T P

Credits Total L T P

Existing Core 16.0 10.0 0.0 6.0

Electives 0.0 0.0 0.0 0.0

Total 16.0 10.0 0.0 6.0

Proposed Core 25.0 14.0 0.0 11.0

Electives 0.0 0.0 0.0 0.0

Total 25.0 14.0 0.0 11.0

Percentage Total L T P

Existing Core 9.8 6.1 0.0 3.7

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!(iv) Program Core + Electives (Example: Mechanical Engineering)!!

!!

Electives 0.0 0.0 0.0 0.0

Total 9.8 6.1 0.0 3.7

Proposed Core 17.4 9.7 0.0 7.6

Electives 0.0 0.0 0.0 0.0

Total 17.4 9.7 0.0 7.6

Credits Total L T P

Credits Total L T P

Existing Core 47.0 30.0 5.0 12.0

Electives 19.0

Total 66.0

Proposed Core 39.0 25.4 0.0 13.7

Electives 9.0

Total 48.0

Percentage Total L T P

Existing Core 28.8 18.4 3.1 7.4

Electives 11.7 0.0 0.0 0.0

Total 40.5 0.0 0.0 0.0

Proposed Core 27.1 17.6 0.0 9.5

Electives 6.3 0.0 0.0 0.0

Total 33.3 0.0 0.0 0.0

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Appendix 9. Review of the Curriculum Proposals : Rev 2!!1. Minutes of Meeting of ACUGS on 15 Dec 2016!!Dr. Jitendra Prasad gave a presentation on the recent revisions in the new curriculum proposals. The following points were decided:!!(i) In the Course Template “Blackboard / Presentation” may be used rather than “Blackboard” and “Presentation” separately.!!(ii) An integer may be used to indicate “T” rather than a fraction. For example, L-T-P-S-C may be multiplied by 3 or 6, to make them integers, or a new scheme may be devised.!!!2. Minutes of Meeting with Director on 15 Dec 2016!!Dr. Jitendra Prasad gave a brief presentation to the Director and the Dean (Academic). The following points were decided:!!1. “BTech with Specialization” may be replaced with “BTech with Concentration”, as followed in the US.!!2. A presentation may be given to all faculty members sometime in January 2017.!!3. A full member meeting of the Curriculum Task Force Committee may be organized in January 2017.!!!3. Minutes of Meeting of the Chairman (Curriculum Task Force Committee) with Director and HSS HOD (Dr. Somdev Kar) on 19 Dec 2016!!The following points were decided:!!1. Only the following HSS courses will be made core (compulsory) :!(a) History of Science & Engineering,!(b) English Communication,!(c) Economics, and!(d) Industrial Management.!!

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2. Rest of the credits allocated to HSS may be made electives. Thus the following courses which were previously proposed as core, will now be electives:!(i) Project Management & Entrepreneurship!(ii) Industrial & Organization Psychology,!(iiii) Personal & Corporate Finance.!!!4. Minutes of Meeting of Senate on 20 Dec 2016!!Dr. Jitendra Prasad gave a presentation on the salient features of the new curriculum being developed. After discussions, the Senate desired:!!a. To survey the UG year students to find how many of them would have been interested in double major, if it were offered.!!b. To discuss if MOOCs could be part of the curriculum.!!c. Relook at the credits assigned for Humanities courses (as two members, namely Dr. Somdev Kar and Dr. Yashveer Singh), felt that actual HSS courses (excluding ES courses) were only 11.5%).!!d. Look at the Induction Program of other IITs (such as IIT Gandhinagar), and invite Prof. Rajeev Sangal, IIT BHU for a presentation and interaction to evolve a suitable plan.!!e. Revisit the proposals in the light of the discussions as above, and present to the ACUGS. The new curriculum proposals should come fully approved from ACUGS to the next meeting of the Senate (which may be called especially for approving the new curriculum). The Director desired to have 3-4 ACUGS meetings in January 2017 focussing on Curriculum only, where he would like to be also present.!!!5. Feedback from Prof. Samir Saha!!1. Any Engineering Course is designed to make “engineers” who must acquire the 12 Graduate Attributes as per Washington Accord of which India is a signatory now. For this, there has to be a % Weightage of Humanities, Engineering Science, Basic Science, Core professional, Project & Electives Including Free electives. This has to be carefully chosen and shown in the report together with the credit. !!2. The credit is a measure of time and intensity of the course. So, credits may be increased, if necessary. !!3. For each course the course objective and outcome to be defined. (can be done at Deptt. ……) The Course outcome should be related to the Graduate Attributes as far as practicable. !!4. The Capstone Project should have a major component on hardware in all disciplines excepting may be Computer Science/IT. So, the credit for the needs to be increased. !!

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5. For L-T-P-S-C nomenclature, there must be a clear template and guideline for “S” Component. Teachers should document it properly. Tutorials to be conducted by Teachers. !!6. It will work well if Teachers have a course file and lesson plan. !!7. At UG level, the Research Component for “Honors” to be clearly defined. !!Overall, the course design has given due weightage to National requirements, interdisciplinary, projects, and also the USP.!!So, with minor modifications now, the report is acceptable, as per my opinion. !!!6. Minutes of Meeting of the Special ACUGS Meeting Held on 13 January 2017!!Apart from a special ACUGS meeting on 9 January 2017, another special ACUGS meeting was called on Friday 13 January 2017 at 11:30 AM. In addition to the usual ACUGS members, this meeting was attended by the Director, HODs and internal members of the Curriculum Task Force Committee. !!Prof Sarit K Das presided over this meeting on 13th January.!!Dr Jitendra Prasad, Convenor of the Curriculum Committee gave further inputs.!!Dr Prasad informed that the curriculum committee worked out the suggestions of the Senate and recent special ACUGS meetings and presented the salient features of revised new curriculum for B Tech programme to be started from the Academic Year 2017-18.!!The Committee noted that the suggestions of the Senate and ACUGS were taken into consideration by the curriculum Committee and agreed with the proposal. However before being considered by the ACUGS and Senate further, the following suggestions were made:!!(a) Engineering Mathematics I may run in 1st semester and Engineering Mathematics II in 2nd semester.!!(b) In the first and second semesters, it is preferable to have common courses across the departments.!!(c) When required, a core course (pre-specified by the major department) may be accommodated in 2nd semester in place of Engineering Mechanics / Modern Physics.!!(d) Courses which are common to all students need to be framed as soon as possible by the concerned departments.!!(e) There should be no more than five lecture courses in a semester apart from the laboratory courses. This limit is to be mentioned and taken care of.!!

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(f) It is proposed to have one HSS course each in the second and third years. Accordingly, Economics may be moved to 3rd/4th Semester. Industrial Management may be moved to 5th/6th Semester.!!(g) To accommodate HSS courses in second and third years, Program Electives may be moved to the fourth year.!!(h) “Local Human Geography & Societal Needs” (originally Engineering Innovation & Society I) will be run by the HSS department. Sociology faculty may be hired to coordinate this course. !!(i) “Local Human Geography & Societal Needs” course may be run in both the semesters (July and January) to use the resources efficiently. !!(j) A 2-credit Comprehensive Viva may be accommodated in 7th Semester, which may be conducted by the mid-semester exam of 7th semester. The viva may cover the program core courses covered till 6th semester.!!(k) It was seriously felt that the student be allowed to choose at least two science-maths elective courses which will provide some choice for the student. !!(l) Two of the previously proposed Program-Specific Science-Maths may be kept as core, and the rest two may be converted into Science-Maths Electives.!!It was suggested that the curriculum committee should look into the above suggestions and incorporate appropriately.!!The Director informed that the following schedule be followed before placing this proposal in the next Special Senate meeting.!!(a) The curriculum Committee should prepare the revised proposal keeping all the above points and can share the proposal with the departments and the experts (Deadline: 20 January 2017)!!(b) The departments offering B Tech programme to send their specific requirement of courses to science departments/humanities for preparing the course contents with regard to science/maths/humanities disciplines. (Deadline: 23 January 2017)!!(c) The Science/Maths/Humanities departments to finalize the courses and share the information with the departments. (Deadline: 27 January 2017)!!(d) A workshop to be organized in the first week of February 2017 where each of the departments will be represented by two faculty members !!(e) The final proposal after taking the inputs from the workshop to be presented in the ACUGS by 20 Feb 2017!!(f) Special meeting of the Senate on or before 28 February 2017.!!The Director further informed that the course structure and the courses for at least two semesters after finalization should be displayed for the prospective candidates in JEE. This has

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to be presented to the Senate along with the final proposal. With regard to remaining courses the departments to send information to ACUGS and can be placed in the meeting of the Senate to be held in the month of May 2017.!!!

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Appendix 10. Proposals of New Curriculum, Revision 3!!Revised draft as on 14 January 2017!!1. Programs!!Four 4-Year UG Program Options: (i) B.Tech. in an engineering discipline, (ii) B.Tech. with Minor in any other discipline, (iii) B.Tech. with Concentration in the same engineering discipline, and (iv) B.Tech. with Honors. !!A 5-year double-major UG plan has been additionally considered, which may be started in near future.!!2. Credit Requirements!!(i) B.Tech. : 144 Credits!(ii) B.Tech. with Minor: 159 Credits (144 Credit BTech + 15 Credit Minor Coursework)!(iii) B.Tech. with Concentration: 159 Credits (144 Credit BTech + 15 Credit Concentration Coursework)!(iv) B.Tech. with Honors*: 169 Credits (144 Credit BTech + 15 Credit Coursework + 10 Credit Honors Project). !(v) B.Tech. with Double Major : 192 Credits (144 Credit BTech + 48 Credit Second Major Coursework)!!* An honors student can opt for minor/concentration courses as part of the 15 credit coursework requirement of honors and get an honors/concentration in addition to the Honors degree.!!!3. L-T-P-S-C Designation and Course Description!!(L-T-P-S-C) : Numbers in bracket next to the courses given below denote as following: L = No. of lecture ‘hours’ (actually 50 min.) per week; T = No. of tutorial ‘hours’ = L/3; P = No. of laboratory ‘hours’; S = Total preparation ‘hours’ by students including assignments and self-study; C = Total credit-terms. Here ‘hours’ mean 50 minutes. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2. The ’S’ component should be continuously evaluated by means of a prescribed minimum number of homework (preferably one every two weeks) and/or minimum 4 quizzes per semester based on the homework (e.g. 2 before Mid-Sem and 2 after Mid-Sem Exam). The total weightage of the homework / quizzes may be minimum 20%. This scheme will ascertain objective, uniform evaluation of the ’S’ component for all courses.!!Format of Tutorial (’T’)!!

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All lecture courses should have a tutorial component, ideally 1 for each 3 lectures. The ’T’ component, however, will not have any credits as tutorials will be oriented towards assisting students in self-study and problem solving. The instructor will do problem solving / recitation / discussion once in two weeks. The rest tutorial sessions will be taken by the TAs, with one TA for every 20 students at most.!!Each course will be described on a new template, which is given below. Apart from the L-T-P-S-C designation, the template has objective of the course, the skills the students are going to learn, its prerequisites, its broad syllabus, week-wise approximate lecture schedule, organization of the learning experience, evaluation etc. Overlap with any other courses is clearly indicated on the template. Also, there is preferably more than one teacher indicated on the template who can teach the course. This template for every course should be made available to the students at the beginning of the course.!

Template for the Course Description 1. Course number:!2. Course name:!3. L-T-P-S-C designation:!4. Objective of the course:!5. Skills the students are going to learn in terms of Washington Accord’s Knowledge Profile (WK1 to WK8) and Graduate Attributes* (WA1 to WA12):!• WK1:!• WK2:!• etc.!• WA1:!• WA2:!• etc.!6. Prerequisite:!7. Overlap with other courses:!8. Syllabus:!9. Planned learning experience (percentage for each components): !(a) Black board!(b) Presentation (Powerpoint slides etc.):!(b) Drawing Board:!(c) Desktop Computer:!(d) Laboratory Equipments:!(e) etc.!10. Week-wise approximate description of lecture and practical components, along with corresponding learning experience:!(i) Week 1: Historical Background!(ii) Week 2:!(iii) Week 3:!(iv) etc.!(v) Week 14: State of the Art and its Future!11. Tentative Evaluation Plan (Percentage weightage range):!(a) Homework:!(b) Quizzes:!(c) Mid-semester exam:!

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(d) End-semester exam:!(e) Laboratory Report!(f) Mid-semester Viva Voce!(g) End-semester Viva Voce!(h) etc.!!* Washington Accord’s Knowledge Profile and Graduate Attributes are listed in this report in Appendix 1, A5, Part E. They may also be accessed online at http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf. The version referred to in this report: Washington Accord, “Graduate Attributes and Professional Competencies,” Version 3, 21 June 2013.!!4. A Representative Course Plan for Basic BTech!!(i) Three-Week Induction Program!Professional Ethics (1.5) [1-1/3-1-13/6-1.5]!History of Technology (1.5) [3/2-1/2-0-5/2-1.5]!Technology Museum Lab (1) [0-0-2-1-1]!!(Total 6.33 Contact Hours: L: 2.5; T: 0.83; P: 3)!(Total 4 Credits: L: 2.5; T: 0; P: 1.5)!!(ii) Semester 1!!• Professional English Communication (3) [2-2/3-2-13/3-3] (OR Remedial English (3)

[2-2/3-2-13/3-3] instead, for students weak in English)!• Physics for Engineers (5) [3-1-4-7-5] OR Chemistry for Engineers (4) [3-1-2-6-4]!• Engineering Mathematics I (3) [3-1-0-5-3] !• NCC I (1) [0-0-2-1-1] (NSS/NSO I only when NCC 1 not feasible for the student)!• Computer Programming (3) [2-2/3-2-13/3-3] OR Introduction to Electrical Eng (3)

[2-2/3-2-13/3-3]!• (Tinkering Lab/Hobby Engineering (1.5) [0-0-3-3/2-1.5] + Intro to Engineering Products (1)

[0-0-2-1-1]) -OR- (Engineering Drawing (1.5) [0-0-3-3/2-1.5] + Workshop Practice (2) [0-0-4-2-2])!!

