MAHARAJA AGRASEN INSTITUTE

OF

TECHNOLOGY

DETAILED PROJECT REPORT

FOR

ESTABLISHING AN AU / MAIT

AUBURN UNIVERSITY

UNDERGRADUATE

ENGINEERING PROGRAM IN

INDIA
 CONTENTS Page No.

PREAMBLE

CHAPTER 1 : PART - A 01

Brief details of Collaborating Partners.

A. Maharaja Agrasen Institute of Technology 11

1.1. Introduction : 11

1.2. Background of the Consultants 13

1.3. Technical Education & Industry Scenario 16

CHAPTER II : THE PROMOTING BODY 23

2.1 Introduction to its Genesis including its Registration Status 23

2.2. Details of its Promoters including their Background 24

2.3 Activities of the Promoting Body including a listing of major

educational promotional activities undertaken till now. 24

2.4 Mission of the Promoting Body 25

2
2.5 Vision of the Promoting Body 27

CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED

PROGRAMME 27

3.1 Objectives 27

3.2 General and Technical Education Scenario in the State 28

3.3 Status at Entry Level 28

3.4. Status of Technical Level manpower 29

3.5 Industrial Scenario of the State 29

3.6 Scope of the College vis-à-vis the Industrial 31

Scenario and Educational Facilities already
available in the State and in this Institute.

CHAPTER IV :ACADEMIC PROGRAMMES 32

4.1 Basic Academic Philosophy of the Institution 32

4.2 Types of Programmes 36

4.3. Identified Programmes 36

3
4.4. Phase-wise Introduction of Programmes & Intake 37

4.5 Target Date for Start of Academic Programmes 37

4.6 Central Computing facility 37

4.7 Central Library 37

4.8 Central Workshop 38

4.9 Central Instrumentation Facility 38

4.10 Affiliating Body 38

4.11 Scholarships 38

CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 38

5.1 Classification of Academic Divisions i.e. Departments, 38

Centres, Schools, Central Academic Facilities.

5.2.(i) Computer Science and Engineering (120 seats) 38

5.2.(i) 1 Academic Objectives 39

5.2.(i) 2. : Areas of Focus 39

5.2.(i) 3.: Academic Programme 39

5.2.(ii) Electronics and Communication Engineering (120 seats) 40

4
 Electrical and Electronics Engineering (60 seats)

5.2.(ii) 1. : Academic Objectives 41

5.2.(ii) 2. : Areas of Focus 41

5.2.(ii) 3. : Academic Programmes 41

5.2.(iii) Information Technology (60 seats) 41

5.2.(iii) 1. : Academic Objectives 42

5.2.(iii) 2. : Areas of Focus 43

5.2.(iii) 3. : Academic Programmes 43

5.2.(iv) : Mechanical & Automation Engineering ( 60 seats) 43

5.2.(iv) 1. : Academic Objectives 44

5.2.(iv) 2. : Areas of Focus 44

5.2.(iv) 3. : Academic Programmes 44

5.2.4 : Faculty Requirement & Phase-wise Recruitment 44

5.2.5 : Requirement of Laboratories, Space and 45

Equipment (cost)

5.2.6 : Requirement of other Space like Class Rooms, 47

Faculty Rooms, Departmental Office.

5
CHAPTER VI : QUALITY AND HUMAN RESOURCE 47
DEVELOPMENT

6.1. : Academic Values 47

6.2. : Recruitment, Strategies for Attracting and 48

Retention of Faculty Personnel
for Excellence, Promotional Avenues, Career Ladder.

6.3. : Policies for Teaching and Non-teaching Staff 49

Development

6.4 : Permanent and Contract Services for Teaching, 50

Non-Teaching and other
support Personnel

6.5. : Total Quality Management 51

CHAPTER VII : LINKAGES IN TECHNICAL EDUCATION 63

7.1. : Introduction 63

7.2. : Linkages with Industry 64

7.3. : Linkages with the Community 64

7.4. : Linkages with other Technical Institutions in the region 64

7.5. : Linkages with Institutions of excellence such as 65

the IITs and IISc., Bangalore

7.6. : Linkages Abroad 65

6
7.7. : Linkages with R&D Laboratories 65

CHAPTER VIII : GOVERNANCE AND ACADEMIC 66

& ADMINISTRATIVE MANAGEMENT

8.1. : Philosophy of Governance 66

8.2. : Board of Governors 67

8.3.. : Organizational Structure & Chart for day-to-day 67

Operations & Management

8.4. : Role and Responsibilities of Key Senior Positions 68

8.5 : Methods/Style of Administration/Management 68

7
 CONTENTS Page No.

CHAPTER 1 : PART - B

B. AUBURN UNIVERSITY 69

1. Introduction : 70

1.1. Statement of Vision and Mission 70

1.1.1. Vision 70

1.1.2. Mission 71

1.1.3. Instruction 73

1.1.4. Research 74

2. Board of Trustee 75

2.1. Member of Ex-Officio 76

3. Colleges of the Auburn University 77

3.1 College of Agriculture 77

3.2. Samuel Ginn College of Engineering 78

3.3. Professional Programs 78

3.3.1. Bachelor of Engineering 79

3.3.2. MS and Ph.D. degrees in 79

3.4. Scholastic Requirements 80

3.5. Degree Requirements 80

3.6. Department of Computer Science and Software Engineering 81

3.6.1 Computer Science 81

3.6.2 Specific educational objectives of the Computer Science program 81

3.6.3 Curriculum in Computer Science 82

8
 3.7.1 Software Engineering 83

3.7.2. Specific educational objectives of the Software 84

Engineering program

3.7.3. Curriculum in Software Engineering 85

3.8. Department of Electrical and Computer Engineering 86

3.8.1 Education Objective 86

3.8.2 The educational objectives of the Computer Engineering 87

3.8.3. Curriculum in Electrical Engineering 87

3.8.4. Curriculum in Electrical Engineering 89

(Computer Engineering Option)

3.9. Joint Program in Wireless Engineering 91

3.9.1 Educational Objectives 91

3.9.2. The BWE curriculum has two formal options 92

3.9.3. Wireless Electrical Engineering Option 93

3.9.4. Wireless Software Engineering Option 95

3.10. Department of Mechanical Engineering 97

3.10.1. Mechanical engineers study the engineering sciences 97

3.10.2. Curriculum in Mechanical Engineering 97

3.11. Faculty 99

9
` DETAILED PROJECT REPORT (DPR)

FOR
INTRODUCTION OF ADDITIONAL COURSE(S) AND/OR INCREASE/VARIATION
IN INTAKE AND/OR ADMISSION OF FOREIGN NATIONALS/PIO FOR THE
ACADEMIC YEAR 2006-2007

CONTENTS

PREAMBLE

With the provisions of the WTO, having been made effective, it has become essential that some

necessary steps are taken to establish collaborations with Foreign Universities. The Universities

in the US have been sources of generation of knowledge in Science and Technology. The

Auburn University is a Land Grant University established in 1856, in the State of Alabama,

USA. This University is accredited by the Commission on Colleges of the Southern Association

of Colleges and Schools to award Bachelors, Professionals, Masters, Educational Specialist and

Dr.’s Degrees in the USA. This University is an equal opportunity Educational Institution.

With globalization as a theme accepted by all the transfer of technology from one place to

another has become a reality. India holds a special position in terms of Science and Technology

in the US Academia, Industries and the Public. Maharaja Agrasen Institute of Technology has

been established by Maharaja Agarsen Technical Education Society promoted by a group of well

known Industrialists, Businessmen, Professionals and Philanthropists with an aim to provide

quality education and research in the field of technology. The Institute has already carved a

niche for itself in the University, Industries and the Society. In order to carry forward the vision

of the sponsors of the Institute across the international border, it has become essential to look for

possibilities for collaborations overseas specially in the USA. In this direction, a definite

possibility has arisen for a collaboration with the Auburn University for which an

10
 MOU has been signed by both the parties. In the capacity of the President of the Auburn

University, the Hon’ble Governor of Alabama has accorded his approval to the MOU.

Brief details of Collaborating Partners.

A. Maharaja Agrsen Insitute of Technolgy

In the following pages brief details of the Collaborating partners (A) Maharaja Agrasen

Institute of Technology and (B) Auburn University are given.

1.1. Introduction :

To meet the ever increasing demand of qualified manpower in the field of emerging areas of

Engineering and Technology, Maharaja Agrasen Technical Education Society, Delhi, has

established Maharaja Agrasen Institute of Technology (MAIT) with the approval of All India

Council for Technical Education (AICTE), Ministry of HRD, Govt. of India in 1999. It is

affiliated to Guru Gobind Singh Indraprastha University. This millennium will be an interesting

period. The Silicon Revolution has paved the way for Information Technology Revolution,

which is already burgeoning on the horizon. Industrial revolution has changed the society from

agrarian to industrial. After a period of one century, the Silicon Revolution has become the

precursor for the change of the industrial society to informatic society that is connected with

information superhighways and wherewithal to handle a heavy traffic of information. These

highways are international transgressing the boundaries of land and water. Thus this

millennium will see a free intercourse of social values, cultures and civilizations. At the same

time the dire economic necessities will force economies to come closer and partake in the

overall development of the entire mankind. The closed-door socio-economic development

11
strategies will yield place to higher level of Global Cooperation and Interaction. Ideologies shall

be put on the back burner and the concoction of pragmatism, welfare, equity, empowerment and

shares for all in the development will be freely brewed and distributed for consumption. In a

situation like this the power centers shall be those, which can imbibe the qualities of generation

and processing information for the needs of the Society, Industries including Manufacturing and

Service Sectors with speed and reliability. The information traffic on the information highways

will increase exponentially and it will demand the compatible rules for traffic regulations and

installation of red/green lights.

It is a very interesting period for India as the generic capabilities for finding “order in the chaos”

is almost the highest in the country. Well-educated and motivated young scientists and engineers

from this country shall be in the forefront of regulating the information traffic. It is our strength

on which we have to capitalize. Hence, in order that Engineering education becomes really

Global for the country to play its more meaningful role, a collaboration with the Auburn

University has been conceived.

Engineers and scientists educated in the new engineering disciplines with the help of new

technology shall find this millennium smiling on them. They will be able to choose their sphere

of activities anywhere in the world; especially the mightier economies shall offer the greatest

challenges. Also engineers and scientists educated in the classical engineering disciplines with

the help of new technology shall find red carpets at many places. But the opportunities for

engineers and scientists educated in traditional engineering disciplines in a traditional way are

going to shrink very much. Therefore, the main thrust has to be built on new technology for

teaching that is really Global. This Collaboration ideally meets this requirement.

12
Maharaja Agrasen Institute of Technology (MAIT) runs Bachelor of Engineering Courses in

five branches of engineering i.e. Information Technology, Computer Science and Engineering,

Electronics and Communication Engineering, Mechanical and Automation Engineering and

Electrical and Electronics Engineering as well as MBA. These programmes are affiliated to Guru

Gobind Singh Indraprastha University, Delhi. In its short span of existence MAIT has touched a

high standard of excellence through its well-equipped laboratories which are at par with labs in

well known international Universities.

MAIT endeavours to provide industry relevant education and training to its students with well-

crafted practical training programmes for the students in different semesters of the course. The

students moving to the second and third year are provided with in-house training facilities in the

fields like ‘Computing Technologies, Computer networking, Computer Applications, Internet

Technologies, Electronic Hardware Design, Simulation and Analysis etc. Also the students

moving to the final year are being trained in the real workplace, i.e. factories, industrial

installations and R & D centers etc.

1.2. Background of the Consultants

This Institute does not need the services of any external consultants as already eminent persons

with wide experience are on the staff and advices of eminent persons from the USA & Canada

are also available. A few names are as given below:

1. Professor B.N. Mishra – Director (Emeritus)

Founder Director MAIT, Ex-Founder Director NSIT (earlier DIT), Delhi,

Ex Chairman Advisory Committee, Institute of Informatics & Communication, South

Campus, Delhi University,

Ex-Dean Faculty of Tech, Delhi University, Ex - Chairman Board of Research

Studies, Delhi University.

13
 Professor Mishra has made very valuable contributions in Tech. Education,

Administration, Research and Industries. He is also Chairman of M/s. Logic Eastern

an R&D Company devoted to developing Products for convergence Tech-in Tele-

Communication. He has a large number of publications. He has chaired a number of

conferences including the conferences organized by National Science Foundation,

USA.

He is Member IEEE, Fellow IETE, Recipient of Nafien Excellence Award.

2. Professor O.P. Grover – Dean (Academics)

Professor Om Prakash Grover, graduated from Delhi Polytechnic, did Masters from

IIT Kanpur, got Ph.D. from IIT Delhi. After one year of working at Bhakra Nangal,

joined the faculty of Delhi Polytechnic (now Delhi College of Engineering), became

Professor in 1977 and retired in 1993. Published several papers in the journals,

National and International Conferences. While in college, took active part in

Academic matters (was Dean, Faculty of Technology, University of Delhi),

examinations. Associated with Institution of Engineers Delhi Center as Hon. Gen.

Secretary. After retirement, became instrumental in starting ITM, the first Self

Financing Engineering College in this area and later Lingayya of Technology and

also MAIT. He is recipient of K.F. Antia Memorial Award 1973. He received

eminent Engineer award by Institute of Engineers (India). Distinguished Alumini

Award by Delhi College of Engineering.

3. Professor YVSR Sastri

YVSR Sastry, graduated from Andhra University, Visakhapatnam and Masters from
Roorkee University and Ph.D. from Indian Institute of Technology. Joined Delhi

14
 Polytechnic (now Delhi College of Engineering) in 1962 and became Professor in

1974. Retired in 1996. While in DCE, worked in Academic matters, Examination

Schemes and also contributed substantially in the initial planning of the present

campus. Took over as Acting Principal of ITM Gurgaon (the first Self Financing

Engineering College in this area). Took over as Managing Director of Piping &

Energy Products (P) Ltd., manufacturing Pipe Supports in Collaboration with a

Piping Technology & Products Inc; Houston, USA. Without breaking links with the

company, took over as Professor in Mechanical Engg. at MAIT. He carries with him

a wide experience of educational and pedagogical administration, teaching and

research.

4. Professor S.C. Kapoor

Ex-Assistant Professor IIT New Delhi, Ex-Professor of Electrical Engineering, DCE,

Ex-General Manager, BHL.

5. Maj. Gen. (Retd.) S.C. Goel (VSM) – Director

Maj. Gen. (Retd.) S.C. Goel (VSM), B.E., M.E., MBA with wide field experience in

Management, Armament, Relibility, Strategic Planning and HRD.

6. Professor Suresh Chandra

Ex-Head & Dean, Computer Science & Engineering, Pant University.

7. Professor F.D. Dyer

Chairman, Mechanical Engg., Ginn College of Engg., Auburn University, Alabama, USA.

8. Professor Ashutosh

Deptt. of Mechanical Engg., Ginn College of Engg., Auburn University, Alabama,

USA.

9. Dr. Krishen Kumar

Chief Technologist, NASA, USA.

15
 10. Professor Rajendra Dubey

University of Waterloo, Canada.

1.3 Technical Education & Industry Scenario

It is well know that the country is passing through an economic boom. The growth rate has

reached 8% an all time high. Manufacturing sector accounts for 11 to 12% growth and Service

Sector around 14 – 15%. The average is around 8% because Agricultural Sector is lagging. IT

Sector has performed at the 29% growth level. Since, the economy is poised to became global,

technical education has to turn global.

It’s no new story that the Indian IT sector has been on a high growth path, even while the rest of

the world was reeling under recessionary pressures, thanks to the pool of skilled manpower

available in India. However, two IT sectors that have been growing rapidly, yet quietly, are

embedded technology and semi-conductor designing. Again, thanks to the technical skills of

Indian engineers, which need further refinements through proper course structures and exposure

to the international practices. China has taken a deep plunge in this direction.

Embedded Technology

The term embedded technology usually refers to different forms of technologies that go into

building an electronic system. This covers the design of integrated circuits, operating system,

firmware (software), test schemes and the system itself. This has been one of the fastest growing

career opportunities in the past five years and is expected to grow even higher in the coming

years. A trend that is being driven by electronic systems becoming more and more digital,

mobile, portable and convergent.

16
Career opportunities in sectors like VLSI architecture, algorithm and software development and

system architecture and end equipment design are huge. Says Srini Rajam, Chairman and CEO,

Ittiam Systems Pvt. Ltd., “The growth prospects are very good and one can aspire to build a

career spanning technology, marketing and management.”

As far as qualifications go, the ideal combination is Engineering in the Electrical/Electronics

field with a strong inclination for development and application of software in design.

