 So, I am going to talk about designing a curriculum to meet engineering student needs. And I am going to present my perspective and to a certain extent the committee that went into this, the committee's perspective, ok. So, obviously this is a subjective opinion and it is open for debate. So, I will initially start off with why curriculum design at all, you know why do you need to do curriculum design, just dish out courses that are part of an existing curriculum and do your job well and move on, you know. There are several reasons that you can give, most of them are obvious, but it is good to just look at them, you know refresh ourselves before we get into this exercise. The most important reason is that it has to be a part of a regular introspective process, ok. So, we are engaging with students over during our teaching lives over let us say 10, 20, 30 years, ok. So, you cannot be doing the same things that you were doing 10, 20 years back for a variety of reasons. One is that becomes stale, secondly does not make sense, third you have to look at what the students want, right. So, it is a part of a regular introspective process curriculum design, where you look at how you have been performing, ok, look at ways in which you can improve and so curriculum plays a role there. The second reason is kind of a more market oriented mercenary reason in the sense that this I will spend quite a bit of time on later is that you have to increase the relevance of what is being taught, ok. So, that is a very important component of especially an engineering program or a quote unquote professional program, where the idea is to train people who can go and contribute in some section of the industrial society or you know. So, the question of relevance comes too early in the program actually, what does this get me? You know this question comes too early in every student's mind, you know. So, that has to be addressed. So, increase relevance of what is being taught. Thirdly, this is probably very apparent to you as well. There is a definite trend of decreasing student interest, ok. The relevance of an academic program, right, is not very clear to students. What is, why are we doing all this and I mean ultimately I am going to end up in some kind of a job which has no bearing on what I learnt. You know that those sort of issues have led to decreasing student interest, ok. And partly also because the role of the instructor as well as the role of the academic body as a source of knowledge is largely gone, ok. So, the source of knowledge I mean adding I mean the professor as the source of knowledge and therefore, the academic institution is the collection of professor as a source of knowledge is an old concept in the sense that you can, you have so much access to knowledge itself that I do not need to come and lecture somebody about how a Wheatstone bridge works, ok. So, it is all out there. I mean the role of a professor itself changes, ok. So, that also has a bearing on student interest. Finally, I want to briefly allude to this thing. It is a belief that if you put a good curriculum or a good structure and curriculum in place, then you enhance the learning experience both for the student community as well as for the teaching community. So, that is a belief. So, if one does not believe in that then the exercise of designing a curriculum is largely a waste, ok. So, let me move on with these brief observations, ok. To the concerns that a typical curriculum design exercise should address. So, these concerns are specific to the modern day environment or the current environment surely the concerns will change over a period of time, ok. So, let me start with student concerns or student complaints. Some of these complaints that you see here may be specific to the situation that I am in or I am familiar with. So, there are of course, these are not in any way exhaustive, ok. So, we will have a discussion shortly. The student complaints typically fall in these categories of you know of complaints. One is that there is a lack of hands-on experience, ok. One is undue emphasis on math or undue emphasis on analytical details, ok. This is a huge concern across all sections of engineering institutions, ok. So, and it is a fact that our engineering institute the engineering institutions in this country are woefully inadequate in terms of laboratory infrastructure, ok. It is all a sham of an experience for anybody involved in students as well as faculty and we really do not have not taken concerted efforts to address this in a big way at all, you know. And it is also because of the way we are traditionally exposed to engineering and science etcetera, it is through passing some exams, ok. So, the aim is to pass some exams and get into an engineering or a science program with little or no idea of what it takes to conduct a good experiment, what it takes to actually build something, you know. There is really no emphasis at any point in time at all, ok. So, because of which the hands-on experience or the experience in the laboratory is pathetic, ok. On the other side, right, your books and books of, you know, details pertaining to mathematical models which describe particular situations and associated cute problems that can be manifested this way or the other and given in lots of different exams, ok. So, you have that going, right. And the students just keep cramming on that and some of them leave with the idea that this is what engineering is about. Some of them are like, I know this is not what engineering is about, but I do not know what is what engineering is, ok. So, that is a common complaint among students. The other complaint is that there is this logical content being disparately addressed, ok. So, let me explain what this thing is. So, typically what happens in a curriculum is that there are two things happening. One is to organize the material or the if