Dangerous Knowledge

This is a 90 minute documentary telecast by the BBC two years ago on the biggest leaps made by mankind in understanding the foundations of mathematics. Any serious student of mathematics would have already found that it qualifies for the genres Drama and Mystery - but at a much more abstract level. The documentary does good justice to the drama and mystery part of the history and does not do any damage to the math part. The investigation is traced by narrating the contributions of four great investigative and imaginative minds - Georg Cantor, Ludwig Boltzmann, Kurt Gödel and Alan Turing.

Faculty Shortage in Indian Universities

This is a letter that I'm emailing to members of the task force setup by MHRD to look into shortage of faculty in our universities. I'm also linking this blog post in the email letter. Hence please read and post comments.

Dear Professors,

I came to know from newspaper that the Ministry of HRD has set up a task force to look into shortage of faculty in our universities. I also learn that the task force will design a performance appraisal system for the faculty in such institutions. In this regard I would like to express some comments.

About me :

After completion of my B.Tech in Electronics and Communication from College of Engineering Trivandrum and M.E. in Signal Processing from IISc Bangalore, I have worked in the industry (Private owned) for about a year, then as a lecturer in Government Engineering College Bartonhill, Trivandrum (Kerala State Government Institution) for around 2 years, and then as a lecturer in NIT Calicut (Autonomous Institution under Central Government) for another 2 years. I had resigned from NIT Calicut last July and am currently pursuing my PhD in CSA department, IISc.

The comments that are expressed in this letter are judgments made from my experiences (good and bad) in the above places.

I. On attracting and retaining good people in academia :

Four things that (I believe) will attract and retain good people to academia are

1. Entry level qualification requirement,
   
2. Sufficient monetary compensation and career advancement prospects,
   
3. Meaningful work culture and
4. Prospect for academic growth.

1. Entry level qualification requirement :

Most of the universities, even those with significant undergraduate teaching load, are restricting permanent tenure only to candidates already with a PhD. This single factor alone will reduce the number of academia aspirants by many orders in magnitude since Indian academia looses most of its young brains to the Industry not after PhD but immediately after their under-graduate or post-graduate degrees. Hence, hiking the entry level qualification to improve the quality of academia is a short sighted strategy. Instead, our academia should catch good people right after their graduation or post-graduation offering them not only a permanent tenure but also a promise for academic growth. I'll elaborate on academic growth part under point 4.

2. Monetary compensation :

I think this point is already well discussed (as evident from media reports) and I personally think that the present pay revision has put the compensation at reasonable levels (especially when comparing with the same for our primary school teachers). I even believe that too much money may attract the wrong people into academia.

Career advancement schemes are reasonable in autonomous institutions with flexible cadre ratio and rotation schemes. But the vacancy based promotion scheme still existing in State Government Institutions have left many people disillusioned and forced some of them to quit.

3. Meaningful Work Culture :

A meaningful work culture plays a very important role in retaining our best recruits. Shortage of faculty and excessive work load have reached a mutually destructing loop in many universities. I understand that a heavy teaching load is inevitable in the higher education sector in a country like India with limited academic resources and a large knowledge seeking population. But, the the excessive administrative jobs (admissions procedures, campus networking, stock verification, tender tabulations etc.) that come on the already stretched teaching staff in such places is unjustifiable and can be corrected. The failure to recruit permanent non-teaching staff and the attitude towards the value of a faculty member to the system are the key factors contributing to the situation.

Most of the service rules for teaching staff are still modeled on the ones originally designed for administrative jobs and hence comes as a misfit in many occasions. There is no reason why a rule like prohibiting public expression of ones views (to the media for example) should exist in a university. After all, education is not about hiding information. A good academic culture demands, among other things, a flexible work pattern, and freedom of public expression.