(Total 28.33 Contact Hours: L: 10; T: 3.33; P: 15)!(Total 17.5 Credits: L: 10; T: 0; P: 7.5)!!(iii) Semester 2!!• Chemistry for Engineers (4) [3-1-2-6-4] OR Physics for Engineers (5) [3-1-4-7-5]!• Engineering Mathematics II (3) [3-1-0-5-3]!• Introduction to Electrical Eng (3) [2-2/3-2-13/3-3] OR Computer Programming (3)

[2-2/3-2-13/3-3]!• NCC/NSS/NSO II (1) [0-0-2-1-1]!• (Engineering Drawing (1.5) [0-0-3-3/2-1.5] + Workshop Practice (2) [0-0-4-2-2]) -OR-

(Tinkering Lab/Hobby Engineering (1.5) [0-0-3-3/2-1.5] + Intro to Engineering Products (1) [0-0-2-1-1])!

• Program Core 1 (3) (e.g. Engineering Mechanics, Intro to Chemical Engineering etc.) OR Program-Specific Science-Maths I (3) [3-1-0-5-3] (e.g. Modern Physics)!

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!(Total 23.67+ Contact Hours: L: 8+; T: 2.67; P: 13)!(Total 17.5 Credits: L: 8+; T: 0; P: 6.5)!!(iv) Semester 3!!Program-Specific Science-Maths I (3) [3-1-0-5-3] OR Program Core 1 (3)!Data Structure (3) [2-2/3-2-13/3-3] OR Basic Electronics (3) [2-2/3-2-13/3-3]!Program Core 2, 3 and 4 (total 9 credits)!Economics (3) [3-1-0-5-3] OR Program-Specific Science-Maths II (3) [3-1-0-5-3]!NCC/NSS/NSO III (0) [0-0-2-1-0]!!(Total 14.67+ Contact Hours: L: 8+; T: 2.67+; P: 4+)!(Total 18 Credits: L: 8+; T: 0; P: 1+)!!(v) Semester 4!!Basic Electronics (3) [2-2/3-2-13/3-3] OR Data Structure (3) [2-2/3-2-13/3-3]!Program-Specific Science-Maths II (3) [3-1-0-5-3] OR Economics (3) [3-1-0-5-3]!Local Human Geography and Societal Needs (3) [1-1/3-4-11/3-3] OR Biology for Engineers (4) [3-1-2-6-4]!Program Core 5, 6, and 7 (total 9 credits)!NCC/NSS/NSO IV (0) [0-0-2-1-0]!!(Total 16.67+ Contact Hours: L: 6+; T: 2.67+; P: 8+)!(Total 18 Credits: L: 6+; T: 0; P: 3+)!!(vi) Semester 5!!Program Core 8, 9, 10 and 11 (total 12 credits)!Biology for Engineers (4) [3-1-2-6-4] OR Local Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!Science-Maths Elective I (3) [3-1-0-5-3] OR Science-Maths Elective II (3) [3-1-0-5-3]!!(Total 10+ Contact Hours: L: 6+; T: 2+; P: 2+)!(Total 19 Credits: L: 6+; T: 0; P: 1+)!!(vii) Semester 6!!Program Core 12 (3)!Program Core 13 or Program Elective 1 (3)!Program Core 14 or Program Elective 2 (3)!Development Engineering Project (3) [0-0-6-3-3]!Industrial Management (3) [3-1-0-5-3]!Science-Maths Elective II (3) [3-1-0-5-3] OR Science-Maths Elective I (3) [3-1-0-5-3]!!(Total 15.33+ Contact Hours: L: 7+; T: 2.33+; P: 6+)!(Total 18 Credits: L: 7+; T: 0; P: 3+)!!

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(viii) Summer Vacation following Semester 6!Industrial Internship (3)!!(Total 3 Credits: L: 0; T: 0; P: 3)!!(ix) Semester 7!!Comprehensive Viva (2)!HSS Elective I (3) [3-1-0-5-3] OR HSS Elective II (3) [3-1-0-5-3]!Open Elective I (3)!Introduction to Environmental Science & Engineering (3) [3-1-0-5-3]!BTP Capstone Project I (3) [0-0-6-3-3]!Program Elective 3 (3) OR Program Elective 4 (3)!!(Total 14+ Contact Hours: L: 6+; T: 2+; P: 6+)!(Total 17 Credits: L: 6+; T: 0; P: 3+)!!(x) Semester 8!!Open Elective II (3)!BTP Capstone Project II (3) [0-0-6-3-3]!HSS Elective II (3) [3-1-0-5-3] OR HSS Elective I (3) [3-1-0-5-3]!Program Elective 4 (3) OR Program Elective 3 (3)!!(Total 10+ Contact Hours: L: 3+; T: 1+; P: 6+)!(Total 12 Credits: L: 3+; T: 0; P: 3+)!!Grand Total 144 Credits: L: 56.5+; T: 0; P: 32.5+ ==> L: 39.2+%; P: 22.7+%!(Relative: L: 63.5%; P: 36.5%)!!5. Brief Course Description and Important Notes!!Note that the course plans given here are representative (example) only. Course distribution may be optimized later. Actual course distribution may also vary student to student. To enforce uniformity of the course load in a program, there may be a cap on the total credits a student can enroll in a semester. !!The tutorial (’T’) component has been taken as 0 by default for all courses. On recommendation from respective departments, a non-zero ’T’ component may be added, which will not change the credit of the course (see Section 3 above).!!The self-study component ’S’ for laboratory courses may be reduced based on the concerned department’s recommendation.!!Refer to the original proposal given in Appendix I for the motivation and detailed description of the programs and courses.!!5.1. Physics for Engineers (5) [3-1-4-7-5]!!

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This course may cover waves, oscillations and optics. A 2-hour lab every week may include optical instruments for measurements. Two hours of additional lab work per week should be utilized specifically for designing and building instruments for measurements of physical quantities.!!5.2. Chemistry for Engineers (4) [3-1-2-6-4]!!The course may contain Analytical Chemistry. The lab may include chemical test, flame test, titration, Gravimetric analysis, and instrumental methods such as spectroscopy, mass spectrometry and electrochemical analysis.!!5.3. Engineering Mathematics I (3) [3-1-0-5-3]!!This course may be on Real Analysis (including Mathematical Series, Calculus and Vector Calculus). Graduate Aptitude Test for Engineering (GATE) has Real Analysis topics for all engineering disciplines. GATE syllabus may be accordingly referred to for content as an option. JEE also has some topics in Calculus, which may not be required to be covered.!!5.4. NCC/NSS/NSO I / II (1) [0-0-2-1-1]!!Physically fit students will take NCC. Others may choose either NSS (National Service Scheme) or a sports (under National Sports Organization). NCC/NSS/NSO II will be a continuation of NCC/NSS/NSO I.!!5.5. History of Technology (1.5) [3/2-1/2-0-5/2-1.5]!!This will briefly cover some important events of science, technology and engineering that led to modern engineering products and engineering education. !!Ref: https://en.wikipedia.org/wiki/History_of_technology , and http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1217&HistoryID=ab11&gtrack=pthc .!!5.6. Technology Museum Lab (1) [0-0-2-1-1]!!This course will make students build and play with the historically important products, such as Galileo’s telescope. Mechanical Engineering Department may coordinate this course.!!5.7. Tinkering Lab / Hobby Engineering Lab (1.5) [0-0-3-3/2-1.5]!!This course will briefly cover CAD, 3D printing, kinematic mechanisms (including Gears and Cam), micro-controllers, electric motors and controllers, RF controllers etc., which will enable students to build remotely controlled vehicles etc.!!5.8. Intro to Engineering Products (1) [0-0-2-1-1]!!This lab course will make students disassemble and assemble important engineering products such as a motorcycle, Washing Machine, Refrigerator, Mobile Phone, TV, Laptop, Tablet etc. Mechanical Engineering Department may coordinate this course.!!

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5.9. Professional Ethics (1.5) [1-1/3-1-13/6-1.5]!!The students will do case studies on Professional Ethics, for example Volkswagen’s Diesel emission violations, plagiarism cases etc.!!5.10. Engineering Mathematics II (3) [3-1-0-5-3]!!Linear Algebra & Matrices may be covered in this course. This is compulsory for all Engineering disciplines in GATE.!!5.11. Computer Programming (3) [2-2/3-2-13/3-3] !!The students will learn and practice C Programming Language.!!5.12. Workshop Practice (2) [0-0-4-2-2]!!The students will learn welding, sheet-metal forming, machining, metal casting, fitting, CAM etc.!!5.13. Engineering Drawing (1.5) [0-0-3-3/2-1.5]!!The students will learn lettering, orthographic projections, isometric view, oblique views, sectional views, CAD etc.!!5.14. Introduction to Electrical Engineering (3) [2-2/3-2-13/3-3]!!The course will cover the basics of electrical engineering such as analysis of DC and AC circuits. This will also introduce transformers, electric generators and electric motors. !!5.15. Biology for Engineers (4) [3-1-2-6-4]!!In this course, the students will learn the basics of molecular and cell biology. The lab may involve cell culture, cell counting, light/electron microscopy, DNA/RNA extraction, PCR, gel electrophoresis, western blot etc.!!5.16. Program-Specific Science-Maths I and II (total 6 credits)!!Individual engineering departments may recommend basic science and mathematics courses / modules that are suitable for the UG programs they offer. GATE syllabus may serve as guidelines, but it is optional to match the GATE syllabus. Examples of courses to be recommended by the engineering departments could be the following: Ordinary and Partial Differential Equations [3-0-0-6-3], Complex Analysis & Integral Transforms (including application to solve ODE/PDE) [3-0-0-6-3], Probability & Statistics [2-0-0-4-2], Numerical Analysis / Methods [1-0-2-3-2] etc. These topics are part of GATE for most of engineering disciplines (such as CE, ChE, EE, ME, but not for CSE). Computer Science and Engineering department may choose Discrete Mathematics, Probability & Statistics, Abstract Algebra, Complex Analysis & Integral Transforms, Solid State Physics and Electronic Devices, Operations Research etc. Chemical Engineering department may opt chemistry courses. !!5.17. Science-Maths Electives I and II (total 6 credits)!

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!A total of 6 credits may be taken as Science-Maths Electives. They may choose courses on Physics, Chemistry, Mathematics and Biology under this.!!5.18. Data Structure (3) [2-2/3-2-13/3-3] !!This will cover linked-list, heap, stack, tree (including binary tree), graph etc. and their use in searching and sorting algorithms.!!5.19. Basic Electronics (3) [2-2/3-2-13/3-3]!!This course will introduce to various electronic devices, including diode and transistor. The student will be able to build rectifier circuits and amplifiers, and analyze basic electronic circuits containing resistors, capacitors, inductors, diodes and transistors.!!5.20. Program Core 1 to 14!!Core courses of the discipline may be covered in 36 credits (Program Core 1 to 12). If more credits are needed to cover the program core then additional core courses up to 6 more credits may be utilized corresponding to Program Core 13 to 14. The courses need not be 3 credits each. Two of Program Cores may be 3-credit labs, where students will design their own experiments to measure and analyze some quantity. For example, for ME students one 3-credit lab [0-0-6-3-3] may be in Design and the other may be in Thermo-fluids. Given that one of USPs is to provide more hands-on experience to the students, it is recommended that the practical components of the Program Core courses be 40% to 50%. It should be noted that the existing practical component in core subjects is ranging between 37-48% of lecture components.!!5.21. NCC/NSS/NSO III and IV (0) [0-0-2-1-0]!!The students can opt for any one of NCC, NSS and NSO in the second year. NCC/NSS/NSO IV will be a continuation of NCC/NSS/NSO III.!!5.22. Economics (3) [3-1-0-5-3]!!The students will learn micro- and macro- economics. Indian Economy may be briefly included in the course.!!5.23. Introduction to Environmental Science & Engineering (3) [3-1-0-5-0]!!The course will introduce the students to pollution of water and air, and its effect on human health in particular and our ecosystem, in general. This course may be jointly taught by Civil Engineering, Chemistry, Chemical Engineering and Biology faculty, with a focus on solving the environmental problems.!!5.24. Engineering Innovation and Society I and II (EIS I & II) (3 each)!!The students will go to the society (villages, hospitals, towns, etc.) to identify their problems and develop a product to solve one of the problems. Our external committee member, Prof. Milind Sohoni has the following recommendations to run these courses:!

