The Ashoka Centre for Well-Being: Pioneering Well being at Ashoka.

The Ashoka Centre for Well-Being embodies and continues to strive for excellence. Since its inception in 2016, it has steadily worked on providing safe spaces and opening conversations to build awareness on mental health and well-being. With its holistic approach and essential services like individual and group counselling, crisis intervention, walk-in hours, and readily accessible helpline, the Centre caters to the emotional and psychological needs of the 51��� students, faculty, and staff.

Through its community-based approach, ACWB focuses its efforts on promotion and prevention through the following:

Gatekeeper Training: to build First Responders in Mental Health Concerns

Through our flagship training program, we build supportive cultures and provide sensitivity training to student groups, RAs, cohort leaders, and various stakeholders, preparing them as mental health first responders. 

Well-being at Workplace

We believe in the importance of well-being in all places and organize workshops and awareness sessions which target staff members across different organizational levels. 

Advocacy

We recognize the importance of advocacy work and make dedicated efforts through print media, social media and organizing events- all endeavours to bust myths about mental health and reduce stigma through various student-led initiatives.

Internship

Centre offers interdisciplinary internships to students within and outside 51���. Through the internships the students get an opportunity to understand aspects of and careers in Mental Health and the Counseling process, have interactions with counselors, engage in skill-building workshops, create mental health advocacy campaigns, and get an opportunity to engage in a research project in the field of mental health.

Living with Purpose: Lessons for Life from Psychology, Neuroscience and Cognitive Wellbeing

A cross-listed course designed exclusively for the Young India Fellowship. Led by Arvinder J Singh, this integrative course is put together by learnings from experts in the areas of psychology, neuroscience and mindfulness. 

Mental Health for High Schoolers

At ACWB we prioritize building awareness about mental health and extend our commitment to the larger community to include school students from grades 9 through 12, recognizing this as a pivotal developmental stage.

As a Centre for Excellence, our services and engagements are not limited within the community but also include outside institutes in the form of Research Collaborations, Trainings and Workshops and Capacity Building. We strive to broaden the ACWB's impact and continue our mission of enhancing accessibility, inclusivity, and equity in mental health for all through awareness and capacity building within and outside of Ashoka.

Student Testimonials: 

“Stress and anxiety seem to be very dismissed at times, so it felt good to see an establishment of education actually acknowledge these issues we face but don't talk about. It was really fun and interactive and helped a lot.”

“ I just wanted to thank you for all your help over the last two months. I graduated yesterday with Magna cum Laude honours, and it would not have been possible without your help. I am very grateful. Thank you from the bottom of my heart.”

“Today I am much more relaxed, way settled to take on any life challenges, see the world with a new lens and be more empathetic to the self. Your kind words and your belief in me have made me realize that I can face my life with much conviction, sharpen my resilience, and mostly love myself the way I am.”

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Inclusion in Action: The Office of Learning Support at Ashoka

About the Office:

The Office of Learning Support (OLS) at 51��� was established in 2016 to assist students with diverse physical, sensory, neurological, and learning disabilities. It serves as a central resource hub for specific-needs-related information and services, promoting inclusive practices at Ashoka.

The OLS aims to create an equitable, inclusive, and diverse environment at 51���, leading in implementing Universal Design for Learning (UDL) in higher education across the nation. Its mission is to involve the entire Ashoka community in enabling equitable access to education for all learners.

Support at OLS:

The Office of Learning Support (OLS) at 51��� offers a range of personalised services to support students with diverse learning needs, ensuring an inclusive, barrier-free experience across their entire journey, from outreach and admissions to placements.

Key Services:

Assessment of Learning Needs: OLS conducts assessments to identify learning challenges that may impact academic performance, and provides end-to-end support throughout the assessment process.

Learning Support Plans and Case Management: Individualized Learning Support Plans (LSPs) are created to detail the accommodations and modifications each student requires. The office, as a case manager, then coordinates with concerned authorities for possible intervention.

Academic Accommodations and Accessibility: OLS offers adjustments such as extended exam times, accessible materials, and other accommodations based on individual student needs. It also works with faculty, teaching teams and students to ensure inclusive learning in classrooms and delivery of accessible content.