I may say the knowledge that has to undergraduate student needs to get out with, right. So, organize that knowledge in some sections, ok. So, you compartmentalize that knowledge in some sections which are convenient for dissemination, right, for instruction, right. You say the first year you will do science courses and then the second year you will do these sort of courses and you will do this course in this semester and that course in some other semester because I cannot teach in this semester and you can teach this semester, etcetera. So, there are a lot of convenience related issues which dictate how the organization of a structure goes about, right. So, how you ultimately arrive at a course structure. And this is not something that the student wants, ok. Because the student is left to make all these links, ok. And the instructor, sometimes the instructors themselves do not know all the links, right. So, they are themselves fooling around and they have their own pockets which they are comfortable with. But ultimately the student experience gets affected because of this because you are just presenting different things that I need to go through this, I need to go through this, right. Each instructor keeps coming and presenting things. But where is the link of and sometimes the smarter students tend to see that you know actually this could have been done in a better fashion somewhere else in the curriculum, etcetera. But the fact is that a lot of people are left with no clue about links between different things that they have learned through the program, ok. And they are left to make these links themselves. And I would think this is probably the most serious concern, even more serious than the lack of hands-on experience, ok. But because of which an engineering situation or a situation that presents itself where you have to apply ideas that you have learned in your engineering program, right. You are not able to organize yourself in a fashion where you are able to cogently analyze the problem. You first tend to compartmentalize this, you know. So, I want to, ok. So, this is looking like something is breaking. So, I have to use something related to strength of materials. I mean that sort of compartmentalization comes immediately without an ability to look at the problem holistically. I mean that is in one sense because of this problem of logical content being disparately addressed. Third issue is of course overload. You know six courses are sinister. If anybody is serious about learning, I mean it is a real overload, ok. Most of us cannot through sit through any more. Six courses are sinister, ok. You go from one class to the other every day. It is going to be a real, it is a real tax on the brain if one needs to do a good job of the learning, ok. So, there is course overload. Then there is repetition of material because instructors teach what they know, right, not what the students want to know. And lastly the program structure is rigid, ok. So, most of the student complaints kind of are organized into these bullets. So, the real program structure has both sequencing of courses, ok. So, when you do what course and that I have to do this course only at this time, right. Let me point, go to the faculty complaints. I mean these are also very important. This is just not talk only about the students. So, the teaching community has the following complaints. Abysmal levels of interest, ok. So, this is increasingly demotivating to faculty members who see 100 of students in front of them, 80 percent of which are not interested. Everybody knows that. The student knows, the faculty knows that you just go through the procedure, right. So, you see some 20-30 percent sleeping and the rest are all doing their own thing. Then you have a few bright and enter ones who are participating, right. So, but it is a fact that the levels of interest are seriously low. The second point I want to talk about is too many extra curricular activities or distractions. I mean this is kind of a, you know, fatherly view if I might say, to doing too many things which are not supposed to be done by a student. But the fact is that at least in a setting like this, there are a huge number of extra curricular activities that students want to participate. It is an age where you want to do all that. You have incredible energy and that does affect what you end up doing in the class as well. So, if you are staying up right through the night, you know, doing, you know, painting one hostel wall or something like that, you are not going to be in a position to come and listen to what is happening in the next day's class. Ramping is the reason, ok. So, this also I think is familiar to most people. Given an opportunity, a large percentage of the class will copy, right. And this is not specific to any one college or anything. It comes from basic lack of understanding of why you are here, ok. So, that translates in a variety of ways. So, ramping plagiarism is and poor output, ok. So, projects and term papers, term papers is just, or if you want to do a review of a problem, you want to go and search on what has happened or deal with the problem, do an honest investigation. Most of the time it is some cut and paste work from some sites. No understanding is put some material there and there and present it as, you know, something that you have done, ok. So, these are the complaints that we start to address, just so that I do not make this a monologue and say what we have done. So, let us get some opinions on any other things that you from your experience have seen as concerns that are partly related to the curriculum, right. Both faculty and student concerns, any ideas that you may have that are not really captured here, feel free to share that. Large number of students. Large number of students, it is a faculty concern that has not been put here. Student concern, if you are