“Alternatively, a very strong engineering background in Computer Science with application

skills in electronic systems will also be very suitable,” says Rajam.

However, Rajam feels that to be successful in this field, students must be very strong on their

fundamentals. They should also develop a flair for visualizing new

algorithms/techniques/products and apply them in practical, real life problem areas.”

Chip designing

Says Pradeep Kumar, Country Director, STMicroelectronics India, “Semi-conductor chips,

which are at the heart of the IT revolution, have found applications in almost everything. They

are used in computers, mobile phone handsets, consumer electronic goods, industrial automation,

automobiles, etc. This kind of diversity in their applications has resulted in a positive boost for

their demand as well. Many industry analysts believe that this will become the fastest growing

segment in the years to come.”

NASSCOM predicts that the chip design industry will grow to US$808 million by 2005.

According to a MAIT – an Ernst & Young study, it is estimated that the semi-conductor chip

design market in India will require around 1,40,000 engineers by the year 2010 translating to a

17
US$ 7 billion industry. On the global front, another report suggests that the international market

expects product development to be worth US$ 75 billion, and will require nearly 150,000 trained

professionals by 2005. So, there is full swing tide of opportunity which educational planners and

administrators must be able to visualize.

It is no wonder, therefore, that many global corporations have set up design centres here in India.

Global semi-conductor majors Texas Instruments and STMicroelectronics being amongst the

first. They set the trend for more and more semi-conductor companies and OEM organizations,

which began to outsource the development of complex technologies such as system-on-chip to

Indian start-ups and established companies with design expertise. Today, India houses more

than 60 chip design firms that are “undertaking cutting edge design work.” This number,

incidentally, has only been rising and includes some big names such as Motorola, IBM, Cisco,

Lucent and Sun, among others, besides some Indian names like Accel, C-DAC, Ittiam Systems,

Wipro Infotech, Tata ELEXSI and Tejas Networks.

Says Kumar, “India has got enough talent and technical skill to become a global chip design hub.

The industry is growing at a phenomenal rate and companies who have invested in chip design

facilities in India are reaping substantial benefits.” What is needed is more manpower with

international exposure in this area.

According to a research based on primary and secondary data collected by NASSCOM to

ascertain manpower skill requirements in the Indian software sector, the demand for

EDA/ASIC/VLSI skills are growing rapidly. And considering the target of US$1 billion

revenues in chip design exports by 2004 set by the Indian government, India would need to

18
produce almost 5,000 chip designers every year, as against the current output of 400 chip

designers, according to a report brought out by Tata Consultancy Services.

Going by the statistics there is an immense requirement for manpower in this sector. Chip

design is a highly specialized area and the field is open to all those who have done BE, B.Tech.,

MCA, M.Sc., (Computer Science/Electronics). “Finding the right kind of skills in this highly

specialized field is very difficult. The skills required are related to the recruit’s understanding of

the vertical domain (Telecom, DSP, etc.) coupled with a deep understanding of the complexities

involved in chip design. These could range from dealing with issues like speed, size, full system

integration within a single chip, low power consumption, etc.” says Praneet Mehrish, Country

Human Resource Manager, STMicroelectronics India. Therefore, the educational process must

nurture these subjects with suitable labs and interaction with international experts.

“While entry into this specialized industry is not easy and it would require very special skills, the

recruitment scene is somewhat ambiguous. Some companies think that freshers with a basic

aptitude can be recruited and trained specifically to suit to their needs. Whereas others prefer

hiring out of institutes that offer specialized courses in semi-conductor design.

In terms of specific skills, knowledge is required in digital design fundamentals, VHDL/Verilog,

simulation and synthesis tools and computer architecture. Some specialized areas would require

additional skills, for example, mixed signal design, which requires analog design skills as well,”

he says. There are some educational institutes offering these specialized VLSI courses.

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So, with the kind of demand and supply gap of skilled manpower in the semi-conductor design

industry, the time certainly holds a lot of promise for those who want to build a career out of chip

designing.

The chip design is catapulting India into the big league of frontier technologies.

At MAIT the facts mentioned above have been taken care of in its programs specially through

the advanced Labs. In addition this collaboration has been conceived to meet the national and

global needs in the area.

“What we do is comparable to the very best in the world,” says Anirudh Mathuria of Sinett

Semiconductors. He was one of the first engineers to be hired by US chip major Texas

Instruments when it entered India in 1985.

And he isn’t the only one who is upbeat about India’s prospects. “India is creating an

environment of chip design activity that over the next decade will rival the best in the world,”

says Vinod Dham, formerly of Intel who is considered to be the father of the Pentium chip.

Dham now funds Indian chip design companies.

Echoes Rohit Bidappa of Cadence Design Systems, “India is increasingly perceived as the chip

design powerhouse of the world.”

And for once, the work is truly cutting edge. Most multinational chip majors have set up R&D

centres in India. “India is not the back office destination for chip designing. A lot of core

activity happens here and chip-designing MNCs turn to their India teams for their core designs,”

says Bidappa.

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Pretty much every gadget one picks up depends on a chip to get it’s job done. From mobile

phones and digital cameras to blood pressure metres, at the heart of it all there is either an

Integrated Circuit (IC) or a microchip. System-on-Chip (SoC) technology is the packaging of all

necessary electronic circuits and parts for a “system” like a cell phone or a digital cameral on a

single integrated circuit, generally known as a microchip. Very Large Scale Integration (VLSI)

designs produce miniature microchips that contain hundreds of thousands of transistors, capable

of performing the most complex tasks. Almost all the chips one hears about-the Pentiums and

the Athlons-are built using this.

Texas Instruments (TI) has been around in India for years now. TI general manager (Business

development) M. Harish is upbeat about the future, “India has shown immense promise in the

areas of complex designs, in signal processing, analog processing, wireless, broadband,

multimedia and particularly in SoC and VLSI designs.”

The best known secret in the chip design industry is that semiconductors are poised to impact

human life far more as they open up new possibilities in emerging industries like nano-

technology, wearable electronics, security and smart cards and older workhorses like the

automotive industry.

The semiconductor market in India is being valued at $1.2 billion and is expected to achieve $3

billion by 2007 and touch $30 billion in the next 12 years, says S. Surya, managing director of

Infineon Technologies India, the India arm of the world’s fourth largest chip market. That is a

huge opportunity, and it isn’t one that hasn’t been noticed. It is important to see this tide and

position accordingly.

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One country that is carefully tracking India’s success in chip design is China. While India

designs chips it doesn’t actually make them. China lacks the skill to design chips but makes

them left, right and centre. “India and China are like two sides of the same coin,” according to

Bidappa. Something similar was playing on the back of Chinese premier Wen Jiabao’s mind

when he visited Bangalore earlier this month.

Dham believes that a partnership between China and India will be a “win-win” situation for both.

They can facilitate supply of low-cost cell phones, TVs, and computer chips. Studies have

shown that India and China will drive the semiconductor industry’s growth in the future.

But Chinese companies aren’t waiting for a Utopian partnership. They are aggressively trying to

move into chip design with a helpful government doling out subsidies. “We lack the competitive

zeal that China is demonstrating,” says Dham. Therefore, if we do not quickly leverage our lead,

we may lose.

Despite all its success, India suffers from lack of chip designers. India Semiconductor

Association estimates that India has some 12,000 chip design engineers now and needs 20,000

more in the next two years. Indian engineering colleges currently churn out only 300-350 VLSI

engineers every year. Keeping the industry going are a number of talented and experienced chip

designers returning to India primarily from the USA. This inward flow will be augmented more

in India’s favour by the collaboration.

Inspite of some sluggishness, industry analysts say that if India keeps up the momentum there is

no reason why it can’t be the micro electronics hub of the world. “There will be no stopping

22
us,” says Bidappa. Our collaboration is fully geared to these requirements through courses in

Computers, Chip design, Software Engg. and Comm. etc.

Power

In 1947, India produced only 1300 MW. Now the production is 125000 MW. In about 20 years,

it has been planned to reach 650000 MW. But even this is low, though the number looks

impressive. Dr. V.S. Arunachalam says the growth in energy sector should be at least the same

as the GDP rate. Hence, at the 10% rate, we need some 120000 MW per year. It means 1000

MW monthly. But, one must know China is doing 1000 MW on weekly basis. Hence, a

substantial input in terms of money and manpower is need in this sector. Our Collaboration has

been alive to this requirement through Electrical Engg. Courses.

Manufacturing

Manufacturing is performing at 14% - 15% growth. It needs a lot of automation and automated

material handing. Again, our Collaboration is geared to this requirement also through

Mechanical Engg. Courses.

CHAPTER II : THE PROMOTING BODY

2.1 Introduction to its Genesis including its Registration Status

Maharaja Agrasen Technical Education Society, registered in 1998 in Delhi has

established Maharaja Agrasen Institute of Technology in Delhi. It is a Philanthropic
Society whose members include well-known Industrialists, Businessmen, Professionals
and Educationists and Members of Indian Administrative Services. The people
associated with the Society are engaged in rendering social services in Delhi and Haryana
by establishing hospitals and educational institutions of which Maharaja Agrasen Institute
of Technology is a glittering mile stone in the series. The members of the society are
committed to provide the investment needed for the education with global

23
 competitiveness. No compromise is made in ensuring the high quality of engineering
education in the Institute. The members are committed to the values ushered in by
Maharaja Agrasen more than five thousand years ago. Through the technical
programmes and advanced laboratories, not only technical skills are being sharpened as
required by the wide spread impact of Information Technology, but also a conscious
foundation is being laid to educate and nurture the qualities of good citizenship to uphold
those social and moral values, as exemplified by the contribution of Social reconstruction
of Maharaja Agrasen.

2.2. Details of its Promoters including their Background

The promoters consist of Industrialists, Businessmen, Professionals Educationists,

Philanthropists. The list is given on the following pages. In there are a large number of

members in the following categories:

(i) Founder Members : 44

(ii) Members : 39

(iii) Aajiwan Sahyogi : 156

(iv) Donors : 21

2.4 Activities of the Promoting Body including a listing of major educational

promotional activities undertake till now.

The promoters of the society have been involved in various activities related to basic and

professional education, health care and have established a number of educational

institutions consisting of Engineering College, Polytechnic, ITI and are also managing

Five Public Schools at various locations in Delhi. They have already setup Maharaja

Agrasen Hospital with 300 beds having modem sophisticated machines in Delhi and

running a Medical College and Hospital at Agroha, Haryana.

24
2.4 Mission of the Promoting Body

The missions are mentioned below:

1. To arrange, establish, run and manage Nursery, Primary Higher Secondary and

Higher Education in Technical and Non-Technical Educational Institutions, Engg.

college, Medical college and or colleges for all types of higher education; preparation

for various competitive examinations and civil services and to provide education to

the General Public, poor and needy children, SC, ST Community and other sections

of the society and to provide education as per the Policy of the Govt. of India.

2. To arrange, establish run, manage, control, lookafter, and super-vise Medical

Educational Institutions, Colleges, Lecture halls, part time Coaching Education

Centre on Charitable basis and other establishments or Institution for advancement of

education and knowledge in arts, science, social science, knowledge of public hygine,

literature and humanities, etc.

3. To maintain public hygine, opening health care centres such as to arrange, establish,

run, manage, control, lookafter and supervise Hospitals, Medical and Charitable

Dispensaries, widow homes, old age homes, orphanages, lunatic asylums, maternity

homes, children welfare centres, handicapped medical care welfare centres and to

provide medical relief and aid to the suffering human bodies.

4. To maintain healthy environment, spreading out the necessary plantation to provide a

scheme for doing forestry works alongside canal and establishments and alongside of

Railway tracks, Road sides including plantation of all types of fruit, fodder and fuel

trees.

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5. To establish environment preservation and pollution control centres to restrain the

spread of pollution and to conduct such programmes which aim at preservation of

environment, improvement and control of pollution.

6. To encourage such workers, persons and officers of the society by granting them

prizes and certificates for their special contribution in the containment of increasing

pollution in water, seas, atmosphere, air, earth, soil and industrial areas and densely

populated cities and improvement of environment through the importance of tree

plantation and any other process.

7. And in general to do such other acts, deeds and things for promotion, protection and

advancement of public health, education and suitable environment as well as welfare

of the society.

8. All the income, earnings, movable, immovable properties of the society shall be

solely utilized and applied towards the promotion of its aims and objects only as set

forth in the Memorandum of Association and no profit in there of shall be paid or

transferred directly or indirectly by way of dividends, bonus, profits in any manner

whatsoever to the present or past members of the society shall have any personal

claim on any movable or immovable properties of the society to make any profits,

whatsoever by virtue of this membership.

26
2.5 Vision of the Promoting Body

• To provide for excellence in Engineering & Technical Education and Research.

• To provide for synergetic coupling of Science, Mathematics, Management and
Information Technology in Engineering Education.
• To provide for unifying and interdisciplinary aspect of Engineering.
• To provide computers as: an aid to study, an object of study, a professional tool, an
intellectual tool, an instrument of social change and above all their impact on the very
nature and practice of engineering profession at large.
• To develop strong communication skills in the students
• To create awareness for social, historical, ethical, cultural and human values.
• To create a culture for self and life long learning.
• To create an intellectual spirit and capability for critical judgement.
• To establish a symbiotic relationship with industries.
• To develop entrepreneurship programmes and promote student entrepreneurs.
• To develop continuing education programmes.
• To create an awareness for development with equity and environmental values.
• To utilize technology for human happiness.
• To undertake resource generation and provide consultancy services.

CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME

3.2 Objectives

The objectives of the Collaborative Program with the Auburn University are to provide for :

a) Direct experience of the American System of Education.

b) Enhancement of opportunities in developing the experience of the faculty.

c) Access to modern course materials of the international level.

d) Enhancement of the quality of education to students.

e) Enhancement in avenues for jobs to the students.

f) Enhancement in value addition to the existing programs.

27
 g) International interaction and recognition.

h) Vertical and Horizontal growth of the Institution.

i) Enhancement in impetus to research and development at the international level.

j) Initiation of Post Graduate Education and Research Programs.

3.2 General and Technical Education Scenario in the State

Delhi can be rightly called an Educational city. There are some 4 Central Universities,
One State University and a number of Deemed Universities. The city has three very
important centres of Technical Education viz. IITD, NSIT and DCE. IITD does not have
any reservation for the students of Delhi. But NSIT and DCE both funded by the Govt.
of Delhi have certain reservations for such students.

The GGSIP University is funded by the Govt. of Delhi and it was started in 1999. Under this
University most of the Institutes/Colleges are Self – Financing. There are 11 Engg. colleges in
this University; 3 being funded by the Govt. and 8 are in the private sector under Self Financing
scheme. In spite of these Institutes in the GGSIP University, the rush of the students to seek
admission into Engg. Courses is very large. Whereas some states in the South and the West have
a very comfortable ration of the population of students to available Engineering seats, this ratio
in Delhi is very poor, as there are a large number of students seeking admission into Engg.
Courses. Therefore, there is a need to add more seats at the Undergraduate level. At MAIT,
after a thoughtful consideration a decision has been taken to open avenues for education on a
global platform by entering into collaboration with the AUBURN University. This collaboration
provides not only increase in the seats but also opens the door for the deserving students for a
global opportunity.

3.4 Status at Entry Level

10+2 students in Science stream opt for Engineering Courses. The number of seats

available in Delhi per thousand students compared to other states is very low. This

imbalance needs to be corrected. In developed countries the number of Engineers per

28
 thousand population is around 80. In India and specially in Delhi this number is very

low. Delhi has this ratio lower than the national average.

3.4 Status of Technical Level manpower

There is a very good employment opportunity in Delhi. Most of the students are

absorbed through campus interview. Hence, there is a very good prospect for increasing

the seats. On an average the entry level salary package is around Rs. 1.80 lacs.

3.5 Industrial Scenario of the State

Delhi has Delhi Industrial Development Corporation that promotes non-polluting

industries in Delhi. Primarily, Delhi has a very substantial base for small and medium

size industries. In additional, there is a strong base of service industries. Delhi has been

the capital of the country since long. The present emphasis is an non-polluting and

energy saving industries in which IT, Electronics, Communication, Instrumentation etc.

fit very well.

It is needless to emphasize that a living and vibrant City of to-day and more so of the

future has to catch the Bus of Information Technology at the earliest. It is also well

known that Information Technology has ramification in all walks of life viz. Business,

Commerce, Entertainment, Education, Administration, Management, Industry, Trade,

Telecommunication, Science, Technology, Product design, Manufacturing and Health

care etc. to mention a few.