General Academic Support: Time management, academic strategies, and executive functioning support are provided to help students succeed. The OLS has also initiated executive function coaching sessions, which range from one-on-one sessions to mentoring and workshops to help students realise their full potential.

Assistive Technology Resources: OLS provides several assistive technology resources to students, such as grammar tools, text-to-speech and speech-to-text software, magnifiers, etc. It also has an Assistive Technology Room, equipped with cutting-edge technology such as software, hardware and accessible learning tools, which foster independent learning for students with visual, hearing, and learning disabilities.

Residence Life and Daily Living Support: OLS coordinates with administrative staff such as residence life, housekeeping and maintenance to ensure interventions like room modifications, managing socio-behavioural needs and campus navigation meet student needs on campus.

Placements: Collaborating with the Career Development Office, OLS promotes inclusive hiring, ensuring students with disabilities have access to employment opportunities.

Barrier-free Spaces: The OLS works with several internal and external stakeholders to ensure that the campus space is accessible for wheelchair users and those with visual impairments. Notable efforts include the recent launch of Accessible Ashoka, a campus navigation app, Braille signages, wheelchair-accessible shuttle, ramps and audio-enabled lifts and ATMs.

Raising Awareness: The OLS organizes several events and workshops to spread awareness and sensitize the Ashoka community members towards various disabilities.  This has been done in the past by observing several Disability Awareness days and guest speaker sessions. It also hosts collaborative events with clubs, societies and student ministries, and sensitizes them about events accessibility.

Peer Learning Support Programme (PLSP): The PLSP offers many opportunities for Ashoka students to volunteer or work with the Office of Learning Support with the larger goal of facilitating the inclusion and integration of students with diverse disabilities into the Ashoka ecosystem. Roles under PLSP include campus buddy, notetaker, content remediator and more.

Student Testimonials:

Aarushi Raika, UG 25

My journey with the OLS began in August 2022. It has been characterized by unwavering support in matters not only related to navigation and academics, but also executive functioning, and overall campus experience. 

The team has gone out of their way to make my initial major of computer science as accessible as possible, along with any content previously unavailable to me as a visually impaired student. One of the team members, Pritika Gupta, has gone out of her way to regularly conduct weekly check-ins, which has both provided room for me to enhance my campus experience, as well as provided a wonderful source of advice.

Arti Manmode, YIF 25

“As the only person with a visual impairment in my YIF class, I was quite nervous after my interview. However, the Office of Learning Support (OLS) reached out to me and provided much-needed relief. OLS has been instrumental in helping me navigate my YIF journey by providing academic accommodations. This includes accessible study materials, receiving slides before class so I can follow along on my own device, extra time for exams, and exemptions from visual tasks like drawing graphs. 

Most importantly, OLS provided me with an iPad loaded with assistive features. As someone with low vision, being able to read content with my own eyes rather than relying solely on screen readers has been a game-changer. The iPad's numerous accessibility features have made a tremendous difference in my learning. Additionally, having a dedicated OLS point of contact available to discuss any issues at any time has been incredibly valuable. OLS's support has empowered me to fully participate in classroom discussions, engage with the material, and occupy an equal place in the YIF cohort.

I am grateful and appreciate OLS for all the support.”

Events & Initiatives:

OLS has initiated a host of awareness and advocacy initiatives such as newsletters, events, and workshops on important issues in order to further include and normalise differences on campus and beyond. Some key initiatives include:

Annual Summer Newsletter

From 2020 to 2023, OLS published the Neurodiversity Initiative newsletter to raise awareness about neurodiversity. In 2024, they launched Calling the Shots, focusing on executive functioning skills. This engaging newsletter educates the Ashokan community with fun, easy-to-digest content.

Dyslexia Awareness Month 2023

In October 2023, OLS marked Dyslexia Awareness Month with events like the Dyslexia Myth Busters trivia game (in collaboration with Her Campus) and a dyslexia-themed newsletter with the Ashoka Behavioural Insights Team (ABIT). The month ended with The Ashokan Tapestry, an installation celebrating neurodiversity, alongside face-painting and trivia games by student clubs.