4. Prospect for academic growth :

Every faculty member should be permitted and encouraged to update his knowledge and skills periodically by going to better centers of learning. The various staff development programmes surely help in this regard. But the most important step in this direction was the FIP/QIP schemes through which a faculty member could avail a deputation to do higher studies in any of the reputed institutions in the country. This scheme is severely being discouraged in many institutions now, NIT Calicut for sure. Instead, these places force the faculty to do their higher studies on a part time basis in their own home institution. This is another short sighted strategy which not only over stretches the faculty, but also forfeits a chance of larger exposure level for the institution. Instead, our universities should encourage their faculty members to do higher studies at the best universities around the world, providing them QIP deputation/Study leave etc.

The third and fourth points are precisely the reasons why I, and also a few other colleagues of mine, had to resign from NIT Calicut.

II. On performance appraisal system for faculty :

Personally, I don't believe we can improve the teaching quality of a faculty by providing external incentives. Teaching is a profession in which the rewards are immediate and visible in the eyes of the students in front of us. Instead, what the system should do is to facilitate good teaching by providing a work culture of freedom and interaction.

III. On promoting good research :

This again is something which is bound to fail if we think short term. We cannot promote good research by forcing the already stretched faculty to publish. In the medium term, we may encourage and facilitate research among existing faculty by providing funding and time. I'm incompetent to comment on what would encourage good research among faculty. But i guess it should be our level of curiosity and peer recognition.

What is more important is that, we should groom our next generation into serious research and this can be done only by good quality teaching at undergraduate and postgraduate levels. Hence it is critical to ensure that the pressure on faculty to publish, patent etc, should not be at the cost of sacrificing the quality of teaching.

Conclusion :

If I can take the liberty to suggest a few action items that might help in the cause, then the list will include

1. Keep the entry level qualification to a minimum and provide timely opportunities and encouragement for higher studies.
2. Encourage FIP/QIP schemes and also leave/sabbatical for study purposes.
3. Recruit sufficient non-teaching staff and give more value to the time of a teacher.
4. Amend the service rules to fit to the needs of an open and non-hierarchical academic culture.
   
5. Encourage research among faculty but do not force it so as to make her compromise on the teaching effort.
   

Dear Sir, I hope at least some of the points mentioned can be considered in your discussions. I'll also publish this letter on my blog so that others can express their comments on it.

rubber stamp

This is a symbol by symbol copy of an SMS that I received while at lunch yesterday after a few missed calls from the same number.

Sir, i'm (name) frm s4ec. Our value eductn prjct is 2b prsntd 2dy at 2pm. V need u 2 sign n dis rprt. V jz came 2 knw abt tat nw. Cn v gt it signd ryt nw? Wer r u? Do u hav cls nw?

I was his/her group's guide for the value education project.

-----
rubber stamp

- noun

1. device with a rubber printing surface that becomes coated with ink by being pressed on an ink-saturated pad, used for imprinting dates, addresses, standard designations or notices, etc., by hand.
2. person or government agency that gives approval automatically or routinely.
3. approval.

[Ref : http://dictionary.reference.com]

Engineering Education

... thoughts on B.Tech ECE curriculum at NITC
March 26, 2009

Introduction

Premise

1. There is something wrong with present state of undergraduate engineering education at NITC.
2. There is hope for change.

Justifications for the premise

1. General conversations, blogs, reduced level of motivation in students and teachers - none of them conclusive, but very indicative of something wrong somewhere.
2. Lot of people are agreeing that there is something wrong somewhere and analyzing the reasons and trying to take corrective measures. Seems a good time to pitch in and help in a way that I could.

Purpose of this article

is not to

1. prove or disprove the premises or
   
2. to find the culprit

but, it is to

1. investigate a bit into what could be wrong where,
   
2. provide a (very subjective) list of things that can be done to bring about a positive change and
   
3. to give a specific UG curriculum in tune with the above spirit for the B.Tech program in ECED, NITC.

Disclaimers

1. I may be wrong.
   
2. But I firmly believe in this now and I will believe thus till someone convinces me otherwise.
   
3. I will always remain open to anyone who wants to convince me otherwise.
4. I limit myself in these thoughts to the cognitive domain.
   

What could be wrong and where?