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!“These are important courses and will require significant faculty and coordination time. An inspiration may be taken from similar courses run respectively as 3-credit and 6-credit electives by the Center for Technology Alternatives for Rural Areas (CTARA, http://www.ctara.iitb.ac.in/tdsl/) at IIT Bombay. Their case studies and organization of these courses will provide important information to kick-start EIS I & II at IIT Ropar. Accordingly, the following may be recommended:!!(i) Each department may pick up two-three last-mile areas for work, e.g., mechanical engineering could pick up irrigation and pumping solutions. Different students may work in different villages/talukas across different crops and depth to water-table etc. In this way, in a few years, the department will have enough expertise to actually do important research in that area. CTARA’s own work in drinking water was done exactly in this way (the case studies are detailed here http://www.cse.iitb.ac.in/~sohoni/water; http://www.ctara.iitb.ac.in/tdsc; http://www.ctara.iitb.ac.in/tdsc/uma; http://www.ctara.iitb.ac.in/rutag).!!(ii) As report-writing and presentation to external stake-holder is very important, the students may be asked to write good reports and present them to the local MLA, Zila Parishad member, Sarpanch, the local engineering-shopkeeper etc. That way the students will understand that they are solving real-life problems.!!(iii) each department should hire 2-3 "coordinators" to assist and guide the students in such work. this coordinator, e.g., can initiate the first meeting with a village sarpanch, or a factory owner etc.!!(iv) IIT Bombay are themselves moving to a "development engineering" course, which will substitute/complement the HSS course here and which will be preparatory to the EIS course and explain to students - (a) the household and development and how to measure it, the questions of equity, efficiency and sustainability as core values, the role of culture etc., (b) how is value created and delivered in society, i.e., the activity of agents and their knowledge, (c) the basic structure of society and environment, i.e., the state, the market and the civil society, and the role of assets and institutions, (d) census data and GIS, and analysing outcomes (e.g., villages with most/least pucca houses), (e) elements of field work, why-what-for and dos-and-donts, (f) a regional engineering system (e.g., drinking water, depending on the student’s major). Further details are available at https://www.cse.iitb.ac.in/~sohoni/TD603/H2O.pdf; https://www.cse.iitb.ac.in/~sohoni/TD603; and https://www.youtube.com/watch?v=Y5KtCEI-x8E .”!!The internal committee members have highly appreciated Prof. Sohoni’s above commendable guidelines for running these courses. As such, the above proposals are also recommended by the internal committee members.!!Prof. Sohoni further shared the content of the “Development Engineering” course being developed by him which will run as a precursor of the EIS courses. The course description is as follows (directly taken from the document Prof. Sohoni shared):!!“Objectives. The objective of the course is to prepare an engineering student for professional work in the development sectors, in other words, to analyse and design for the delivery of basic services within a given community. Such systems must be designed to match the given socio-economic and cultural realities, and must be operable by the community. Moreover, these must be designed keeping in mind the role of the state, market and civil society.!

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!Lecture Plan.!!Module 1. The Household and its development!!Lecture 1. The household as the basic unit. The needs of the household. Cultural, biological needs. The notion of development. Environmental needs and the development engineering sectors.!!Lecture 2. Development Indices. HDI and OECD indices. The data needed to compute these. Core values of equity, efficieny and sustainability.!!Lecture 3. Introduction to the village-level census data. Engineering content in various amenities indices.!!Census Data 1. Manipulating census data. Identifying best-case and worst-case villages. Comparison plots and correlation plots.!!Lecture 4. Agents and Value. How is value created in a household. The peasant and the artisan. Resources and amenities. The employee. The teacher. Various modes of payments. Seasons and history of accounting. Knowledge of agents.!!Module 2. The Society and its Organization!!Lecture 1. The basic divisions - State, Market and Civil Society. The environment. Assets and institutions.!!Lecture 2. The structure of the State. The center and the state. The District Collector and the district planning committee. The district and sub-district hierarchy. Various departments. The heirarchy of elected representatives.!!Lecture 3. The Market. The notion of money. Loans and repayments and the role of capital. Money transaction vs. seasonal transactions and others based on trust. The anonymity and instanteity of money. Weekly markets, APMC. The supply chain and costs.!!Lecture 4. The Civil society. Trust, kin-ship and culture. Other attributes of civil interactions. Reputations and role-models. Various institutions such as the religious institution, the NGO, the school, the university, the panchayat.!!Lecture 5. Tying it all up. Agents and Value revisited. The competition between various divisions, e.g., between the state and the market, and others.!!Module 3. A Sectoral Engineering System.!!Lecture 1. Mappping a regional engineering system, e.g, regional Irrigation system, its stakeholders and the basic transactions. The Environmental variables and the state/market/civil society agents.!!

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Lecture 2. Key scientific variables and processes. What is the planning framework. What are the supply parameters, the demand parameters. How does the environment play a role? What are key infrastructure. Allocation regimes.!!Field Visit. To a sectoral system. Meeting with an NGO, a state officer and an elected representative.!!Lecture 3 Key government programs in the sector. Reading the GR. Developing a methodology for assessment. An example of a design document. How does it meet community demands. Key Data-sets.!!Module 4. GIS (Geographic Information System)!!GIS 1. Loading QGIS and a district data-set. Using a given data-set. Writing queries and manipulating appearances.!!GIS 2. Types of objects and manipulating objects. Linking Census data to GIS. Basic analysis and representation.!!GIS 3. Introduction to a case-study. Basics of spatial planning queries such as computing net supply and net demand.!!Module 5. The Village via a CTARA Village Report!!Lecture 1. Reading the CTARA Village Report. The sectors and its indices. The methodlogy. The reporting.!!Lecture 2. The basics of PRA-1. The Demand Side. Household-surveys. Focus group discussions. The issue ranking.!!Lecture 3. The basics of PRA-2. The supply side. Resource map. Institutions. Time-line.!!Lecture 4. The basics of PRA-3. The allocations. Questions of equity, efficiency and sustainability.!!Invited Lecture. What should an engineer know about Caste, Class and Gender.!!Lecture 5. Preparing for the village meeting. Census data. Key contacts. What to look for.!!Field Visit 1. 2 days and 2 nights at the village. Village meeting, household meeting. Resources.!!Module 6. The Capstone Project via a Case -Study!!Lecture 1. Framing the project. Understanding the demand. What needs to be achieved. Studying the options available. Measurement of social and economic parameters as inputs.!!Lecture 2. The activities and the analysis. The reporting. Picking your case-study. Finally. What has been achieved.!!

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Resources.!1. This course is based on the TD603 Water course taught at CTARA and also the TD609 and TD604 courses. See http://www.cse.iitb.ac.in/~sohoni/TD603”!!A HSS course ([1-1/3-4-11/3-3]) on human geography of the Rupnagar region may be accordingly offered to introduce the students to the society in neighborhood of IIT Ropar, as the first part of Engineering Innovation and Society. The course should cover Cultural, Development, Economic, Health, Historical, Political, Population, Rural, Urban, Transportation, and Tourism Geographies (Ref: https://en.wikipedia.org/wiki/Human_geography). The practical components are for field trips and meeting with authorities such as District / Block / Municipal / Village/ Health administrations and NGOs to understand problems the society is facing as a whole. There will be a project at the end of the course where students identify a problem that can be later solved using engineering principles, particularly with his discipline of study, which may be presented to local administration/NGOs and may be evaluated based on the impact on society. The course may be named as “Local Human Geography and Societal Needs”. This course should incorporate the IIT Bombay’s “Development Engineering” course-outline given above, as closely as possible.!!The second part of Engineering Innovation & Society may be offered as “Development Engineering Project [0-0-6-3-3]”, where the student will actually apply engineering principles to solve a societal problem identified in the first part of EIS. Any topics of the IIT Bombay’s “Development Engineering” course-plan described above not covered in IIT Ropar’s “Local Human Geography and Societal Needs” course, may be covered as self-study in the beginning of “Development Engineering Project” and may be evaluated as a part of student’s presentation on the project proposal.!!!5.25. Industrial and Organizational Psychology (3) [3-1-0-5-3]!!Psychology applied to workforce will be covered in this course including leadership, innovation, motivation, group behavior, job satisfaction etc.!!5.26. Open Elective I and II (total 6 credits)!!The students will take two electives from any discipline.!!5.27. Personal & Corporate Finance (3) [3-1-0-5-3]!!Personal finance and corporate finance management will be covered in this course. Basic financial accountancy may be introduced.!!5.28. Entrepreneurship (3) [3-1-0-5-3]!!The course will give an overview of business management and focus on Entrepreneurship.!!5.29. Industrial Internship (3)!!The internship will be in the summer between 6th and 7th Semester for a minimum 8 weeks.!!

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5.30. Program Elective 1 to 5!!The total 9 credits for the courses designated as ‘Program Core 13 or Program Elective 1’ , ‘Program Core 14 or Program Elective 2’, and ‘Program Core 15 or Program Elective 3’ may be partially utilized as Program Core. The remaining credits may be offered as Program Electives. In any case, at least 6 credits of program electives (Elective 4 and 5) will be offered.!!5.31. BTP Capstone Project I / II (3) [0-0-6-3-3]!!The aim will be to design and build an engineering product (often in response to a challenge proposed by professional bodies such as ASME, IEEE, etc.), which will compete with other designs (by fellow students) to earn grades. Research-type projects will not be allowed. Evaluation will be through competition only, by a panel of examiners (experts). The best project may be considered for special rewards (financial or otherwise).!!5.32. Minor I to V!!A student can take 15 credits of designated courses (Minor I to V) in one of other disciplines to earn a Minor. Each department will send a list of courses (weighing total 15 credits) that will contribute to the Minor Program. An academic Center (e.g. CBME) may also offer a Minor. The Minor courses would be typically the most basic UG-level courses of the discipline. For example, the Minor courses in Mechanical Engineering (ME) would be a subset of Program Core courses of ME.!!5.33. Honors Project I / II (5) [0-0-10-5-5]!!Honors Project (I and II) will be research / design / entrepreneurship - based project, which will be required (along with 15-credit coursework) for awarding of Honors degree. Either of these courses should require at least 15 hours of research work per week, which should be monitored by the student’s supervisor. The quality of the research output should be monitored / evaluated by a panel of examiners (experts), as is standard for assessing research quality of PhD or Masters programs.!!5.34. Program Concentration 1 to 5!!Students can take 15 credits of Program Concentration courses within their discipline. For example, Mechanical Engineering students may choose to specialize in Design, Manufacturing or Thermo-Fluids. !!5.35. Honors Related Open Elective 1 to 5!!The 15-credit coursework required for the award of Honors degree may be from various departments, if so recommended by the Honors supervisor.!!5.36. Additional Internship I to III!!Each of Additional Internship I to III will be a 2 month (8-week) long full-time internship at a reputable organization (Industry, Academia etc.) approved by Faculty Advisor, HoD and Dean (Academics). These courses will be above the requirements of Basic BTech and will not be

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counted towards Minor, Concentration or Honors. These courses will be open to all students. A continuous internship of 6 months will be equivalent to taking all the three Additional Internship I to III (thus total 9 credits). A student doing Basic BTech can finish all requirements by 7th Semester and he/she can do a six-month internship during the last (8th) semester. Minimum GPA may be prescribed for taking Additional Internship I to III.!!5.36. Local Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!!Same as Engineering Innovation & Society I (Section 5.24 for description).!!5.37. Development Engineering Project (3) [0-0-6-3-3]!!Same as Engineering Innovation & Society II (Section 5.24 for description). As per University of California Berkeley website (http://deveng.berkeley.edu), “Development Engineering is an emerging field of research that focuses on technology interventions designed to improve human and economic development within complex, low resource settings.” Hence, the Development Engineering project should stick to its definition.!!5.38. Industrial Management (3) [3-1-0-5-3]!!Structure, organization and management of manufacturing industries should be covered along with topics encompassing operations management, marketing, and financial management.!!5.39. HSS Electives I and II (Total 6 credits)!!A total of 6 credits may be opted by students as Humanities & Social Science electives. The following courses should be offered as electives along with other HSS elective courses :!!(i) Industrial and Organizational Psychology (3) [3-1-0-5-3] (See Section 5.25 for course details)!(ii) Personal & Corporate Finance (3) [3-1-0-5-3] (See Section 5.27 for course details)!(iii) Entrepreneurship (3) [3-1-0-5-3] (See Section 5.28 for course details)!(iv) Remedial English (3) [2-2/3-2-13/3-3] (See Section 5.40 for course details)!!5.40. Remedial English (3) [2-2/3-2-13/3-3]!!First semester students weak in English language should be offered “Remedial English” course encompassing English Grammar in the first semester to improve english language skills with respect to reading, listening, writing and speaking up to the TOEFL standard (https://www.ets.org/toefl/ibt/prepare/). The “English Communication” course to such students may be offered later by 7th semester.!!5.41. Professional English Communication (3) [2-2/3-2-13/3-3]!!A TOEFL standard test (https://www.ets.org/toefl/ibt/prepare/test_questions) may evaluate if the student needs improvement in English through the “Remedial English” course. Students already strong in English may be offered “Professional English Communication” course, which will encompass verbal and non-verbal communication skills including professional writing, presentation skills, technical report reading comprehension, listening comprehension, Neuro-Linguistic Programming (https://en.wikipedia.org/wiki/Neuro-linguistic_programming),

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Transactional Analysis (https://en.wikipedia.org/wiki/Transactional_analysis) etc. to prepare students for professional life.!!!6. A Representative Course Plan for BTech with Minor!!Same as that for “Basic BTech" (Section 4) with Minor I to V (total 15 credits) added and distributed over six semesters - Semester 3 to 8. Refer to Section 5 for explanation of Minor I to V.!!!7. A Representative Course Plan for BTech (Honors) with Minor!!Same as that for “BTech with Minor” (Section 6) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 5 for explanation of Honors Project I and II.!!!8. A Representative Course Plan for BTech with Concentration!!Same as that for “Basic BTech" (Section 4) with Concentration I to V (total 15 credits) added and distributed over six semesters - Semester 3 to 8. Refer to Section 5 for explanation of Concentration I to V.!!!9. A Representative Course Plan for BTech (Honors) with Concentration!!Same as that for “BTech with Concentration” (Section 8) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 5 for explanation of Program Concentration 1 to 5 and Honors Project I and II.!!!10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Concentration)!!Same as that for “BTech (Honors) with Concentration” (Section 9) with Honors Related Open Elective 1 to 5 (total 15 credits) in place of Program Concentration 1 to 5. Refer to Section 5 for explanation of Honors Related Open Elective 1 to 5.!!!