There are two basic types of constituencies of IT viz. (i) Developers of IT and (ii) Users

of IT. Delhi is endowed with developers as well as users both. Many times the

29
demarcation between the two does not exist. In fact, these constituencies now span over

the whole globe, and they have inter and intra connections.

Demographically, Technologically, Awareness level-wise, Knowledge wise, Availability

of Scientific and Technical manpower wise, Delhi has all the potential to step into the

shoes of the information savvy cities of the world. In order to make a garland, flowers of

all shades, colours and fragrance are available. What is needed is a thread of vision and a

needle of action to put them together. This garland of vision and action shall adore the

neck of mother India as no other garland can do. Delhi has been created to remain the

Capital. ‘But one has to remember that the knowledge capital shall be the real capital of

tomorrow.

Already a good infrastructure exists. All giants in IT have a natural inclination to be near

Delhi. They go away only when Delhi in not conscious to welcome them. Even then

most of them have their Offices in or around Delhi. Physical infrastructures like Air-

Links, Roads, Telephones and Metro etc. are fairly good. Soon, these facilities shall be

much better with the added advantage of power position getting a boost with

privatization.

Delhi has all the wherewithals . If this “Bus” is missed Delhi will totter on the Bullock

cart on Information Technology High way even though the Metro Rails would provide a

fast physical transportation. The package of knowledge looks small physically but many

times it is immeasurable content wise.

Let a push for creating knowledge be given. IT endeavours shall usher in a change in the

demographic profile, a widening of employment gateways which are shrinking by the day

in spite of the tall claims, a rise in the per capita income, increased revenue flow into the

30
 State’s coffer, all round prosperity and a poignant economy to take on the challenges of

globalization. One of our biggest neighbours is going to throw formidable challenges in

the IT Sector in not too distant future in the International arena. Delhi must, therefore,

prepare its IT players well in advance. Delhi has the nerve, the muscle, the brain, and the

bones to create such players.

3.6 Scope of the College vis-à-vis the Industrial Scenario and Educational Facilities

already available in the State and in this Institute.

This Institute has very good infrastructures of Buildings and Labs suited to the education

as required by the Country in general and the State of Delhi in particular. There is no

other Institute so well equipped specially in the areas of chip design, communication

Mechatronics and Automation in Manufacturing except the IITD. The students have

access to the latest design tools.

Maharaja Agrasen Institute of Technology aims to provide the best laboratory facilities
to its students. At present the Institute has around Sixty three laboratories and
workshops. Laboratories of every course being offered here, are in place and operational
with the best hardware as well as software tools to maintain a high degree of Hardware-
Software symbiosis. Experiments are performed in these laboratories on the
hardware as well as software tools, that is, each experiment has its software
counterpart. This symbiosis improves the process of understanding and inquisitiveness,
which are very inadequate in the prevailing system of education. Keeping this in view
almost all the laboratories in the Institute are equipped with computers and relevant
software.

31
CHAPTER IV :ACADEMIC PROGRAMMES

4.2 Basic Academic Philosophy of the Institution

The basic Academic Philosophy of the Institute are mentioned below :

Engineering Hardware – Software symbiosis:

All laboratory Experiments, which are normally performed with hardware equipment, are

being backed up and boot-strapped with software tools. Hardware-based experiments

have their software counterpart. This symbiosis heightens the process of deeper

understanding, inquisitiveness and flare for inquiry, which are so sadly inadequate in the

present system.

Life Long Learning:

About 40 years ago Bill Ever it wrote, “Engineering is not only a learned profession, it is

a learning profession; one whose practitioners must become and then remain student

throughout their active careers”. Hence, Engineering Education is a continuum, covering

the entire lifetime of an engineer. The Institute, therefore, lays emphasis on the culture of

life long learning.

Liberalization and Globalization:

If a society is compelled to single out one determinant of competitiveness, in the era of

global-technology based economy, one has no option but to choose engineering education

since in the end people are the ultimate assets in global competition. This Institute

imparts education for global competitiveness.

32
Diversification:

The system of engineering education at the under graduate level draws attributes like
large, growing, varied, demanding and diverse. Because of enormous growth in
engineering and technology, diverse fields of studies have grown and these attributes
seem unrelated. But at the same time, stress is being laid to unify the diversities through
the basic tools of analysis and synthesis. The Institute endeavors to create a synergy of
the above attributes.

Computerization of Learning Process :

As already mentioned, Computer is the central medium for the learning process viz, (i)

Visualization of concepts and processes through graphics and multimedia in

multidimensional continuum, (ii) Analytical details under changing parameters and

environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Design

exercise encompassing interdisciplinary knowledge, (v) Self paced learning, (vi) Hands

on experience for analysis, synthesis, simulation, troubleshooting and reliability under

non-ideal, realistic and severe conditions which normally can not be created without

computers. The Institute provides seamless opportunities for innovative learning.

Entrepreneurship:

Entrepreneurship is the greatest service to the society. The fruit of Science and

Technology is harvested by the entrepreneur and served to the society in different baskets

and packages. The prosperity of the society is directly linked to the successful

entrepreneurs. The Institute endeavors to nurture engineering entrepreneurs through

various direct and extension services. The students have a unique opportunity to come

33
in contact with a number of first generation successful entrepreneurs as most of the

members of the Society belong to this category.

MAIT stresses upon the continuous evaluation to ensure overall development and growth

of students. Students are expected to perform at a high level of efficiency. They are also

expected to develop an attitude for working in extreme environment and aim at excellence.

Based on this, a continuous evaluation method is adopted wherein assessment is done on

the basis of class tests, class participation, home assignments and laboratory performance

etc.

Students are required to attend all the classes, workshops, laboratories and meetings. The

minimum attendance required by the university is 75%, however students are encouraged

to achieve cent percent level. MAIT believes that only those students are successful in life

who perform more than that meets the eye…..

Project work is an essential component of education. Hence, the students are encouraged

to pursue project work under the guidance of their respective guides. Final year students

are required to take up project work preferably in an industrial environment.

The B.Tech Programmes offered at this Institute follow the semester system. Each

programme is divided into eight semesters to be completed in a minimum of four years. In

every semester, courses related to the branch are conducted with theory courses

supplemented with practical work in each subject. In the final year four elective courses

have to be taken up by the students in their field of study and interest. Apart from this

34
 every student is required to take up project work applying the skills acquired during the

courses they have studied and submit the dissertation report to the Institute. In-house

training after the second year and In-plant training after the third year has also to be taken

up for the fulfillment of the requirements for the award of B.Tech degree.

Computer is the central medium for the learning process at the Institute which offer (i)

Visualization of concepts and processes through graphics and multimedia in

multidimensional continuum, (ii) Analytical details under changing parameters and

environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Design

exercise encompassing interdisciplinary knowledge, (v) Self paced learning, (vi) Hands on

experience for analysis, synthesis, simulation, troubleshooting and reliability under non-

ideal, realistic and severe conditions which normally can not be created without computers.

The Institute provides seamless opportunities for innovative learning.

Additionally, development of entrepreneurship is central to the educational philosophy of

the Institute. Entrepreneurship is the greatest service to the society. The fruit of Science and

Technology is harvested by the entrepreneur and served to the society in different baskets

and packages. The prosperity of the society is directly linked to the successful

entrepreneurs. The Institute endeavors to nurture engineering entrepreneurs through various

direct and extension services. The students have a unique opportunity to come in contact

with a number of first generation successful entrepreneurs as most of the members of the

Society belong to this category.

35
4.2 Types of Programmes

S.No. Name(s) of the Course NOC received rom Sanctioned

AICTE on date Intake
1. Computer Science and 1999 120
Engg.
2. Electronics & Comm. 1999 120
Engg.
3. Mechanical & Automation Engg. 1999 60

4. Information Technology 2001 60

5. Electrical & Electronics 2004 60

Engg.
6. MBA 2004 60

4.3. Identified Programmes

Under the undergraduate Collaborative Programme with the Auburn University, the following
programmes have been identified at the moment

(i) Electrical Engineering

(ii) Electrical Engineering
(Computer Engg. Option)
(iii) Software Engineering
(iv) Mechanical Engineering

MOU in respect of these Programees have been signed. They are all accredited by ABET.
Subject to the willingness of the Auburn University, to extend the scope of collaboration the following
Programmes may be added at a future date from 2009 onward after consolidating the above Programmes:

(i) Systems and Industrial Engg.

(ii) Wireless Electrical Engg.
(iii) Wireless Software Engg. with intake of 30 students in each.
(iv) Post graduate Courses.
(v) Ph.D. Courses.

36
4.4. Phase-wise Introduction of Programmes & Intake
S.No. Name of the Year of Intake
Programme Starting
1. Electrical Engineering 2006-2007 60

2. Mechanical Engineering 2006-2007 60

3. Electrical Engineering 2007-2008 60

(Computer Engg. Option)
4. Software Engineering 2007-2008 60

4.12 Target Date for Start of Academic Programmes

The Target Dates for starting the Programmes are mid July/Aug. every year for the Odd

Semesters and mid January for even Semesters.

4.13 Central Computing facility

The Institute has 519 computers spread in all laboratories. For the Auburn Programme

additional computers providing a ratio of computer to students as 1:2 have been procured.

Therefore, all computing needs of students are very satisfactorily met. More computers

will be added in the same ratio when the number of students will increase.

4.14 Central Library

A building having 1206 sqms. area with total air conditioning is under completion

shortly. The details of Books & Journals are given below:

LIBRARY
Area : 1206 Sqm.

Particulars Available as on Date Available as on 01 Jan. 2005

No. of Titles of the books 3667 3224

No. of Volume of the books 15394 12418

No. of Journals (National) 61 61

(International) 15 15
Seating Capacity 180 180

37
4.15 Central Workshop

A Central Workshop already exists. The Collaborative programme does not have
workshop as a course. But the requirement of workshop for any fabrication or project
will be met by this workshop for the collaborative programme also.
4.16 Central Instrumentation Facility

The Instrumentation works also as the Central Instrumentation facility.

4.17 Affiliating Body

Guru Gobind Singh Indraprastha University, Delhi is the affiliating University for the
existing Programmes. For the Collaborative Programme, it is the Auburn University,
USA where the students would complete the final 2 years’ requirements for the award of
Degrees by that University.
4.18 Scholarships

For the existing programme, there is a provision of 21 scholarships. 2% students will be

provided scholarships in the Collaborative programme.

CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS

5.1 Classification of Academic Divisions i.e. Departments, Centres, Schools, Central

Academic Facilities.

The following major Departments exist in the Institute in addition to Applied Science and
Humanities:

(i) Electronics and Communication Engg.

(ii) Computer Science and Engg.
(iii) Mechanical and Automation engg.
(iv) Information Technology
(v) Electrical & Electronics Engg.
(vi) Management Studies

5.2 Details of each Academic Department/Centre, like:

5.2.(i) Computer Science and Engineering (120 seats)

Though the origin of computing instinct in mankind is as old as the contribution of Indian
Rishis as well as Arab and Greek Philosophers towards formulating number systems, till
1948 the development of Computers remained very sluggish mainly due to a slow pace in

38
 the growth of Electronics. However, the last part of the last millennium has seen a
plethora of bewildering explosion of knowledge in Computers and Communication. For
quite sometime the body of knowledge in computers developed in its own domain and so
it happened in communication, notwithstanding that both were the children of Silicon
Revolution. By now both have sufficiently matured and together they have ushered in a
new vista in technology that promises faster computing and faster communication each
heavily dependent upon one another and thus, creating a whirlpool round the globe and
beyond where Information bits are scattered all over and gushing at a terrific speed in all
possible directions to find a destination. This is the beginning of a new and an intelligent
civilization.

5.2.(i) 1.:Academic Objectives

This programme aims at providing education in Data Processing, Computer

Communication, Networking, LAN, WAN, Internet, ISDN, ERP, Operating System,
Compilers, Programming Languages, Multimedia, Virtual Reality, Computer
Architecture, Microprocessor, Mother Board & Peripheral Interface Design, Electronic
CAD, ASICS Design, Expert System Artificial Intelligence etc. However, the stress is on
fusing Computer Science and Engineering in the Communication Networks for extremely
wide information super highways in the Cyber space are being built which are making the
Globe shrink by day and by night. Engineers well versed in this area will find the next
millennium waiting for them. A number of courses in this discipline are common with
the courses in Information Technology as well as Electronics and Communication
Engineering.

5.2.(i) 2. : Areas of Focus

Software Engineering, Networking, Multimedia, Operating Systems, Programming

Languages, ERP and Software tools.

5.2.(i) 3.:Academic Programme :

39
5.3.(ii) Electronics and Communication Engineering (120 seats)
Electrical and Electronics Engineering (60 seats)

Electrical Engineering in fact took shape in the Department of Physics in the U.S.
Universities in the later part of the last century. Thomas Alva Edison had shown
electrical Light to mankind in 1881 and soon the poles were being erected to carry
Electricity to the homes. It became a booming service and utility industry. The
discovery of Telegraph by Morse and Telephone by Alexandra Graham Bell as well as
invention of Electro Magnetic field by J.C. Bose and Marconi paved the way for
Communication Engineering. Electronics started with the discovery of themoionic
emission in the form of vacuum tubes, which were totally replaced by Transistors
discovered by Prof. Bardeen and Shockley. Today the early form of Transistors have
undergone sea change and have become very tiny. Millions of them sit in a Chip LSI &
VLSI. Such IC Chips form the backbone of Electronics, Communication and Computer
Engineering.

By now Electrical, Electronics & Communication Engineering have grown beyond

recognition and in the process several mutations have occurred giving rise to about 35
organized disciplines of study belonging to the basic and generic knowledge in Electrical
Engineering out of which one of the most important area comprises Electronics &
Communication Engineering. Imagine on the one hand the gigantic power generation,
extensive network of transmission and distribution, the drives hauling the trains and
keeping on move all the limbs in industries and on the other hand the tiny crystal
displays, HDTV, SMS, VMS and what not and a host of electronic items in homes,
offices, industries, defence establishments, hospitals and all other places one can think of.
They have born out of the conjugation of Electrical, Electronics & Communication
Engineering and are omnipresent. In fact the index of prosperity is measured by per
capita consumption of electricity. Through this course students shall be trained in the
basic and generic knowledge of Electrical Engineering along with the fineness and
sophistication of Electronics. This programme has been designed to generate a synergy
between the basic, robust and generic knowledge in Electrical, Electronics &
Communication Engineering. It is well known that Mathematics is the queen of the

40
 science. Similarly electronics has become the darling of all Engineering and Technology
disciplines. On the substrate of the knowledge of Electrical Engineering reside the layers
of Electronics & Communication Engineering and thus the “Chips” so created offer
smarter services to the society with subtle beauty, efficiency and reliability.

5.2.(ii) 1. : Academic Objectives

This programme aims at providing education in Electrical Science, Circuit and Network
Technology, Signal Processing, Transistors, MSI, LSI, VLSI, Communication on land,
sea and sky, Satellite Communication, Telematics, Guidance & control System,
Electromagnetic Fields. Microwaves, Radars, Fiber Optics, Computer Communication,
Network Architecture, Microprocessors, ECAD and Consumer Electronics etc. There are
a number of subjects common to Computer Science & Engineering and Information
Technology Engineering, Industries and service sectors are looking for Engineers, well
versed in this area.

5.2.(ii) 2. : Areas of Focus

(i) Electronics & Comm. Engg.

Chip design, Embedded Technology, Communication, Mother board design,
DSP,

(ii) Electrical and Electronics Engg.

Power Generation and Distribution, Instrumentation, Control System,
Electromechanical Energy Conversion.

5.2.(ii) 3. : Academic Programmes

5.3.(iii) Information Technology (60 seats)

Information Technology is the technology for processing information. Information arises

in various walks of life; for example in a manufacturing company the information may
arise from the shop floor, inventory control unit, salesmen or the management. For
financial activities the information could arise from the Stock Exchanges, Banks,
Exchange fluctuations and various other financial and commercial activities. In

41
 administration, it may arise from a village, a block, a District Head Quarter, a State
Capital and the Central Govt. In defence, it may arise from the forward area surveillance,
air borne or otherwise and the whole network of defence and the Govt. Similarly,
information mayarise from cultural, sports and political activities. In order that
information may flow from one place to another, there is a ned for a Network to
interconnect the different players who are interested in the particular sets of information.