Many students feel that

1. they are forced to study and not inspired to study.
2. they have very limited freedom in choosing what to study with in their chosen degree program.
3. lecture is not a very effective means of learning
   
4. labs do not encourage actual experimenting
5. they are forced to write too many exams
   
6. they have very little time left for extra curricular activities

(this is a generalization of what was expressed over a few conversations and not based on any scientific survey)

Some faculty feel that

1. students may be right
2. students are not college ready as they used to be in the days when they left school after 10th standard.
3. change in society's priorities have changed the priorities of students too.

What can be done about it?

Soul Searching

(I'm limiting myself here to the cognitive domain responsibility
of the system. I'm unprepared to comment on the affective domain
responsibilities)

1. the primary responsibility of an undergraduate educational system should be
   
1. to inspire,
   
2. to set free,
   
3. to give time and
   
4. to give resources to the students.
2. the secondary responsibility is
   
1. to help them with their learning and
   
2. to evaluate the outcome
   

Who and hoW

I think we are already doing a pretty good job with the secondary responsibilities. But we can improve a lot on the primary responsibilities

	who's job	how (mainly)
to inspire	teacher	Every teacher has her own way
to set free	curriculum	More types of degree (basic, major + minor, major + honors etc like the ones suggested by IITB) Minimum number of core subjects and a larger pool electives, seminars and projects Freedom to trade between a lab course, a theory course or more project work
to give time	curriculum	Lesser contact hours per week Lesser number of courses per semester Lesser total credit requirement Lesser number of exams
to give resources	system	Open labs and custom equipments Open discussion platforms (student and faculty) Open library and net access Out of syllabus talks, workshops

The new teacher should

1. (in her own unique way) inspire the students to learn
   
2. mentor the students in their process of learning
   

The new curriculum should

1. give more types of B.Tech degrees
   
1. Minimal B.Tech (something to the tune of 120 credits)
   
2. B.Tech with major in one discipline (120 credits) and a minor in another. (30 credits)
   
3. B.Tech with honors in one discipline (150 credits)
4. B.Tech with one major (120 credits) and two minors (60)
5. B.Tech with honors (150 credits ) and research output (30 credits)
6. ...
   
2. have lesser total number of courses and credits
1. About 4 courses per semester. 2 of them may have a lab component.
2. On an average of 15-16 credits per semester for the week student, 19-20 for the majority and 23-24 for the exceptionally motivated student.
3. give a smaller pool of core courses and a larger pool of electives.
1. The choice of what goes as core may be based upon the corresponding GATE syllabus.
   
2. Can have lab or project based courses in the pool of electives.
3. Can have seminars based contact courses in the pool of electives
   
4. flexible way of earning the credits with in a course (exams + seminars + project + lab demonstration)
   
5. participation based evaluation component (rated discussion forums, voluntary seminars, ...)

The new system should

1. leave the labs accesible to students any time
2. allow students to initiate purchase of custom equipments using system funds
3. provide a collection of open online discussion forums (for various subjects)
4. arrange out of syllabus talks and workshops regularly (and allow students to invite experts whom they want in campus)
5. provide platform for students to give voluntary presentations to larger audience

A proposed curriculum for B.Tech in ECE

The choice of core is mostly based upon EC GATE syllabus.