asking the question, what we are studying really well in today's. Right. So, yeah, I mentioned that briefly in the previous set of slides, but yes, that is if you had to pick two things, I would say that there is no link between different things that you learn. And secondly, the lack of relevance or perceived lack of relevance of what you are doing. How this are you going to come to industry concerns? Sure, I am not going to talk about industry concerns here. It is the main concern. What? Industry, one who used this property here. Right. If a student does not learn this brand or which are not being able to get across. Right. It is industry concern. Right. So, how material to do industry. Right. So, if that concern has not been addressed, then the curriculum is going to be out of order. Yeah, so the stakeholders typically are the students, the faculty, the industry, the alumni, a lot of people involved. So, the kind of captive audience for stakeholders to get feedback from are students and faculty, right. The industry feedback that we open was not through an extensive survey, but through a lot of one-off opinions of speakers who came here, of industry leaders. So, those were subjective opinions, not surveys that were conducted. So, we did go through a process. I will briefly talk to you about some of those things which again are obvious, but just point that out. But yes, we did do that exercise. Yeah. We tried to do this exercise at our institute. Yeah. Force that is engine mechanics. Right. So, basic course. So, there is one more concern which may not come into any of this book categories and that is that of the faculty. Faculty who were teaching that course for several years, they were not ready to change that course. Because then they will have to require to, you know, do all the thing again and again. So, that would come somewhere in India. Yeah, it's fine. Faculty were themselves not ready to change that scenario. Yeah. So, I would say that is a student complaint that you keep dishing it, dishing the same things out. Yes. The quality of faculty are not put here. So, all this doesn't make sense if you don't have quality faculty. That's if you, that is a kind of... See, if a faculty is not going to, is not willing to do that, then curriculum design is just out of the scope. You just throw this away. A few more remarks. The last remark kind of alludes to what you had raised. So, I will start with that. There's a rapid change in the environment of the outside world. So, the workplace has become increasingly information rich. There's a lot of information. What is required is the ability to interpret that and make good decisions. And typically these days, employers seek multiple domain competencies. So, you get out with a degree in mechanical engineering knowing how to solve ethical domain sort of problems and doing that well. You typically are not going to find a job that rewards you in some sense. So, typically employers these days are looking at people who have not only core competence or not only knowledge of the one area, but generally feel of how things work. So, this is something that we got repeatedly as part of our pulling the industry folks. So, we want people who are more well rounded, not just specialists or not straight jacketed people. A few more remarks. The current programs are perceived by the industry as straight jacketed with little flexibility. And they have mentioned that this is something that you can address. So, if you remove that straight jacketing, things may become a little better. The product that you get out will be a little better. And the first remark that I put out here, students feel that they are ready to take charge of their careers. So, they will need you to come and say this is what you need to do. Many of them have thoughts and this is a trend I think which is associated with the kind of level of confidence of youth in India. There is general perception that things are getting better. And there is a lot of information I can make my own decisions. So, that is in some sense affecting the way students receive some rigid curriculum that you impose on them. Just because they are captive for four years or three years or whatever the case may be in the undergraduate community, they have to listen to you otherwise they will not get the degree. That is the only reason they will listen to you most of the time. It is not out of any other reason. So, this perception amongst students also need to be addressed. So, it is something that is in my opinion good. As the confidence to say that yes, I am going to take charge of what I am going to end up being is good and we have to address that. And if you do not address that, you are going to again face the situation of repression of this guy wants to do something and you want to do something else because you have been doing that for a long period of time. So, you need to be a little, you need to be a little footed. I just wanted to add that basically the attitude to change your scene is because these students have now got a more of an entrepreneurial streak. Right. I want to employ somewhere. Right. Today you are all going to be single office, single home, office, that type of attitude. Right. The entrepreneurial streak is coming up. We want to pick up things fast and become your own boss. Correct. We want to figure employment as a project. Right. Yeah, this is very true that people who want to take charge of their lives and you know, who want to do things and there is a perception that India now is increasingly offering these opportunities. Right. And that is filtering through the students. They see all, they see examples of that big example, small examples, you know, all of that. So, they also want to be in their role models to look up to now. So, from now on I am going to describe the kind of the thinking, thinking process of the committee that I was