From a few examples given above, it is clear that different types of information arise
from different sources and are intended for different sets of clients. However, for the I.T
Engineers, the process of handling all types of information is the same. Only when there
are some changes, then only information can rise. If there is no change, there is no new
information. Hence, the job of an IT Engineer is to capture the changes, i.e. the
information, store it, transmit it, receive it, disseminate it, retrieve it, and access it
effectively and reliably with speed. Hence , the IT Engineers should be able to do the
following jobs in a holistic sense. He has to learn and develop abilities to work in some
of the following areas:

5.2.(iii) 1. : Academic Objectives

• Data Processing: Data Base, ERP, Data Mining, E-Commerce, E-Goverence and Web
Technology etc.
• Communication and Networking: LAN/WAN, Traffic Engineering, Mobile
Communication, Internet, Telematics, Information Coding, Speech Processing etc.
Modeling & Simulation, Project Management, Software, Cycle, Quality Assurance,
IPR etc.
• Graphics, Multimedia, Virtual-Reality, Image Processing etc.
• Electronics Design: Design of Digital System and Sub-Systems, Design tools like
VHDL, VLSI design, MOS Technology, Interfacing memory, Buses, Peripherals,
Convergence Technology etc.
• Foundations of Theoretical Computer Science, System Software etc.
• Architectures: RISC, CISC Architectures, Bus Architecture, Parallel Architecture,
Distributed and Network Computing etc.

42
 • Knowledge Management System: Expert Systems, (Social, Economic, Medical, etc.).
Decision support system etc.

While developing the programme for B. Tech information Technology, the above-
mentioned areas have been kept in focus and the course contents have been framed to
support these concepts.

Information Technology is understood differently by different sections of the society

depending upon the areas of their interest. But for IT Engineers seemingly different IT
application area do not obscure the essence.

Hence, from Engineering point of view there are a lot of common areas between IT,
Computer Science and Engineering as well as Electronics and Communication
Engineering. These common areas have been suitably taken care of in the programmes
of all these disciplines.

5.2.(iii) 2. :Areas of Focus

Data Processing, graphics and Multimedia, Web design, Architecture, Communication

and Networking.

5.2.(iii) 3. :Academic Programmes

5.3.(iv) : Mechanical & Automation Engineering ( 60 seats)

Mechanical Engineering has been the medium through which the single most important
socio-economic revolution known as the Industrial Revolution had found its expression
in the 19th century. The steam engine of James Watt and associated influx of mechanical
devices and machines have changed the mode of life all over the world from the agrarian
to the industrial. During the twilight of the Industrial Revolution a number of schools
and part time programmes had started at the nook and corner in the cities of Europe to
train manpower in the essential aspects of Mechanical Engineering. One finds a similar

43
 scene for training Computer manpower today. Over the last century Mechanical
Engineering has ushered in enormous convenience and facilities for mankind. The
Automobile, the Aircraft, ferrous and non-ferrous metals, non-metals, chemicals,
fertilizer, paper, petroleum, textiles, pharmaceutical and drug industries to mention a few,
have created industrial civilization. Because of the higher level of instrumentation,
automation and computerization of the products and processes there has been an
enormous development and refinement in manufacturing technology.

5.2.(iv) 1. :Academic Objectives

Through this course, manufacturing/production engineers, well versed in Mechanical

Science and Engineering are being made aware of the endless opportunities opened by
the application of information technology for a total integration of system spanning from
perception, visualization, manufacturing, materials handling, prototype development,
inventory, scheduling, product design and service to the customers. The philosophy of
this course rests on the proper amalgamation of Mechanical Engineering with
Manufacturing and Information Technology. There is a great demand for such
manpower as the industries are moving for a higher level of automation.

5.2.(iv) 2. : Areas of Focus

Automation in Manufacturing, Mechatronics, CAD, Flexible Manufacturing.

5.2.(iv) 3. :Academic Programmes

5.2.4:Faculty Requirement & Phase-wise Recruitment

For the collaborative programme with the Auburn University all faculty members will

have to have earned Ph.D. degrees. Some faculty members from the US and Canada

have agreed to take part in this programme as mentioned below:

(i) Dr. Krishan Kumar, Chief Technologist, NASA, USA.

(ii) Professor R. Dubey- University of Waterloo.

44
 For the collaborative programme with the Auburn University the following key faculty

members have already been identified to be appointed.

(i) Professor Yogesh Mathur Physics

(ii) Professor V.P. Srivastava Mathematics

(iii) Professor M.M. Bhutani Chemistry

(iv) Professor Suresh Chandra Computer

(v) Dr. C.R. Roy Humanities

(vi) Dr. Krishan Kumar Chief Technologist, NASA, USA

(vii) Professor R. Dubey University of Waterloo, Canada

Others will be appointed in consultation with key faculty members through proper

advertisements.

Other faculty members either from the Auburn University or elsewhere on a global basis

will be inducted into this programme.

For the existing courses the faculty positions are almost full. However, the Institute is

open to appoint any number of Senior Faculty members (Professor+Asstt.Professors)

that may result into a better teacher to student ratio than 1:15.

5.2.5: Requirement of Laboratories, Space and Equipment (cost)

For the existing programme, please refer to the space already provided for different labs

in different departments . For the collaborative programme in first year, additional space

for Physics, Chemistry, Computer labs & Introduction to Engg. have been identified in

Block No. VI which has the space as given below:

45
Space in Block No. VI

Rooms 72 sqm. 08

Hall 160 sqm. 05

Faculty Rooms 20 to 36 sqm. 11

Stores 20 sqm. 04

On equipments, for the existing programme a total Rs. 6.58 crores for all Departments

have been spent. For the collaborative programme computer lab has already been

established with 60 computers and equipment for Physics Lab have been identified to be

procured for the USA at the cost of Rs. 16 lacs and from indigenous sources at the cost of

Rs. 4 lacs. These equipments are the same as existing in the Auburn University. The

intention is to create at MAIT the mirror image of the labs existing in the AUBURN

University. For Chemistry lab there is no special requirement of equipment Introduction

to Engg. lab is being established by upgrading the existing Design Lab in Mechanical &

automation Engg. Department.

In the Second year, Electrical Engg. Labs consisting of Electronics, Instrumentation,

Communication and Electromagnetics, Sensing, Electrical Power System and EM.

Phenomena will be needed. In the Institute there are well equipped 63 labs which include

all the labs mentioned for the Collaborative programme. All these labs will be suitably

upgraded to match the labs in the Auburn University. Therefore, even the existing

students will have the benefits the equipment as per the programme of the Auburn

University.

In addition, in Mechanical Engg. the following labs will be needed :

(i) Statics & Dynamics, (ii) Kinematics and Dynamics of machines and (iii) Thermo
Dynamics. These labs already exist in the Institute. However, they will be upgraded to

46
 match these labs in the Auburn University. Again, the existing students will also stand to
benefit by the upgraded facilities in the labs.

5.2.: Requirement of other Space like Class Rooms, Faculty Rooms, Departmental

Office.

The break up of the space is available as given. This space is in excess of 11.7 m2 per

student.

CHAPTER VI : QUALITY AND HUMAN RESOURCE DEVELOPMENT

6.1.: Academic Values

The emphasis is on creating Academic Values that sustain the students throughout their

life as given below :

(i) Engineering is not only a learned profession but it is a learning profession; one

(ii) Hands on experience.

(iii) Entrepreneurship

(iv) Simulation

Each student is required to do at least on simulation experiment in every

laboratory course. Additional weightage for marks are given for such simulation

experiments.

(v) Open ended experiments

Some experiments one of the open ended nature that require the synthesis of

knowledge across various discipliner the deeper and multifaceted consideration of

the problem. Appropriate computers with softwares tools have been provided for

the purpose.

47
6.2. : Recruitment, Strategies for Attracting and Retention of Faculty Personnel

for Excellence, Promotional Avenues, Career Ladder.

(i) Recruitment is done through proper advertisement and selection procedure. Well

acknowledged eminent persons are invited to join.

(ii) At this Institute retention rate is very high. In about 7 years of its existence, just

about less than 10 faculty members have left the Institute.

The main strategy consists of the following:

(a) Commensurate Salary Package as per AICTE/Govt./Univ.norms and even

better.

(b) Good Working Condition.

(c) No fear psychosis of any type.

(d) Enlisting full co-operation of faculty in developmental activities.

(e) Delegation of responsibilities.

(f) Total commitment of the Management to provide lab infrastructures as

proposed by the Faculty Members.

(g) Synergetic relationship between the Management, Director, Faculty

Members.

(h) No bickering and politicization.

(i) Opportunity for full growth by sponsoring for higher education and

research.

(j) No profiteering from the funds of the Institute.

(k) Transparent decisions.

48
 (iii) Promotional Avenues

Through the AICTE provides for only 1 : 2 : 6 ratio of faculty members at the

level of Professors : Asstt. Professor and Lecturers, the Institute is totally open to

appoint more senior faculty for a much better ratio. Any faculty member who is

deserving by virtue of his qualification and experience is not denied promotion

because of limitation of the above ratio.

(iv) Career-Ladder

It consists of Lecturers, Asst. Professors and Professors. Every lecturer has

opportunity to become professor if he goes on adding the requisite qualification

and experience.

6.3.: Policies for Teaching and Non-teaching Staff Development

(i) Teaching :

Every Teaching faculty is encouraged to presume higher education and R&D

activities. The Institute also provides fund if a Faculty member is developing

same project and he needs some special items for the purpose. They are

sponsored to the Seminars, Summer Schools etc. Motivational talks as well as

expert lecturers are also arranged. Seminar, Conference, Talks etc. for the back

bone for dissemination of knowledge. Every faculty has access to Internet. All

faculty members are required to teach according to the lesion plan. At the end of

course, he has to submit his class mates and discuss the same with the Senior

faculty members.

49
 Career Growth

(ii) Non Teaching :

They are required to do repair and maintenance jobs under the guidance of the

Senior Maintenance Engineer. In the procession, they still become better.

6.4 : Permanent and Contract Services for Teaching, Non-Teaching and other

support Personnel :

There is a great paucity of Senior Faculty Members. Therefore, at the senior

levels contractual appointments also are given to persons who might have retired

from reputed educational Institutes in the Country. At the junior levels permanent

Faculty members are available and have been appointed as such.

Non-teaching and support personnel are normally available on the permanent

basis. But if some such person has retired from a good educational Institute, he is

considered for appointment on contract basis.

50
6.5.:Total Quality Management :

Instruction

TQM for proper execution of the programme is essential. In order to develop this system, all

functions have been properly categorized and write ups have been prepared. For education a

clear cut policy for holding classes, preparation of lesson plans, preparation of Home

Assignment/quizzes, attendance, evaluation of answer scripts, showing the answer scripts to

the student, identified level of performance when warning is to be issued to the students by

the concerned teacher, performance of experiments in the labs, proper record keeping of the

journals, simulation experiment, tutorial classes, constant interaction through E-

mail/Telephone/Fax with the concerned subject teacher at Auburn. Allotment of specific

hours by teachers to students out of class room for consultation in person and also through e-

mail and feed back.

The salient points have been mentioned below as guidelines for TQM as per the
prevailing norms at the Auburn University.

Auburn University is committed to excellence in teaching at both the undergraduate and the

graduate level. This commitment has long been reflected in the diversity of course offerings

and in the variety of instructional approaches that are offered. Increasingly, electronic

technology is providing instructors with innovative and creative teaching strategies. The

high academic aptitude of the university’s incoming students also makes accelerated learning

possible.

51
Name of the Program :

AU/MAIT Auburn University Undergraduate Engineering Program in India.

MAIT, Delhi

52
Academic Policies :

All Rules/Regulations ordinances of the Auburn University shall be applicable to AU/MAIT

Program.

Admission of Freshmen (First Year) : Academic Criteria

Eligibility Criteria: 10+2 CBSE or equivalent Examination with atleast 60% marks in Physics,

Chemistry and Maths taken together.

Admission Procedure: Either on the basis of Entrance Test or rank based on 10+2/equivalent

Exam. marks on all India basis.

Registration and Scheduling

Every student who makes use of the instructional staff and facilities of the university (including

MAIT) must register and pay fees. When registering, the student is responsible for observing the

pre-requisites or co-requisites of courses.

Course Load

Normally, the maximum load for students in undergraduate curricula is 18 hours. It may be more if

the situation so arises at MAIT.

Grades

Grades Definitions. Final passing grades are A, superior; B, good; C, acceptable; D, passing; and S,

satisfactory. Final failing grades are F, failure; FA, failure for excessive absences; U, unsatisfactory;

53
NR, no grade reported; and WF, officially dropped with permission of the student’s dean but

failing at time of withdrawal. (For the definition of W, see the following section on Grade

Assignment for Class Withdrawal.)

An IN may be assigned at the dissertation of the instructor if the student is passing but has

not completed all assigned work or taken all scheduled examinations. For undergraduates, an

IN is calculated as an F until it is cleared. Making up a final examination in an

undergraduate course is allowed at the discretion of the instructor when there is documented

excuse for the absence.

Academic Warning status is imposed at the end of any term for which the student’s

cumulative GPA on (AU/MAIT Course) work is below 2.0.

Academic Suspension

Any student who is on Academic Warning status will be placed on Academic Suspension if

both of the following conditions apply: (1) the term GPA is below 2.2 and (2) the cumulative

GPA on Auburn course/(AU/MAIT) Course work is below that required for the designated

number of hours earned as follows :

Required Minimum Auburn Cumulative GPA

FR FIRST YEAR 1.50

SO SECOND YEAR 1.80

JR THIRD YEAR 1.90

SR FINAL YEAR 1.97

All students whether beginning freshmen (First Year) or transfers are not subject to

suspension until they have received one semester warning.

54
Terms of Suspension

A student who incurs a First Academic Suspension may not enroll in the AU

university/MAIT for a minimum of one semester. Summer term does not count as a semester

for terms of suspension. A student returning from academic suspension will be on Academic

Warning status. A student who incurs a Second Academic Suspension may not enroll in the

AU university/MAIT for a minimum of two semesters. A student who incurs a Third

Academic Suspension will be expelled from the AU university/MAIT.

Withdrawal from a course

No grade penalty is assigned for dropping a course on or before mid-term. A student who

withdraws from a course prior to the 15th class day will have no grade assignment; however,

after the first 15 days a W (Withdrawn Passing) grade will be recorded for the course.

Resignation from all courses

Students who wish to resign from all courses for a term should contact their deans. To avoid

complications with student financial aid and other matters, resignations should not be done

through the telephone registration system or on the web. Students may withdraw without

penalty of failure if they resign no later than midterm, a date specified in the university

calendar.

55
Appeals of Suspension

Students who incur Academic Suspension under the rules detailed in this bulletin may appeal

the decision to the Admissions Committee if they believe extraordinary circumstances merit

an exception to the rules. Any student on indefinite suspension must appeal to the

Admissions Committee for readmission to the university. These requirements are university

requirements. Individual colleges and schools may have higher requirements.

Bachelor’s Degree Requirements

To earn the bachelor’s degree from Auburn University students must complete the

requirements of the university’s Core Curriculum, and they must choose a curriculum and

complete its requirements and those of the college or school with at least a 2.0 average in all

Auburn courses attempted, at least a 2.0 average on transfer credits accepted for their degree

program, and a 2.0 average in all course work in the major. These requirements are

university requirements. Individual colleges, schools and departments may have higher

requirements. Credits required for graduation are atleast 120 hours. The student’s dean

clears subject and non-course requirements in the curriculum; the Registrar, together with the

dean’s office, clear total hours, GPA, and freshman English. A list of specific course

identified as major courses in each curriculum is available in the appropriate dean’s office.

At MAIT these functions will be discharged by Residential Director assisted by appropriate

Committees and in consultation with the Ginn College of Engineering.

56
Auburn University’s Core Curriculum

The general purpose of the Auburn University Core Curriculum is to foster the development

of educated citizens. This purpose leads to three goals:

First, the Core Curriculum seeks to assure that all graduates of Auburn University are competent in

critical reading, writing, mathematics and information literacy.

Second, the Core Curriculum seeks to assure that all graduates of Auburn University develop

analytical skills that allow them to discern significant issues and events; ask appropriate questions;

approach problems; gather, synthesize and interpret information; critically analyze established

positions; and use knowledge creatively for the enhancement of society.

Finally, the core Curriculum seeks to assure that all graduates of Auburn University possess an

educated appreciation of the natural world, a human life, and of the interaction between them,

especially through technology. Emphasis falls on human behavior, history and social organization,

encouraging students to understand and appreciate both their own cultural traditions and the great

diversity of other human cultures and experiences. The Core Curriculum also encourages inquiry

into moral and aesthetic values and into ideas and their consequences.

To accomplish these goals, Auburn University’s Core Curriculum provides a shared learning

experience to all Auburn undergraduates based on the principles of coherence and integration.