No	Course	Sem	L	T	P	C
1	Linear Algebra and Vector Calculus	1	3	1	0	4
2	Engineering Mechanics	1	3	1	0	4
3	Physics for Electronics (??)	1	3	1	0	4
4	Computer Programming	1	2	0	3	4
5	Professional Communication	1	0	2	0	2
6	Electronics and Computer Workshop	1	0	0	3	2
	Sem Total (S1)		11	5	6	20
7	Transforms and Infinite Series	2	3	1	0	4
8	Engineering Graphics	2	2	0	3	4
9	Logic System Design	2	3	0	3	5
10	Electromagnetic Field Theory	2	3	1	0	4
11	Economics	2	3	0	0	3
	Sem Total (S2)		14	2	6	20
12	Probability and Statistics	3	3	1	0	4
13	Network Theory & SPICE Lab	3	3	1	3	6
14	Solid State Devices & Devices Lab	3	3	1	3	6
15	Signals and Systems	3	3	1	0	4
16	Physical Ed / Value Ed	3/4	0	0	2	P/F
	Sem Total (S3)		12	4	6	20
17	Differential Equations & Complex Analysis	4	3	1	0	4
18	Electronic Circuits and Circuits Lab	4	3	1	3	6
19	Micro Processors and Micro Controllers	4	3	1	3	6
20	Random Processes and Analog Communication Theory	4	3	1	0	4
21	Physical Ed / Value Ed	3/4	0	0	2	P/F
	Sem Total (S4)		12	4	6	20
22	Linear Integrated Circuits & IC Lab	5	3	1	3	6
23	Digital Signal Processing and DSP Lab	5	3	1	3	6
24	Elective 1	5				4
25	Elective 2	5				4
	Sem Total (S5)					20
26	Communication Theory (IT & DC) and Communication Lab	6	3	1	3	6
27	Control Systems	6	3	1	0	4
28	Mini Project	6	0	0	3	2
29	Elective 3					4
30	Elective 4					4
	Sem Total (S6)					20
31	Major Project + Electives	7				15
32	Major Project + Electives	8				15
	Grand Total (Majority of Students)					150

Electives

1. Department electives should be in at least two pools (Electronic Systems and Devices, Communication and Signal Processing) ... and the department should ensure that at least 6 electives are offered from each pool in each semester.
2. Any student who opts for honors in his major should be allowed to take PG courses as electives.
3. Any elective course in any department should be a global elective for other departments.
4. A student can opt for any number of global electives, but she should ensure that she will take at least 120 credits from the department curriculum.
5. A student can choose to schedule her project and elective load between semesters 7 and 8 so as to facilitate those who wish to do a project with an industry or another academic institution.
   

Conclusion

"The mind is not a vessel to be filled, but a fire to be kindled."
~ Plutarch, On Listening to Lectures

Alice in Wonderland

Two days ago (on June 26, 2007) - it was farewell party by the 2003-2007 batch EC students of GEC Barton Hill. The fellows had intimated us poor teachers the previous day that the function would begin at 11 am and had asked us not to bring our lunch to college that day. When the function didn't start even by half past twelve, I was telling to myself - "Hmm, I understand vengeance, but it shouldn't have been over food."

Anyway, the function started shortly, and after HoD and one or two people addressed the gathering, the students obliged to serve us the biriyani. (I was committed not to speak before food.) So after the staff had the biriyanis and the students had their ice creams (they wanted to end the party with food, I suppose), it was speeches' time again.

From last evening, I was thinking about what to tell my students on this important occasion. These two weeks, some of my B.Tech batch-mates (Rajeev, Sajith and Me) were having a very serious e-discussion on what Rajeev stated as The need to fundamentally reconcile "work" and "social responsibility". Since the spirit of that discussion was still hurting me, I decided to speak on those lines to my students.

So this is the jist of what I had spoken then - sans the repetitions and with more polished English. [This is noted down from memory. So those of who had heard the speech, please don't expect a transcript.]

Respected colleagues and dear students,

This is an occasion when memories and dreams wage a war to claim the emotional space inside you. Though, I understand that memories have much more chance to win, today I choose to speak more about the dreams.

With in about two to three years from now, most of you are going to make the most important choice in you lives. You are going to choose what you are going to with the rest of your life.

I know most of you are employed and many of you have more than one job to pick from. But I don't really consider that as any choice.

Some of you might have already wondered on what is the purpose of their lives. I don't intent to give an answer to that here. But in that process, some of you might have realised that it is impossible to remain happy when there is no happiness around you. And that you find the most happiness only when those around you too are happy. I'm addressing those who feel so.

Here again I don't have a one word answer on what to do. But there are some options that have come to my mind at different points in time. I'll try to present them here in an order of decreasing risk levels involved.

