Dr.

 Shubhobrata Rudra’s Proposal on NEP 

Observations, Realizations, and Identified Problems:

1. Industries are looking for interns those are industry-ready. Industries do not want to
trend new employees like what they used to do 4/5 years back.

2. It is impossible to build a student who is sort of an all-rounder (is ready to join any
industry, and start work just after completion of his/her bachelor degree).

3. Following a foreign model will not be successful due to several factors like the mindset
of the students, deficit generated from K-12 standard education, and many other factors.

4. We need a specialized training program to groom a specific group of students for a

particular industrial sector.

5. Design of a course that is too much oriented for a single purpose also intensifies the
risk factor of absolutely poor employability in the other sectors.

6. A bunch of students may not be ready to try such a module. Instead, they would like to
go with the standard module. They may have an objective of participating in the
qualifying exams like GATE or IES.

Solutions:

1. The first year should be same for all (like our current practice), and weekly counselling
will be there to make 1st year students aware of the flexible module that they may avail.

2. Besides, higher semester students may be deployed to identify the interest in the junior.

3. Upon completion of the 1st year, students will be asked to opine their choice (e.g.
whether they want guidance for GATE, IES, or they want to join a particular industry
sector).
4. The students who will opine for GATE or IES will be allowed to continue with the
regular module. A slight modification may be carried out in our existing module to
ensure performance enhancements of the willing students in that exam.

5. Remaining students will be categorized in a different specialization. Depending on the

research interest of our faculties and available industries with whom we can go for a
partnership, a course module will be designed. (To name a few like vehicular
technology, embedded solutions, green energy, networking and communications,
robotics, etc.)

6. Students of a particular specialization will be offered subjects that are relevant to that
particular industry. Accordingly, unnecessary subjects may be put out of their
curriculum. In contrast, a few subjects from master degree specializations need to be
included in their 3rd, 4th, 5th, 6th and 7th sem curriculum. Upon completion of 4th
Sem, the concerned industries will be invited to select interns from that specialization.
The interns will do industry visit in the two summers (after 4th sem, after 6th sem).
Before allocation of the 8th sem projects, the student, institute end faculty, and industry
end mentor will discuss to decide the project topics. Then in the 7th sem students will
do work in our institute, and 8th sem, it will be complete project sem where they will
spend total time in that industry.

7. About point 5, a student may need to take multi-disciplinary courses. As an example

for robotics, a student may need to take 1 or 2 paper from mechanical engineering
discipline, maybe one paper from industrial design. This requirement will lead to Slot
clash.

8. In order to resolve the slot clash, the flip classroom may be an excellent idea, where
prerecorded video may be circulated among the student beforehand. We all have
observed that quite often for a three-credit course, we deliver 40 contact hour lectures.
Instead of doing so, we can supply them 30 concrete lectures, and we may interact with
them for near about 10 hours. In those 10 hours, they need to clarify all the doubts they
are having. It will make courses quite flexible. Instead of 3 contact hours, only one
discussion hours will be required.

9. For realizing point 8 facilities of the smart classroom of LA 8 or personal pen tablets
may be used.