Coherence is achieved by course sequences and by providing connections among courses.

Integration is accomplished through interdisciplinary courses.

Note : Important Courses listed under Core Curriculum are indicated in respective schemes.

57
Academic Programs and Curricula

An academic program is an organized plan of study which, when successfully completed, is

recognized by the awarding of a degree. It includes all courses and related activities required by the

university and those required by a school, college, department or interdisciplinary program. At

Auburn University, the minimum number of semester hours in an undergraduate academic program

is 120, including the 41 semester hours of the Core Curriculum.

Second baccalaureate

To earn a second bachelor’s degree, a student must complete all the additional requirements for the

second degree (including course work in the major field, college/school core requirements and

courses in support of a major). These additional requirements must total a minimum of 30 semester

hours beyond the total of the first degree. Students who are completing a second degree must

comply with all the same grade point requirements and residency requirements as other students.

Students should consult with their adviser concerning eligibility for a second degree.

Class Attendance

Students are expected to attend all their scheduled classes. College work requires regular class

attendance as well as careful preparation. Specific policies regarding class attendance are the

prerogative of individual faculty members. Faculty shall inform each class in writing at the

beginning of the course regarding the effect of absences on the determination of grades.

The student is expected to carry out all assigned work and to take examinations at the class period

designated by the instructor. Failure to carry out these assignments or to take examinations at the

58
designated times may result in an appropriate reduction in grade, except as provided in paragraph 4

below.

Instructors shall determine the policy regarding grading which they feel is best for the course.

This policy shall be presented to the class, in writing, at the beginning of the term and will

govern the actions of the instructor in the course.

Arrangement to make up missed major examinations (e.g. hour exams, midterm exams) due

to properly authorized excused absences (as defined by the Tiger Cub)/Resident Director at

MAIT shall be initiated by the student within one week from the end of the period of excused

absence. Normally, a make-up exam shall occur within two weeks from the time that the

student initiates arrangements for it. Instructors are encouraged to refrain from giving make-

up examinations during the last three days prior to the first day of final examinations. The

format of makeup exams and opportunities for students to make up work other than major

examinations are at the discretion of the instructor whose make-up policies should be stated

in writing at the beginning of the term. Instructors are expected to excuse absences for:

1. Illness of the student or serious illness of a member of the student’s immediate family.

The instructor may request appropriate verification.

2. The death of a member of the student’s immediate family. The instructor may request

appropriate verification.

3. Trips of members of the student organizations sponsored by an academic unit, trips for

university classes, and trips for participation in intercollegiate athletic events. When

feasible, the student must notify the instructor prior to such absences, but in no case

59
 more than one week after the absence. Instructors may request formal notification from

appropriate university personnel to document the student’s participation in such trips.

4. Religious holidays. Students are responsible to notifying the instructor in writing of

anticipated absences due to their observance of such holidays.

5. Subpoena for court appearance.

6. Any other reason the instructor deems appropriate.

If the instructor does not appear within 20 minutes after the designated class hour, it may be assumed the

class is cancelled.

It is the university policy that all classes will meet as scheduled on the last day before and the first day

after holiday periods designated by the university.

Unresolved problems regarding class attendance or procedures should be referred to the university’s

Student Grievance Committee.

Examinations

Examinations are classified as (1) final examinations at the end of each term; (2) special examinations;

and (3) other course examinations as determined by the instructor.

Announced tests in undergraduate courses will be administered at a regularly scheduled meeting of the

course. Exceptions to this regulation may arise in specialized courses requiring performance or oral

60
tests, and in multiple-sectioned laboratory classes requiring practical laboratory tests. Faculty having

sound reasons for scheduling tests at times other than regularly scheduled meeting times are to obtain

approval from the department head prior to the beginning of the term, and are to present a written

schedule of these changes to the class during the first few days of the term. Rescheduled tests are not to

interfere with other scheduled academic endeavors of the students involved, and an appropriate

reduction in regularly scheduled class time is to be given to compensate for the rescheduled test period.

Final Examinations

A final examination is a desirable means of evaluation in most undergraduate courses. Un unusual

circumstances, performance tests, term papers, research projects or other forms of evaluation appropriate

to the objectives of the course may be substituted for a final examination with the approval of the

department head, who will report such action to the dean and Provost. Faculty not giving a final

examination are to present to the class at the beginning of the term a written description of the forms of

evaluation to be used and the means of determining final grades. The professor teaching a 6000-level

course or higher shall determine whether a formal final examination is appropriate.

Final examinations are to be given as scheduled in the term examination schedule. Exceptions to this

policy require prior approval by the Provost. Rescheduled examinations must not interfere with

scheduled academic activities of the students involved.

Student Academic Grievance Policy

The Student Academic Grievance policy, which appears in full in the student handbook, tiger Cub, is

designed to resolve academic grievances of students which result from actions of faculty or

administrators.

61
Graduation

To earn a bachelor’s degree a student must earn a 2.0 GPA on all courses attempted at Auburn, a 2.0

GPA on all transfer courses which apply to degree requirements and a 2.0 GPA on all work in the

student’s major. These are university requirements. Individual colleges and schools may have higher

requirements. Identification of the specific courses counted as courses in the major in an academic

program is available in the dean’s office.

Clearing for Graduation

Seniors should register for UNIV 4@@0 in the term before they graduate in order to arrange for a

graduation check through their dean’s office; they must also clear deferred grades by the 15th day of the

graduation term for courses to be used toward degree requirements. Independent (Asynchronous)

Distance Education courses must be completed by mid-term prior to graduation.

A student must be registered in the term in which degree requirements are completed. Students who

have completed all course requirements but who lack other requirements (non-thesis final exam,

internship, etc.) must register for the term in which those requirements are completed. The student also

must register in any semester during which the staff or the facilities of the university are used for work

on a thesis or dissertation, for the taking of oral examinations, or for removal of an “incomplete” grade.

Undergraduates who have completed all courses should register for UNDG4900. Students who have in

a previous term completed all requirements for the degree, upon receipt of a “certificate of

completion” in the Office of Admissions and Records (undergraduate) or the Graduate School

(graduate), will not be required to register in a future term if their graduation is delayed or

postponed.

62
A graduation fee is payable to the Bursar’s Office at the beginning of the term of graduation. A

student who is a candidate for a degree in term in which no credit work is taken is required to

register in such

term as a pre-requisite to graduation. (For members of the faculty and staff the charge is reduced

to $5.00.) The graduation fee is in addition to this charge. See “Fees and Charges” in this

bulletin for details. If a student is in default on any payment due the University, the diploma and

academic record will not be issued until the matter is cleared. Degrees are conferred each term.

Commencement exercises are held after fall and spring semester and summer term. If a student

does not plan to attend the exercises, arrangements should be made with the dean or the director

of Admissions and Records to receive the degree in absentia.

For administrative matters also detailed procedures have been prepared

interlinking and cross linking all the staff concerned to perform according to the

set Rules individually and collectively.

CHAPTER VII : LINKAGES IN TECHNICAL EDUCATION

7.1.: Introduction

Engineering education is based on Societal needs of to day and tomorrow.

Society is seamlessly becoming dependent of Information Technology, All

aspects of human endeavour is taking new shapes and directions for a higher level

of productivity, efficiency and pragmatism for ever all development. Even the

liberal arts education is becoming utilization divorced from the earlier concept of

“Swantah Sukhai – The Self Bliss”. Therefore, for the Engineering Education to

be meaningful full cognizance has to be taken of Societal and Industrial

interfaces.

63
7.2.: Linkages with Industry

The Institute promotes the activities in co-operation with the Industries. Students

and Faculty members are sent to visit Industries.

With M/s. Logic Eastern, a more compact relationship has been fostered to

undertake Product/Project development as specified by them.

Two such Projects are being developed by the Institute viz.

(i) Hospital Management Software in consultation with the Maharaja

Agrasen Hospital, Punjabi Bagh, New Delhi.

(ii) Development of Intelligent Energy Meter in consultation with M/s. Logic

Eastern, Noida.

7.3. : Linkages with the Community :

The requirements of the Community have been well studied and crystallized.

Accordingly, educational programs have been tailored. Delhi is a metropolitan

city. Hence, the needs of the community here are different from the rural

community. The education at the Institution provides deep penetration of

computer skills across various disciplines.

7.4. : Linkages with other Technical Institutions in the region :

There is a very tight linkage with all the Engg. Institutes in the GGSIP University

which has been conceived and fostered by MAIT and has the approval of the

University. The ladder of this linkage is as follow :

(i) All the Principals/Directors constitute the co-ordination committee which is

responsible for the proper planning and delivery of education in all the

Colleges/Institutes.

64
 (ii) Under the Co-ordination Committee a number of Group Co-ordination
committees has been constituted for each subject and every teacher in all
colleges teaching that particular subject is a member of this Committee. A
Group Co-ordinator is appointed for each Group C-ordination Committee by the
Co-ordination Committee. The responsibility of the Group Co-ordination
Committee is to prepare lessons plans, teach according to these plans, set
question papers for the two terminal tests, evaluate the answer scripts and show
them to the students, do moderation of essential type if the marking fluctuates
between collees and evaluate the answer scripts of the final exams. All exams.
Are held according to same time table in all colleges including terminal exams.
For labs, the Group-Co-ordination Committee plans the experiments. Therefore,
each faculty member has the opportunity learning on-line e.g. learning white
executive the job. With the proposed collaboration this linkage will be
established with the Auburn University, USA.

7.5. : Linkages with Institutions of excellence such as the IITs and IISc., Bangalore
Auburn University has been established in 1856 as a Land Grant Univeristy. The
infrastructures and faculty are no less than any IITs. Therefore, this collaboration
will bridge this gap.

7.6. : Linkages Abroad

Auburn University has been established in 1856 as a Land Grant University. The
infrastructures and faculty are no less than any IITs. Therefore, this collaboration
will bridge this gap.

7.7. : Linkages with R&D Laboratories

M/s. Logic Eastern is being recognized as an R&D Centre, by Deptt. of Scientific

& Industrial Research (DSIR), Ministry of S&T, Govt. of India. The Institute has
a close interaction with this industry.

65
CHAPTER VIII : GOVERNANCE AND ACADEMIC & ADMINISTRATIVE
MANAGEMENT:

8.1. : Philosophy of Governance

It is said the best governance is that which does not govern. But the underlying
meaning of this is not chaos by but order. This concept of governance bestows
autonomy in decision making with responsibility and Co-ordination. There is a
total freedom for innovative measures and a total Co-ordination from top to
bottom. The decisions are taken at the top but with inputs from the lower rungs.
So, the governance ensures total participation across the various hiecharchies.
Head of the Deptt. is helped by the faculty members. The Dean is helped by the
HODs abd faculty members both Director is helped by the Dean, HOD and
Faculty members. The Chairman/General Secretary are helped by the Directors
and Dean.

66
8.2. : Board of Governors

The following slate constitutes the Board of Governors :

1. Sh. Nand Kishor Garg - Chairman

2. Sh. Surinder Pal Gupta - Sr. Vice Chairman

3. Sh. Tek Chand Gupta - Sr. Vice Chairman

4. Sh. N.K. Aggarwal - Member

5. Sh. R.K. Gupta - Member

6. Professor O.P. Grover - Member

8. Professor M. P. Tripathi - Member

HOD of ECE

9. Dr. V.K. Jain - Member

HOD of MAE

10. Sh. Devendra Singh - Member

Director

Nominee of AICTE
Maharaja Surajmal Instt. of
Technology, Delhi

11. Mrs. Amita Dev - Member

HOD (Electronics & Comm. Engg.)
Ambedkar Institute of Technology,
Delhi, Representative of Deptt. of
Training & Tech. Education

12. Shri Shiv Aggarwal - Member

Representative of Industry

13. Dr. B.N. Mishra - Ex-Officio

Director (E)

14. Maj. Gen. (Retd.) S.C. Goel - Ex-Officio

Director

67
8.4. : Role and Responsibilities of Key Senior Positions

Designation Responsibility

Director General Administration

Director (E) Academic matters

Dean Implementation of Lesson Plans, conducting tests and other

academic matters.

HODs Development and management of

the respective Deptts.

Advisor Procurement and General Administration

Sr. Accounts Officer Finance

8.5 : Methods/Style of Administration/Management

The administration is participative. Every faculty member has certain responsibility

delegated to him. 20 students are attached to one faculty member who is designated

Group Counsellors for that set of students. Group Counsellors meet their respective

groups once in a month to know the problems being faced by students Group Counsellor

provide the briefs of the meetings to the Director, Director (E) and Dean on matters

related to education, administration and emotional support that the students need.

Thus, the problem identification is done at the grass-root level and administrative remedial steps

are taken of the appropriate lands.

Similarly, grievances of Faculty and Staff are also resolved in a transparent manner.

68
 Collaborating Partner

AUBURN UNIVERSITY

69
1. Introduction :

AUBURN UNIVERSITY, chartered in 1856, is located in Auburn, Alabama, and traces its

beginning to the East Alabama Male College, a private liberal arts institution whose doors

opened in 1859. From 1861 to 1866 the college was closed because of the Civil War. The

college had begun an affiliation with the Methodist Church before the war. Due to financial

straits, the church transferred legal control of the institution to the state in 1872, making it the

first land-grant college in the South to be established separate from the state university. It thus

became the Agricultural and Mechanical College of Alabama.

Women were admitted in 1892, and in 1899 the name again was changed, to the Alabama

Polytechnic Institute. In 1960, the school acquired a more appropriate name, Auburn University,

a title more in keeping with its location, size and complexity. The institution has experienced its

greatest growth since World War II, and today enrolls 21,860 students, the largest on-campus

enrollment in the state. The majority are Alabama residents.

Auburn University at Montgomery was established as a separately administered branch campus

in 1967. The institution has developed rapidly, especially since moving to a 500-acre campus

east of Montgomery in 1971. Current enrollment at AUM is about 5,500.

1.1. : Statement of Vision And Mission

The following statement of vision and mission was developed by the Task Force on Mission

established in 1995 and was approved by the Board of Trustees on March 20, 1997.

1.1.1 : Vision

Auburn University will emerge as one of the nation’s preeminent land-grant universities in the

21st century. Central to all its functions will be the university’s historic commitment of service

to all Alabamians as the State becomes a part of a global society with all of its challenges and

opportunities. The university will be widely recognized for the quality of its undergraduate

70
educational programs, the effectiveness of its research and outreach programs, and the broad

access to the university provided through the innovative use of information technology. The

university will insure the quality of its programs through the careful focusing of its resources in

areas of institutional strengths. One constant that will remain unchanged at the university-that

intangible quality Auburn men and women call the “Auburn Spirit.”

1.1.2. : Mission

Auburn University’s mission is defined by its land-grant traditions of services and access. The

university will serve the citizens of the State through its instructional, research, and outreach

programs and prepare Alabamians to respond successfully to the challenges of a global economy.

The university will provide both traditional and non-traditional students broad access to the

institution’s educational resources. In the delivery of educational programs on campus and

beyond, the university will draw heavily upon the new instructional and outreach technologies

available in the emerging information age.

The university will give highest priority for resource allocation to under-graduate education and

for future development of those areas that represent the traditional strengths, quality, reputation

and uniqueness of the institution and that continue to effectively respond to the needs of students

and other constituents. Consistent with this commitment, the university will emphasize high

quality undergraduate education including a comprehensive general education that imparts the

broad knowledge, skills, and values so essential to educated and responsible citizens as well as

specialized career preparation for students. In establishing the primacy of undergraduate

education to the institutional mission, the university will assure the continued strength of its

faculty with the realization that the quality of instruction is directly related to the quality of the

71
university’s faculty and the commitment of the faculty to excellence in undergraduate education.

The university will provide graduate programs in areas of need and importance to the State and

beyond. Graduate programs offer students opportunities for specialized advanced education in

their chosen field and are important components of the services the university provides.

Because research is essential to the mission of a land-grant university, Auburn University will

continue development of its research programs. The primary focus of this research will be

directed to the solution of problems and the development of knowledge and technology

important to the State and Nation and to the quality of life of Alabama citizens. The University’s

research programs will make important contributions to instructional programs through the

involvement of graduate and undergraduate students and the renewal of the faculty. Research

will also provide the knowledge base for outreach programs. In carrying out its research

mission, the University will emphasize established areas of strength and will focus available

resources in those areas of research and doctoral study that are, or have the potential to develop

into nationally and internationally recognized centers of excellence.

