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WINNERS DONT DO
DIFFERENT THINGS DIFFERENTLY,
WINNERS DO
ONE THING
PERFECTLY.
- Sivakumar Palaniappan
Author
Sivakumar Palaniappan
Published by:
Mastering Mind Academy
No.53, 4th Cross West, STV Nagar,
Peelamedu, Coimbatore 641 004,
TamilNadu, INDIA
Website: www.MasteringMind.com
E-Mail: siva@masteringmind.com
Copyright 2014 by Mastering Mind Academy
All rights reserved. No part of this publication may be reproduced or transmitted in any form or
by any means, electronic, or mechanical, including photocopying, recording, or by any
information storage and retrieval system.
Contents
Mastering Mind Academy Report | May 2014
INTRODUCTION .....................................................................................
1.1 Introduction
02
02
04
06
06
06
10
11
11
11
12
12
13
14
14
14
15
17
18
18
11
20
21
22
09
05
01
23
24
24
24
25
26
CONCLUSION ...........................................................................................
27
REFERENCE ..............................................................................................
29
Foreword
SIVAKUMAR PALANIAPPAN
Founder and Chief Mentor,
Mastering Mind Academy
Welcome to Forward Thinking Academics: Indian Engineering Education report prepared by Mastering
Mind Academy.
1
Introduction
1.1 Introduction
Engineering today is characterised by both the rapidly
increasing complexity of the products and demands
made on engineers to provide solutions, products and
services. This obviously brings in huge expectations
from todays graduating engineers. Unfortunately the
system of engineering education and the practice
of engineering appears to be wide apart in the
spectrum. There is big concern that Indian education
system responsible for producing new generation,
exuberant engineers is miserably failing to keep pace.
The structure and content of engineering programs,
delivery methods and approach has hardly changed
over many years to keep up with the technological
developments in real engineering world.
Series of Studies, Reports, Surveys and News Articles
demonstrates that there is huge crisis and it is important
to make relevant changes in engineering education
system to ensure our graduates remain equipped and
competitive for the next generation, new and complex
engineering technologies. This problem is not just
only in India, its the same elsewhere in the world
too. But, ours is a very serious issue considering the
already prevalent system that lacks focus on quality of
education. [1.d] [1.e]
From the US we are sobered by two realities: first,
that scattered interventions across engineering education over
the past decade or so have not resulted in systemic change,
but rather only in isolated instances of success in individual
programs, on individual campuses; and second, that the
disconnect between the system of engineering education and the
practice of engineering appears to be accelerating. (National
Academy of Engineering, 2004)
From Australia the engineering curriculum has been
slow to respond and while there has been some reform over the
past 15 years, the educational model we use is still not much
different from that of 30 years ago, and while the pace of change
in the world has increased significantly, the pace of change in
engineering education has been far too slow. (Institution of
Engineers, Australia, 1996)
There is clear need for complete overhauling of
Indian education system, engineering education in
very specific. All the stake holders in the system are
2
Role of
Engineering Education
Managers in India
3
Building Engineering
Leadership
10
b. Relating:
Students should develop key relationships, building
networks, listening to others to understand their views.
Some of the key qualities one should develop are,
ability to negotiate, persuade, advocate, connecting
d. Visioning:
Ability to create a compelling, purposeful and
transformational images of the future and identifying,
forecasting what could or should happen is one of the
very important quality of the Engineering leaders to
tomorrow.
One should posses, the ability to identify the problem,
analyse the root cause, think creatively, create
solution concepts and offer technological solutions to
the problem.
11
12
13
4
Outcome based
Engineering Education
(Washington Accord)
14
15
16
17
5
Innovation in
the Classroom
18
19
Design Thinking
Forward Thinking Academics
20
21
Active Learning
For example, University of Pittsburghs Brian Vidic says
the Swanson School of Engineerings new Innovation
Floor fosters greater student-faculty collaboration.
The University of Pittsburgh is one of many U.S.
colleges and universities busily building new campus
buildings (or renovating existing buildings as their
budgets allow), to improve the teaching and learning
experience.
We need to produce engineers who are not
only technically proficient, but who also have
communication skills and an eye for innovation in
creating the next wave of technology, says Mary
Besterfield-Sacre, director of the Swanson Schools
Engineering Education Research Center.
Active learning classrooms facilitate diverse sizes
and groupings of students, creating a flexible and
supportive environment for a class to transition
seamlessly between a professors presentation and
facilitated student group work. Such rooms enable
options for supporting a myriad of teaching and
learning arrangements. [4.f]
Some of the key aspects of active learning strategies
are: [4.g]
Students are involved in more than passive listening
Students are engaged in activities (e.g., reading,
discussing, writing)
There is less emphasis placed on information
22
23
6
Engineering
Outside Classroom
24
Learning
outside
classroom
provides the experiences of the world
as an essential part of personal and
professional development.
25
26
27
7
Conclusion
28
7.1 Conclusion
In this paper, we have sought to highlight the key
challenges ahead and how academic fraternity could
adapt their strategies and capabilities to remain
relevant in the future. Weve also enumerated in
detail the various best practices from across the
world in Indian perspective of engineering education
transformation.
29
8
References
30
1
1.a
1.b
1.c
1.d
1.e
1.f
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Washington, DC: National Academies Press, 2005.
2
2.a
Technology Innovation Ecosystem Benchmarking Study: Key findings from Phase 1, Dr.Ruth Grahm, 2013
3
3.a
3.b
3.c
3.d
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4
4.a
4.b
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http://www.foundationcoalition.org/home/keycomponents/assessment_eval/ec_outcomes_summaries.html
5
5.a
5.b
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5.d
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5.f
5.g
5.h
5.i
5.j
5.k
5.l
http://digitalcommons.olin.edu/cgi/viewcontent.cgi?article=1021&context=mech_eng_pub
http://www.ideo.com/images/uploads/thoughts/IDEO_HBR_Design_Thinking.pdf
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R.M. Felder, Meet Your Students. III. Michelle, Rob, and Art. Chem. Engr. Education, 24(3), 130-131 (1990).
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http://ets.berkeley.edu/active-learning-classrooms
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http://www.pnas.org/content/early/2014/05/08/1319030111
Harper-Marinick, Maria. Engaging Students in Problem-Based Learning. MCLI Forum. 6 April 2004.Spring 2001.
National Center for Case Study Teaching in Science, University at Buffalo: http://ublib.buffalo.edu/libraries/projects/cases/
case.html
Center for Case Studies in Engineering, Rose-Hulman Institute of Technology: http://www.civeng.carleton.ca/ECL/
Book: The Influence of Technology on Engineering Education, By John R. Bourne
6
6.a
6.b
6.c
Engineering for a Changing World, A Roadmap to the Future of Engineering Practice, Research, and Education.James J.
Duderstadt, The University of Michigan (2008)
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Sullivan. San Francisco: Jossey-Bass, 2008.
The Importance of Industrial Visit to Enhance Students learning in Process Instrumentation and Control Unit of Engineering
Courses, Tushar Kanti Sen, Curtin University, Australia, 2013 even
www.masteringmind.com
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