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Proposals of New UG Curriculum

Jitendra Prasad Chairman, Curriculum Task Force Committee

IIT Ropar 17 March 2017

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Status of Curriculum RevisionSep 2015 Committee Formed (10 internal members + 5

external experts)Apr 2016 Original ProposalJul 2016 Presentation to faculty membersJul 2016 Meeting with external expertsAug 2016 Revision 1 sent to the experts, departments,

students and alumniSep 2016 Rev 1 presented to the studentsSep 2016 Rev 1 presented to ACUGSOct 2016 Rev 1 presented in the SenateDec 2016 Rev 2 sent to the experts and departments

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Status of Curriculum RevisionDec 2016 Rev 2 presented to ACUGS

Dec 2016 Rev 2 presented in Senate

Jan 2017 Rev 3 sent to the faculty and external experts

Feb 2017 Rev 4 presented in the final workshop attended by external experts, the Director, HODs, ACUGS members and curriculum committee

Mar 2017 Rev 5 sent to the external experts and the departments

Mar 2017 Rev 5 presented and approved in ACUGS

Mar 2017 Rev 5 is being presented for Senate approval

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Items for Approval Today

» Objectives of the curriculum » Overall structure of the curriculum » Syllabus of the first year courses

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New Curriculum: Broad Objectives

Improved curriculum with the aim of producing 21st century engineers and entrepreneurs, that » Offers more flexibility to students, » Has novel and unique features to attract the

brightest of students, » Has better utilization of manpower and resources, » Encourages industry-academia interaction, » Makes students more practical in approach, » Imparts soft/managerial skills in addition to science

and engineering fundamentals, » Develops social responsibilities in students.

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Unique Features / Unique Selling Points

» 1. Connection to the society – Going to the society to find problems and solve them

applying innovation » 2. Hands-on learning

– High Practical / Do-It-Yourself (DIY) components » 3. Creativity & Innovation

– Learning innovation tools and giving opportunities for creativity

» 4. Core competency – Strong fundamentals (e.g. compulsory tutorials ’T',

evaluation of self-study ’S')

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Salient Features of the New Curriculum

» L-T-P-S-C » Tutorial (’T’) by default for all core courses,

unless it is not applicable, such as in HSS courses.

» Tutorials not counted in the credit (‘C’), but counted as a part of student’s self-study (’S’)

» Hands-On Learning » As a part of every lab, students will first

learn basics and then design their own experiments

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Salient Features of the New Curriculum

» Output-based curriculum » Courses mapped to Washington Accord’s

Knowledge Profile / Graduate Attributes » More options to students in addition to

basic BTech: » Minor » Concentration » Honors » Industrial Internship in the last semester

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Salient Features of the New Curriculum

» Innovative new courses » History of Technology » Technology Museum Lab » Introduction to Engineering Products » Tinkering Labs » Human Geography and Societal Needs » Development Engineering Project » Capstone Projects

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History of Technology» Cultural history of technology » Impact of technology on society !

» Objective: Connection to the society

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Technology Museum Lab» Showcase of evolution of some of important

engineering products, e.g. wheels and tires » Display related historical notes and inspiring

stories about inventors, e.g. Charles Goodyear, John Dunlop

» Related basic science experiments and demonstrations, e.g. Foucault Pendulum, Newton’s Cradle, (in case of the tire example, determination of coefficient of friction for rubber)

» Objective: Creativity & Innovation, Connection to Society, Strong Fundamentals, Hands-on Learning

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Introduction to Engineering Products

» Disassemble engineering products such as Motorcycles, Washing Machine, Television, Refrigerator, Microwave Oven etc.

» Understand structure and function of the parts

» Assemble them back !

» Objective: Creativity & Innovation, Strong Fundamentals, Hands-On Learning

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Tinkering Lab

» Learn basic innovation tools such as CAD, 3D printing, mechanisms (gears etc.), electric motors, micro-controllers, their programming etc. !

» Objective: Creativity and Innovation, Hands-on Learning

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Human Geography and Societal Needs

» “Mapping” the neighboring areas (e.g. Rupnagar district) in terms of its cultural, development, economic, health, historical, political, population, rural, urban, transportation, and tourism geographies

» Going to the society and learning about their problems

» Deciding a problem to solve » Objective: Societal connection

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Development Engineering Project

» Solving the problem identified in “Human Geography & Societal Needs” by building a product !

» Objective: Societal connection, Creativity & Innovation

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Capstone Projects

» Building a product as per an engineering challenges given by a professional societies such as ASME, IEEE etc.

» Grading by competition !