Extension and outreach programs are fundamental to the land-grant mission because these

programs directly affect the lives of all citizens in the State. The University will maintain the

strengths of its traditional outreach programs and will increasingly involve the University in

outreach programs that respond to the changing needs of the society in which we live. The

University will continue to seek new and innovative ways to reach out to the people it serves.

72
1.1.3. : Instruction

Auburn University is committed to excellence in teaching at both the undergraduate and the

graduate level. This commitment has long been reflected in the diversity of course offerings and

in the variety of instructional approaches that are offered. Increasingly, electronic technology is

providing instructors with innovative and creative teaching strategies. The high academic

aptitude of the University’s incoming students also makes accelerated learning possible.

The liberal arts and sciences – introduced in the University’s nationally recognized Core

Curriculum – are the heart of auburn’s undergraduate programs. They lay the foundation not

only for advanced study and career preparation but also for the development of a more

responsible citizenry through students’ personal and intellectual growth. The Core Curriculum

provides students with a common set of experiences, develops their powers of analysis and

communication, and encourages their understanding of human culture and the natural world.

Auburn has won recognition for its high academic quality.

Auburn offers baccalaureate degrees in more than 130 areas across the spectrum of disciplines

and provides the state’s only publicly supported programs in many fields, including several in

agriculture, architecture, building science, forestry, pharmacy and veterinary medicine.

Particularly strong baccalaureate programs can be found in the Colleges of Business, Education,

Engineering, Liberal Arts, and Sciences and Mathematics. For many years, ROTC programs at

Auburn have also been nationally prominent in providing leadership for the military.

While Auburn has long been widely recognized for the quality and diversity of its undergraduate

and first-professional programs, more recently expanding research accomplishments have

73
broadened the scope and raised the prominence of the university’s graduate programs. Today

Auburn supports a comprehensive graduate school, providing master’s level programs in more

than 64 areas and awarding the doctorate in more than 40 fields. In many fields it offers the

state’s only graduate programs in agriculture, the biological and physical sciences, pharmacy and

veterinary medicine. More recently, excellent graduate programs have also emerged in business,

the liberal arts and the social sciences. The University anticipates expanded research activity and

graduate instruction, especially in agriculture and the biological sciences, in engineering and the

physical sciences, in veterinary and pharmacal sciences, as well as in business and education.

1.1.4. : Research

Research is the means through which new knowledge is created and new information is

developed. As such, research at Auburn University is an essential link in its three-prong mission

of instruction, research and outreach. Successes among the varied research activities within each

of its 12 schools and colleges continue to bolster auburn among the nation’s top universities.

Auburn’s role as a land-grant university emphasizes strong research programs in agricultural

sciences, natural resources, the biological sciences, engineering and the physical sciences.

Strong and expanding research programs exist in education; veterinary medicine; pharmacy; the

liberal arts; human sciences; business; architecture, design and construction; and nursing.

Results from Auburn research flow directly into the classroom through instruction and to the

public through outreach. Auburn’s research thrusts, the essential element in fulfilling its land-

grant mission, are many, and all cannot be listed separately in this limited space. Yet, programs

underway through the various research institutes at Auburn, such as the Space Research Institute

74
and Center for the Commercial Development pf Space; the National Center for Asphalt

Technology; the Canine and Detection Research Institute; the Scott-Ritchey Research Center; the

Alabama Agricultural Experiment Station; the Engineering Experiment Station and the Peaks of

Excellence Research initiatives continue to bring Auburn University to the forefront in research

developments and informing links with the state’s business and industry.

Whether in the laboratory, the field or in the classroom, Auburn’s research endeavours are

diverse and comprehensive, at once focusing upon developing solutions to major problems that

confront humankind and expanding the base of knowledge and technologies available to improve

our quality of life. Additionally, major efforts to increase the protection and commercialization

of intellectual properties is central to Auburn’s continual drive for improvements in its research

mission.

These efforts mesh to create a research environment that enhances the state’s economic, cultural,

social and intellectual development and, at the same time, undergirds the university’s

undergraduate, graduate and outreach programs.

2. BOARD OF TRUSTEES

Auburn University is governed by a Board of Trustees consisting of one member from each

congressional district, as these districts were constituted on January 1, 1961, one member from

Lee County, two atlarge members each of whom shall be a resident of the continental United

States, State Superintendent of Education, who are ex-officio. The State Superintendent shall

serve until leaving office and will be replaced by one additional at-large member. The Governor

is the President. Current trustees are appointed by the Governor, by and with the consent of the

75
State Senate, for a term of 12 years except in the case of the two at-large members, one of whom

serves a term of four years and the other serves a term of seven years. Subsequent trustees will

be appointed by a committees by and with the consent of the State Senate, for a term of seven

years, and may serve no more than two full seven year terms. A member may continue to serve

until a successor is confirmed, but in no case for more than one year after a completion of a term.

Members of the board receive no compensation. By executive order of the Governor in 1971, a

non-voting student representative selected by the Student Senate serves as a member of ex-

officio.

2.1. : Member Ex-Officio

BOB RILEY, Governor of Alabama, President Montgomery

JOHN TATUM, SGA President, non-voting Main Campus

SARAH FISH, SGA President, non – voting Auburn Univ. at Montgomery

Appointed Members
Terms Ending in 2007

ROBERT E. LOWDER, Montgomery 2nd Congressional District

PAUL J. SPINA JR., Hoover 6th Congressional District

JACK G. BLACKWELL, Hampton Cove 8th Congressional District

Term Ending in 2011

JOHN C.H. MILLER JR., Mobile 1st Congressional District

JAMES W. RANE, Abbeville 3rd Congressional District

VIRGINIA N. THOMPSON, Opelika 3rd Congressional District

DWIGHT L. CARLISLE, Tallassee 4th Congressional District

CHARLES E. BALL, Gadsden 5th Congressional District

76
SARAH B. NEWTON, Fayette 7th Congressional District

BYRON P. FRANKLIN, Hoover 9th Congressional District

At-Large Members

CHARLES D. McCRARY (Term ends in 2011) Birmingham, ala

SAMUEL L. GINN (Term ends in 2012) San Mateo, Calif

EARLON McWHORTER, President Pro Tempore Anniston, Ala

(Term ends in 2008)

Please see Ann. XIV for more information on the University.

3. Colleges of the Auburn University

The University has the following Colleges through which research and education in more than 130 areas

are imparted :

3.1 College of Agriculture

College of Business

College of Education

Samuel Ginn College of Engineering

College of Human Sciences

College of Liberal Arts

College of Sciences and Mathematics

College of Architecture, Design and Construction

School of Forestry and Wildlife Sciences

College of Human Sciences

College of Liberal Arts

School of Nursing

77
 College of Sciences and Mathematics

College of Veterinary Medicine

Brief details of Ginn College of Engineering are given herein for the Collaborative

Programme with Auburn University shall be implemented/executed at Samuel Ginn

College of Engineering.

3.2. Samuel Ginn College of Engineering

LARRY D. BENEFIELD, Dean
NELS MADSEN, Associate Dean
JOE M. MORGAN, Associate Dean
WILLIAM I. SAUSER JR., Associate Dean
JAMES S. VOSS, Associate Dean
RALPH H. ZEE, Interim Associate Dean

* Engineers faced with worldwide problems, expectations and responsibilities

in various walks of life.

* Engineers better equipped with knowledge in inter disciplinary areas for

solution of problems for the benefit of mankind.

* Auburn provides a mix of Technical knowledge and a broad educational

background of Social Sciences, Mathematics and Physical Sciences to sharpen
talently and skill for problem solutions.

3.3. Professional Programs:

Curricula accredited by the national accrediting agency, the Engineering Accreditation

Commission of the Accreditation Board for Engineering and Technology (ABET), lead to
the degrees of Bachelor of Aerospace Engineering, Chemical Engineering, Civil
Engineering, Electrical Engineering, Industrial and Systems Engineering, Materials
Engineering, Mechanical Engineering. Fiber Engineering and Biosystems Engineering.
The curriculum leading to the Bachelor of Science in Computer Science is accredited by

78
 the Computing Accreditation Commission of ABET. The Department of Textile
Engineering also administers curricula leading to the degrees of Bachelor of Textile
Management and Technology and Bachelor of Textile Chemistry which are accredited by
the Textile Institute, an international organization headquartered in Great Britain, which
reviews textile academic programs worldwide.

3.3.1. Bachelor of Engineering :

1. Aerospace Engineering
2. Bio Systems Engineering
3. Chemical Engineering
4. Civil Engineering
5. Computer Science (Science Program)
6. Software Engineering *
7. Electrical Engineering *
8. Electrical Engineering * (Computer Engineering Option)
9. Wireless Electrical Engineering Option *
10. Wireless Software Engineering Option *
11. Industrial & Systems Engineering
12. Mechanical Engineering *
13. Materials Engineering
14. Textile Engineering
15. Textile Management & Technology

3.3.2. MS and Ph.D. degrees in:

1. Aerospace Engineering
2. Chemical Engineering
3. Civil Engineering
4. Computer Science Engineering
5. Electrical and Computer and Engineering
6. Industrial and Systems Engineering
7. Materials Engineering
8. Mechanical Engineering
9. Dual degree in Master of Industrial & System Engineering
10. Business Administration.

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3.7. Scholastic Requirements

Pre-Engineering students are transferred to the curriculum of their choice in the Samuel

Ginn College of Engineering upon meeting the following requirements:

* Complete all appropriate freshman courses;

* Earn an overall GPA on all required and approved elective coursework as follows:

2.2 for all curricula, except for a 2.0 for Textile Management.

* Recommendation by the Curriculum Admissions Committee.

* A student who has not met the above criteria after four resident semesters is

dropped from the College. Junior standing will not be granted to any student in

the Pre-Engineering Program.

3.5. Degree Requirements

To earn the bachelor’s degree in the Samuel Ginn College of Engineering, students must

complete the subjects in the curriculum, have a minimum GPA of 2.0 in all work

attempted at Auburn University and have a cumulative GPA of 2.0 on courses passed in

the major at Auburn. The major is defined as all course work shown in bold print on the

relevant curriculum model. It is the student’s responsibility to keep informed of course

requirements and scheduling. Failure to do so may jeopardize graduation.

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3.6. Department of Computer Science and Software Engineering

3.6.1. Computer Science

The Computer Science curriculum, which leads to the Bachelor of Science in Computer

Science degree, provides an excellent preparation for students seeking careers as software

professionals and in computing related fields, as well for those planning to pursue

graduate study. The curriculum builds on a strong foundation in science, mathematics,

social sciences, humanities and computer science with advanced course work in

theoretical computer science, human-computer interaction, and net-centric computing.

Course work ensures that students receive hands-on exposure to a variety of computer

systems, tools and techniques. Elective courses allow students to specialize in core areas

of computer science such as networking, database systems, and artificial intelligence.

3.6.2 Specific educational objectives of the Computer Science program are to:

(1) Develop within graduates the level of technical proficiency needed for the professional

practice of computer science.

(2) Develop within graduates the ability to effectively communicate their ideas to other

practicing professionals and the general public.

(3) Instill within graduates an appreciation for and the ability to engage in life-long learning.

(4) Instill within graduates an appreciation for and an understanding of the need to maintain

high ethical standards both as professionals as well as individuals.

(5) Prepare graduates to compete for positions in the job market and in graduate schools.

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3.6.3. Curriculum in Computer Science

Details Dept & Course No.

Credits
First
Semester
1 English Composition I 3 ENGL 1100
Core History/Tech. &
2 Civilization I 3 HIST 1010/1210
3 Calculus I 4 MATH 1610
4 Introduction to Engg 2 ENGR 1110
5 Engg. Physics I 4 PHYS 1600
16
Second
Semester
1 English Composition II 3 ENGL 1120
Core History/Tech. &
2 Civilization II 3 HIST 1020/1220
3 Calculus II 4 MATH 1620
4 Fundamental of Chemistry I 4 CHEM 1030/1031
5 Fundamental of Computing I 3 COMP 1210
17
Third
Semester
1 World Literature I 3 ENGL 2200
2 Sociology : Global Perspective 3 SOCY 1000
3 Public Speaking 3 COMM 1000
4 Engg. Physics II 3 PHYS 1610
5 Fundamental of Computers II 4 COMP 2210
16
Fourth
Semester
1 World Literature II 3 ENGL 2210
2 Principles of Micro Economics 3 ECON 2020
3 Digital Logic Circuits 3 ELEC 2200
4 Topics in Linear Algebra 3 MATH 2660
5 Software Construction 3 COMP 2710
15
Fifth
Semester
1 Probability and Statistics 3 STAT 3600
Principles of Programming 3220
2
Language 3 COMP
3 Discrete Structures 3 COMP 3240

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 4 Comp Org.& Assemb Lng Prog 3 COMP 3350
5 Elective 3
15
Sixth
Semester
1 Business Ethics 3 PHIL 1040
2 Digital System Design 3 ELEC 4200
2 Introduction to Algorithms 3 COMP 3270
3 Introduction to Operating System 3 COMP 3500
4 Software Modelling and Design 3 COMP 3700
15
Seventh
Semester
1 Introduction to Theater 3 THEA 1010
Comp. Aided Design of Digital
2 Circuits 3 ELEC 5220
3 Formal Languages 3 COMP 4200
Introduction to Computer
4 Networks 3 COMP 4320
5 Intelligent & Interactive Systems 3 COMP 4640
15
Eighth
Semester
1 Concepts of Science 4 SCMH 1010
2 Computer Ethics 1 COMP 4730
3 COMP Elective 6
4 Math Elective 3
14

TOTAL HOURS - 123

COMP Elective, Math/Science Elective: See adviser for approved course listing.

3.7.1. Software Engineering

The focus of the Software Engineering curriculum, which leads to the Bachelor of

Software Engineering degree, is on the analysis, design, verification, validation,

construction, application, and maintenance of software systems. The degree program

prepares students for professional careers and graduate study with a balance of computer

science theory and practical application of software engineering methodology using

modern software engineering environments and tools. The curriculum is based on a

83
 strong core of topics including software modeling and design, construction, process and

quality assurance, intelligent and interactive systems, networks, operating systems, and

computer architecture. The curriculum also enriches each student’s general education

with a range of courses from science, mathematics, the humanities and the social

sciences. Through advanced elective courses, the curriculum allows students to

specialize in core areas of computer science and software engineering. Engineering

design theory and methodology, as they apply to software systems, form an integral part

of the curriculum, beginning with the first course in computing and culminating with a

comprehensive senior design project, which gives students the opportunity to work in one

or more significant application domains. The curriculum also emphasizes oral and written

communication skills, the importance of ethical behavior, and the need for continual, life-

long learning.

3.7.2. Specific educational objectives of the Software Engineering program are to:

(1) Develop within graduates the level of technical proficiency needed for the professional

practice of software engineering.

(2) Develop within graduates the ability to effectively communicate their ideas to other

practicing professionals and to the general public.

(3) Instill within graduates an appreciation for and the ability to engage in lifelong learning.

(4) Instill within graduates an appreciation for and an understanding of the need to maintain

high ethical standards both as professionals as well as individuals.

(5) Prepare graduates to compete for positions in the job market and in graduate schools.

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3.7.3.

Curriculum in Software Engineering

Details Dept & Course No.

Credits
First
Semester
1 English Composition I 3 ENGL 1100
2 Tech & Civilization I 3 HIST 1210
3 Engineering Physics I 4 PHYS 1600
4 Calculus I 4 MATH 1610
5 Engineering Orientation 0 ENGR 1100
6 Introduction to Engineering 2 ENGR 1110
16
Second
Semester
1 English Composition II 3 ENGL 1120
2 Tech & Civilization II 3 HIST 1220
3 Engineering Physics II 4 PHYS 1610
4 Calculus II 4 MATH 1620
5 Fund of Computing I 3 COMP 1210
17
Third
Semester
1 World Literature I 3 ENGL 2200
2 Sociology : Global Perspective 3 SOCY 1000
3 Introduction to Theatre 3 THEA 1010
4 Calculus III 4 MATH 2630
5 Fund of Computing II 4 COMP 2210
17
Fourth
Semester
1 World Literature II 3 ENGL 2210
2 Principles of Micro Economics 3 ECON 2020
3 Digital Logic Circuits 3 ELEC 2200
4 Topics in Linear Algebra 3 MATH 2660
5 Software Construction 3 COMP 2710
15
Fifth
Semester
1 Fundamentals of Engg. Mechanics 3 ENGR 2100
2 Linear Differential Equations 3 MATH 2650
Principles of Programming
3 Language 3 COMP 3220
4 Discrete Structures 3 COMP 3240

85
 5 Comp Org & Assemb Lng. Prog. 3 COMP 3350
15
Sixth
Semester
1 Business Ethics 3 PHIL 1040
2 Probability and Statistics 3 STAT 3600
3 Introduction to Algorithms 3 COMP 3270
4 Introduction to Operating Systems 3 COMP 3500
5 Software Modeling and Design 3 COMP 3700
Seventh
Semester
1 Computer Architecture 3 COMP 4300
Introduction to Computer
2 Networks 3 COMP 4320
3 Intelligent & Interactive Systems 3 COMP 4640
4 Software Process 3 COMP 5700
5 COMP Elective 3
15
Eighth
Semester
1 Senior Design Project 3 COMP 4710
2 Computer Ethics 1 COMP 4730
3 Software Quality Assurance 3 COMP 5710
4 Computer Elective 3
5 Elective 3
13

TOTAL HOURS – 123

COMP Electives: See adviser for approved course listing.