Workshops and Guest Lectures

OLS held an Executive Functioning Skills Workshop in February 2024, partnering with Children First. Facilitator Ankita Khanna guided students on skills like planning, attention, and emotional regulation.
OLS also conducted a Disability Sensitization Workshop for faculty and staff, led by Neha Trivedi from Spandan, focusing on inclusive practices in classrooms.
Additionally, OLS hosted Neurodiversity 101, a workshop by Dr. Amit Sen of Children First, which introduced participants to neurodiversity concepts, with case studies on ADHD and autism, promoting deeper understanding.

Autism Awareness Month 2024

In April 2024, OLS observed Autism Awareness Month on campus with sensory-friendly activities, highlighting the talents of individuals with autism and promoting inclusion through interactive art and sensory tools.

Such events not only target community sensitisation but also shape the campus culture to be more inclusive, in turn enhancing student experience.

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Dirac Labs and 51��� Jointly Awarded ₹1 Crore Grant from the Indo-U.S. Science and Technology Forum (IUSSTF)

Dirac Labs and 51��� have jointly secured a ₹1 crore grant from the Indo-U.S. Science and Technology Forum (IUSSTF) for advancements in quantum technologies. Aishwarya Das (UG '21), co-founder of Dirac Labs, leads the startup’s mission to develop quantum sensors that enable precise navigation without relying on GPS.

"I graduated from 51��� in 2021 with a major in Physics, where I worked closely with Prof. Debayan Gupta, leading to four research publications. One of our notable projects was a radar-based indoor positioning system that used deep learning and low-cost sensors for real-time object and human detection, published in the IEEE Radar and Sensors & Transducers Journal. We also explored using neural networks to solve the three-body problem analytically up to a certain number of steps. This resulted in a publication at NeurIPS 2020, the same conference where GPT-3 was introduced.

While at Ashoka, I also interned with the Fluid Interfaces Group at the MIT Media Lab, focusing on machine learning applications for personal health. After my graduation, I joined Graviky Labs (an MIT Media Lab spinoff) as Head of Strategy and Partnerships, where we transformed urban air pollution into sustainable materials. In early 2023, I co-founded Dirac Labs, a startup focused on developing an advanced navigation system that operates without GPS by utilising quantum sensors. We launched with NASA I-Corps grant support and secured a small investment from GradCapital.

In August 2023, Dirac Labs partnered with 51���, collaborating with Prof. Debayan’s group to apply gravity and magnetic data for navigation and mineral exploration. This collaboration resulted in a ₹1 crore grant from the Indo-U.S. Science and Technology Forum (IUSSTF) in September 2024, with Ashoka’s team working on machine learning algorithms and Dirac Labs advancing quantum sensor technology."

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From Curiosity to Career: How LGP Cultivates a Lifelong Passion for STEM

The Lodha Genius Programme’s (LGP) On-Campus engagement at 51��� provided students with a unique platform to explore interdisciplinary courses spanning STEM and beyond. It offered a myriad of avenues for students, enabling them to get hands-on learning through exciting science workshops and projects, interactive and engaging activities to help them learn mathematics, opportunities to tackle real-world challenges by designing innovative, sustainable, and scalable solutions and learning from scientists and industry leaders through ‘Great Ideas Seminar’. The diverse cohort, representing 20 states across India, fostered a vibrant environment for peer learning and cultural exchange, enriching the entire experience.

A key outcome of the On-Campus experience was the students’ budding interest in STEM and a keen interest in exploring further—finding solutions for contemporary societal problems, exploring internship opportunities, and pursuing undergraduate programmes and at large a career in Sciences. To address this need of students and ensure continued engagement to hone their knowledge, and skills, and expand their interests, LGP launched Continued Learning, focusing on three key aspects- Learning and Development, Mentorship, and Access to Opportunities.

Learning and Development - Fostering Academic Excellence Through Courses in STEM and Beyond

The Learning and Development module offers a wide array of courses conducted in both live and self-paced formats, blending theory with hands-on experiences. Students explore diverse topics, such as using physics to understand astrophysical objects and learning about various other observing instruments in India in the Physics of Astrophysics course, or designing practical solutions such as smart home automation and smart irrigation systems in the Internet of Things course, using microcontrollers, sensors, and actuators. The Entrepreneurship and Design Thinking course empowers students to create ‘micro-startups’ by identifying societal problems, brainstorming unique solutions, developing prototypes, and testing their ideas mirroring a startup environment. Similarly, the Education, Justice, and Literacy course uses an interdisciplinary lens to encourage students to conceptualise socially just education initiatives and reflect on social and political actions.

