Jun 30, 2016 04:28 PM
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The biggest change has been the intake. In general the amount of kids per branch has risen directly and the number of branches have also been mindlessly increased. The fees has now become almost threefold as compared to what used to be for the enrolment year 2K9. The uptake is that for a higher price you are essentially receiving an inferior education because the resources haven't matched the increase in available seats.
The examination laws have seen improvements and have become more friendly though not very proactive and still very regressive. e.g. The back clearance procedure is still the same whereby no additional back exams are conducted during summer or winter breaks but all back candidates are tendered the subject papers being given to those attempting a course for the first time, i.e. if you receive a back in subject A in 3rd semester, you can only attempt that paper in the next odd semester with your juniors.
it is now possible for former students as well as current to fully repeat a course including attending classes and reattempting both the internals and the finals by paying a per subject fee.
Edit: Through unconfirmed sources I have heard that the schedule of back papers has been made slightly more student friendly, in that backs in odd semesters are conducted in the even semester.
The lab resources have become drastically limited per person, accommodation on the campus has become extremely limited due to higher intake without infrastructural addition.
New faculty added is generally of a much inferior quality as compared to the earlier ones, and the difference is often stark, though this is highly dependent on your branch. The mass exodus of earlier faculty and HODs after the DCE->DTU saga has left the faculty threadbare in general.
The college now conducts increased master's programmes as well as courses in MBA for engineering grads.
The number of subjects imposed on a student(there are practically no electives, more on that later) has increased and the syllabi in each course has generally increased. This increase however, is of a very facetious nature as the course is still largely outdated and redundant.
The emphasis on practical learning has dropped further with any worthwhile undergraduate research happening on the back of a student's extreme willingness, eagerness and networking skills wrt the faculty. Research work at faculty level has increased in amount after mandatory research requirements though the quality has not risen appreciably.
Master's programmes have certainly seen more placements. I'll talk about placements in detail in a later section.
The degree awarded has been changed from BE to BTech.
- Quality of education
This is a very important aspect because one of the many ostensible reasons given for changing DCE to DTU had been to'improve the quality of education.'
However, from the major changes section you can glean that the overall quality of education has come down.
The current trend is that the non-core soft branches, i.e. Computer Science, IT, Math & Computing(an underhand trick to increase intake in computing really, M & C requires highly specialised faculty and facilities which are currently not up to the mark) Software engineering are genrally okay, BUT FOR ONE REASON ONLY: these branches require minimal input in terms of infra.
Recently, many respected industrial experts refused to hire students of automobile engineering for lack of proper training facilities for these students and an undefined structure in the syllabus of the branch. The college's nifty solution: Change the name of the branch to mechanical, VOILA!
