01
Christened ‘1729', after Ramanujan - Hardy
number, the Plaksha newsletter is a window
into our thriving, interconnected and learner
centered environment where Plakshans look
beyond the obvious, just like Srinivas
Ramanujan did with the seemingly dull
number ‘1729'.
Through this newsletter we share the
contribution of each member of our vibrant
community of learners, researchers, leaders,
innovators and problem solvers to reimagine
technology education.
Prof Rudra Pratap
Founding Vice Chancellor
Plaksha University
REFLECTIONS: FROM THE
VICE CHANCELLOR’S DESK
At Plaksha, we are committed to designing
and implementing the most innovative
pedagogy in the world for university educa-
tion, particularly for the modern technology
education.
The very inception of our university is from
the collective conviction of 100 plus found-
ers and 30 plus academic leaders from
across the world as our advisors on
‘Reimagining Higher Education’. We live by
these words and constantly think about
innovation in content, delivery and assess-
ment (learning) of what we teach.
While we certainly learn from the best
practices across the world, we take nothing
for granted. Education, and even pedagogy,
has a significant cultural underpinning, even
for technology education, that is usually not
visible. This is why what works in Palo Alto is
not necessarily the solution in Mohali. We
like to think for ourselves and train our
students for the same.
I hope you see, through the pages of this
issue of 1729, the pedagogical innovations
at Plaksha, but more importantly, the free-
dom of thought, behind those innovations.
Happy reading!
JULY 15, 2024 - JAN 15, 2025
VOL 03 - IS SUE 01
NEWSLETTER
PEDAGOGY FOR
CENTURY THE 21ST
SHAPING SOLUTIONS FOR TOMORROW
02
We live in uncertain times. This is the era of
pandemics, global warming, demographic
shifts, mass migrations, geopolitical chaos,
societal changes and the rise of intelligent
machines. Chaos is the new black. The societ-
ies that rise to the challenge will thrive while
those that ignore the world's constant shifts
will struggle. In the past, we looked to politi-
cians and titans of industry to lead us through
difficult times. They led us through world wars,
economic depressions, industrialization,
globalization and many societal changes. But
today the problems are more complex, more
interconnected, more systemic. Only the
innovators, who can build new solutions for
the endless stream of problems, will be able to
lead humanity towards a more stable future.
Yes, the disruptors, the risk takers, the vision-
aries, those who were once seen as crazy will
be needed to face these challenges.
This is why it is no longer sufficient to become
simply a clever engineer. The world needs
young entrepreneurs, sizzling with unre-
strained energy and jugaad, who can bring
clever engineering to the market. We must
inspire the next generation to tackle the
world's most 'wicked' problems, not just the
mundane Python problem sets. We must
convince the next generation that they are up
to the task, that their youthful eyes will see
solutions that the older generation cannot.
This is why Plaksha is so important. It is not
just a university, it is an incubator for the
future, incubating technology leaders who will
be ready to take on the biggest challenges on
behalf of the rest of us. India has been the
birthplace of many ideologies, technological
discoveries, and ways of life. Through institu-
tions like Plaksha, India will rise to its rightful
place among the societies that will define and
create the future that we all aspire for.
Plaksha’s Minor in Technology Entrepreneurship, in collaboration with SCET, UC Berkeley was recently launched with a four-day
Innovation Leadership Bootcamp led by Ken Singer and Moor Xu (Game Master, SCET).
Ken Singer
Chief Learning Officer and MD
Sutardja Center for Entrepreneurship
and Technology, UC Berkeley
Chair, European Innovation Academy Council
P E D A G O G Y F O R T H E 2 1 S T C E N T U R Y
Masters of Innovation
03
LEARNING BY DOING - ILGC & MORE
Engineering and technology are advancing at
such an unprecedented rate that the world
awakens every day anticipating yesterdays
fiction to be todays reality. The next genera-
tion of aspiring engineers is conflicted
between the excitement of what the future
heralds and the fear of how to stay relevant
within it.
At Plaksha University, students are prepared
not just with what to learn, but also the how
and why of learning! By the time Plakshans
graduate, they see the interconnectedness of
things and are unafraid of pushing their own
boundaries. They enjoy ‘learning by doing’.
They figure out how to make things work, how
much time to put in to make it work and what
to learn to make it happen. They understand
the ethics of technology, develop empathy,
self-awareness and march towards their
futures with a sense of purpose. All this is
made possible because the curriculum and
pedagogy is designed so that stepping into
Plaksha is akin to stepping out into the
real world.
Research plays a pivotal role in our undergrad-
uate education, especially in bridging the gap
between theoretical learning and practical
application. Plaksha’s unique freshmore curric-
ulum is driven by faculty who work on cutting-
edge research in domains of AI, robotics,
biological sciences, economics and humanities.