Courses such as Computational Biology at the Neuron Membrane focus on neurobiology through computational modelling and creative video projects, while the Building a Computational Biology Curriculum course enables students to design educational modules integrating biology and computational skills. In the Chip Design for High School course, students gain insights into electronics and logical circuit creation, enhancing their problem-solving skills. The Mathematics course equips students with advanced problem-solving abilities in calculus, algebra, and geometry, while the Financial Independence course imparts essential personal finance and investment knowledge, equipping students with tools for long-term financial security.

Each course is structured to achieve an optimal student-to-instructor ratio, allowing students to receive personalised attention and timely feedback on their performance during classroom and outside through doubt-clearing sessions and office hours. Additionally, interventions such as discussion sessions and course-specific groups encourage peer learning and community building. By offering such an extensive range of innovative courses, the module aims to nurture creativity, critical thinking, and practical problem-solving skills, effectively preparing students for diverse academic and career pathways.

Mentorship - Providing a Holistic Support Through Personalised Guidance
While the academic and extracurricular experiences offered at LGP provide exposure to diverse academic and career pathways, they are further enhanced by personalised mentorship that nurtures each student’s growth. This support is particularly crucial for two reasons- Firstly, the students belong to grades 9 to 12 and they are in need of guidance and mentorship to navigate their academic interests, make informed college and career choices, and maintain overall well-being. Secondly, many LGP participants come from socially and economically disadvantaged backgrounds. These students may lack access to the social, cultural, and economic capital needed to confidently pursue their aspirations, making mentorship a vital aspect of their journey.

To address these needs, LGP offers mentorship through two key avenues. The first is mentorship by Scienspur, a network of postdoctoral fellows who provide need-based guidance to students on STEM-related projects, college admissions, career guidance, and other academic field-related support by connecting them to relevant specialised field experts. They also provide exposure to students by conducting Career Pathway Seminars involving scientists and industry leaders from diverse fields.

The second avenue is mentorship provided by Counselors, which is focused on providing socio-emotional support alongside academic and career guidance. This approach ensures that students not only gain clarity about their future options but also build confidence and resilience to navigate challenges effectively. The primary goal of providing mentorship support is to empower students to make informed decisions, realise their potential, and foster a sense of belonging as they embark on their educational and career journeys.

Access to Opportunities - Providing Exposure to Students to Further their Goals and Aspirations
As a part of LGP’s commitment to nurturing talent and providing meaningful growth opportunities, the students who demonstrate strong potential are offered access to a wide range of initiatives that are designed specifically to enhance their academic and career prospects.

One key aspect is internships with esteemed organisations and universities, where students gain exposure and invaluable hands-on experience in real-world settings. As part of this initiative, five LGP students will soon participate in a 9-week Science Internship Programme at the University of California, Santa Cruz, a research programme designed for high school students in STEAM fields. Additionally, LGP organises immersive field visits to research institutions, observatories, and short-term projects, allowing students to engage directly with scientific inquiry and industry practices. High-performing students from the Physics of Astrophysics course will have the opportunity to visit the Giant Metrewave Radio Telescope, managed by the National Centre for Radio Astrophysics in Pune.

Students are also encouraged to participate in prestigious national and international competitions and conferences, which provide a platform to showcase their knowledge and skills while representing both India and LGP. Notably, five students from the programme are part of a 100-student cohort representing India at the Design for Change Conference in Dubai, where they will apply design thinking to develop innovative solutions for societal challenges. Furthermore, select students will represent India at The European Tournament of Enthusiastic Apprentice Mathematicians (ETEAM) to be held in France.

Lastly, one of the unique offerings of LGP is the 'Shadow the Scientist' programme, which connects students to live scientific experiments through remote observing sessions, providing them with an extraordinary opportunity to witness professional research in action. Through these thoughtfully curated experiences, LGP offers students practical exposure, expert mentorship, and a global perspective, paving the way for future success in diverse academic and professional fields.

