At the Indian Institute of Technology (IIT) Delhi as an example, college students endure what director V Ramgopal Rao phrases as Immersion programmes the place they join with the villagers and farmers to work for mutual profit. “Since engineering is all about finding sustainable solutions, being confined to straitjacketed modes of learning will not help the students.”
The Institute’s multidisciplinary strategy is obvious in its School of Public Policy to allow engineers to work intently with coverage consultants and holistically clear up an issue. A Department of Design has additionally been arrange the place college students are admitted with out a Math, Physics and Chemistry background. “We are creating an environment where design students can work in synergy with engineers and design products of the future that are aesthetically pleasing and functionally superior,” Rao says.
Technical institutes, based on him, ought to sensitise their college students in direction of bigger socio-financial, human and environmental issues. In maintaining with this view, IIT Delhi has strengthened the Humanities and Social sciences division with extra school and new grasp’s programmes, whereas additionally introducing programs in Economics to assist budding engineers with entrepreneurial abilities.
While focussing on technical information together with extra liberalised strategy, technical institutes should practice its school/lecturers as per the need, says Animesh Biswas, director, National Institute of Technology (NIT) Rourkela.
Diversity in engineering curriculum has already been began at NIT Rourkela because it has minor levels/topics, giving college students the choice to decide on topics of different departments together with the science topics. “Our curriculum is designed in such a way that a student can also take professional elective courses from other departments including NPTEL/Swayam courses for which credits are accepted,” Biswas provides.
While stressing on the need for engineers together with good information of economics, well being, human sources, administration, literature, psychology, management, and so forth, he informs that the institute has 20 departments the place one or a number of of such programs are already working. “What we need is more collaboration, support and a flexible curriculum for solving real-life problems.”
Fusing technical education with social sciences
“Research and case studies have shown that graduates from engineering colleges have good technical skills but fare poorly when it came to 21st century skills such as communication, critical thinking, creativity and collaboration. The new modules of the education policy were drafted to bridge this gap and give students the necessary skills to increase their chances of employability,” says Shekhar Bhattacharjee, founder – Dalham Learning.
Some of the best success tales in engineering, based on him, are from non-STEM fields. “For the longest time in the country, the rigid modules in engineering kept students from trying to understand the ‘why’ of engineering; they were only taught the ‘how’ of engineering which has resulted in creating human bots who just focussed on completing a given task.”
Indian engineering college students might make good staff, however they seldom make good leaders, Bhattacharjee says. Non-STEM graduates nevertheless have the topics that deep dive into human growth. “A perfect integration of technical education and the social sciences can be achieved if we allow students to pick and choose subjects that suit their interests and acumen,” he provides.