Integrating Liberal Arts into Technical Education. Whole-Student’s well-being in higher educational institutions. Self-Awareness is a Vital Life-Skill today.
2. CURRICULUMINDUSTRY
STUDENT LEARNERSOCIETY
Scientific & Engineering Education in India - A Macro View
These 4 components interact with each other
to create the macro view of Scientific and
Engineering Education - therefore, we look
at current state gaps/concerns of each of
these 4.
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3. Curriculum
Less focus on ‘Design
Thinking’
Largely Left-Brain oriented
(Problem Solving, Analysis, Planning, Building,
Optimising, Critical Thinking)
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4. Student Learner
Limited breadth of exposure makes it difficult to connect
own interests/aptitudes, personality, learning style, work
preferences etc with courses offered and work opportunities
leading to sub-optimal choices
Under tremendous pressure (academic,
peer, parental & societal),impacting
mental & emotional health
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5. Society
Requires problem discovery, as much as
problem solving, esp in a country like
India, for scientists/engineers to
generate context specific solutions
Needs scientists/engineers to solve problems at
scale, innovate and propagate a culture of DIY
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6. Industry
Expects Learning Agility - esp in
wake of rapidly emerging &
disruptive technologies
Requires solving people related and systems related
problems (Adaptive challenges) and not only
Technical challenges
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7. CURRICULUMINDUSTRY
STUDENT LEARNERSOCIETY
Complementing Scientific & Engineering Education in India
Experiential, Learner-focused, Right-Brain
oriented curriculum needed to complement the
main Scientific/Engineering curriculum.
Focuses on 3 elements
- UNDERSTANDING SELF
- UNDERSTANDING WORK
- UNDERSTANDING PEOPLE & SYSTEMS
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8. Objectives of Experiential, Complementing Curriculum
Enhance awareness of self, leading to better choices and decisions with respect to student
life and work*^
Improve ability to work with others and as members of systems, leading to enhanced
productivity and effectiveness*
Make students experientially understand and commit to professional ethics#
Increase awareness of workplace issues and bridge the gap from being a student to becoming
a professional#
These correspond to the Washington Accord Graduate Attribute Profile for engineers
(http://www.ieagreements.org/accords/washington/) to which India through NBA (National Board of
Accreditation) is a signatory. Specific attributes are referenced below:
*WA9 Individual and Teamwork ^WA12 Life-long Learning #WA8 Ethics
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9. Self-awareness through psychometric tools, sharing of life
stories, self-concept, exploring what are my patterns of
thinking, feeling and action
My working and learning preferences,how do I connect my core
values, interests and aptitudes to my work,
UNDERSTANDING WORK
The world of work as it is today - frequent career changes,
newer modes of working, expectations from work-life and how to
build and change my professional narrative in response to this
UNDERSTANDING PEOPLE
& SYSTEMS
My inter-personal behaviours, how to relate to
others in different situations, communication
and influencing
Work systems, professionalism.
Understand what it means to become a
‘contributing’ professional
Knowing and regulating my emotions
Content of Experiential, Complementing Curriculum
UNDERSTANDING SELF
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10. GROW WITHIN
An Experiential Curriculum to
complement
Scientific/Engineering Education
delivered at IIT Delhi
14-19 MAY, 2018
● 6 day workshop mode, credited,
non-evaluative course
● Attended by 36 students of
final year B.Tech and B.Tech
Integrated programs
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11. Key aspects of Grow Within
6 day workshop mode course on
Understanding Self, Understanding Others,
Understanding Work and Becoming a
Contributing Engineer
Use of experiential methods in imparting
knowledge in behavioural sciences domain
such as the above, complemented
engineering curriculum by bringing
together right and left brain thinking
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13. Quantitative Feedback for Grow Within course
Feedback given by a
total of 33 students on
course parameters.
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14. Quantitative Feedback for Grow Within course
Faculty ratings for
course facilitators
Kavita Neelakantan and
Manjunath Nanjaiah on a
scale of 1-5, with 5
being the highest and 1
being the lowest. Ratings
given by a total of 33
students.
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17. About the Facilitators
Kavita Neelakantan, Founder and Principal Consultant at Kavyata leads this workshop.
An alumna of IIM Ahmedabad, Kavita brings over 15 years of experience in Education,
Consulting, Healthcare & Social Entrepreneurship. She has worked for leading global
and Indian companies such as Goldman Sachs, Johnson & Johnson India, Xseed Education
and Usha International Ltd. A large part of her career has been in the domains of
Experiential Learning, Adult Learning and Organization Development. She has also
completed her internship in Applied Behavioural Sciences from the Sumedhas Academy for
Human Context (sumedhas.org)
Manjunath Nanjaiah is a Serial Entrepreneur and has founded several Technology
startups. He was recently also the Chief Cultural Officer, and one of the Fellow
Council Members of iSPIRT, a Software-Product community think-tank. Manjunath is a
computer science graduate with interests in Applied Behavioural Science, Behavioural
Finance, BigData and Predictive Analytics. He has worked in the US Silicon Valley for
over 12 years. With a keen interest in Human behaviour and motivation, he is currently
pursuing his internship at the Sumedhas Academy for Human Context.
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