(Written by Prasenjeet Patil, Program Manager, Lodha Genius Programme)

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Transforming Education with LGP’s Continued Learning Programme

The Lodha Genius Programme (LGP) is a comprehensive and innovative educational initiative that goes far beyond a typical summer programme. Now in its third year, this exciting and impactful partnership between the Lodha Foundation and 51��� is unique in India and the world. In addition to the summer at Ashoka, which all of us are familiar with, it offers a year-round, immersive learning experience designed to nurture and develop the talents of high-achieving students through continuous engagement and mentorship. The LGP is much more than a summer programme; it is a continuing, enjoyable learning experience.

At the heart of the LGP is its Continued Learning initiative, which provides a robust Learning and Development component to foster academic excellence and holistic growth. This programme combines live classes with self-paced courses conducted through various platforms, such as Google Classroom and Zoom, to promote knowledge acquisition, skill development, peer learning, and community building.

The LGP 2024 Continued Learning curriculum is diverse and cutting-edge, offering courses spanning various disciplines. Students can delve into Physics, Astrophysics, the Internet of Things (IoT), Chip Design for High Schoolers, cutting-edge biotech, Entrepreneurship and Design Thinking, and Computational Biology. These courses are not just theoretical but are designed to provide practical, hands-on experience, allowing students to apply their knowledge to real-world scenarios.

For instance, the Physics of Astrophysics course teaches students about celestial objects and phenomena, introduces them to data analysis techniques, and even culminates in a visit to the Giant Metrewave Radio Telescope in Narayangaon, near Pune. Such visits to see what these telescopes can do are career-shaping and inspiring, no matter what career you choose. Combining theoretical knowledge with practical exposure is a hallmark of the LGP.

The Computational Biology course, which focuses on the neuron membrane, offers students a unique opportunity to explore the intersection of biology and computer science. This course introduces students to the fundamental principles of computational neuroscience and teaches them how to model and simulate neuronal activity. Students learn to use computational tools to analyse complex biological systems, particularly the intricate workings of the nerve cells and brain circuits. Through hands-on projects and simulations, they gain insights into how neurons process and transmit information, a crucial aspect of understanding brain function.

Similarly, the Internet of Things course takes students from understanding basic electronics to designing and implementing IoT systems that address real-world problems. By the end of the course, students can create solutions for smart home automation, environmental monitoring, or assistive technology.

The programme's focus on entrepreneurship and design thinking is particularly noteworthy. It equips students with the skills to identify problems, develop empathy, create innovative solutions, and launch micro-startups. This nurtures their entrepreneurial spirit and prepares them to contribute meaningfully to society and the economy.

What sets the LGP apart is its commitment to personalised learning. The programme recognises that each student has unique talents and interests. Therefore, it offers a variety of courses and allows students to choose based on their preferences. This tailored approach ensures that students are engaged in subjects they are passionate about, leading to more effective learning and skill development.

The LGP is not just about academic learning. It also emphasises the development of critical thinking, problem-solving, and communication skills. For example, the Chip Design for High Schoolers course teaches students about circuit design and requires them to produce comprehensive lab reports and present their final projects, honing their technical documentation and presentation skills.

The programme's structure, which includes a mix of self-paced and live sessions, allows for flexibility while ensuring regular interaction with instructors and peers. This ongoing engagement helps build a community of learners, foster collaboration, and provide continuous mentorship.

By offering a comprehensive and ongoing educational experience, the LGP prepares students for academic success and future careers in rapidly evolving fields. It creates a pipeline of talented individuals well-equipped to tackle complex challenges and drive innovation in various sectors.

The Lodha Genius Programme's Continued Learning initiative represents a forward-thinking approach to education. By providing year-round, in-depth learning experiences across various cutting-edge fields, it nurtures the next generation of scientists, entrepreneurs, and innovators. This benefits the individual students and significantly contributes to societal progress and economic growth.

The LGP team at Ashoka and the Lodha Foundation has been dedicated, driven, and relentlessly enthusiastic. This, along with the Lodha Foundation's unstinting, generous, and full support, makes this a fully funded programme that impacts students across the country and from every background.

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Residence Life at 51���: A Home Away from Home

At 51���, the Residence Life stands at the heart of fostering a vibrant, inclusive, and enriching community for our students. Living on campus is more than just a convenience; it is a transformative journey that blends academic excellence with personal growth, cultural exchange, and lifelong friendships.