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11. A Representative Course Plan for Basic BTech with Additional Internship!!The coursework required for “Basic BTech" (Section 4) may be completed in first seven semesters. Additional Internship I to III [About 6 Months, Mid December to Mid June] may be opted during the last (eighth) semester. Refer to Section 5 for explanation of Additional Internship I to III.!!!12. Table Comparing Different Options (Programs)!!Semester ===>>

Induction Program

1 2 3 4 5 6 Summer between sem 6 and 7

7 8 Total Credits

HSS Professional Ethics (1.5) + History of Technology (1.5)

Professional English Communication (3)

Economics (3)

Local Human Geography and Societal Needs (3)!!(as 1st part of Engineering Innovation and Society)

Industrial Management (3)

HSS Elective I (3)

HSS Elective II (3)

21

Physics Physics for Engineers (5)

5

Chemistry

Chemistry for Engineers (4)

4

Mathematics

Engineering Mathematics I (3)

Engineering Mathematics II (3)

6

Science-Maths

Program-Specific Science-Maths I (3)

Program-Specific Science-Maths II (3)

Science-Maths Elective I (3)

Science-Maths Elective II (3)

12

General Engineering

Museum Lab (1)

Programming (3) + Tinkering Lab/Hobby Engineering (1.5) +Intro to Engineering Products (1)

Workshop(2) + Engineering Drawing (1.5) + Electrical Eng (3)

Data Structure (3)

Basic Electronics (3)

Environmental Sc & Engg (3)

22

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!!

Projects (BTP + DE) + Internship + Comprehensive Viva

Development Engineering Project (3) !!(as 2nd part of Engineering Innovation and Society)

Industrial Internship (3)

BTP Capstone Project I (3) + Comprehensive Viva (2)

BTP Capstone Project II (3)

14

Program Core (CSE / EE / ME / CE)

Program Core 1 (3)

Program Core 2 (3) + Program Core 3 (3) + Program Core 4 (3)

Program Core 5 (3) + Program Core 6 (3) + Program Core 7 (3)

Program Core 8 (3) + Program Core 9 (3) + Program Core 10 (3) + Program Core 11 (3)

Program Core 12 (3) + Program Core 13 / Program Elective 1 (3) + Program Core 14 /Program Elective 2 (3)

Program Elective 3 (3)

Program Elective 4 (3)

48

Honors (CSE / EE / ME / CE)

Honors 1 (5)

Honors 2 (5)

10

Extra-Curricular

NCC/NSS/NSO I (1)

NCC/NSS/NSO II (1)

NCC/NSS/NSO III (0)

NCC/NSS/NSO IV (0)

2

Biology Biology for Engineers (4)

4

Minor / Concentration / Honors Related Open Elective

Minor / Concentration / Honors Related Open Elective I (3)

Minor / Concentration / Honors Related Open Elective II (3)

Minor / Concentration / Honors Related Open Elective III (3)

Minor / Concentration / Honors Related Open Elective IV and V (3+3)

15

Open Electives

Open Elective I (3)

Open Elective II (3)

6

Total credits (BTech+Minors+Honors)

4 17.5 17.5 18 18 22 21 3 25 23 169

Total credits (BTech+Minor)

4 17.5 17.5 18 18 22 21 3 20 18 159

Total credits (BTech)

4 17.5 17.5 18 18 19 18 3 17 12 144

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13. Existing vs Proposed Curriculum!!A. Overall Comparison!(Total Credits) Existing

Curriculum (163)Basic BTech (144)

BTech with Concentration (159)

BTech with Minor (159)

Maths + Science 28 31 31.0 31.0

HSS 20 21 21.0 21.0

General Engineering

16 22 22.0 22.0

Program Core + Electives

66 48 63.0 48.0

BTP + DE Capstone Projects

8 9 9.0 9.0

Internship + Comp. Viva

3 5 5.0 5.0

Open Electives 22 6 6.0 21.0

Extra-Curricular 0 2 2.0 2.0

Total ==>> 163 144 159.0 159.0

Honors Add-On 12 10 10.0

(Percentage) Existing Curriculum (%)

Basic BTech (%) BTech with Concentration (%)

BTech with Minor (%)

Maths + Science 17.2 21.5 19.5 19.5

HSS 12.3 14.6 13.2 13.2

General Engineering

9.8 15.3 13.8 13.8

Program Core + Elective

40.5 33.3 39.6 30.2

BTP + DE Capst. Projects

4.9 6.3 5.7 5.7

Internship + Comp. Viva

1.8 3.5 3.1 3.1

Open Electives 13.5 4.2 3.8 13.2

Extra-Curricular 0.0 1.4 1.3 1.3

Total ==>> 100.0 100.0 100.0 100.0

Honors Add-On 7.4 0.0 6.3 6.3

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B. Break-Up Comparison!!(i) Maths + Sciences (Example: Mechanical Engineering)!!

!!(ii) HSS (Humanities & Social Sciences)!!

Credits Total L T P

Existing Core 20.0 13.0 2.0 5.0

Electives 8.0

Total 28.0

Proposed Core 25.0 21.0 0.0 4.0

Electives 6.0 6.0 0.0 0.0

Total 31.0 27.0 0.0 4.0

Percentage Total L T P

Existing Core 12.3 8.0 1.2 3.1

Electives 4.9

Total 17.2

Proposed Core 17.4 14.6 0.0 2.8

Electives 4.2 4.2 0.0 0.0

Total 21.5 18.8 0.0 2.8

Credits Total L T P

Existing Core 3.0 2.0 1.0 0.0

Electives 17.0

Total 20.0

Proposed Core 15.0 12.5 0.0 2.5

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!(iii) General Engineering!!

Electives 6.0 6.0 0.0 0.0

Total 21.0 18.5 0.0 2.5

Percentage Total L T P

Existing Core 1.8 1.2 0.6 0.0

Electives 10.4

Total 12.3

Proposed Core 10.4 8.7 0.0 1.7

Electives 4.2 4.2 0.0 0.0

Total 14.6 12.8 0.0 1.7

Credits Total L T P

Credits Total L T P

Existing Core 16.0 10.0 0.0 6.0

Electives 0.0 0.0 0.0 0.0

Total 16.0 10.0 0.0 6.0

Proposed Core 22.0 11.0 0.0 11.0

Electives 0.0 0.0 0.0 0.0

Total 22.0 11.0 0.0 11.0

Percentage Total L T P

Existing Core 9.8 6.1 0.0 3.7

Electives 0.0 0.0 0.0 0.0

Total 9.8 6.1 0.0 3.7

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!(iv) Program Core + Electives (Example: Mechanical Engineering)!!

!!!

Proposed Core 15.3 7.6 0.0 7.6

Electives 0.0 0.0 0.0 0.0

Total 15.3 7.6 0.0 7.6

Credits Total L T P

Credits Total L T P

Existing Core 47.0 30.0 5.0 12.0

Electives 19.0

Total 66.0

Proposed Core 39.0 25.4 0.0 13.7

Electives 9.0

Total 48.0

Percentage Total L T P

Existing Core 28.8 18.4 3.1 7.4

Electives 11.7 0.0 0.0 0.0

Total 40.5 0.0 0.0 0.0

Proposed Core 27.1 17.6 0.0 9.5

Electives 6.3 0.0 0.0 0.0

Total 33.3 0.0 0.0 0.0

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Appendix 11. Review of the Curriculum Proposals, Rev 3!!1. Feedback from Electrical Engineering Department!!A special meeting for finalizing the courses for new curriculum was held on January 16, 2017 at 3:30 PM in L11. The following points discussed in the meeting.!

A. The discussions began with the description of revised curriculum in brief and the suggested time line to be followed as per the special ACUGS meeting that held on January 13, 2017. The following courses are suggested by the department for department specific science/ maths:!

1. Semester II: Program-Specific Science-Maths I (3) [3-1-0-5-3] :!Ordinary Differential Equations and Partial Differential Equations!!2. Semester IV: Program-Specific Science/Maths II (3) [3-1-0-5-3] :!Probability and Random Processes!!B. The other discussions were related to having the course “Basic Electronics” in the curriculum for all the disciplines. Department feels that the course “Introduction to Electrical Engineering” is sufficient as a general engineering course from Electrical engineering. Hence, the course “Basic Electronics” shall be kept only for the students of Electrical Engineering with the changed name “Electronic Devices and Circuits”. (This proposal may be submitted for consideration to the curriculum revision committee).!!C. The department also discussed about the course “Data Structures”. It is agreed upon by the members present that “Computer Architecture” is more relevant than “Data Structures” to the students of Electrical Engineering. (This proposal may be submitted for consideration to the curriculum revision committee).!!!2. Feedback from Dr. Vishwajeet Mehandia on behalf of Chemical Engineering Department (dated 23 January 2017)!!Last Saturday, expert team was meeting for defining course curriculum for B.Tech. in Chemical Engineering at IIT Ropar. This meeting was attended by professors from IISc Bangalore, IIT M, IIT K and IIT KGP. Following are their views/comments on the institute course curriculum draft.!!1) There is no compulsory course on Material Science (e.g. Strength of Materials or any other related introductory material science course) for all UG students, whereas there are two mandatory course on programming, a) Introduction to Programming and (b) Data

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Structures. Out of which Chemical engineers or Mechanical engineers or Civil engineers do not need course on Data structures. These two courses give an impression that we are preparing our students for Software company jobs.!!2) There are two mandatory courses in Mathematics but only one course in Physics and Chemistry for all students. Also in the two mathematics courses, none of the course is teaching ODE/PDE which a MUST course for anybody who wants to do Fluid Mechanics ( such as Chemical Engg, Mechanics Engg and Civil Engg ). If department gives ODE/PDE course them we block one of our Program Specific Math/Science course which we could have used to teach e.g. Chemistry to Chemical Engg.!!3) There was also the common consensus among all the members of expert team that there should be a Course File which instructor should provide before the course starts. This helps in his evaluation and booking of the strategies of teaching the course.!!4) Faculty evaluation should be done thoroughly so that the courses are to be taught with great responsibility.!!!3. Minutes of Meeting of Curriculum Task Force Committee on 24 January 2017!!The following points were decided on 24 Jan 2017 during meeting of Curriculum Task Force Committee:!!1. Engineering Mathematics I will consist of mathematical series, single-variate calculus, and vector calculus (i.e. multivariate calculus).!!2. Engineering Mathematics II will consist of Linear Algebra (Vector Space and Matrices), and Linear Transforms (Laplace and Fourier).!!3. At least the following departments would like to opt for “Ordinary and Partial Differential Equations (ODE/PDE)” as Program-Specific Science-Maths I:!(a) Mechanical Engineering,!(b) Civil Engineering,!(c) Electrical Engineering!!This course will include special functions such as Gamma functions, Bessel’s Functions etc. and solution using Laplace/Fourier transforms.!!4. At least the following departments would like to opt for “Statistics & Probability” as Program-Specific Science-Maths II:!(a) Mechanical Engineering,!(b) Civil Engineering,!(c) Electrical Engineering!!

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5. “Basic Electronics” and “Data Structure” will remain general engineering core for all students. Electronics and computer programming are not only part of daily life, but also provide opportunity in terms of innovation and solving societal problems. !!While the “Computer Programming” course in the first year will teach students the concepts of C language programming, the “Data Structure” course will prepare students for memory- and time-efficient programming.!!Learning computer programming without data structure provides incomplete programming skills, as Data Structure deals with efficient ways of storing, accessing and using data in terms of memory and computational speed, which are important for parallel computing and solving computationally intensive problems such as structural / electromagnetics analysis using a Finite Element Method, transient heat conduction / diffusion problem using Finite Difference Methods, Optimization using Genetic Algorithm etc. A simple problem of inverting a large matrix (which is so common in engineering) requires knowledge of data structure for efficiency. Moreover, Data Structure will inherently introduce students to fast algorithms, e.g. sorting or searching using binary tree, and eliminate fear of programming. Data Structure certainly will make students confident and mature in programming, including in limited computational resource setting such as in mobile-phone programming and in micro-controller programming, which the current curriculum encourages to make students more practical.!!6. Data Structure being an important course, it will not be a good idea to replace Data Structure with a Material Science course.!!7. As not all departments need material science course (e.g. Computer Science & Engineering), it was decided not to make this course common for all. Also, as the requirements for Material Science is different for different departments, separate material science courses may be needed for each department. For example, electrical engineering may need topics on conductors, semiconductors, optical and magnetic materials, etc., while mechanical engineering will need topics on alloys (iron-carbon diagram etc.)!!It was decided that a material science course required by a department can be accommodated within Program Core. !!8. Apart from the material science course, there are other cross-discipline courses, which will be needed to be taught by other departments, for example, Control Systems (for ME, taught by EE), Digital Electronics (for CSE, taught by EE), Computer Architecture (for EE, taught my CSE) etc. If such a course is desired by a department, it will be accommodated within the Program Core.!!!4. Minutes of meeting of the Director with the Curriculum Committee on 27 Jan 2017 at 9:30am!!The following points were decided during the meeting:!!(i) The final workshop (to be attended by the external experts) is fixed to be held on Tuesday 14 February 2017.!