Students appreciate how the advances of
today can be reduced to foundational con-
cepts of science and math. They learn how to
observe nature and the world around them,
how to design and build with various materi-
als, how to question and reason, and to com-
municate and work in teams. A concept taught
in any course connects to practical application,
be it building a bridge, a handheld gadget or a
microscopic circuit. Concepts across multiple
courses intertwine to create interdisciplinary
outcomes. This systems-level approach gets
students excited and equipped to tackle real-
world problems from the get-go. When fresh-
men approach faculty at the end of the class
with a shy smile, it’s not always because they
have a simple doubt but often because they
want to know if they can get started in our
research labs!
Innovation Lab Grand Challenges (ILGC) Studio
is a sequence of courses that facilitates stu-
dents to pursue apprenticeship under Plaksha
faculty right from their first semester. They
ambitiously take on cutting-edge research
topics such as creating digital twins of algae,
applying Turing patterns to understand
Alzheimers, creating an AI tutor that emulates
peer learning, building self-navigating robots
for use in hospitals, and developing aug-
mented reality modules for education. At the
same time, they develop domain expertise
through accompanying core and elective
courses of their respective majors.
It has been a pleasure to see students meta-
morphose through their ILGC journey. In the
4th semester, they are challenged by the
enormity of the research problem, and they
realize that there are just too many i's to dot
and t’s to cross before they can get anywhere.
They learn what it means to take ownership in
front of a jury of experts. From 6th semester
onwards, a noticeable transformation hap-
pens. Some students get so far ahead on their
projects that it is no longer easy to evaluate
them. Some start spending a lot more time to
get to that conference or journal paper. ILGC
projects start winning competitions, securing
admissions to prestigious research groups
or the interest of investors who see it as a
viable startup.
The world of technology will continue advanc-
ing at an unprecedented pace. But soon
Plakshans will drive some of it, steer some
of it and they are certainly ready to take on
any of it.
Dr Srikant Srinivasan
Associate Dean, Global Engagements
Chair Associate Professor, Plaksha University
ILGC is a journey of growth, challenge and transformation.
P E D A G O G Y F O R T H E 2 1 S T C E N T U R Y
Masters of Innovation
BLENDING RESEARCH AND TEACHING
04
Plaksha University is undertaking an ambitious
project aimed at developing a framework for
restoration of rivers and their tributaries, blend-
ing research and undergraduate teaching across
multiple courses. Besides addressing the press-
ing environmental challenges faced by rapidly
growing urban communities, this initiative is
expected to create the next generation of
innovators.
As per Central Pollution Control Board (CPCB)
report (2018), 351 rivers stretches across India,
mostly located near urban settlements, were
polluted. One such river is Ghaggar, originating
in the Shivalik hills of Himachal Pradesh, flowing
through Punjab, Haryana and Rajasthan. The
Ghaggar receives industrial and domestic
wastewater discharges from communities
located along its tributaries, which deteriorate
the overall water quality of the river. An Action
Plan for Clean Ghaggar was released in 2019 to
restore water quality of the river as per a direc-
tive from the National Green Tribunal (NGT).
Many streams merge into the Ghaggar, one of
them is N-Choe that originates in Chandigarh
and runs close to Plaksha University. Our team
is studying a 20-km stretch of N-Choe to under-
stand the sources and nature of pollution and
the potential treatment solutions. The aim is to
create a model for implementing similar water
quality restoration practices in other urban
centers in India.
While the Center for Water Security is leading
the research, elements from various undergrad-
uate courses are being incorporated to obtain a
more diverse and comprehensive view. Last
semester, the students were taken on a visit to
four ‘urban villages’ viz. Raipur Khurd, Chilla,
Chao Majra and Kambala, located along the N-
Choe. As part of ILGC Studio, they observed the
challenges related to sustainable urban devel-
opment, aligned with the United Nations’
Sustainable Development Goal 11 (SDG 11).
In subsequent semesters, the students break
down these challenges into specific solvable
problems, followed by solutions framing and
value proposition. The elements of design and
innovation, including design following
biomimicry principles, as well as effective
communication, that are taught in other
courses, are incorporated in ILGC. This interdis-
ciplinary approach is expected to equip stu-
dents with both technical expertise and empa-
thy, empowering them to become change-
makers in addressing the complex urbanization
and environmental issues of tomorrow.
Through this initiative, Plaksha University will
not only offer a framework for restoring urban
water streams but will also contribute towards
shaping future leaders who can innovate and
drive sustainable solutions worldwide.
Prof Malini Balakrishnan
Director, Center for Water Security
Professor, Plaksha University
P E D A G O G Y F O R T H E 2 1 S T C E N T U R Y
As part of our flagship Innovation Lab & Grand Challenges (ILGC) Studio, we introduce students to challenges faced by
our society that can be solved with technological capabilities.
Plaksha Initiative
05
Of course, no tool fits every situation. Google
Slides, LaTeX, and PowerPoint each come with
their own strengths and challenges. However,
experimenting with different platforms unlocks
new creative possibilities. With Figma, I have
added another versatile tool to my repertoire –
one that inspires me to push boundaries in
crafting engaging course material.
Simplify and clarify: Attention is quickly lost
using big words, complex jargon, and convo-
luted pretzelesque examples. Expression of
ideas is the only channel you have to the
student’s mind, and for beginners, concise and
easy-to-understand explanations are essential.