3.8. Department of Electrical and Computer Engineering

The Electrical and Computer Engineering curricula produce well-educated graduates

prepared to practice engineering at a professional level in an era of rapid and challenging

technological development.

3.8.1 Education Objective

The educational objectives of the Electrical Engineering curriculum include developing

within our graduates a basic foundation in seven fundamental areas of electrical

engineering as given below :

86
 1. circuits and systems,

2. electromagnetics,

3. electronics,

4. digital systems,

5. communications and signal processing,

6. control systems, and

7. power engineering

3.8.2. The educational objectives of the Computer Engineering :

Developing within our graduates a basic foundation in both electrical engineering

(circuits and systems, electronics, and digital systems) and computer science to provide

the technical proficiency needed for the professional practice of computer engineering,

including the design and application of computer components and systems.

Each curriculum emphasizes engineering design, hands-on laboratory experience, knowledgeable

use of digital computer systems, oral and written communication skills, the importance of

business, economic, social and global forces on engineering, appreciation of the need to maintain

the highest ethical standards, and the maintenance of professional competence through continued

self-improvement after graduation.

3.8.3. Curriculum in Electrical Engineering

Details Dept & Course No.

Credits
First
Semester
1 English Composition I 3 ENGL 1100
2 Engineering Physics I 4 PHYS 1600
3 Calculus I 4 MATH 1610

87
 Core History/Tech. &
4 Civilization I 3 HIST 1010/1210
5 Engineering Orientation 0 ENGR 1100
Intro to Computer Prog. For
6 Science & Engg 2 COMP 1200
16
Second
Semester
1 English Composition II 3 ENGL 1120
2 Engineering Physics II 4 PHYS 1610
3 Calculus II 4 MATH 1620
Core History/Tech. &
4 Civilization II 3 HIST 1020/1220
5 Introduction to Engg. 3 ENGR 1110
16
Third
Semester

1 Sociology : Global Perspective 3 SOCY 1000

2 Calculus III 4 MATH 2630
3 Linear Diff Equation 3 MATH 2650
4 EE Lab I 1 ELEC 2010
5 Electrical Circuit Analysis 3 ELEC 2210
6 Digital Logic Circuits 3 ELEC 2200
17
Fourth
Semester
1 Fundamentals of Chemistry I 3 CHEM 1030
2 Fundamentals of Chemistry I Lab 1 CHEM 1031
3 Topics in Linear Algebra 3 MATH 2660
4 EE Lab II 1 ELEC 2020
5 Linear Signal & System Analysis 3 ELEC 2120
6 Digital Electronics 3 ELEC 2210
7 Computer Systems 3 ELEC 2220
17
Fifth
Semester
1 World Literature I 3 ENGL 2200
2 EE Lab III 1 ELEC 3030
3 Fundamental of Electromagnetics 3 ELEC 3310
4 Electric Power Engineering 3 ELEC 3600
5 Analog Electronics 3 ELEC 3700
6 Random Signals and Systems 3 ELEC 3800
16

88
 Sixth
Semester
1 World Literature II 3 ENGL 2210
2 EE Lab IV 1 ELEC 3040
Electromagnetics for Wireless
3 App 3 ELEC 3320
4 Communication Systems 3 ELEC 3400
5 Control Systems 3 ELEC 3500
6 Introduction to Theatre 3 THEA 1010
16
Seventh
Semester
1 Principles of Micro Economics 3 ECON 2020
Fundamentals of Engr.
2 Mechanics 3 ENGR 2100
3 Engineering Economics 3 INSY 3600
4 ELEC Elective 3
5 Math/Science Elective 3
15
Eighth
Semester
1 Business Ethics 3 PHIL 1040
Introduction Thermo Fluids &
2 Heat 3 ENGR 2200
3 Senior Design Project 3 ELEC 4000
4 ELEC Elective 3
5 Elective 3
15

TOTAL HOURS - 128

ELEC Elective, Math/Science Elective: see adviser for approved course listing.

3.8.4. Curriculum in Electrical Engineering

(Computer Engineering Option)

Details Dept & Course No.

Credits
First
Semester
1 English Composition I 3 ENGL 1100
2 Engineering Physics I 4 PHYS 1600
3 Calculus I 4 MATH 1610
Core History/Tech. &
4 Civilization I 3 HIST 1010/1210

89
 5 Introduction to Engineering 2 ENGR 1110
6 Engineering Orientation 0 ENGR 1000
16
Second
Semester
1 English Composition II 3 ENGL 1120
2 Engineering Physics II 4 PHYS 1610
3 Calculus II 4 MATH 1620
Core History/Tech. &
4 Civilization II 3 HIST 1020/1220
5 Fund. Of Computing I 3 COMP 1210
17
Third
Semester
1 Calculus III 4 MATH 2630
2 Linear Diff Equations 3 MATH 2650
3 EE Lab I 1 ELEC 2010
4 Electric Circuit Analysis 3 ELEC 2110
5 Fundamentals of Comp Sci II 4 COMP 2210
6 Digital Logic Circuits 3 ELEC 2200
18
Fourth
Semester
1 Topics in Linear Algebra 3 MATH 2660
2 Software Construction 3 COMP 2710
3 EE Lab II 1 ELEC 2020
Linear Signals & Systems
4 Analysis 3 ELEC 2120
5 Digital Electronics 3 ELEC 2210
6 Computer Systems 3 ELEC 2220
16
Fifth
Semester
1 World Literature I 3 ENGL 2200
Computers Systems Design
2 Lab 1 ELEC 3050
3 Discrete Structures 3 COMP 3240
Introduction to Operating
4 Systems 3 COMP 3500
5 Analog Electronics 3 ELEC 3700
6 Random Signals & Systems 3 ELEC 3800
16
Sixth
Semester
1 Fundamentals of Chemistry I 3 CHEM 1030
2 Fundamentals of Chemistry I 1 CHEM 1031

90
 Lab
3 World Literature II 3 ENGL 2210
4 Introduction to Theatre 3 THEA 1010
5 Introduction to Algorithms 3 COMP 3270
6 Digital System Design 3 ELEC 4200
16
Seventh
Semester
Sociology : Global
1 Perspective 3 SOCY 1000
2 Engineering Economics 3 INSY 3600
3 Computer Arch & Design 3 ELEC 5200
4 Information Communication 3 ELEC 5220
5 Elective 3
15
Eighth
Semester
Principles of Micro
1 Economics 3 ECON 2020
2 Business Ethics 3 PHIL 1040
3 Senior Design Projects 3 ELEC 4000
4 ECE Elective 5
14

TOTAL HOURS - 128

ECE elective - see adviser for approved course listing.

3.9. Joint Program in Wireless Engineering

The Wireless Engineering curriculum is a joint offering of the Department of Electrical

and Computer Engineering and the Department of Computer Science and Software

Engineering, leading to the Bachelor of Wireless Engineering (BWE) degree.

3.9.1. Educational Objectives

To meet the need for engineers that can improve life and business in these times of a

mobile society, the educational objectives of this curriculum are:

(1) to develop within our graduates a basic foundation in wireless technology and either

electrical engineering or software engineering and network design and operation that will

91
provide the technical proficiency needed for the professional practice of engineering in the

wireless telecommunications industry,

(2) to develop within our graduates the ability to communicate their ideas effectively within the

technical community and to the general public,

(3) to provide our graduates with the basis for, and instill within them an appreciation of and

enthusiasm for, lifelong scientific inquiry, learning and creativity, and

(4) to prepare our graduates to take their places in society as responsible citizens, with an

appreciation of and understanding for the need to maintain the highest ethical standards in their

personal and professional lives.

(5) Graduates of this program will be able to analyze, develop, design, test, administer and

support wireless network systems, communication devices, and other components used in

wireless computer and telecommunication networks.

3.9.2. The BWE curriculum has two formal options –

(1) Wireless Electrical Engineering (EE), emphasizing the design of hardware and networks,

and

(2) Wireless Software Engineering (SWE), emphasizing the design of software and

networks. Through a choice of several courses within the senior year, a student can select

one of two areas of specialization within each degree option. Students interested in

designing

(3) wireless hardware, such as integrated circuit chips,

92
(4) wireless communication devices, and

(5) wireless network switching equipment, should choose the Hardware Specialization within

the Wireless EE Option. Students interested in application software development,

including server-side, client-side, and embedded applications, should choose the Software

Specialization within the Wireless SWE Option. Students interested in pursuing a career

with wireless service providers and other companies that develop and maintain wireless

networks and sell service should choose the Network Specialization within either the

Wireless EE Option or the Wireless SWE Option.

3.9.3. Wireless Electrical Engineering Option

Details Dept & Course No.

Credits
First
Semester
1 Core History/Tech. & Civilization I 3 HIST 1010/1210
2 English Composition I 3 ENGL 1100
3 Calculus I 4 MATH 1610
4 Introduction to Computing 2 COMP 1200
5 Engineering Orientation 0 ENGR 1100
6 Engineering Physics I 4 PHYS 1600
16
Second
Semester
1 Core History/Tech. & Civilization II 3 HIST 1020/1220
2 English Composition II 3 ENGL 1120
3 Calculus II 4 MATH 1620
4 Introduction to Engineering 2 ENGR 1110
5 Engineering Physics II 4 PHYS 1610
16
Third
Semester
1 Sociology: Global Perspective 3 SOCY 1000
2 Calculus III 4 MATH 2630
3 Linear Differential Equations 3 MATH 2650
4 EE Lab I 1 ELEC 2010
5 Electric Circuit Analysis 3 ELEC 2110

93
 6 Digital Logic Circuits 3 ELEC 2200
17
Fourth
Semester
1 Fund. Of Chemistry I 3 CHEM 1030
2 Fund. Of Chemistry I Lab 1 CHEM 1031
3 Linear Algebra 3 MATH 2660
4 EE Lab II 1 ELEC 2020
5 Linear Signals & Systems Analysis 3 ELEC 2120
6 Digital Electronics 3 ELEC 2210
7 Computer Systems 3 ELEC 2220
17
Fifth
Semester
1 World Literature I 3 ENGL 2200
2 Object-Oriented Programming 3 COMP 3000
3 Electrical Engineering Lab III 1 ELEC 3030
4 Fund of electromagnetics 3 ELEC 3310
5 Analog electronics 3 ELEC 3700
6 Random Signals & Systems 3 ELEC 3800
16
Sixth
Semester
1 World Literature II 3 ENGL 2210
2 Engineering Economics 3 INSY 3600
Electromagnetics for Wireless
3 Applications 3 ELEC 3320
4 Communication Systems 3 ELEC 3400
5 Introduction to Theater 3 THEA 1010
15
Seventh
Semester
1 Principles of Micro Economics 3 ECON 2020
2 Wireless Comm Lab 1 ELEC 3060
3 Wireless Comm Systems 3 ELEC 5100
4 RF Devices & Circuits * OR 3 ELEC 5130
5 Informations Networks & Tech ** OR 3 ELEC 5220
Telecomm Networks ** OR 3 ELEC 5120
6 Digital Signal Processing * OR 3 ELEC 5410
Free Elective/ROTC 3
16
Eighth
Semester
1 Business Ethics 3 PHIL 1040
2 Senior Design Projects 3 ELEC 4000
3 Wireless Networks 3 ELEC 5110

94
 4 Deterministic Operations Research 3 INSY 3410
5 Wireless Elective/ROTC 3
15
TOTAL HOURS - 128

* Hardware Specialization requires ELEC 5130, ELEC 5410, and a Math/Science Elective

** Network Specialization requires ELEC 5120, ELEC 5220, and INSY 3410

3.9.4. Wireless Software Engineering Option

Details Dept & Course No.

Credits
First
Semester
1 Core History/Tech. & Civilization I 3 HIST 1010/1210
2 English Composition I 3 ENGL 1100
3 Calculus I 4 MATH 1610
4 Engineering Orientation 0 ENGR 1100
5 Introduction to Engineering 2 ENGR 1110
6 Engineering Physics I 4 PHYS 1600
16
Second
Semester
1 Core History/Tech. & Civilization II 3 HIST 1020/1220
2 English Composition II 3 ENGL 1120
3 Calculus II 4 MATH 1620
4 Fundamentals to Computing I 3 COMP 1210
5 Engineering Physics II 4 PHYS 1600
17
Third
Semester
1 Calculus III 4 MATH 2630
2 Linear Differential Equations 3 MATH 2650
3 Fundamental of Computing II 4 COMP 2210
4 Electric Circuit Analysis 3 ELEC 2110
5 Digital Logic Circuits 3 ELEC 2200
17
Fourth
Semester
1 Sociology : Global Perspective 3 SOCY 1000
2 Topics in Linear Algebra 3 MATH 2660
3 Software Construction 3 COMP 2710
4 Discrete Structures 3 COMP 3240
5 EE Lab I 1 ELEC 2010
6 Linear Signals & Systems Analysis 3 ELEC 2120

95
 16
Fifth
Semester
1 Principles of Micro Economics 3 ECON 2020
2 World Literature I 3 ENGL 2200
3 Algorithms 3 COMP 3270
4 Comp. Org. & Assembly Language 3 COMP 3350
5 Random Signals & Systems 3 ELEC 3800
15
Sixth
Semester
1 World Literature II 3 ENGL 2210
2 Embedded Systems Software 3 COMP 3510
3 Wireless Software Engineering 3 COMP 3710
4 Deterministic Operations Research 3 INSY 3410
5 Communication Systems 3 ELEC 3400
15
Seventh
Semester
1 Business Ethics 3 PHIL 1040
2 Engineering Economics 3 INSY 3600
3 Introduction to Computer Networks 3 COMP 4320
4 Wireless Design Lab 1 ELEC 3060
5 Software Process * OR 3 COMP 5700
Telecommunication Networks** ELEC 5120
6 Free Elective/ROTC 3
16
Eighth
Semester
1 Computer Ethics 1 COMP 4730
2 Senior Design Project 3 COMP 4710
3 Software Quality Assurance * OR 3 COMP 5710
Network Quality Assurance ** COMP 5340
4 Wireless & Mobile Networks 3 COMP 5360
5 Wireless Elective/ROTC 3
6 Introduction to Theater 3 THEA 1010
16

TOTAL HOURS - 128

* Software Specialization requires COMP 5700, COMP 5710, and a Math/Science Elective

** Network Specialization requires INSY 3410, COMP 5340, ELEC 5120

Wireless Elective, Math/Science Elective: See adviser for approved course listing.

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3.10. Department of Mechanical Engineering
The Department of Mechanical Engineering focuses on the design and operation of machinery
and the prediction of machine behavior in industries such as:

1. vehicles (land, sea, air, and space), processing (of materials, food, and chemicals),

2. production and fabrication, power generation, heating and refrigeration, and many others.

3.10.1. Mechanical engineers study the engineering sciences of

1. rigid mechanics (force and motion),

2. deformable mechanics (stress and strain),
3. thermo-fluid sciences (energy and hydraulics), and
4. mechanisms (dynamics and control), and

often applying these sciences for a field from the traditional mechanical industries. The

mission of the Mechanical Engineering Program is to educate students to become

professionals who are prepared to enter practice, and to engage in advanced and lifelong

learning, in the profession of mechanical engineering.

3.10.2. Curriculum in Mechanical Engineering

Details Dept & Course No.