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!(ii) As hand-on learning is one of the Unique Selling Points, labs will be conducted differently. The labs will not be about turning knobs. Half of the labs may be conventional for the purpose of learning basic techniques. Rest half the semester will be for designing their own experiments, conducting the experiment and report writing.!!(iii) The labs will be treated as a full course load. There will be a committee to monitor the labs.!!(iv) There will be a workshop organized sometime before the end of this semester to discuss about the hands-on learning we want to implement.!!(v) The Environmental Science course will be jointly taught by Chemistry, Chemical Engineering and Civil Engineering.!!(vi) Data Structure can be retained core for all branches, but a Material Science course is also a must for all branches.!!!5. Minutes of meeting on Mathematics and Science-Specific Science-Maths on Friday 27 January 2017 at 4:15pm!!The following were present:!(i) The Director!(ii) Dr. Apurva Mudgal, CSE!(iii) Dr. Brijesh Kumbhani, EE!(iv) Dr. Chittaranjan Mishra, Mathematics!(v) Prof. Deepak Kashyap, CE!(vi) Jitendra Prasad!(vii) Dr. J S Sahambi, EE!(viii) Dr. Navin Kumar, ME!(ix) Prof. P K Raina, represented ChE!(x) Dr. Satwinder Jit Singh, ME!(xi) Dr. Subash Martha, Mathematics!!The following points were decided with respect to Engineering Mathematics I and II, and Program-Specific Science-Maths I and II:!!(i) Engineering Mathematics I will be on Real Analysis consisting of single variable calculus, infinite series, multivariate Calculus and Vector Calculus.!!(ii) Engineering Mathematics II will be on Linear Algebra (Vector Spaces and Matrices) and Transforms (Laplace and Fourier).!!(iii) CE, CSE, EE and ME will opt for Differential Equations as Program-Specific Science-Maths I.!!

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(iv) CE, CSE, EE and ME will opt for Probability and Statistics as Program-Specific Science-Maths II.!!(v) Chemical Engineering’s decision on the choice of Program-Specific Science-Maths I and II was awaited.!!(vi) Differential Equations course will have both Ordinary and Partial Differential Equations. Special Functions will also be included.!!(vii) The Probability and Statistics course will include Probability Distribution Functions, Regression, Hypothesis Testing and possibly Design of Experiments, Analysis of Variance (ANOVA) etc.!!(viii) CSE department desired the Differential Equations course to have one of these two options:!!Option 1: ODE+Dynamical Systems. (See the book by Arnold on Ordinary Differential Equations.)!Option 2: ODE+PDE. (However, PDE should be treated using concepts of differential forms, solution space, change of bases, etc. as it a natural continuation of curl, divergence, Stokes' theorem, multi-variable analysis, etc. in core Analysis course. Kreyzig kind of problem and solutions approach may not be advisable.)!!(ix) EE department desired to have Stochastic Processes included in the Probability & Statistics course.!!(x) CE department desired to have some Numerical Analysis included in all mathematics courses.!!(xi) Mathematics department was requested to design the courses given above (either common for all or tailored for each department’s requirement) based on above recommendations, and share the information with the curriculum committee, as soon as possible.!!!6. Minutes of meeting of the Director with the Chair, Curriculum Committee on 3 Feb 2017 at 10am!!The following points were decided during the meeting:!!(i) Creativity will be explicitly added and made a prominent feature in the curriculum,!!(ii) “Chemistry for Engineers” may be replaced by another Chemistry course for Chemical Engineering department!!(iii) A proposal for “Technology Museum” may be forwarded to the Director. This proposal may be open to outsiders as well, at least for school kids for inspiration.!!

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(iv) For running interdisciplinary courses, a new center such as “Center for Interdisciplinary Studies” is not feasible right now. All courses have to be kept under some department for administrative purposes.!!(v) For running “Local Human Geography & Societal Needs”, one faculty each from engineering departments will also be needed.!!!

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Appendix 12. Proposals of New Curriculum, Rev 4!Revised draft as on 13 February 2017!!1. Background!!1.1. Status of Curriculum Revision!!• Curriculum Task Force Committee was constituted in September 2015. !• The committee has 10 Internal members + 5 External Members.!• Preliminary proposals were made by the internal committee and reviewed by the external

committee members.!• A presentation was given to the faculty on 8 July 2016.!• A full meeting of the Curriculum Task Force Committee was held on 15 July 2016.!• Revised proposals (Rev 1) were sent to the external members, departments, students and

alumni on 25 August.!• Feedback from departments, external members and students were received.!• The proposal was presented in the Senate on 4th Oct 2016.!• The draft proposal was revised again (Rev 2) based on the feedback received.!• The revised proposal (Rev 2) was presented in the ACUGS (15 Dec 2016) and the Senate

(20 Dec 2016).!• The further revised proposal (Rev 3) is under revision currently. !• This is Revision 4 updated based on feedback received so far.!!!1.2. Curriculum Task Force Committee!!Internal Members!!Dr. Avijit Goswami, Assistant Professor, Chemistry (Member)!Dr. Brijesh Kumbhani, Assistant Professor, EE (Member)!Dr. Chittaranjan Mishra, Assistant Professor, Mathematics (Member)!Dr. Himanshu Tyagi, Associate Professor (ME) & Associate Dean (UG) (Member)!Dr. Jitendra Prasad, Assistant Professor, ME (Chairman)!Dr. Jung Hyun Jun (Peter), Assistant Professor, CSE (Member)!Dr. Kamal Kumar Choudhary, Assistant Professor, HSS (Member)!Dr. Mukesh Kumar, Assistant Professor, Physics (Member)!Dr. Naveen James, Assistant Professor, Civil Engineering (Member)!Dr. Satwinder Jit Singh, Assistant Professor, ME (Member)!!!External Members!

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!Prof. Milind Sohoni, IIT Bombay!Prof. Nandita DasGupta, IIT Madras!Prof. Samir Saha, Retd. Professor, Jadavpur University!Prof. Sanjay Mittal, IIT Kanpur!Prof. Suman Chakraborty, IIT Kharagpur!!!1.3. Objective!!The broad objective is to come up with an improved curriculum that !(a) Has focus on producing 21st century engineers and entrepreneurs,!(b) Offers more flexibility to students,!(c) Has novel and unique features to attract the brightest of students,!(d) Has better utilization of manpower and resources,!(e) Encourages industry-academia interaction,!(f) Makes students more practical in approach,!(g) Imparts soft/managerial skills in addition to science and engineering fundamentals,!(h) Develops social responsibilities in students, and!(i) Prepares them for innovation.!!!1.4. Curriculum Development Procedure!!In accordance with Tyler (2013) and Taba (1962), the following steps will be followed for curriculum development process at IIT Ropar:!!Step I. Identification of specific aims of the curriculum based on the following:!!A. Philosophy of education (Purpose of education: Propagation of culture and values,

Transformation of culture, Individual development etc.)!B. Study of the learners (Student needs (Maslov's hierarchy of needs))!C. Study of contemporary life outside the classroom!D. Statement on psychology of learning (e.g., Students forget if they don’t use it in daily life, if

the information is fragmented, as per Tyler, 2013.)!E. Subject specialists’ opinion (our faculty, external experts, reputed universities, Washington

Accord, alumni etc.)!!Step II. Selection of content!!Step III. Organization of the content!!Step IV. Selection and organization of learning experience!!Step V. Preparation of the implementation notes!!Step VI. Evaluation of the learning experience after implementation!!

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!Reference: !![1] Tyler, Ralph W., 1946/2013, Basic Principle of Curriculum and Instruction, The University of Chicago Press.!![2] Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt, Brace and World.!!!1.5. Unique Selling Points!!A. Connection to the society (Going to the society to find problems and solve them applying innovation)!!B. Hands-on learning (High Practical / Do-It-Yourself (DIY) components)!!C. Creativity & Innovation (Creating or doing something new and original)!!D. Core competency (Strong fundamentals through more preparation time to students)!!Engineering solves societal problems applying science and technology. In the West, companies identify and solve societal problems. In India, there is a lack of such companies. There is a culture of do-it-yourself, innovation and entrepreneurship in the West, especially in the US, which obviates the need of strongly connecting engineering curriculum to society. India still does not have such culture.!!Accordingly, some special courses will be offered in order to:!!• Identify societal problems!• Inculcate Do-It-Yourself culture!• Encourage Innovation!• Facilitate entrepreneurship!!!2. Programs and Credit Requirements!!Four 4-Year UG Program Options: (i) “B.Tech.” in an engineering discipline, (ii) “B.Tech. with Minor” in any other discipline, (iii) “B.Tech. with Concentration” in the same engineering discipline, and (iv) “B.Tech. with Honors”. !!A 5-year double-major UG plan has been additionally considered, which may be started in near future.!!The credit requirements will be as follows:!!(i) B.Tech. : 144 Credits!(ii) B.Tech. with Minor: 159 Credits (144 Credit BTech + 15 Credit Minor Coursework)!

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(iii) B.Tech. with Concentration: 159 Credits (144 Credit BTech + 15 Credit Concentration Coursework)!(iv) B.Tech. with Honors*: 169 Credits (144 Credit BTech + 15 Credit Coursework + 10 Credit Honors Project). !(v) B.Tech. with Double Major : 192 Credits (144 Credit BTech + 48 Credit Second Major Coursework)!!* An honors student can opt for minor/concentration courses as part of the 15 credit coursework requirement of honors and get an honors/concentration in addition to the Honors degree.!!!3. L-T-P-S-C Designation and Course Description!!(L-T-P-S-C) : Numbers in bracket next to the courses given below denote as following: L = No. of lecture ‘hours’ (actually 50 min.) per week; T = No. of tutorial ‘hours’ = L/3; P = No. of laboratory ‘hours’; S = Total preparation ‘hours’ by students including assignments and self-study; C = Total credit-terms. Here ‘hours’ mean 50 minutes. In general, S = 2L+P/2-T and C = (L+T+P+S)/3 = L+P/2. The ’S’ component should be continuously evaluated by means of a prescribed minimum number of homework (preferably one every two weeks) and/or minimum 4 quizzes per semester based on the homework (e.g. 2 before Mid-Sem and 2 after Mid-Sem Exam). The total weightage of the homework / quizzes may be minimum 20%. This scheme will ascertain objective, uniform evaluation of the ’S’ component for all courses.!!Format of Tutorial (’T’)!!All lecture courses should have a tutorial component, ideally 1 for each 3 lectures. The ’T’ component, however, will not have any credits as tutorials will be oriented towards assisting students in self-study and problem solving. The instructor will do problem solving / recitation / discussion once in two weeks. The rest tutorial sessions will be taken by the TAs, with one TA for every 20 students at most.!!Each course will be described on a new template, which is given below. Apart from the L-T-P-S-C designation, the template has objective of the course, the skills the students are going to learn, its prerequisites, its broad syllabus, week-wise approximate lecture schedule, organization of the learning experience, evaluation etc. Overlap with any other courses is clearly indicated on the template. Also, there is preferably more than one teacher indicated on the template who can teach the course. This template for every course should be made available to the students at the beginning of the course.!

Template for the Course Description 1. Course number:!2. Course name:!3. L-T-P-S-C designation:!4. Objective of the course:!5. Skills the students are going to learn in terms of Washington Accord’s Knowledge Profile (WK1 to WK8) and Graduate Attributes* (WA1 to WA12):!• WK1:!

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• WK2:!• etc.!• WA1:!• WA2:!• etc.!6. Prerequisite:!7. Overlap with other courses:!8. Syllabus:!9. Planned learning experience (percentage for each components): !(a) Black board!(b) Presentation (Powerpoint slides etc.):!(b) Drawing Board:!(c) Desktop Computer:!(d) Laboratory Equipments:!(e) etc.!10. Week-wise approximate description of lecture and practical components, along with corresponding learning experience:!(i) Week 1: Historical Background!(ii) Week 2:!(iii) Week 3:!(iv) etc.!(v) Week 14: State of the Art and its Future!11. Tentative Evaluation Plan (Percentage weightage range):!(a) Homework:!(b) Quizzes:!(c) Mid-semester exam:!(d) End-semester exam:!(e) Laboratory Report!(f) Mid-semester Viva Voce!(g) End-semester Viva Voce!(h) etc.!!* Washington Accord’s Knowledge Profile and Graduate Attributes are listed in this report in Appendix 1, A5, Part E. They may also be accessed online at http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf. The version referred to in this report: Washington Accord, “Graduate Attributes and Professional Competencies,” Version 3, 21 June 2013.!!4. A Representative Course Plan for Basic BTech!!(i) Three-Week Induction Program!Professional Ethics (1.5) [1-1/3-1-13/6-1.5]!History of Technology (1.5) [3/2-1/2-0-5/2-1.5]!Technology Museum Lab (1) [0-0-2-1-1]!!(Total 6.33 Contact Hours: L: 2.5; T: 0.83; P: 3)!(Total 4 Credits: L: 2.5; T: 0; P: 1.5)!!(ii) Semester 1!!

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• Professional English Communication (3) [2-2/3-2-13/3-3] (OR Remedial English (3) [2-2/3-2-13/3-3] instead, for students weak in English)!

