National Seminar on Engineering Education February 25-26, 2005 I I Sc Bangalore M. Tech Programs - Curriculum and Related Issues Prof. M. C. Deo I I T Bombay

PG Education  Well established PG education: students doing 1300 courses  Structuring, reviewing, revising  standardized at UG level courses. -- PG level ?  A need exists to address these issues  Based on author ’ s experience and observations.

ISSUES 1.Design of M Tech program:  O Institute Individual program level  ?? e.g., objectives not spelt out. Hence effectiveness ? (reason? Insufficient Faculty,…….. Absence of periodic reviews) 2.Rigidity:  admission criteria, program structure flexible on paper only students studying elective they want – not-so-common 3.Faculty strength:  3 or 2 sometimes courses to offer

ISSUES (continued) 4.Program evaluation  Lack of structured mechanism to take periodic reviews considering placement record, Faculty growth in that program area, R and D projects in the specialization CEP/QIP courses 5. Super-specialization of Faculty  whole M Tech program not needed. 6. Home assignments  like UG – labor-oriented, rote-learning based almost full emphasis on classroom teaching 7.Assessment schemes  Heavy weightage for end-sem exam Students spent lot of time in doing works for which very less credit given

Suggestions Program objectives should be clearly spelt out and curriculum should be modeled to achieve this. e.g., upto what level mathematical ability, capability to apply scientific principles, computational and software skills development,….are desired. ? Program objectives should be clearly spelt out and curriculum should be modeled to achieve this. e.g., upto what level mathematical ability, capability to apply scientific principles, computational and software skills development,….are desired. ? Curriculum should incorporate both depth and breadth of the specialization. (Many times it is either depth or breadth) Curriculum should incorporate both depth and breadth of the specialization. (Many times it is either depth or breadth) Curriculum should encourage multi-disciplinary skills Curriculum should encourage multi-disciplinary skills 50 % core and 50 % electives (?) Non-engg. electives promoting creativity, innovativeness; entrepreneurship/management/IPR /communication (oral/written) 50 % core and 50 % electives (?) Non-engg. electives promoting creativity, innovativeness; entrepreneurship/management/IPR /communication (oral/written) Curriculum should encourage independent design of experiments and computer software Curriculum should encourage independent design of experiments and computer software

Learning through different modes should be incorporated Learning through different modes should be incorporated (Time Table should specifically cater to this) (Time Table should specifically cater to this) -- formal -- formal -- non-formal (professional societies / guest speakers/…) -- non-formal (professional societies / guest speakers/…) -- web-based (/video based / internet based) -- web-based (/video based / internet based) -- distance (self-study) -- distance (self-study) Students should take part in teaching; To be assessed. Students should take part in teaching; To be assessed. Team work as well as leadership qualities should be encouraged Team work as well as leadership qualities should be encouraged Program should be reviewed after every 3 years and this should consider effectiveness in terms of placements, students quality, R and D projects, interaction with industry, CEP/QIP courses held, Faculty publications out of students dissertations,….. Program should be reviewed after every 3 years and this should consider effectiveness in terms of placements, students quality, R and D projects, interaction with industry, CEP/QIP courses held, Faculty publications out of students dissertations,…..

At least 5 Faculty members with full interest in the specialization are needed. Otherwise  a general program with modules of say 3 courses offered by each Faculty as per his super-specialization At least 5 Faculty members with full interest in the specialization are needed. Otherwise  a general program with modules of say 3 courses offered by each Faculty as per his super-specialization Continuous evaluation: end-sem exam: 30 % quizzes/assignments/course seminars/.. : 70 % Continuous evaluation: end-sem exam: 30 % quizzes/assignments/course seminars/.. : 70 % (time spent by students – as per weightage) (time spent by students – as per weightage)

Content Design Stake holders : Stake holders :  Nation  Students  Employers  Faculty Prof Ballal Restructuring of M Tech programs at IIT B ~ 2002

Two types of products  Specialists in Traditional Disciplines  Generalists in Interdisciplinary areas and Emerging Disciplines : Prof Ballal

Flexibility is essential Departmental level Program level Candidate level Decentralized decision making Prof Ballal

Philosophy Each student is a distinct individual Each student is a distinct individual Each program has its own characteristics Each program has its own characteristics Multiple skills expand career potential Multiple skills expand career potential Nation’s technology leadership is critically dependent on PG programs Nation’s technology leadership is critically dependent on PG programs Prof Ballal

Workshop on “ Model Curriculum for M Tech Programs ” April 6, 2004 at IITB Recommendations with respect to the base paper prepared General: - Program objectives should be clearly defined and the curriculum should be modeled to achieve them. - A significant component of multi-disciplinary courses is necessary. - Curriculum should reflect depth as well as breadth of the specialization. - Curriculum should encourage teaching and team work for students. - Formal and informal mode of learning should be accommodated. - Periodic review of the curriculum is necessary.

Specific: 1.Course duration: Minimum of two years. Upper limit open to Universities/Institutes 2.Months of start: July (desirable) 3.Eligibility: B. E./B Tech/B Sc(Engg) degree or equivalent (e.g. AMIE) with good academic record, M Sc/M C A as per the AICTE norms 4.Time schedule: First semester - July – Dec Second semester - Jan – May Summer vacation - June –July (Summer activities like training - To be decided as per Program requirement) 5.Program contents: Theory courses: Compulsory – around 60 % Electives - 40 % minimum Practical courses: Wherever possible attach lab/ design components to theory courses or devise separate lab course/s. Seminars – Two in number – one of them should be in communication skills

6. Composition of theory courses Respective professional courses – core and specialized Two courses in Management / humanities / IT / Social sciences Program structure: -  - Credit based system is essential.  - Each semester may have 5 courses of 3 contact hours each; Third semester may have 1 or 2 courses as per the need  - Semester 3 and 4 should be devoted to the dissertation work, but may contain 1 or 2 courses as per the program need  - Dissertation weightage – 30 to 40 %  - End-semester weightage – 40 % desirable.