Credits
First
Semester
1 Calculus I 4 MATH 1610
2 English Composition I 3 ENGL 1100
3 Core History/Tech. & civilization I 3 HIST 1010/1210
4 Fund of Chemistry I 3 CHEM 1030
5 Fund of Chemistry I Lab 1 CHEM 1031
6 Intro Computer Prog for Engg 2 COMP 1200
7 Engineering Orientation 0 ENGR 1110
16
Second
Semester
1 Calculus II 4 MATH 1620
2 Engineering Physics I 4 PHYS 1600
3 English Composition II 3 ENGL 1120
4 Core History/Tech. & civilization II 3 HIST 1020/1220
5 Introduction to Engg 2 ENGR 1110

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 16
Third
Semester
1 Engineering Physics II 4 PHYS 1610
2 Calculus III 4 MATH 2630
3 Linear Diff Equation 3 MATH 2650
4 Mech Engg Progress Assessment I 0 MECH 2@@0
5 Statics & Dynamics 4 MECH 2110
15
Fourth
Semester
1 Topics in Linear Algebra 3 MATH 2660
2 Thermodynamics I 3 ENGR 2010
3 Introduction to Material Science 3 MATL 2100
Kinamatics & Dynamics of
4 Machines 4 MECH 2120
Concepts in Design &
5 Manufacturing 3 MECH 2210
16
Fifth
Semester
1 Fund. Electrical Engineering 3 ELEC 3810
2 Mech.Eng. Progress Assessment II 0 MECH 3@@0
3 Thermodynamics II 3 MECH 3020
4 Fluids Mechanics 3 MECH 3030
5 Mechanics of Materials 4 MECH 3130
6 Computer-Aided Engineering 3 MECH 3220
16
Sixth
Semester
1 Engineering Economics 3 INSY 3600
2 Heat Transfer 3 MECH 3040
3 Measurement and Instrumentation 3 MECH 3050
4 System Dynamics and Controls 3 MECH 3140
5 Machine Design 3 MECH 3230
15
Seventh
Semester
1 World Literature I 3 ENGL 2200
2 Sociology: global Perspective 3 SOCY 1000
3 Business Ethics 3 PHIL 1040
4 Comprehensive Design I 2 MECH 4240
5 Technical Elective 3
6 Elective 3

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 17
Eighth
Semester
1 World Literature II 3 ENGL 2210
2 Principles of Micro Economics 3 ECON 2020
3 Introduction to Theatre 3 THEA 1010
4 Comprehensive Design II 2 MECH 4250
5 Technical Elective 6
17

TOTAL HOURS — 128

* May substitute MECH 4440/4450 for MECH 4240/4250 with departmental approval.

3.11. FACULTY

3.11.1. COMPUTER SCIENCE AND SOFTWARE ENGINEERING

* BASKIYAR, SANJEEV, Assistant Professor, 1999. Ph.D., M.S.E.E., Minnesota;

B.E., Indian Inst.
BIAZ, SAAD, Assistant Professor, 2002. Ph.D., Texas A & M; M.S., B.S., Henri
Poincare
* CARLISLE III, W. HOMER, Associate Professor, 1988. Ph.D., M.S., B.A., Emory
* CHANG, KAI-HSIUNG, Professor, 1986. Ph.D., M.S., Cincinnati; Dipl., Taipei
* CHAPMAN, RICHARD O., Associate Professor, 1993. Ph.D., M.S., Cornell; B.A.,
Oxford
* CROSS II, JAMES H., Professor & Chair, 1986. Ph.D., Texas A&M; M.S., Sam
Houston State; B.S., Houston
* DOZIER, GERRY V., Associate Professor, 1997. Ph.D., M.S., North Carolina State;
B.S., N.E., Illinois
* GILBERT, JUAN E, Assistant Professor, 2000. Ph.D., M.S., Cincinnati; B.S., Miami
* HAMILTON, JOHN A. JR, Associate Professor, 2001. Ph.D., Texas A&M; M.S.,
Vanderbilt, M.S.S.M., Southern California; B.A., Texas Tech, A.A., New Mexico
Military
* HENDRIX, THERON D., Associate Professor, 1996. Ph.D., Auburn; M.S., Georgia
Tech; B.S., Jacksonville State
* LEE, CHUNG-WEI, Assistant Professor, 2001. Ph.D., Florida; M.S., National
Taiwan; B.S., National Tsing Hua
* LIM, ALVIN S., Associate Professor, 1997. Ph.D., Wisconsin; M.S., Indiana; B.S.,
Malaya
MARGHITU, DANIELA, Instructor, 1996. Ph.D., Craiova; M.S., B.S., Bucharest
* NARAYANAN, N. HARI, Associate Professor, 1996. Ph.D., Ohio State; M.S.,
Rochester; M.E.,Indian Inst.
SEALS, CHERYL, Assistant Professor, 2003. Ph.D., M.S., VPI; B.S., Grambling
State
SUN, MIN-TE, Assistant Professor, 2002. Ph.D., Ohio State, M.S., Indiana; B.S.,
National Taiwan
* UMPHRESS, DAVID A., Associate Professor, 1999. Ph.D., M.C.S., Texas A&M; B.S,

99
Angelo State
WANG, YU, Assistant Professor, 2003. Ph.D., Arizona State; B.S., Wuhan
YILMAZ, LEVENT, Assistant Professor, 2003. Ph.D., M.S., VPI; B.S., Bilkent

3.11.2. ELECTRICAL AND COMPUTER ENGINEERING

* AGRAWAL, PRATHIMA, Samuel Ginn Distinguished Professor & Director of

WEREC, 2003. Ph.D., Southern California; M.S., Rochester; M.E., B.E., Indian
Inst. of Science
* AGRAWAL, VISHWANI, James J. Danaher Professor, 2003. Ph.D., Illinois-Urbana-
Champaign; M.E., Indian Inst. of Science; B.E., Roorkee
* BAGINSKI, MICHAEL E., Associate Professor, 1985. Ph.D., M.S., B.S., Penn State
* BAGINSKI, THOMAS A., Professor, 1984. Ph.D., M.S.E.E., B.S.E.E., Penn State
* DAI, FA, Associate Professor, 2002. Ph.D., Penn State, Auburn; M.S., B.S., Elec.
Sci. & Tech of China
* DENNEY JR, THOMAS S., Associate Professor, 1994. Ph.D., Johns Hopkins; M.S.,
B.S., Auburn
* GREENE, MICHAEL E., Professor, 1986. Ph.D., Rice, M.S., B.E.E., Ohio State
* GROSS, CHARLES A., Square D Power Professor, 1972. Ph.D., M.S., Missouri-
Rolla; B.S., Alabama
* HALPIN, STEVEN MARK ., Alabama Power Distinguished Professor, 2002. Ph.D.,
M.S., B.E.E., Auburn
* HODEL, A. SCOTTEDWARD, Associate Professor, 1989. Ph.D., M.S.E.E., B.S.,
Illinois
* HUNG, JOHN Y., Associate Professor, 1989. Ph.D., Illinois; M.S.E., Princeton;
B.S.E.E., Tennessee
IRWIN, J. DAVID, Williams Eminent Scholar & Head, 1969. Ph.D., M.S., Tennessee;
B.E.E., Auburn
* JAEGER, RICHARD C., Distinguished Professor, 1979. Ph.D., M.E., B.S.E.E.,
Florida
* JOHNSON, ROBERT W., Ginn Professor & Director of Information Technology
Peak of Excellence 1987. Ph.D., Auburn; M.S., B.E., Vanderbilt
* KIRKICI, HULYA, Associate Professor, 1991. Ph.D., PolyTechnic; M.S., B.S., Middle
East Tech
* LEE, SOO-YOUNG, Professor, 1995. Ph.D., Texas; M.S., Korea Advanced Inst.;
B.S., Seoul National
* MA, XIAOLI, Assistant Professor, 2003. Ph.D., Minnesota; M.Sc., Virginia; B.Sc.,
Tsinghua
* NELMS, ROBERT M., Professor, 1984. Ph.D., Virginia Tech; M.S., B.E.E., Auburn
* NELSON, VICTOR P., Professor, 1978. Ph.D.,; M.S., Ohio State; B.S.E.E.,
Kentucky
* NIU, GUOFU, Professor, 1997. Ph.D., M.S., B.S., Fudan
* RAMADOSS, RAMESH, Assistant Professor, 2003. Ph.D., Colorado; B.E. Madurai
Kamaraj
* RAO, SADASIVA M., Professor, 1988. Ph.D., Mississippi; M.E., Indian Inst; B.E.,
Osmania
* REEVES JR, STANLEY J., Professor, 1990. M.S., B.S., Clemson; Ph.D., Georgia
Tech
* RIGGS, LLOYD S., Professor, 1983. Ph.D., M.S., B.S., Auburn

100
* ROPPEL, THADDEUS A., Associate Professor, 1986. Ph.D., M.S.E.E., B.S.E.E.,
Michigan State
* SINGH, ADIT D., James B. Davis Professor, 1991. Ph.D., M.S., Virginia Tech;
B.Tech., Indian Inst.
* STROUD, CHARLES E., Professor, 2003. Ph.D., Illinois; M.S., B.S., Kentucky
* TUGNAIT, JITENDRA K., James B. Davis & Alumni Professor, 1989. Ph.D., Illinois;
M.S.E.E., Syracuse, B. Sc., Punjab
* TZENG, YONHUA, Professor, 1983. Ph.D., M.S., Texas Tech; B.S., National Taiwan
* WENTWORTH, STUART M., Associate Professor, 1990. Ph.D., M.S.E., Texas;
B.C.H.E., Auburn
* WILAMOWSKI, BOGDAN D., Professor & Director AMSTC, 2003. D.Sc., Ph.D.,
M.Sc., Technical U. Gdansk
* WU, CHWAN-HWA, Professor, 1987. Ph.D.,M.S., PolyTechnic-New York; B.S.,
National Chiao Tung

3.11.3. ENGINEERING – ADMINISTRATION

* BENEFIELD, LARRY D., Dean, 1979. Ph.D., Virginia Tech; M.S., B.C.E., Auburn
* MADSEN, NELS, Associate Dean, 1978. Ph.D., M.S., B.A., Iowa
* MORGAN, JOE M., Associate Dean, 1971. Ph.D., M.S.S.E., Virginia Tech; B.S.C.E.,
Tennessee Tech
VOSS, JAMES S., Associate Dean, 2003. M.S., Colorado; B.A.E., Auburn
* ZEE, RALPH H., Associate Dean, 1986. Ph.D., M.S., M.S., Wisconsin

3.11.4. INDUSTRIAL AND SYSTEMS ENGINEERING

* BULFIN, ROBERT L., Professor, 1980. Ph.D., M.S., B.S., Georgia Tech
* DAVIS, GERALD A., Research Assistant Professor, 2001. Ph.D., M.Ed., M.S.,
Auburn; B.S.M.E., South Carolina
* EVANS, JOHN L., Associate Professor, 2001. Ph.D., M.S.E., Alabama-Huntsville;
B.E.E., Auburn
GUE, KEVIN, R., Associate Professor, 2004. Ph.D., M.S., Georgia Tech; B.S., U.S.
Naval Academy
* LODREE, Jr., EMMETT J., Assistant Professor, 2004. Ph.D., M.S., Missouri-
Columbia; B.S., New Orleans
* MAGHSOODLOO, SAEED, Professor, 1969. Ph.D., M.S., B.S., Auburn
* PARK, CHAN S., Professor, 1980. Ph.D., Georgia Tech; ;M.S.I.E., Purdue; B.S.,
Hanyang
* PAYTON, LEWIS N., Visiting Assistant Professor, 2003. Ph.D, M.S., B.S., Auburn
SIMS, LU ANN, Instructor, 2003. M.S., B.S., Georgia Tech
* SMITH, ALICE E., Professor & Chair, 1999. Ph.D., Missouri-Rolla; M.B.A., St. Louis;
B.S.C.E., Rice
* SMITH, JEFFREY S., Associate Professor, 1999. Ph.D., M.S., Penn State; B.S.,
Auburn
* THOMAS JR, ROBERT E., Professor, 1988. Ph.D., M.S., Texas A&M; B.I.E.,
Georgia Tech
* VALENZUELA, JORGE, Assistant Professor, 2000. Ph.D., Pittsburgh; M.S.,
Northern Illinois; M.S., Cienes; B.S.E.E., Northern Catholic

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3.11.5. MECHANICAL ENGINEERING

BAKHTIYAROV, SAYAVUR I., Senior Research Fellow, 1995. S.C.D., Inst. Of Math
& Mech; Ph.D., M.S., Acad. Sci. USSR
* BEALE, DAVID G., Associate Professor, 1989. B.S., Michigan Tech; Ph.D., M.S.E.,
Michigan
* BEVLY, DAVID M., Assistant Professor, 2001. Ph.D., M.S., M.I.T., Stanford; B.S.,
Texas A & M
* BHAVNANI, SUSHIL H., Associate Professor, 1987. Ph.D., Iowa State; M.S., Indian
Inst.; B.S., Bangalore
BURCH, THOMAS E., Visiting Assistant Professor, 1992. Ph.D. Louisianna State;
M.S., B.S., Auburn
CHENG, ZHONG YANG, Assistant Professor, 2002. Ph.D, M.S., B.A, Xian Jiaotong
Univ., China
* CHIN, BRYAN A., Professor & Chair (Materials Research & Education Ctr.), 1981.
Ph.D., M.S., Stanford; B.S., Auburn
* CROCKER, MALCOLM J., Distinguished Professor, 1983. M.S., B.S.,
Southampton; Ph.D., Liverpool
* DYER, DAVID F., Professor & Chair, 1965;B.M.E., Tennessee; Ph.D., M.M.E.,
Georgia Tech
* FERGUS, JEFFREY W., Associate Professor, 1992. Ph.D., Pennsylvania; B.S.,
Illinois
* FLOWERS, GEORGE T., Associate Professor, 1990. Ph.D., M.S., Georgia Tech;
B.M.E., Auburn
* GALE, WILLIAM F., Alumni Professor, 1992. Ph.D., Cambridge; B.E., Leeds
* HARRIS, DANIEL K., Assistant Professor, 1997. M.S., Johns Hopkins; B.S.,
Maryland; Ph.D., Purdue
HONG, JONG WOOK, Assistant Professor, 2004. Ph.D., Toykyo; M.S., B.S.,
Pukyong
JACKSON, ROBERT L., Assistant Professor, 2004. Ph.D., M.S., B.S., Georgia Tech
* JONES, PETER D., Associate Professor, 1990. B.S., California-Berkeley; Ph.D.,
Rice; O.E., MIT
* KHODADADI, JEYHOON M., Professor, 1987. Ph.D., M.S., B.S., Illinois
KIM, DONG-JOO, Assistant Professor, 2003. Ph.D., North Carolina State; M.S., B.S., Yonsei
* KNIGHT, ROY W., Assistant Professor, 1986. Ph.D., Texas; M.S., B.M.E. Maryland
LALL, PRADEEP, Associate Professor. Ph.D., M.S. Maryland; B.E.M.E., Delhi
* MACKOWSKI, DANIELW., Associate Professor, 1990. Ph.D., M.S., Kentucky; B.S.,
Centre-Kentucky
* MADSEN, NELS, Associate Professor & Associate Dean, 1978.
Ph.D.,M.S.,B.A.,Iowa
* MARGHITU, DAN B., Associate Professor, 1994. Ph.D., Southern Methodist;
D.E.A., Toulouse; D.E., Craiova
* OVERFELT, RUEL A., Professor, 1991. Ph.D., M.S., Vanderbilt; B.S., Tennessee
Tech
PROROK, BART, Assistant Professor, 2002. Ph.D., M.S., Illinois-Chicago; M.S.,
Pittsburgh; B.S., Penn State.
* RAJU, POLAPRAGADA K., Professor, 1984. Ph.D., Indian Inst.; M.S.,Madras; B.S.,
Sri Venkateswara
SIMONIAN, ALEKSANDR L., Associate Professor. Dr. Sc., Inst. Of Applied
Biochemistry, Moscow Russia; Ph.D.,

102
Acad. Sci. Armenia; M.S., Yerevan St.
* SINHA, SUBHASH C., Professor, 1987. Ph.D., Wayne State; M.S., Indian Inst.;
B.S., Bihar
* SUHLING, JEFFREY C., Professor, 1985. Ph.D., M.S., B.S., Wisconsin
* THAKUR, MRINAL, Professor, 1990. Ph.D., M.S., Case Western Reserve; B.S.,
Visua/Bharat
* TIPPUR, HAREESH V., Professor, 1990. Ph.D., SUNY; M.E., Indian Inst.; B.E.,
Bangalore
WALKER, WILLIAM F., Professor, 1988. Ph.D., Oklahoma; M.S., B.S., Texas
WANG, DE MING, Postdoctoral Fellow, 1998. Ph.D., Mons Tech; M.S., Shanghai
Jiao Tong; B.S., Harbin
ZEE, RALPH H., Associate Dean, 1986. Ph.D., M.S., B.S., Wisconsin

103