• Physics for Engineers (5) [3-1-4-7-5] OR Chemistry for Engineers (4) [3-1-2-6-4] / Chemistry for Chemical Engineers (4) [3-1-2-6-4]!

• Engineering Mathematics I (3) [3-1-0-5-3] !• NCC I (0) [0-0-2-1-0] (NSS/NSO I only when NCC 1 not feasible for the student)!• Introduction to Computer Programming & Data Structure (4.5) [3-1-3-13/2-4.5] OR

Introduction to Electrical & Electronics Eng (3) [3-1-3-13/2-4.5]!• (Tinkering Lab/Hobby Engineering (1.5) [0-0-3-3/2-1.5] + Intro to Engineering Products (1)

[0-0-2-1-1]) -OR- (Engineering Drawing (1.5) [0-0-3-3/2-1.5] + Workshop Practice (2) [0-0-4-2-2])!!

(Total 30.67 Contact Hours: L: 11; T: 3.67; P: 16)!(Total 18 Credits: L: 11; T: 0; P: 7)!!(iii) Semester 2!!• Chemistry for Engineers (4) [3-1-2-6-4] / Chemistry for Chemical Engineers (4) [3-1-2-6-4] OR

Physics for Engineers (5) [3-1-4-7-5]!• Engineering Mathematics II (3) [3-1-0-5-3]!• Introduction to Electrical & Electronics Eng (4.5) [3-1-3-13/2-4.5] OR Intro to Computer

Programming & Data Structure (3) [3-1-3-13/2-4.5]!• NCC/NSS/NSO II (0) [0-0-2-1-0]!• (Engineering Drawing (1.5) [0-0-3-3/2-1.5] + Workshop Practice (2) [0-0-4-2-2]) -OR-

(Tinkering Lab/Hobby Engineering (1.5) [0-0-3-3/2-1.5] + Intro to Engineering Products (1) [0-0-2-1-1])!

• Program Core 1 (3) (e.g. Engineering Mechanics, Intro to Chemical Engineering etc.) OR Program-Specific Science-Maths I (3) [3-1-0-5-3] (e.g. ODE/PDE)!!

(Total 26+ Contact Hours: L: 9+; T: 3; P: 14)!(Total 18 Credits: L: 9+; T: 0; P: 6)!!(iv) Semester 3!!Program-Specific Science-Maths I (3) [3-1-0-5-3] OR Program Core 1 (3)!Introduction to Materials Science & Engineering (3) [3-1-0-5-3]!Program Core 2, 3 and 4 (total 8 credits: e.g. 2 lectures+1lab)!Economics (3) [3-1-0-5-3] OR Program-Specific Science-Maths II (3) [3-1-0-5-3]!NCC/NSS/NSO III (1) [0-0-2-1-1]!!(Total 14+ Contact Hours: L: 9+; T: 3+; P: 2+)!(Total 18 Credits: L: 9+; T: 0; P: 1+)!!(v) Semester 4!!Program-Specific Science-Maths II (3) [3-1-0-5-3] OR Economics (3) [3-1-0-5-3]!Local Human Geography and Societal Needs (3) [1-1/3-4-11/3-3] OR Biology for Engineers (4) [3-1-2-6-4]!Program Core 5, 6, 7 and 8 (total 11 credits: e.g. 3 lectures + 1 lab)!

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NCC/NSS/NSO IV (1) [0-0-2-1-1]!!(Total 11.33+ Contact Hours: L: 4+; T: 1.33+; P: 6+)!(Total 18 Credits: L: 4+; T: 0; P: 3+)!!(vi) Semester 5!!Program Core 9, 10 and 11 (total 11 credits: 3 lectures max, rest labs)!Biology for Engineers (4) [3-1-2-6-4] OR Local Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3] OR Science-Maths Elective I (3) [3-1-0-5-3]!(Total 10.67+ Contact Hours: L: 5+; T: 5/3+; P: 4+)!(Total 18 Credits: L: 5+; T: 0; P: 2+)!!(vii) Semester 6!!Program Core 12 (3)!Program Core 13 or Program Elective 1 (3)!Program Core 14 or Program Elective 2 (3)!Development Engineering Project (3) [0-0-6-3-3]!Industrial Management (3) [3-1-0-5-3]!Science-Maths Elective I (3) [3-1-0-5-3] OR Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3]!!(Total 14+ Contact Hours: L: 6+; T: 2+; P: 6+)!(Total 18 Credits: L: 6+; T: 0; P: 3+)!!(viii) Summer Vacation following Semester 6!Industrial Internship (3)!!(Total 3 Credits: L: 0; T: 0; P: 3)!!(ix) Semester 7!!Comprehensive Viva (2) [0-0-0-6-2]!HSS Elective I (3) [3-1-0-5-3]!Open Elective I (3)!Science-Maths Elective II (3)!BTP Capstone Project I (3) [0-0-6-3-3]!Program Elective 3 (3)!!(Total 14.67+ Contact Hours: L: 3+; T: 1+; P: 6+)!(Total 17 Credits: L: 3+; T: 0; P: 3+)!!(x) Semester 8!!Open Elective II (3)!BTP Capstone Project II (3) [0-0-6-3-3]!

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HSS Elective II (3) [3-1-0-5-3]!Program Elective 4 (3)!!(Total 10+ Contact Hours: L: 3+; T: 1+; P: 6+)!(Total 12 Credits: L: 3+; T: 0; P: 3+)!!Grand Total 144 Credits: L: 52.5+; T: 0; P: 32.5+ ==> L: 36.5+%; P: 22.6+%!(Relative: L: 61.8%; P: 38.2%)!!Total Core: 112 - 118 credits (77.8 - 81.9 %)!Total Electives: 26 - 32 credits ( 18.1 - 22.2 %)!!5. Brief Course Description and Important Notes!!Note that the course plans given here are representative (example) only. Course distribution may be optimized later. Actual course distribution may also vary student to student. To enforce uniformity of the course load in a program, there may be a cap on the total credits a student can enroll in a semester. !!The tutorial (’T’) component has been taken as 0 by default for all courses. On recommendation from respective departments, a non-zero ’T’ component may be added, which will not change the credit of the course (see Section 3 above).!!The self-study component ’S’ for laboratory courses may be reduced based on the concerned department’s recommendation.!!Refer to the original proposal given in Appendix I for the motivation and detailed description of the programs and courses.!!5.1. Physics for Engineers (5) [3-1-4-7-5]!!This course may cover waves, oscillations and optics. A 2-hour lab every week may include optical instruments for measurements. Two hours of additional lab work per week should be utilized specifically for designing and building instruments for measurements of physical quantities.!!5.2. Chemistry for Engineers (4) [3-1-2-6-4]!!The course may contain Analytical Chemistry. The lab may include chemical test, flame test, titration, Gravimetric analysis, and instrumental methods such as spectroscopy, mass spectrometry and electrochemical analysis.!!5.3. Engineering Mathematics I (3) [3-1-0-5-3]!!This course may be on Real Analysis (including Mathematical Series, Calculus and Vector Calculus). Graduate Aptitude Test for Engineering (GATE) has Real Analysis topics for all engineering disciplines. GATE syllabus may be accordingly referred to for content as an option. JEE also has some topics in Calculus, which may not be required to be covered.!!

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5.4. NCC/NSS/NSO I / II (1) [0-0-2-1-1]!!Physically fit students will take NCC. Others may choose either NSS (National Service Scheme) or a sports (under National Sports Organization). NCC/NSS/NSO II will be a continuation of NCC/NSS/NSO I.!!5.5. History of Technology (1.5) [3/2-1/2-0-5/2-1.5]!!This will briefly cover some important events of science, technology and engineering that led to modern engineering products and engineering education. !!Ref: https://en.wikipedia.org/wiki/History_of_technology , and http://www.historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1217&HistoryID=ab11&gtrack=pthc .!!5.6. Technology Museum Lab (1) [0-0-2-1-1]!!This course will make students build and play with the historically important products, such as Galileo’s telescope. Mechanical Engineering Department may coordinate this course.!!5.7. Tinkering Lab / Hobby Engineering Lab (1.5) [0-0-3-3/2-1.5]!!This course will briefly cover CAD, 3D printing, kinematic mechanisms (including Gears and Cam), micro-controllers, electric motors and controllers, RF controllers etc., which will enable students to build remotely controlled vehicles etc.!!5.8. Intro to Engineering Products (1) [0-0-2-1-1]!!This lab course will make students disassemble and assemble important engineering products such as a motorcycle, Washing Machine, Refrigerator, Mobile Phone, TV, Laptop, Tablet etc. Mechanical Engineering Department may coordinate this course.!!5.9. Professional Ethics (1.5) [1-1/3-1-13/6-1.5]!!The students will do case studies on Professional Ethics, for example Volkswagen’s Diesel emission violations, plagiarism cases etc.!!5.10. Engineering Mathematics II (3) [3-1-0-5-3]!!Linear Algebra & Matrices may be covered in this course. This is compulsory for all Engineering disciplines in GATE.!!5.11. Computer Programming (3) [2-2/3-2-13/3-3] !!The students will learn and practice C Programming Language.!!5.12. Workshop Practice (2) [0-0-4-2-2]!!The students will learn welding, sheet-metal forming, machining, metal casting, fitting, CAM etc.!!

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5.13. Engineering Drawing (1.5) [0-0-3-3/2-1.5]!!The students will learn lettering, orthographic projections, isometric view, oblique views, sectional views, CAD etc.!!5.14. Introduction to Electrical Engineering (3) [2-2/3-2-13/3-3]!!The course will cover the basics of electrical engineering such as analysis of DC and AC circuits. This will also introduce transformers, electric generators and electric motors. !!5.15. Biology for Engineers (4) [3-1-2-6-4]!!In this course, the students will learn the basics of molecular and cell biology. The lab may involve cell culture, cell counting, light/electron microscopy, DNA/RNA extraction, PCR, gel electrophoresis, western blot etc.!!5.16. Program-Specific Science-Maths I and II (total 6 credits)!!Individual engineering departments may recommend basic science and mathematics courses / modules that are suitable for the UG programs they offer. GATE syllabus may serve as guidelines, but it is optional to match the GATE syllabus. Examples of courses to be recommended by the engineering departments could be the following: Ordinary and Partial Differential Equations [3-0-0-6-3], Complex Analysis & Integral Transforms (including application to solve ODE/PDE) [3-0-0-6-3], Probability & Statistics [2-0-0-4-2], Numerical Analysis / Methods [1-0-2-3-2] etc. These topics are part of GATE for most of engineering disciplines (such as CE, ChE, EE, ME, but not for CSE). Computer Science and Engineering department may choose Discrete Mathematics, Probability & Statistics, Abstract Algebra, Complex Analysis & Integral Transforms, Solid State Physics and Electronic Devices, Operations Research etc. Chemical Engineering department may opt chemistry courses. !!5.17. Science-Maths Electives I and II (total 6 credits)!!A total of 6 credits may be taken as Science-Maths Electives. They may choose courses on Physics, Chemistry, Mathematics and Biology under this.!!5.18. Data Structure (3) [2-2/3-2-13/3-3] !!This will cover linked-list, heap, stack, tree (including binary tree), graph etc. and their use in searching and sorting algorithms.!!5.19. Basic Electronics (3) [2-2/3-2-13/3-3]!!This course will introduce to various electronic devices, including diode and transistor. The student will be able to build rectifier circuits and amplifiers, and analyze basic electronic circuits containing resistors, capacitors, inductors, diodes and transistors.!!5.20. Program Core 1 to 14!!