» Objectives: Creativity & Innovation , Hands-on Learning, Strong Fundamentals

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Proposed Programs» BTech (145 credit-semester) » BTech with Minor (160 credit-semester)

» 145 credit BTech + 15 credit Minor » Example: BTech in ME with Minor in CSE or Physics

» BTech with Concentration (160 credit-semester) » 145 credit BTech + 15 credit Concentration » Example: BTech in Mechanical with Concentration in

Manufacturing or Design » BTech with Honors (170 credit-semester)

» 145 credit BTech + 15 credit coursework (could consist of Minor / Concentration courses) + 10 credit Honors Project

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Proposed Term and Credit» The present semester system will be continued » Every course will have an L-T-P-S-C designation » L: No. of lecture contact ‘hours’ per week » T: No. of tutorial contact ‘hours’ per week = L/3 » P: No. of practical contact ‘hours’ per week » 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 » So, the no. of contact hours for the course is L+T+P

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Proposed Term and Credit» Example: Engineering Mathematics I (3-1-0-5-3)

» Contact hours (L+T+P) = 3+1+0 = 4 » Self-study hours (S) = 5 » Total Credits (C) = 3

» 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. The weightage of the quizzes may be minimum 20%.

» ‘Hour’ here means 50 min.

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Basic BTech: Course Requirements

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HSS: Core 15 Cr; Electives 6 Cr» 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] » HSS Elective I (3) » HSS Elective II (3)

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Sciences: Core 24; Electives 6» 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.

MA103 Differential Equations [3-1-0-5-3]) » Program-Specific Science-Maths II (3) [3-1-0-5-3] (viz.

“Probability and Statistics” for CSE, EE, ME, and CE; “Introduction to Organic Chemistry and Biochemistry” for ChE)

» Science-Maths Elective I (3) » Science-Maths Elective II (3)

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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)

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Program-Specific General Engineering

» “GE106 Materials Science for Electrical and Electronics Engineers” for EE,

» “Introduction to Materials Science and Engineering” for CE, ChE and ME,

» “Signals and Systems” for CSE.

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Program-Related: 60.5 Credits

» 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] » BTP Capstone Project I (3) [0-0-6-3-3] » BTP Capstone Project II (3) [0-0-6-3-3]

» Industrial Internship and Comprehensive Viva Voce (3.5)

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Others (10 Credits)» Extra-Curricular (4 Credits)

» NC101 NCC I (1) [0-0-2-1-1] » (NO101 NSO I (1) [0-0-2-1-1] OR NS101 NSS I (1)

[0-0-2-1-1], if NCC I not feasible) » 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)

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Basic BTech: Organization of Courses

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Semester 1Plan 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 EnglishNC101 NCC I (1) [0-0-2-1-1] (NS101 NSS I / NS101 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 Eng (3) [2-2/3-2-13/3-3]

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

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]

(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)

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Semester 2Plan A Plan B

MA102 Linear Algebra, Integral Transforms and Special Functions (3) [3-1-0-5-3]Program Core (3 credits) (for CE, ChE, CSE, ME)!OR !Program-Specific General Engineering (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 Eng (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)

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Semester 3Program-Specific Science-Maths I (3) [3-1-0-5-3]Program Core (8) (total 8 credits: max 6L, rest labs)Program-Specific General Engineering (3)!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]!OR !Basic Electronics (3) [2-2/3-2-13/3-3]Tinkering Lab (1.5) [0-0-3-3/2-1.5]!OR !Introduction to Engineering Products (1) [0-0-2-1-1](Total 17+ Contact Hours: L: 9+; T: 3+; P: 5+) (Total 19.5 Credits: L: 9+; T: 0; P: 2.5+)

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Semester 4Program-Specific Science-Maths II (3) [3-1-0-5-3]Program Core (8) (total 8 credits: max 6L, rest labs)Human Geography and Societal Needs (3) [1-1/3-4-11/3-3]!OR !Biology for Engineers (3) [3-1-0-5-3]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]!OR!Economics (3) [3-1-0-5-3]Introduction to Engineering Products (1) [0-0-2-1-1]!OR!Tinkering Lab (1.5) [0-0-3-3/2-1.5](Total 18+ Contact Hours: L: 6+; T: 2+; P: 10+) (Total 19 Credits: L: 6+; T: 0; P: 5+)

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Semester 5Plan C Plan D

Biology for Engineers (3) [3-1-0-5-3]!OR !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 !Industrial Management (3) [3-1-0-5-3]P r o f e s s i o n a l E t h i c s ( 1 . 5 ) [1-1/3-1-13/6-1.5]Program Core (10.5) (total 10.5 credits: 8L max, rest labs)