part of. Right. So, we did the following. We looked at immediate challenges. Okay. How they need to be addressed and also defined an approach on how we are going to address the challenges. Okay. So, immediate challenges where low motivation among students for academic work. So, this has to be addressed. The disillusionment with the quality of the academic programs especially hands on and lab work. Okay. And the perception of disconnect between academic program and the career prospects. Okay. These we identified as the key things. So, if you address this, you are probably doing a pretty decent job. Okay. And what we also observed that these, these three issues led to a small number of academically motivated students formed by a huge uninterested majority. Okay. So, and this plays a big bearing on how the small number of motivated students are going to, I mean, are going to go through the academic program because a lot of what happens in the undergraduate years is driven by peer pressure. Okay. I mean, the herd effect is phenomenal in the, in the undergraduate world because you do not want to be let out for, for any reason. Either social acceptance or financial remuneration or future prospects or you don't, you think that the decisions you are making right now are really, really important and therefore you don't want to be left out in any way. So, if you see a large majority of students who are just doing their own other things that are not, not, not pertaining to academics per se, then you start wondering what they are doing. Okay. So, you, I mean, there is, there is this peer pressure on the academically motivated students to not, not be academically motivated. Okay. And associated with that is the packed extracurricular calendar. This may be very specific to the IIT Bombay scenario, but I guess it will be true in, you know, in many other situations. Okay. So, this, these three issues we wanted to address immediately. Okay. We wanted to take a kind of a positive approach. We didn't, we didn't think that these were, were issues that, you know, that were against what we wanted to do. Right. This is not something like we felt like, oh, these, these students think that the academic program is useless. They don't know what they're doing. I mean, that sort of an approach is kind of distancing yourself from the problem even further. Okay. So, if you, if you, if one takes that approach, then it defeats the purpose of actually doing an exercise where the whole curriculum is more rewarding. Okay. So, the approach we took is, is an approach of looking at opportunities that we have to make this learning experience more reasonable through a curriculum change. One thing we observed and we took that as an opportunity is that most people felt we are in a crisis situation. If you, if you ask the IIT faculty members who have been here for like 20, 30 years, all, all of them will say that, you know, 20 years back, we had students who are ever so good and these days we don't have guys who are so good. People are not interested in listening to our lectures. We have to impose an attendance rule and things like that. So, it is perceived that the situation that, that we are in is a crisis situation. I mean, if you don't address it over the next 5, 10 years, you are going to largely lose the student population. So, more and more of the tutorial process will start and the academic entities will just be, just be degree-giving entities with no, no faith in what they are doing, you know. So, we didn't, so we, a lot of people felt that this is a crisis situation and that has made them receptive to new ideas. So, this is an opportunity that we wanted to exploit because this sort of curriculum, the redesign exercise has been proposed in this institute several times in the past. So, some minor modifications were made, but this is the first time that any serious significant philosophical modification has happened and that's because, we think mainly because of the stakeholders of the faculty community, especially were receptive to new ideas. And we also recognize that few real conceptual changes to curriculum designers have happened in engineering education institutions. The second opportunity that we noticed was that the curriculum design itself provides an opportunity to sustain student enthusiasm and I'll point out to this later. So, what we felt that let the student take, I mean, the student wants to take responsibility, let the student take responsibility. Why are you, you know, straight-jacketing some program for the student and you know, making the student go through that, right? And we've been able to do that through a variety of measures. So, I will point to that later. And the third thing we wanted to focus on, the opportunity is that we want to get out of this instructive-centric dissemination of a curriculum. So, what do I mean by this? The instructive place is central, no doubt about that. But the instructor is not the sole entity through which the student gains knowledge or learns how to look at a problem. So, the role of the instructor being the sole authority as far as that subject or course is concerned, we wanted to get out of that. So, give students a chance to decide that. Maybe for some students, the instructor is the most important authority. For some other students, the instructor is just somebody who can bounce ideas from, to and from, right? So, we wanted to, so we said that this is an opportunity. So, curriculum design provides an opportunity for us to do something good. Okay, so let me move on to the new curriculum. Sandeep, you're going to spend a few minutes on the philosophy of the new curriculum. Okay. The details are not as important. There are two aspects to this philosophy. One is that we said we are going to have fewer, more intense courses. So, we are going to, in some sense, cut the number of courses that your student