Use simple language and relatable analogies to
attract the students’ interest and as the saying
goes, “Keep it simple, Silly.”
Teaching is a constant evolution. Each lecture
is an opportunity to refine your craft, inspire
growth, and spark curiosity. The key is to
challenge and inspire your students but also
yourself as an educator.
In my three years as a teaching fellow, part-
time instructor, and now a full-time instructor,
I have always strived to enhance student
learning experience. The classroom is a stage,
described aptly by a friend, “It’s a performance
and you better give them a good one.” This
couldn’t be truer in the last semester (ending
Dec 2024) while interacting with the first-
semester students I found myself using the
flexibility of the curriculum and the feedback
of a live audience, as a platform to direct this
‘show’. My greatest challenge? Holding their
attention. Over time I have discovered a few
strategies to overcome this challenge.
Gamify lectures: Games have universal
appeal. Whether you fancy yourself a gamer
(like me) or not, the word ‘game’ tends to pique
interest. Gamifying a lecture transforms
abstract concepts into interactive, memorable
experiences. I recently used the Star Wars lore
as context to teach concepts of Object-
Oriented Programming. We made up a game
with the characters and got them to interact in
this world, on the spot. This familiar context
allowed the students to be much more
engaged and helped them grasp complex
ideas with ease.
Discuss, don’t dictate: Sharing material with
students beforehand fosters active learning. It
encourages them to spend time marinating in
the content and come to class with the intent
of engaging in discussion-based learning
rather than the traditional, ‘I talk, you listen’
lectures. This approach deepens engagement
and also signals trust in their ability to take
ownership of their learning.
Refresh and recycle: Re-creating course
material instead of reusing it enables continu-
ous refinement, fresh perspectives, and the
flexibility to explore new mediums and plat-
forms. This semester, I chose to create my
lecture slides using Figma, a mostly design-
focused platform. While unconventional for
academic use, the abundance of tools and
control challenged and inspired me to rethink
my process, making slide creation an enjoyable
and creative task that I look forward to.
STRATEGIES TO ENGAGE, INSPIRE
AND EVOLVE
Raghav Awasty
Data Scientist, Plaksha University
P E D A G O G Y F O R T H E 2 1 S T C E N T U R Y
Success Spotlight
CREATING INDEPENDENT LEARNERS
06
The role of a teacher has dramatically changed
in the last 20 years, owing to easier and wider
access to information through the internet. At
Plaksha teaching is designed to cultivate core
skills that enable learners to enquire critically,
analyze and synthesize information, apply
rational thoughts and construct new knowledge
from rational sources at the click of a button.
Effective teaching can no longer be a mono-
logue directed at the students but must be a
dialogical, argumentative, reflective activity
inside or outside the walls of a classroom.
Learning styles: For historical reasons, we club
all the learners born in a year into a class, yet
everyone has their unique style and pace of
learning. In reasonably sized classrooms, it is
immensely useful to gauge the learning style of
the group and design class discussions custom-
ized to the learning styles of the majority while
also being mindful of the minority. Not surpris-
ingly, most of the students are audio-visual
and kinesthetic learners. Thus, incorporating
animations, videos and dynamic activities
increases class participation and improves
information recall.
Interactive classrooms: Today, students have
easier access to information via internet. This is
a great opportunity to steer them towards self-
directed learning, which is a foundation for
creating life-long learners. Self-directed learning
provides time in the classroom session to
involve students in dialogues, arguments and
debates as interactive classrooms in various
formats thus integrating technical education
with communication skills and personality
development.
Assessment: Conceptual understanding can
only be assessed by application and critique of
the concept and not memorization of the
concept. Our continuous and end semester
assessments are centered around hands-on
or ideation projects that are simulations of
real-world problem solving.
In my course, Personalized Healthcare &
Medicine, discussions are around cutting-
edge research in genomics that is making
gene therapy and personalization of medicine
possible. While it is a great feat that today
genes can be edited to treat diseases, some
very important aspects like consent, data
privacy, data ownership, discrimination, policy
and finances need to be understood and
discussed. To emphasize that everyone asso-
ciated with the course needs to be the ambas-
sador of this knowledge, I designed an end
semester survey to gauge if a lay person with
at least 12 years of school education (with or
without biology education) is equipped to give
an informed consent about any genetic test-
ing and personalized medicine.
On paper, a survey does not sound very
exciting, but this one was an eye opener for
students. They realized how much work needs
to be done to implement technologies in a
meaningful way. Academic semesters have
rolled on, but I continue to get emails from
students wanting to explore how we can
create an impact.
By adapting and developing new pedagogical
frameworks – novel ways of engaging with
students – faculty become facilitators of
learning and in the process create independ-
ent learners.
In the courses Genetics & Genetics Engineering and Personalized Healthcare & Medicine, Dr Arshdeep Sidhu engages with
students outside the classroom conditioning to help apply concepts to real world situations.
Dr Arshdeep Sidhu
Assistant Professor, Plaksha University
P E D A G O G Y F O R T H E 2 1 S T C E N T U R Y
Success Spotlight