Program Core (12) (total 12 credits: 9L max, rest labs)

(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+)

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Semester 6Plan 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]!OR!Introduction to Environmental Science & Engineering (3) [2-2/3-2-13/3-3]Program Core (0 to 6 credits) !OR!Program Elective (rest of 6 credits)

P r o f e s s i o n a l E t h i c s ( 1 . 5 ) [1-1/3-1-13/6-1.5]

Program Core (6.5) (total 6.5 credits, 6L max, rest labs)

Program Core (5) (total 5 credits, 5L max, rest labs)

(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+)

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Summer Vacation following Semester 6

Industrial Internship and Comprehensive Viva Voce (3.5)

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

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Semester 7

BTP Capstone Project I (3) [0-0-6-3-3]HSS Elective I (3)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+)

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Semester 8

BTP Capstone Project II (3) [0-0-6-3-3]HSS Elective II (3)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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BTech with Minor!

» Same as that for “Basic BTech" with Minor coursework (total 15 credits) added and distributed over four semesters - Semester 5 to 8.

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BTech with Concentration!

» Same as that for the basic BTech with Concentration coursework (total 15 credits) added and distributed over four semesters - Semester 5 to 8.

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BTech with Honors!

» Same as that for “Basic BTech" with Honors coursework (total 15 credits) added and distributed over four semesters - Sem 5 to 8. Honors coursework may be the same as or different from Minor or Concentration coursework.

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Basic BTech with Additional Internship

» “Basic BTech” may be finished in 7 semesters. The 8th semester may be used for 6-month-long industrial / academic internship.

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(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 21.0General 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 21.0Extra-Curricular 0 4 4.0 4.0Total ==>> 163 145 160.0 160.0Honors Add-On 12 10 10.0

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(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 13.1General 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 13.1Extra-Curricular 0.0 2.8 2.5 2.5Total ==>> 100.0 100.0 100.0 100.0Honors Add-On 7.4 0.0 6.3 6.3

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Thank You!

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Literature SurveyThe committee carried out literature survey. Almost all of the studied work cited the original work of Ralph W Tyler and Hilda Taba. The committee therefore decided to read the most frequently referred classic books by Tyler and Taba, especially the following: » Tyler, Ralph W., (1949/1969/2013), Basic

Principle of Curriculum and Instruction, The University of Chicago Press.

» Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World.

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Curriculum Development Procedure

» Step 1. Decide the specific aims (based on the needs) » Step 2. Select the content (e.g. courses, their broad syllabus

and activities) » Step 3. Organize the content [i.e. sequence of the courses

(year/semester/quarter-wise] » Step 4. Decide the learning experience: How students are

going to learn? (e.g., course-specific L-T-P distribution etc., self-study hours, Industrial trips, group activities, presentation, reports, drawing, computing, design, prototyping, repairing etc.)

» Step 5. Organize the learning experience (i,.e. course-specific sequence of learning strategy)

» Step 6. Prepare the implementation notes » Step 7. Evaluate the learning experience after implementation

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Specific Aims» Decide the specific aims of the curriculum based on the

following: – Philosophy of Education

• Purpose of education: Propagation of culture and values, Transformation of culture, Individual development etc.

– Study of the Learners • Student needs (Maslov's hierarchy of needs)

– Study of Contemporary Life outside the school – 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.

– Subject specialists’ opinion (our faculty, external experts, reputed universities, Washington Accord, alumni etc.)

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Specific Aims: 5 Big Questions

» Q1.1. What philosophy of education should be ingrained in the new curriculum? In other words, what is the purpose of engineering education?

» Q1.2. What needs of the students should the new curriculum fulfill? » Q1.3. 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?

» Q1.4. 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?

» Q1.5. According to the subject specialists, what should be the specific objectives of the new curriculum?

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The Subject ‘Specialists’» Education literature (e.g. Tyler, Taba books: The procedure of

curriculum development) » Prominent educational institutes (MIT, Stanford, Caltech, other IITs) :

E.g. In US, typically 2 hours of preparation hours given to students for every one hour of lecture. In India, total credits have been decreasing over time.

» Prominent industrial personality: Industry-Academia Conclave minutes of meeting: (e.g. BTP and Internship may be merged)

» Prominent educational personality (‘experts’) » Washington Accord guidelines: Knowledge profile, and Graduate

Attribute Profiles (NBA guidelines, ABET guidelines: Desired graduate attributes)

» The Director’s vision regarding the curriculum, » Individual departments: IIT Ropar faculty’s review » Students and alumni

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Why Identify & Solve Societal Problems?