has to do, because there are too many context switches. So, what do I mean by context switches? I go sit in this class and suddenly, so it's maths and suddenly I'm going to humanities, then I'm going to do a class in electrical circuits. And there are a lot of context switches because of which there is no serious attention played to anything. Okay. So, you just keep going from one place to the other. So, we wanted to reduce the number of context switches and make the courses themselves more intense. And if you really look at it, if each one of us were to write down the set of courses that, for example, let's say electrical engineering. Okay. So, each one of us has a perception on what an undergraduate electrical engineer needs to know when he or she graduates. And if you list down the set of ideas, the set of abilities, the set of skillsets that the person needs to leave with, you will see that you don't need 25 different courses for that. If each one of us were to lay this down. Okay. The number of ideas that are there, the new ideas that are there in a course are typically 2, 3, maybe 4. That's the total number of ideas, total number of ways of looking at a problem. The rest is all, you know, specifics associated with the problem. Developing the skills and ability to, or developing the jargon, you know, to be able to communicate to other people who have gone through the similar course. Right. So, we wanted to reduce the context switches and focus on the main essentials. Okay. So, fewer more intense courses we thought will do that. And we evolved something called the basic minimum program. It's not called the basic minimum program. It's just called BTECH, which addresses this issue. So, there is a drastic reduction in the number of courses. I will come to that a little later. But they will hopefully be delivered in a more intense fashion. Okay. This also accommodates, so if you have fewer courses, it accommodates students who are having trouble going through the program. You know, if you have six courses in a semester, somebody fails a course. It's usually difficult for the guy to, you know, maneuver the program without some external help. And he'll go and say, sir, please allow me to take this extra course with you so that, you know, I can do it without having to repeat the course again, etc. There are lots of such requests that keep coming for people who are not able to, you know, go through the program without, let's say, failing one or two courses. Okay. So, and there is no problem. If you fail a course, you do it again. So, you should give the flexibility to the student to do that, you know. So, I think this minimum program does that as well because there are fewer courses. So, if you fail one, you can always cover it later. Okay. The second aspect of it is, I think the kind of crowning theory of the program is that we wanted to give more freedom to the student. Okay. So, we've introduced a whole host of measures that will provide that freedom. Okay. The first measure that I want to talk to you about is a minor option. Okay. So, we have... So, the minor option is that you provide the student an opportunity to do a set of courses which may be termed what is called as a minor in an area which is different from what he has been saddled with. The student who typically passes 12 standard has some idea of the maths and science courses. He's not really in a position to make a judgment on what sort of engineering or what sort of programs he or she likes. You know, you get into a program for whatever reason because of your rank, because of your marks or whatever. Somebody tells you, IT is very good. You get into computer science or something like that. Okay. So, the minor option is a way for the student to exercise choice on investigating a set of courses or going through a set of courses that he or she perceives as interesting. Okay. It may be anything the student wants to do. The packaging of these courses is left to the academic machinery. Okay. So, for example, I may be a student in electrical engineering and I may want to know something about I like planes, I like things that fly or for whatever reason. I want to do a set of courses in aerospace. So, the aerospace department will decide that if you do these set of courses your transcript will give you credit for having done that and you can explore it. And there is no penalty. If you do a couple of courses there and you decide that you don't want to do it, fine. That's fine. It's just that you will not get something in your transcript. So, this minor is something that is outside of your department that you could do and, you know, be rewarded for having taken the initiative. Okay. So, that's one thing we've done. The second is that actually this is not supposed to be a major option. It's supposed to be an honors option. For those students who are academically motivated and by chance they have landed in the department that they end up liking. Right. So, give them the opportunity to really showcase their interest. Okay. So, the way we've done that is that you will distinguish those students who have taken extra initiative to participate in the academic activities of, let's say, mechanical engineering by giving them an honors degree. Okay. So, BTEC with honors. So, they've done something extra. And what this honor means is left to the department. Each department decides what would constitute an honor. So, now the student has options. If you don't want to do any of these and just want to, like, chill out, I mean, I'm not set for engineering. A lot of students are like that. They come into engineering because of their competence and being able to solve some science, math problems. They decide that I don't want to do all these things. Okay. So, I have other interests. And I want to get a degree because a degree fetches me a job. Okay. This is the reality of today. So, it's