Challenge: To create awareness in the students of engineering towards the needs of the society by  introducing a curriculum that caters the needs of outcome based education with choice based credit  system.

 A student entering engineering is supposed to have a clarity regarding what he is going to become  after his graduation. Instead of looking into his goal alone, if he is equipped to think of how he can  benefit the society with his skill, we can say that the studies he has undergone are of real value with  an outcome.

 Storytelling is the tool I’m considering here to showcase two characters Mr. John and Mr. David,  who as freshmen joining engineering colleges that provide outcome based education and traditional  education. Their journey from first year first semester to their graduation is going to be showcased  to depict their persona towards emerging in to holistic beings that can become employees /  employers.

 https://youtu.be/LyaUS2PNiVQ video link with reference.

 The story of two graduates is described based on the choice of courses they have opted to pursue  their goal. Showcasing their choice of selecting a course towards learning and enhancing their skill to  quench their thirst and grooming themselves to become what they dreamt of.

  Visualization can also be used for depicting this scenario. I thought of showing this as a success  story of individuals in a more convincing and thought-provoking manner and so selected story  telling.

Scenario of engineering college that offers outcome based education in accordance with the  societal need.

First Year:

 At the first semester humanities, basic sciences, Engineering sciences and practicals, his  curriculum has outcome based courses like Introduction to Engineering (Basic understanding  of Project/ prototype design) and Audit courses like Dance, yoga, Sketching, etc.

 In the second Semester along with the humanities, basic sciences, Engineering sciences and  practical’s his curriculum has outcome based courses like Product design Studio (for  showcasing his idea by realizing it with engineering tools) and Audit courses like NSS, Art,  Music, Sports etc.

Second Year:

 In the 3rd Semester Engineering finances and marketing management, Core branch specific  courses and practicals and foundation to product management an outcome based course.

 4th semester core branch specific courses and practicals, Engineering ethics and gender  sensitization to impart value based education, moral values and responsibility towards his  fellow beings and work.

Third year:

 5th semester Core branch specific courses and practicals with a media project to showcase  their idea in to a short film.

 6th semester core specific courses with professional electives and open electives to cater the  interest of the students.

Fouth year:

 7th semester, project management course along with open and professional electives,  certification course/ mini project/ App development for making the student opt the concept  of his choice to be industry ready.

 8th semester, open and professional elective, technical seminar, major project/ practice  school to bring out the creativity of the student in to an outcome.

At every stage, the choice of selecting an open / professional elective is based on the  interest of john but with a pre-requisite for professional elective.

Scenario in a traditional engineering college.

First Year:

 At the first semester humanities, basic sciences, Engineering sciences and practicals.

 At the Second semester humanities, basic sciences, Engineering sciences and practicals at an  advanced level.

Second Year:

 In the 3rd Semester a management course, Core branch specific courses and practicals .

 4th semester core branch specific courses and practicals, Engineering ethics and gender  sensitization to impart value based education, moral values and responsibility towards his  fellow beings and work.

Third year:

 5th semester Core branch specific courses and practicals.

 6th semester core specific courses with professional electives with pre-requisites.

Fouth year:

 7th semester, Core specific courses and professional electives, practicals and industry  oriented mini project.

 8th semester a core specific course and professional elective, technical seminar, major  project.

Mr. John:

o 1st year:

  Got an insight of how to get inspired, identify, plan, model and explore the  needs of a customer

  Could design a product based on the pain points and brainstorming activities  carried in customer point of view.

o 2nd year:

  Learnt management skills and also enhanced his knowledge in delivering a  project based on the depths of his foundation in designing.

  Understood that designing involves value and quality for the betterment and  also to respect the needs and safety at the work place.

o 3rd  year:

  Could showcase his idea in a more realistic manner, as a video.

  Choose his area and course of interest for better achieving his goal.

o 4th year:

  Lead his way towards his dreams and choice of his interest with a tinge of  management to enhance his thought process to bring-out his design skills in  engineering product design.

  Could enhance his skill with authenticated certification.

  Could deploy his learning to design a product for the betterment of the society  and look for marketing it by establishing a start-up firm.

Mr. John could become an employer than an employee as his skills have been groomed in a  holistic way to meet the needs of the society. He could achieve his dream and reach  pinnacle.

Mr. David joined an engineering college that offers traditional education i.e., with Theory and  Practical’s that were focused on learning the core fundamentals. At every level, he has been into  understanding the concepts and do the practicals based on the theory he has learnt. He hasn’t been  exposed to thinking in designers’ point of view, planning nor think about the need of the customers.

He’s got the theoretical base but was week at thinking in the customers point of view and work  for the betterment. Moreover, he’s not been given the skill of presenting his ideas in to reality nor  communicating effectively using a visual aid. So, at the end of his course he had to look for some  company that could give him employment. No doubt with his theoretical and a relatively good  practical knowledge, he could get employed but couldn’t achieve his dream as desired. But he had  to struggle in making himself in to a holistic being.

From these two stories, we can have a clear insight of how a curriculum should be designed to  cater the needs of the students, to enhance the skills and make them a holistic being by  understanding the need of the hour. Making a engineer is not the task but making him meet the  needs of the society and bring about a change in the thought process of an individual is the key to  success.