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Core courses of the discipline may be covered in 36 credits (Program Core 1 to 12). If more credits are needed to cover the program core then additional core courses up to 6 more credits may be utilized corresponding to Program Core 13 to 14. The courses need not be 3 credits each. Two of Program Cores may be 3-credit labs, where students will design their own experiments to measure and analyze some quantity. For example, for ME students one 3-credit lab [0-0-6-3-3] may be in Design and the other may be in Thermo-fluids. Given that one of USPs is to provide more hands-on experience to the students, it is recommended that the practical components of the Program Core courses be 40% to 50%. It should be noted that the existing practical component in core subjects is ranging between 37-48% of lecture components.!!5.21. NCC/NSS/NSO III and IV (0) [0-0-2-1-0]!!The students can opt for any one of NCC, NSS and NSO in the second year. NCC/NSS/NSO IV will be a continuation of NCC/NSS/NSO III.!!5.22. Economics (3) [3-1-0-5-3]!!The students will learn micro- and macro- economics. Indian Economy may be briefly included in the course.!!5.23. Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3]!!The course will introduce the students to pollution of water and air, and its effect on human health in particular and our ecosystem, in general. This course may be jointly taught by Civil Engineering, Chemistry, Chemical Engineering and Biology faculty, with a focus on solving the environmental problems.!!5.24. Engineering Innovation and Society I and II (EIS I & II) (3 each)!!The students will go to the society (villages, hospitals, towns, etc.) to identify their problems and develop a product to solve one of the problems. Our external committee member, Prof. Milind Sohoni has the following recommendations to run these courses:!!“These are important courses and will require significant faculty and coordination time. An inspiration may be taken from similar courses run respectively as 3-credit and 6-credit electives by the Center for Technology Alternatives for Rural Areas (CTARA, http://www.ctara.iitb.ac.in/tdsl/) at IIT Bombay. Their case studies and organization of these courses will provide important information to kick-start EIS I & II at IIT Ropar. Accordingly, the following may be recommended:!!(i) Each department may pick up two-three last-mile areas for work, e.g., mechanical engineering could pick up irrigation and pumping solutions. Different students may work in different villages/talukas across different crops and depth to water-table etc. In this way, in a few years, the department will have enough expertise to actually do important research in that area. CTARA’s own work in drinking water was done exactly in this way (the case studies are detailed here http://www.cse.iitb.ac.in/~sohoni/water; http://www.ctara.iitb.ac.in/tdsc; http://www.ctara.iitb.ac.in/tdsc/uma; http://www.ctara.iitb.ac.in/rutag).!!(ii) As report-writing and presentation to external stake-holder is very important, the students may be asked to write good reports and present them to the local MLA, Zila Parishad member,

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Sarpanch, the local engineering-shopkeeper etc. That way the students will understand that they are solving real-life problems.!!(iii) each department should hire 2-3 "coordinators" to assist and guide the students in such work. this coordinator, e.g., can initiate the first meeting with a village sarpanch, or a factory owner etc.!!(iv) IIT Bombay are themselves moving to a "development engineering" course, which will substitute/complement the HSS course here and which will be preparatory to the EIS course and explain to students - (a) the household and development and how to measure it, the questions of equity, efficiency and sustainability as core values, the role of culture etc., (b) how is value created and delivered in society, i.e., the activity of agents and their knowledge, (c) the basic structure of society and environment, i.e., the state, the market and the civil society, and the role of assets and institutions, (d) census data and GIS, and analysing outcomes (e.g., villages with most/least pucca houses), (e) elements of field work, why-what-for and dos-and-donts, (f) a regional engineering system (e.g., drinking water, depending on the student’s major). Further details are available at https://www.cse.iitb.ac.in/~sohoni/TD603/H2O.pdf; https://www.cse.iitb.ac.in/~sohoni/TD603; and https://www.youtube.com/watch?v=Y5KtCEI-x8E .”!!The internal committee members have highly appreciated Prof. Sohoni’s above commendable guidelines for running these courses. As such, the above proposals are also recommended by the internal committee members.!!Prof. Sohoni further shared the content of the “Development Engineering” course being developed by him which will run as a precursor of the EIS courses. The course description is as follows (directly taken from the document Prof. Sohoni shared):!!“Objectives. The objective of the course is to prepare an engineering student for professional work in the development sectors, in other words, to analyse and design for the delivery of basic services within a given community. Such systems must be designed to match the given socio-economic and cultural realities, and must be operable by the community. Moreover, these must be designed keeping in mind the role of the state, market and civil society.!!Lecture Plan.!!Module 1. The Household and its development!!Lecture 1. The household as the basic unit. The needs of the household. Cultural, biological needs. The notion of development. Environmental needs and the development engineering sectors.!!Lecture 2. Development Indices. HDI and OECD indices. The data needed to compute these. Core values of equity, efficieny and sustainability.!!Lecture 3. Introduction to the village-level census data. Engineering content in various amenities indices.!!Census Data 1. Manipulating census data. Identifying best-case and worst-case villages. Comparison plots and correlation plots.!

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!Lecture 4. Agents and Value. How is value created in a household. The peasant and the artisan. Resources and amenities. The employee. The teacher. Various modes of payments. Seasons and history of accounting. Knowledge of agents.!!Module 2. The Society and its Organization!!Lecture 1. The basic divisions - State, Market and Civil Society. The environment. Assets and institutions.!!Lecture 2. The structure of the State. The center and the state. The District Collector and the district planning committee. The district and sub-district hierarchy. Various departments. The heirarchy of elected representatives.!!Lecture 3. The Market. The notion of money. Loans and repayments and the role of capital. Money transaction vs. seasonal transactions and others based on trust. The anonymity and instanteity of money. Weekly markets, APMC. The supply chain and costs.!!Lecture 4. The Civil society. Trust, kin-ship and culture. Other attributes of civil interactions. Reputations and role-models. Various institutions such as the religious institution, the NGO, the school, the university, the panchayat.!!Lecture 5. Tying it all up. Agents and Value revisited. The competition between various divisions, e.g., between the state and the market, and others.!!Module 3. A Sectoral Engineering System.!!Lecture 1. Mappping a regional engineering system, e.g, regional Irrigation system, its stakeholders and the basic transactions. The Environmental variables and the state/market/civil society agents.!!Lecture 2. Key scientific variables and processes. What is the planning framework. What are the supply parameters, the demand parameters. How does the environment play a role? What are key infrastructure. Allocation regimes.!!Field Visit. To a sectoral system. Meeting with an NGO, a state officer and an elected representative.!!Lecture 3 Key government programs in the sector. Reading the GR. Developing a methodology for assessment. An example of a design document. How does it meet community demands. Key Data-sets.!!Module 4. GIS (Geographic Information System)!!GIS 1. Loading QGIS and a district data-set. Using a given data-set. Writing queries and manipulating appearances.!!GIS 2. Types of objects and manipulating objects. Linking Census data to GIS. Basic analysis and representation.!

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!GIS 3. Introduction to a case-study. Basics of spatial planning queries such as computing net supply and net demand.!!Module 5. The Village via a CTARA Village Report!!Lecture 1. Reading the CTARA Village Report. The sectors and its indices. The methodlogy. The reporting.!!Lecture 2. The basics of PRA-1. The Demand Side. Household-surveys. Focus group discussions. The issue ranking.!!Lecture 3. The basics of PRA-2. The supply side. Resource map. Institutions. Time-line.!!Lecture 4. The basics of PRA-3. The allocations. Questions of equity, efficiency and sustainability.!!Invited Lecture. What should an engineer know about Caste, Class and Gender.!!Lecture 5. Preparing for the village meeting. Census data. Key contacts. What to look for.!!Field Visit 1. 2 days and 2 nights at the village. Village meeting, household meeting. Resources.!!Module 6. The Capstone Project via a Case -Study!!Lecture 1. Framing the project. Understanding the demand. What needs to be achieved. Studying the options available. Measurement of social and economic parameters as inputs.!!Lecture 2. The activities and the analysis. The reporting. Picking your case-study. Finally. What has been achieved.!!Resources.!1. This course is based on the TD603 Water course taught at CTARA and also the TD609 and TD604 courses. See http://www.cse.iitb.ac.in/~sohoni/TD603”!!A HSS course ([1-1/3-4-11/3-3]) on human geography of the Rupnagar region may be accordingly offered to introduce the students to the society in neighborhood of IIT Ropar, as the first part of Engineering Innovation and Society. The course should cover Cultural, Development, Economic, Health, Historical, Political, Population, Rural, Urban, Transportation, and Tourism Geographies (Ref: https://en.wikipedia.org/wiki/Human_geography). The practical components are for field trips and meeting with authorities such as District / Block / Municipal / Village/ Health administrations and NGOs to understand problems the society is facing as a whole. There will be a project at the end of the course where students identify a problem that can be later solved using engineering principles, particularly with his discipline of study, which may be presented to local administration/NGOs and may be evaluated based on the impact on society. The course may be named as “Local Human Geography and Societal Needs”. This course should incorporate the IIT Bombay’s “Development Engineering” course-outline given above, as closely as possible.!!

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The second part of Engineering Innovation & Society may be offered as “Development Engineering Project [0-0-6-3-3]”, where the student will actually apply engineering principles to solve a societal problem identified in the first part of EIS. Any topics of the IIT Bombay’s “Development Engineering” course-plan described above not covered in IIT Ropar’s “Local Human Geography and Societal Needs” course, may be covered as self-study in the beginning of “Development Engineering Project” and may be evaluated as a part of student’s presentation on the project proposal.!!!5.25. Industrial and Organizational Psychology (3) [3-1-0-5-3]!!Psychology applied to workforce will be covered in this course including leadership, innovation, motivation, group behavior, job satisfaction etc.!!5.26. Open Elective I and II (total 6 credits)!!The students will take two electives from any discipline.!!5.27. Personal & Corporate Finance (3) [3-1-0-5-3]!!Personal finance and corporate finance management will be covered in this course. Basic financial accountancy may be introduced.!!5.28. Entrepreneurship (3) [3-1-0-5-3]!!The course will give an overview of business management and focus on Entrepreneurship.!!5.29. Industrial Internship (3)!!The internship will be in the summer between 6th and 7th Semester for a minimum 8 weeks.!!5.30. Program Elective 1 to 5!!The total 9 credits for the courses designated as ‘Program Core 13 or Program Elective 1’ , ‘Program Core 14 or Program Elective 2’, and ‘Program Core 15 or Program Elective 3’ may be partially utilized as Program Core. The remaining credits may be offered as Program Electives. In any case, at least 6 credits of program electives (Elective 4 and 5) will be offered.!!5.31. BTP Capstone Project I / II (3) [0-0-6-3-3]!!The aim will be to design and build an engineering product (often in response to a challenge proposed by professional bodies such as ASME, IEEE, etc.), which will compete with other designs (by fellow students) to earn grades. Research-type projects will not be allowed. Evaluation will be through competition only, by a panel of examiners (experts). The best project may be considered for special rewards (financial or otherwise).!!5.32. Minor I to V!!

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A student can take 15 credits of designated courses (Minor I to V) in one of other disciplines to earn a Minor. Each department will send a list of courses (weighing total 15 credits) that will contribute to the Minor Program. An academic Center (e.g. CBME) may also offer a Minor. The Minor courses would be typically the most basic UG-level courses of the discipline. For example, the Minor courses in Mechanical Engineering (ME) would be a subset of Program Core courses of ME.!!5.33. Honors Project I / II (5) [0-0-10-5-5]!!Honors Project (I and II) will be research / design / entrepreneurship - based project, which will be required (along with 15-credit coursework) for awarding of Honors degree. Either of these courses should require at least 15 hours of research work per week, which should be monitored by the student’s supervisor. The quality of the research output should be monitored / evaluated by a panel of examiners (experts), as is standard for assessing research quality of PhD or Masters programs.!!5.34. Program Concentration 1 to 5!!Students can take 15 credits of Program Concentration courses within their discipline. For example, Mechanical Engineering students may choose to specialize in Design, Manufacturing or Thermo-Fluids. !!5.35. Honors Related Open Elective 1 to 5!!The 15-credit coursework required for the award of Honors degree may be from various departments, if so recommended by the Honors supervisor.!!5.36. Additional Internship I to III!!Each of Additional Internship I to III will be a 2 month (8-week) long full-time internship at a reputable organization (Industry, Academia etc.) approved by Faculty Advisor, HoD and Dean (Academics). These courses will be above the requirements of Basic BTech and will not be counted towards Minor, Concentration or Honors. These courses will be open to all students. A continuous internship of 6 months will be equivalent to taking all the three Additional Internship I to III (thus total 9 credits). A student doing Basic BTech can finish all requirements by 7th Semester and he/she can do a six-month internship during the last (8th) semester. Minimum GPA may be prescribed for taking Additional Internship I to III.!!5.36. Local Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!!Same as Engineering Innovation & Society I (Section 5.24 for description).!!5.37. Development Engineering Project (3) [0-0-6-3-3]!!Same as Engineering Innovation & Society II (Section 5.24 for description). As per University of California Berkeley website (http://deveng.berkeley.edu), “Development Engineering is an emerging field of research that focuses on technology interventions designed to improve human and economic development within complex, low resource settings.” Hence, the Development Engineering project should stick to its definition.!

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!5.38. Industrial Management (3) [3-1-0-5-3]!!Structure, organization and management of manufacturing industries should be covered along with topics encompassing operations management, marketing, and financial management.!!5.39. HSS Electives I and II (Total 6 credits)!!A total of 6 credits may be opted by students as Humanities & Social Science electives. The following courses should be offered as electives along with other HSS elective courses :!!(i) Industrial and Organizational Psychology (3) [3-1-0-5-3] (See Section 5.25 for course details)!(ii) Personal & Corporate Finance (3) [3-1-0-5-3] (See Section 5.27 for course details)!(iii) Entrepreneurship (3) [3-1-0-5-3] (See Section 5.28 for course details)!(iv) Remedial English (3) [2-2/3-2-13/3-3] (See Section 5.40 for course details)!!5.40. Remedial English (3) [2-2/3-2-13/3-3]!!First semester students weak in English language should be offered “Remedial English” course encompassing English Grammar in the first semester to improve english language skills with respect to reading, listening, writing and speaking up to the TOEFL standard (https://www.ets.org/toefl/ibt/prepare/). The “English Communication” course to such students may be offered later by 7th semester.!!5.41. Professional English Communication (3) [2-2/3-2-13/3-3]!!A TOEFL standard test (https://www.ets.org/toefl/ibt/prepare/test_questions) may evaluate if the student needs improvement in English through the “Remedial English” course. Students already strong in English may be offered “Professional English Communication” course, which will encompass verbal and non-verbal communication skills including professional writing, presentation skills, technical report reading comprehension, listening comprehension, Neuro-Linguistic Programming (https://en.wikipedia.org/wiki/Neuro-linguistic_programming), Transactional Analysis (https://en.wikipedia.org/wiki/Transactional_analysis) etc. to prepare students for professional life.!!5.42. Introduction to Materials Science & Engineering (3) [3-1-0-5-3]!!A basic materials science and engineering course suitable for all engineering disciplines. !!6. A Representative Course Plan for BTech with Minor!!Same as that for “Basic BTech" (Section 4) with Minor I to V (total 15 credits) added and distributed over six semesters - Semester 3 to 8. Refer to Section 5 for explanation of Minor I to V.!!!