okay to be, yes, it's okay to be like that, provided you go through the basic minimum program. Okay. So, go through the basic minimum program. You have free time. And if you go through it well, you have the free time to do whatever you want. And we are not going to come and impose anything on you. Okay. And we have also provided some freedom in the sequencing of courses. It's not required that we have to do this now and in the first semester and that in the third semester. And so, we have also provided that sort of flexibility. Okay. So, in philosophy, fewer and more intense courses and more feeding to the student. This is what the guiding philosophy of what we did was, okay. This is the question that somebody raised, you know. Did you just do this yourself or did you take into account what the stakeholders thought? So, this is the result of any survey. We have done this survey for every department for about, totally about 25 to 30% of the student community has participated across all year sections, across all marks or grade point sections. Okay. We have done this extensively. So, this is a sample result. So, 80% of the respondents claimed that these sort of changes are welcome. Fewer more intense courses. Students, we provided the option to plan out their own studies schedule. Lab component included as part of the course. Okay. And electives from a spectrum of departments. So, electives are minor. Okay. So, we have addressed that through the minor program. Also, just to get a sense of how the students think the current program is doing. Any students thought that 50% of them thought the program is doing poorly, current program. And 40% of them think it is doing okay, needs some improvement and 10% think it is doing really well. Okay. This is, usually you get an anti-establishment sort of response when you say, when you ask students, how is it doing? Very bad. Whether it is good or bad. So, the response is always like that. But, I mean, they have been honest, you know. And just to give you a flavor, this is some specific flavor. We have organized what is going to be delivered to the students in the basic minimum program into five different, or five or six different groups. One is the science and math, the basic science and math component. What we have introduced is, or this was already always there. The basic engineering focus was there. But we have introduced a couple of things there which you may be interested in. One is this course on data. So, this basic engineering course, set of courses in basic engineering, every student has to go through. Every student that is becoming an engineer through this process has to go through this. And what we said was that every student has to go through a program or go through a course in data analysis and interpretation. Whether you are an engineer or whether you are anybody who is dealing with data or dealing with numbers, is usually decided with problems associated with how do you interpret the data, what sense can you make out of it. A large number of engineers end up doing just this in their lives, in their professional lives. Use number of Excel sheets with a lot of data from a lot of different sources and then you have to figure out what is happening. Whether you are a marketing guy or a sales guy or an engineer who is actually doing technical work, this is something that a lot of people end up doing and we said that we don't have an explicit way of addressing that at all. So, data analysis and interpretation. So, what are the sort of questions you are going to answer here. Typically you are going to do statistical hypothesis testing. So, you have data, have a statistical hypothesis and you are going to find out if it makes sense to make the hypothesis or not. The second thing is on experimentation and measurement. We wanted to explicitly say that every engineer that goes through this program should know how to measure basic physical variables. This ability is not there by the way currently. Not every engineer knows this. So, the ability to design experiments, that is I would say a higher ability, the ability to just measure things and report. So, what do I mean by that? Suppose I wanted to measure temperature in some location of this room. I should not only know what is taken there, but actually measure it and give you a result. So, not just say that I will put a thermometer there. If no students is really sad, you ask them at the end of their course, mechanical engineering students, how do you measure torque? Most people say torque meter. Get a torque meter and stick it in there. So, how do you measure pressure? Something will be there, pressure meter. So, everything just ends up being, I am sure there will be something, I will just take that and put it in here. Without understanding how it is actually done and the ability to actually measure things. So, experimentation measurement, everybody going through that is something that we have said has to be done. So, we have just to point out a couple of things. We have a few more of such courses. And the departmental pool itself actually has been cut down to a certain extent. So, we are going to have about 13 to 14 courses. So, whatever you want to package, in your, if you want to give a glimpse of mechanical engineering to undergraduate students, do that in 13 courses. And usually that is plenty, if you really do a good job of organizing your content. And you increase the number of electives or the spectrum of things that students can choose from. And the recommended load per semester, according to the committee, is four lecture-based courses and two lab-based courses. So, you are not going to do six courses. So, in case you fail something, you have an opportunity to do it later. And we are not going to entertain the request that, please, please, please, no bad-doer entries into the program. If you fail once, doesn't matter, you do