June 24, 2017
June 24, 2017
June 28, 2017
In the last few centuries, industrialization re-defined educational agenda and introduced industry oriented engineering courses that did not pay much attention to liberal learning. Recent trends show that liberal learning is regaining its popularity. Some US institutes are running programs for engineers so that they gain clear appreciation of technology and the socio-political forces that shape it.
The Indian engineering education system is slow in adapting the paradigm. A premier Indian college introduced a mandatory one credit program to sophomore students and had 284 students enrolled in a fall semester. The program defined liberal learning as self-learning of self-chosen areas with self-defined scope, and identified the primary program goals as inculcating lifelong learning beyond engineering and appreciating the interplay of engineering with other disciplines. The faculty committee identified broad areas such as agriculture, business, linguistics, education, philosophy, medicine, arts, performing arts, social sciences, environmental sciences, sports, defense studies, and asked students to submit their preferences.
The final paper will analyze those preferences to find patterns based on gender, academic performance, learning styles, and learning approaches and present possible rationale for the patterns. The initial analysis reveals that no student chose agriculture and linguistics areas, better academic performers chose areas such as business and medicine, poor performers chose arts and sports, male students preferred sports, business and social sciences and not performing arts, and female students, on the other hand, preferred arts, performing arts, and not sports.
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