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7. A Representative Course Plan for BTech (Honors) with Minor!!Same as that for “BTech with Minor” (Section 6) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 5 for explanation of Honors Project I and II.!!!8. A Representative Course Plan for BTech with Concentration!!Same as that for “Basic BTech" (Section 4) with Concentration I to V (total 15 credits) added and distributed over six semesters - Semester 3 to 8. Refer to Section 5 for explanation of Concentration I to V.!!!9. A Representative Course Plan for BTech (Honors) with Concentration!!Same as that for “BTech with Concentration” (Section 8) with Honors Project I and II (each 5 credits, [0-0-10-5-5]) added in Semester 7 and 8, respectively. Refer to Section 5 for explanation of Program Concentration 1 to 5 and Honors Project I and II.!!!10. A Representative Course Plan for General BTech (Honors) (i.e. without any Minor or Concentration)!!Same as that for “BTech (Honors) with Concentration” (Section 9) with Honors Related Open Elective 1 to 5 (total 15 credits) in place of Program Concentration 1 to 5. Refer to Section 5 for explanation of Honors Related Open Elective 1 to 5.!!!11. A Representative Course Plan for Basic BTech with Additional Internship!!The coursework required for “Basic BTech" (Section 4) may be completed in first seven semesters. Additional Internship I to III [About 6 Months, Mid December to Mid June] may be opted during the last (eighth) semester. Refer to Section 5 for explanation of Additional Internship I to III.!!!

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12. Table Comparing Different Options (Programs)!!Semester ===>>

Induction Program

1 2 3 4 5 6 Summer between sem 6 and 7

7 8 Total Credits

HSS Professional Ethics (1.5) + History of Technology (1.5)

Professional English Communication (3)

Economics (3)

Local Human Geography and Societal Needs (3)!

Industrial Management (3)

HSS Elective I (3)

HSS Elective II (3)

21

Physics Physics for Engineers (5)

5

Chemistry

Chemistry for Engineers (4)

4

Mathematics

Engineering Mathematics I (3)

Engineering Mathematics II (3)

6

Science-Maths

Program-Specific Science-Maths I (3)

Program-Specific Science-Maths II (3)

Science-Maths Elective I (3)

Science-Maths Elective II (3)

12

General Engineering

Museum Lab (1)

Programming (4.5) + Tinkering Lab/Hobby Engineering (1.5) +Intro to Engineering Products (1)

Workshop(2) + Engineering Drawing (1.5) + Electrical Eng (4.5)

Material Sc & Engg (3)

Environmental Sc & Engg (3)

22

Projects (BTP + DE) + Internship + Comprehensive Viva

Development Engineering Project (3)

Industrial Internship (3)

BTP Capstone Project I (3) + Comprehensive Viva (2)

BTP Capstone Project II (3)

14

Program Core (CSE / EE / ME / CE/ChE)

Program Core 1 (3)

Program Core 2 (3) + Program Core 3 (3) + Program Core 4 (2)

Program Core 5 (3) + Program Core 6 (3) + Program Core 7 (3) + Program Core 8 (2)

Program Core 9 (4) + Program Core 10 (4) + Program Core 11 (3)

Program Core 12 (3) + Program Core 13 / Program Elective 1 (3) + Program Core 14 /Program Elective 2 (3)

Program Elective 3 (3)

Program Elective 4 (3)

48

Honors (CSE / EE / ME / CE/ChE)

Honors 1 (5)

Honors 2 (5)

10

Extra-Curricular

NCC/NSS/NSO I (0)

NCC/NSS/NSO II (0)

NCC/NSS/NSO III (1)

NCC/NSS/NSO IV (1)

2

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!!

Biology Biology for Engineers (4)

4

Minor / Concentration / Honors Related Open Elective

Minor / Concentration / Honors Related Open Elective I (3)

Minor / Concentration / Honors Related Open Elective II (3)

Minor / Concentration / Honors Related Open Elective III (3)

Minor / Concentration / Honors Related Open Elective IV and V (3+3)

15

Open Electives

Open Elective I (3)

Open Elective II (3)

6

Total credits (BTech+Minors+Honors)

4 18 18 18 18 21 21 3 25 23 169

Total credits (BTech+Minor)

4 18 18 18 18 21 21 3 20 18 159

Total credits (BTech)

4 18 18 18 18 18 18 3 17 12 144

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13. Existing vs Proposed Curriculum!!A. Overall Comparison!(Total Credits) Existing

Curriculum (163)Basic BTech (144)

BTech with Concentration (159)

BTech with Minor (159)

Maths + Science 28 31 31.0 31.0

HSS 20 21 21.0 21.0

General Engineering

16 22 22.0 22.0

Program Core + Electives

66 48 63.0 48.0

BTP + DE Capstone Projects

8 9 9.0 9.0

Internship + Comp. Viva

3 5 5.0 5.0

Open Electives 22 6 6.0 21.0

Extra-Curricular 0 2 2.0 2.0

Total ==>> 163 144 159.0 159.0

Honors Add-On 12 10 10.0

(Percentage) Existing Curriculum (%)

Basic BTech (%) BTech with Concentration (%)

BTech with Minor (%)

Maths + Science 17.2 21.5 19.5 19.5

HSS 12.3 14.6 13.2 13.2

General Engineering

9.8 15.3 13.8 13.8

Program Core + Elective

40.5 33.3 39.6 30.2

BTP + DE Capst. Projects

4.9 6.3 5.7 5.7

Internship + Comp. Viva

1.8 3.5 3.1 3.1

Open Electives 13.5 4.2 3.8 13.2

Extra-Curricular 0.0 1.4 1.3 1.3

Total ==>> 100.0 100.0 100.0 100.0

Honors Add-On 7.4 0.0 6.3 6.3

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B. Break-Up Comparison!!(i) Maths + Sciences (Example: Mechanical Engineering)!!

!!(ii) HSS (Humanities & Social Sciences)!!

Credits Total L T P

Existing Core 20.0 13.0 2.0 5.0

Electives 8.0

Total 28.0

Proposed Core 25.0 21.0 0.0 4.0

Electives 6.0 6.0 0.0 0.0

Total 31.0 27.0 0.0 4.0

Percentage Total L T P

Existing Core 12.3 8.0 1.2 3.1

Electives 4.9

Total 17.2

Proposed Core 17.4 14.6 0.0 2.8

Electives 4.2 4.2 0.0 0.0

Total 21.5 18.8 0.0 2.8

Credits Total L T P

Existing Core 3.0 2.0 1.0 0.0

Electives 17.0

Total 20.0

Proposed Core 15.0 12.5 0.0 2.5

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!(iii) General Engineering!!

Electives 6.0 6.0 0.0 0.0

Total 21.0 18.5 0.0 2.5

Percentage Total L T P

Existing Core 1.8 1.2 0.6 0.0

Electives 10.4

Total 12.3

Proposed Core 10.4 8.7 0.0 1.7

Electives 4.2 4.2 0.0 0.0

Total 14.6 12.8 0.0 1.7

Credits Total L T P

Credits Total L T P

Existing Core 16.0 10.0 0.0 6.0

Electives 0.0 0.0 0.0 0.0

Total 16.0 10.0 0.0 6.0

Proposed Core 22.0 12.0 0.0 10.0

Electives 0.0 0.0 0.0 0.0

Total 22.0 12.0 0.0 10.0

Percentage Total L T P

Existing Core 9.8 6.1 0.0 3.7

Electives 0.0 0.0 0.0 0.0

Total 9.8 6.1 0.0 3.7

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!(iv) Program Core + Electives (Example: Mechanical Engineering)!!

!!!

Proposed Core 15.3 8.3 0.0 6.9

Electives 0.0 0.0 0.0 0.0

Total 15.3 8.3 0.0 6.9

Credits Total L T P

Credits Total L T P

Existing Core 47.0 30.0 5.0 12.0

Electives 19.0

Total 66.0

Proposed Core 39.0 25.4 0.0 13.7

Electives 9.0

Total 48.0

Percentage Total L T P

Existing Core 28.8 18.4 3.1 7.4

Electives 11.7 0.0 0.0 0.0

Total 40.5 0.0 0.0 0.0

Proposed Core 27.1 17.6 0.0 9.5

Electives 6.3 0.0 0.0 0.0

Total 33.3 0.0 0.0 0.0

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Appendix 13. Review of Draft Proposal, Rev. 4!!1. Minutes of the Final Workshop on Curriculum Revision Held on 14 Feb 2017!!The following were present:!!External experts:!Prof. Nandita DasGupta (via Skype),!Prof. Samir Kumar Saha,!Prof. Sanjay Mittal, !Prof. Suman Chakraborty!!Director (chaired the meeting),!Dean (Academics) (chaired the later part of the meeting),!Heads of Departments,!ACUGS members,!Internal members of the Curriculum Task Force Committee,!!The Director welcomed the participants and opened the workshop giving some background. Dr. Jitendra Prasad followed up with a presentation based on the draft curriculum (Rev. 4) incorporating all the feedback till 13 February.!!The following points were decided:!!(1) All NCC/NSS/NSO courses may be given credits. They should not be made credit-less just for keeping total credits (per semester) under a limit. Total credits not necessarily be 144.!!(2) Tutorial may not be required for all courses, e.g. for HSS courses / electives. Tutorials for all core courses may be retained.!!(3) Feasibility of labs for Biology for Engineers is to be seen for the intended volume of students. In absence of ethics clearance, the labs will be on molecular biology only.!!(4) The 2 credits for Comprehensive Viva is to be justified, as there is really no contact hours, only exam (viva). The 6 hours of self-study recommended for this course, are for the courses which have been already evaluated. Those courses cannot be re-evaluated. To justify the credits for this ‘course’, this may be combined with presentation which they have to give and attend. Combining with other courses are also possibilities.!!(5) The students may decide Minor / Honors option by 4th semester.!!

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(6) BTech with concentration and honors may be simply called BTech (Honors). Too many options such as “BTech with concentration” and “BTech(Hons.) with concentration” would be confusing.!!(7) The “double major” program will not be presented to the senate for approval, as feasibility analysis is to be carried out first.!!(8) General ethics may be taught during the induction program, but not “Professional Ethics”, which may be moved to later semesters, for example along the “Local Human Geography & Societal Needs” course.!!(9) Engineering Drawing should be preferably in first semester. If implementation is an issue, then half of the students may be allowed to take this course in the second semester.!!(10) The ’S’ components should be properly evaluated.!!(11) BTech with Concentration may also incorporate the micro-specialization program present at IIT Kharagpur, where 4 courses (one foundation, two advanced-level core courses, and one either research project or an elective) constitute the micro-specialization.!!(12) The course title “Industrial Training” may be retained only when all students are required to do internship in industries, but in that case they may miss out fellowships such as SN Bose, DAAD etc. to which students at other IITs have access.!!(13) One possibility is to make industrial internship compulsory and make research internship optional (as followed at IIT Madras), which will give opportunities for fellowships as well. !!(14) Planning for common courses such as Biology for Engineers, Intro to Material Sc & Engg etc. will need internal workshop/meeting of stakeholders. Include some well-performing senior students.!!(15) In case of any confusion or conflict, three baskets of courses may be considered: first what all departments consider essential, second what individual department considers essential, and three students’ choice (electives). !!(16) Modular or half courses may also be considered, if needed.!!(17) Apart from the Honors program, a research program in line with Undergraduate Research Opportunities Program (UROP) may also be implemented for interested students. !!(18) “Local Human Geography & Societal Needs” may be renamed simply to “Societal Needs” in order to remove the “Local” outlook.!!(19) Electrical department disagreed with the newly proposed 4.5 credits for “Introduction to Electrical & Electronics Engineering.” They would prefer earlier proposed format of two 3 credit courses, namely “Introduction to Electrical Engineering” in the first year and “Basic Electronics” in the second year.!!

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(20) CSE department supported the idea of combining computer programming and data structure courses into only one course of 4.5 credits.!!!2. Minutes of Meeting Regarding Induction Program!!Though various meeting from 17 Feb 2017 to 23 Feb 2017 with the Director, Dean (Academic), Dean (Students Affairs), and Associate Dean (PG) regarding the induction program, the following were decided:!!(i) The induction program cannot be started before 25 July 2017,!(ii) A three week induction program will postpone start date of the fall semester to 16 August, which will be too late as the students may not get the winter vacation,!(iii) Courses during the induction program, especially exams / viva, may prove to be stressful start,!(iv) No courses will, therefore, be offered during the induction program. The originally proposed courses for induction program will be moved to first and second semester. Some of the courses, in turn, will be moved to third and fourth semesters so that first year students are not loaded much.!!!3. Minutes of Meeting of the Curriculum Task Force Committee with the Director on Wed 1 March 2017!!It was decided in the meeting that the “Introduction to Materials Sc & Engineering” may not be made core for all students. A “Program-Specific General Engineering” may instead be taught, which may be preferably a material science course tailored to the needs of the department. If a department considers a material science course to be unsuitable, an alternate course may be proposed by the department. The department-specific material science course may be such that the first half of the course has basic fundamentals of materials sciences and the second half focussed on the materials relevant to the department.!!!4. A decision on “Chemistry for Chemical Engineers”!!Dr. Vishwajeet Mehandia confirmed via email on Monday, 6 March 2017 the following:!!“As per the suggestion by Prof. K. S. Gandhi and Department of Chemistry, we will go with “Chemistry for Engineers” only.”!!As such, “Chemistry for Chemical Engineers” will be replaced by “Chemistry for Engineers”.!

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