it again, but do it well. So, that's what we came up with. And this is the last slide. I hope it wasn't too centric to what we had done. But I just wanted to give you a glimpse of the sort of issues that we looked at. And also the considerations that went behind the design of the structure. And what we have... I guess the biggest success of the committee is, in fact, it has convinced both the student and the faculty body at large to accept this program. And it is in place now. It's not just a proposal. So, the current first-year students are going through this program. And the students from years to come, at least for another five, ten years, I guess, will go through this program. Let me tell you what a credit means in our context. A credit is a notional value of the number of hours that a student spends per week. So, if I say one credit, then the student spends one hour per week on that. So, if a course is six credits, the expectation is the student spends six hours per week on that. So, usually it is a three-hour of classroom sort of lecture-based interaction. And three hours, hopefully, of something the student does, right? So, that is what a credit thing is. And we said that no semester, in the basic minimum program, no semester will require the student to spend more than 40 credits. So, which means that more than 40 hours a week. So, the basic minimum program has a kind of undetermined cap of 40 hours a week. So, no semester we have more than 40 credits. The philosophy behind that is that if you do a good job of 40 hours a week of work, no matter where you are, whether you are a professional or a student, you will come up with something good. So, that was the guiding idea there. But if some student really wants to overload for some reason, you know, I want to do this course desperately, then we will give leeway, let's say 42 credits, 45 credits. But there is no strict cap on that, you know. Maybe beyond 48, the academic body is going to say no. You have to do only that. There are two courses that we are saying. One of the things that has happened in this program, which the Humanities Department is not very happy with, at least some of them, is that we had three courses earlier belonging to the humanities, this thing, we have chopped that down to two. Now, this is in the basic minimum program. But if indeed someone wants to, there is so much flexibility now that if you are interested in humanities, you can just go ahead and take courses. There is nothing that prevents you from taking courses. In fact, some of the department guys are also upset that we have knocked their portion down because they were teaching 19, 20 courses of mechanical engineering for ages. So, that's become 13 all of a sudden. So, this class is there. But the answer to that is that you have the flexibility. Regarding what is going to be taught in humanities, one course is, the humanists may not really consider humanities is on economics. The other course, we are giving flexibility to the student to explore whatever the student wants to explore. There is a basket of things that students can take from. But other than that, the humanities department is going to offer right now. They are saying that there may be one or maybe two minors. So, students can graduate with a data in whatever engineering and a minor in humanities or minor in economics even or a minor in whatever. So, that is happening. So, right now the departments are evolving their minors. So, the idea is that this whole program or the basis for this structure will all fall flat if you find nobody taking minors. Then it is clear indication that no matter what you do, the students do not want to go through this program. But if indeed the minor becomes like a popular thing, then I think we have really done a good job of providing the opportunity to the students to go and explore what they want. In the context or in the limited set of things that we have. So, hopefully that will really take off. There are four lecture based courses and two lab based courses. Because in engineering, normally theoretical subjects are always associated with the lab program. So, how do you split it and what exactly is that? The way we look at it there, we are saying about 13. So, if you want to capture mechanical engineering, you have to do it in 13 or 14 lecture based courses. That is you can even call it theory. But it is basically lecture like I am doing right now. And nine courses which are going to have laboratory, significant laboratory content. So, not all courses will have a laboratory associated with it. So, for example, if you are teaching solid mechanics, you may not have a laboratory. But solid mechanics and strength of materials, let us say in mechanical engineering, will have one laboratory associated with it. So, what we are saying is that each semester you go through at least two laboratory courses in the program. So, you end up doing between 12 to 16 laboratory courses in your program. And four lecture based. So, in the latter part of the program, that is in the second and third years, I should not call it latter, in the second and third years, you will typically have two or three lecture based courses from the department. And two lab courses coming from the department and you have that one course will allow you to, you have to take it either from you know, from an electrical or from let us say from humanities or wherever it is from. So, that will be the general flavor of how it is organized. But these two courses will, these two or three courses will be dictated by the department. And the lab courses also will be dictated. What lab courses they will do will be dictated by the department. But the point is that four plus two. So, we do not want too much over loading beyond that for the basic program. So, those who can really go about doing it well, go ahead, you have the option. Okay, thank you.