» 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.

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Graduate Attributes (Washington Accord / NBA Guidelines)

» Engineering Knowledge : Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems.

» Problem analysis : Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

» Conduct investigations of complex problems : Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.

» Modern Tool Usage : Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations.

» The Engineer and Society : Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.

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Graduate Attributes (Washington Accord / NBA Guidelines)

» Environment and Sustainability : Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of need for sustainable development.

» Ethics : Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.

» Individual and Team Work :Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.

» Communication : 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.

» Project Management and Finance : Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

» Life-long learning : Recognise 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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The Specific Aims1. Organization of Curriculum

– To provide students at least 2 self-study hours for every hour of lecture and evaluate the preparation hours. (Roughly 15 credits per term)

– To provide different learning experience: Lecture, Tutorial, Self-study, Computational, Experimental, Design, Drawing, Manufacturing, Invention, Prototyping, Do-It-Yourself (DIY) etc.

– To implement Washington Accord’s requirements. – To have courses on mathematics, natural sciences,

engineering fundamentals and engineering specialization and demonstrate their use in solving complex engineering problems (Washington Accord requirement 1),

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The Specific Aims1. Organization of Curriculum, Contd.

– To make students know how to identify an engineering problem and how to solve it using mathematics, natural sciences, engineering fundamentals and engineering specialization (Washington Accord requirement 2),

– To inculcate personal and team work through individual/group activities / assignments (Washington Accord requirement 8),

– To have at least first year of common courses (practical requirement that makes easy for the students to change branch after 1 year),

– To have different options for the students to choose from, such as Minor, Honors, Specialization etc.

– To apply top-down approach in learning (big picture first and then details)

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The Specific Aims2. Connection among courses

– To theoretically and practically connect all the courses through “History of Science & Engineering.” A museum of science and technology may be needed. (Psychology of learning)

3. Practical Knowledge / Innovation – To make students adept at using modern tools such as computers

(hardware), smart phones (programming), electronic components, micro-controllers, CAD softwares, rapid prototyping, CNC Machines etc. (Washington Accord requirement 4)

– To transform culture in terms of do-it-yourself (DIY), – To inculcate innovation (Tinkerers lab to encourage hobby engineering) – To make familiar with common products such as bicycle, motorcycle, cars,

mobile phone, TV, Washing Machine, printers, etc. and their repairing, so that they could apply their learning in daily life. (Psychology of learning)

– To provide strong industrial connection, especially by linking industrial internship and BTP, and personnel exchange.

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The Specific Aims4. Sciences / Mathematics

– To apply sciences (Physics, Chemistry, Mathematics and Biology) to engineering and vice versa (Washington Accord requirement 1),

– To have a course on statistics and research methodologies including design of experiments, statistical conclusions (Washington Accord requirement 3),

5. Humanities & Social Sciences – To have a course on an engineer’s connection to society to address societal,

health, legal, cultural and safety problems using engineering solutions (Washington Accord requirement 5),

– To have a course on ethical principles and their applications in daily life, at least in professional life / engineering practice (Washington Accord requirement 7),

– To have a course or two on english communication to inculcate good written and oral communication skills including presentation and report writing (Washington Accord requirement 9).

– To transform culture in terms of gender equality. (Part of ethics; MHRD directive)

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The Specific Aims6. Environment

– To have a course on environment and sustainability in engineering context (Washington Accord requirement 6),

7. Management / Entrepreneurship – To have courses on Project Management and Finance

and make the students implement them in their own life (Washington Accord requirement 10),

– To inculcate entrepreneurship (Societal need), 8. Major (Core) Courses 9. Specialized Courses (Electives) 10. Minor Courses 11. Honors Project

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The Specific Aims12. Extra-Curricular Recommendations

– To make students mature and prepare them for fast changing society because of technological advancement (Washington Accord requirement 11),

• by making them independent, creative, innovative etc. via self-study, student employment, freedom in choosing courses, ease in following own interests, participation in student government and institute’s senate/standing committees etc.

• To have Yoga, Ayurveda, Indian Classical Music and Dance, Awareness about Indus Valley sites around Ropar as extra-curricular activities in order to propagate our cultural heritage,

– To make sure Maslov’s hierarchy of needs are satisfied for the students: • physiological needs (air, water, food, privacy), • security needs (personal, health, financial security), • love & belonging needs (friends, family), • self-esteem needs (hobbies, interests, self-respect), • self-realization needs (altruism, social work, spirituality),

– NCC / NSS / NSO