1. Join Politics

I have great respect to all politicians - except for those who are hand pulled to the chairs of power by their politically powerful parents. Even if it is for money or power, it is still a very courageous route to choose. And if it is to serve the society, then it is the most potential choice to that end. I didn't join politics only because I didn't have the courage for it.

2. Start your own company

India requires much more jobs to be created. If all of you are going to be employees who are going to be the employers for the next generation? Even if the motive is profit, I think you will be contributing to the happiness of your society. But if you can think beyond profit, think of alternative means of ownership and alternative ways of management too.

3. Join an NGO

Non Governmental Organisations still play an important role in most parts of India. The the ideal solution is to empower the local self government institutions, till the ideal solution is reached, I think being in an NGO you can directly help a lot of people.

4. Join a technology provider for the Government.

The centres that governments have set up to provide for its technological needs are finding it quite tough to attract and retain talented engineers. Most of the time, it is this lack of talent that stands in the way of modernisation of government. I don't need to tell to you the amount of effectiveness and efficiency that proper technology can bring to our governments.

5. Become a teacher.

Now we have reached the zero risk point in the gradation list it seems. It is for cowards like me who couldn't choose the higher ranked options. But still, at-least you take solace that you can speak about those options to your students! Here again many at times, many a people would have told you on the good that a good teacher can do to the society. [These days I'm actually wondering more on what bad that a bad/careless/uninformed/... teacher can do to the students].

6. Keep doing (for life) whatever your first employer makes you do.

But here again, try to do some service part-time. Be with the ones on the other cubicles, but then see the men on the street too. My personal experience so far tells me that part time activism doesn't take you that far. But again, I have some friends who have shown that it needn't be so.

I don't believe or advice that anyone of you should take one of the first 5 choices immediately. Each of it requires lot more of learning. Lessons from life and lessons from a relevant higher study. But when that point in life comes when you decide to choose, make the choice from a wide set of choices rather than choosing between this company or that company.

And don't postpone that choice for too long. Not more than 2-3 years. Coz, the constraints on you are only going to increase.

And if any of you decide to choose any of the first five options or for that matter, anything except the sixth, do leave me a note. I would love to share your joy.

Keep in touch. Keep mailing. Keep blogging.

--

Post Script: [From Alice in Wonderland]

'Would you tell me, please, which way I ought to go from here?'
'That depends a good deal on where you want to get to,'
'I don’t know where. . .'
'Then it doesn’t matter which way you go,'

Fixing broken glass

Glassroom, my website, was shattered by a server crash. Every meaning was lost because the meaning was not in the individual bits and pieces of the glassware but in their sequence and structure.

The list of losses is big.

1. The user accounts of all.
   
2. All the stories posted so far and the comments to them.
   
3. All the configurations and tweaks that I had done.
   
4. ...
   

But not always do losses strike me quantitatively (read "as an enumerated list"). How this loss strikes me is as the loss of shared memory of a community. A case of Traumatic Amnesia.

But the community has to survive. Please join in folks (create new accounts) and start talking (posting stories and comments).

I will also try and add a feed from glassroom onto the sidebar of this blog.

Humanly Impossible

Another batch of my students had their last and final B.Tech theory exam today. Its my third batch of students passing out. At the principal's office I met three of them who were there to discuss with him about giving a memorandum for liberal valuation of some of the papers.

What are the top N reasons why students fail in engineering colleges now?

1. Sir, the valuation was very tough. There are cases of students who have failed to score 40 marks inspite of having written more than 40 pages.
   My comment : Unacceptable.
2. Sir, the question paper had so many problems. We were thorough with the theory but we couldn't do any of the problems.
   My comment : Unbelievable.
3. Sir, in the programming lab we were asked to write our own programs. We had studied all the programs in our lab record, but the examiner was not ready to ask any of them.
   My comment : Injustice.
4. Sir, only some one who knows what we studied in S3 could answer those questions in the S5 paper.
   My comment : Unethical.

But today, from those three at the principal's office, i heard a very strange reason on why the S8 Artificial Neural Network exam was tough.

Sir, we needed to think as well as write.
My comment : Humanly Impossible