Our Residence Life team is dedicated to creating a supportive environment where students feel at home, no matter where they come from. The residential spaces are designed to be safe, comfortable, and conducive to holistic development. Through structured activities, open forums, and one-on-one mentoring, we ensure that every student feels heard, valued, and empowered to flourish.

The Residence Life experience is about cultivating leadership, collaboration, and empathy. Our Resident Assistants, Wardens, and dedicated staff work hand in hand to promote a culture of respect and inclusivity. From celebrating diverse festivals and hosting skill-building workshops to addressing mental health awareness and sustainability initiatives, every activity reflects Ashoka's core values of innovation and community. Safety and well-being are our utmost priorities. With robust support systems, and 24/7 security students have access to resources that nurture their physical and emotional health.

As a residential university, Ashoka embraces the philosophy that education extends beyond the classroom. Residence Life fosters the personal connections and experiences that shape well-rounded individuals, preparing them to make meaningful contributions to society.

Through our holistic approach, we ensure that every student not only grows academically but also thrives in a community that feels like family. At Ashoka, the Residence Life is where a world-class education meets a home away from home.

[By: Sahana Majumdar, Director, Residence Life]

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Student Life and Office of Sports & Exercise: Shaping Experiences and Building Community

At 51���, education extends far beyond the classroom, encapsulating a holistic growth experience that blends academic rigour with vibrant extracurricular engagement. As the Director of The Student Life Office and the Office of Sports & Exercise, I believe that these offices stand at the heart of this mission, fostering a nurturing environment where students can explore their passion, challenge their limits, and build enduring connections.

As we reflect on the vibrant community, it's clear that the rich and diverse culture we celebrate today is the direct result of the dedication, creativity, and passion of our students. Central to this culture are the countless clubs & societies and sports teams that serve as the heartbeat of our university, offering students a sense of belonging, personal growth, and an avenue for leadership. Our team works closely with over 35 clubs and societies, supporting diverse interests. The clubs and society provide an incredible platform for students to engage with their interests ranging from cultural, social, and environmental to sustainability initiatives. These groups not only enrich campus life, but also serve as incubators for leadership, teamwork, and creativity.

The Office of Sports actively encourages students to embrace physical fitness and the joy of sports. With state-of-the-art facilities, expert coaching, and inter-university competitions, we cater to athletes of all levels. Our sports teams are a source of pride, camaraderie, and connection. Whether competing at the highest levels or participating in intramural events, students find a sense of purpose and belonging through sports. These experiences not only foster teamwork, discipline, and leadership but also inspire perseverance, resilience, and the thrill of competition. Each game, each match, each practice, and each cheer unite us as one community.

From recreational leagues to competitive teams, we believe in creating opportunities for all students to participate, stay active, and build lasting friendships. This emphasis on participation and inclusivity is what makes our sports culture so rich and diverse, contributing to the overall well-being and success of our campus.

The Student Life Office and the Office of Sports & Exercise are not just facilitators but partners in every student's journey. As Ashoka continues to grow, these offices remain steadfast in their dedication to fostering a vibrant, inclusive, and dynamic student experience.

[By: Pooja Manaktala, Director, Student Life Office & Office of Sports & Exercise]

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Inside OSA: A Decade of Enriching Student Life at 51���

The Office of Student Affairs (OSA) at Ashoka is the heart of student engagement, well-being, and holistic growth, providing a vibrant environment where students thrive beyond the classroom. Encompassing the Student Life Office, Residence Life Office, and Sports & Exercise Office, the OSA is devoted to cultivating a dynamic campus culture that fosters personal and collective development for Ashoka’s diverse student body. Through innovative programming, leadership development, and dedicated support, the OSA ensures that every Ashokan feels valued, connected, and empowered, enriching their university journey in alignment with Ashoka’s mission of creating leaders for a better world.

The Student Life Office shapes the cultural heartbeat of campus, offering a platform for students to explore their interests through numerous clubs and societies, a spectrum of cultural events, and leadership initiatives. The Sports & Exercise Office champions physical wellness and resilience, providing students ample opportunities to excel in sports, and celebrating individual achievement and team spirit. Finally, the Residence Life Office commits to creating a secure, inclusive, and engaging living environment, nurturing students’ well-being in their home away from home. Together, these offices create a cohesive framework that supports and inspires students in every step of their journey at Ashoka.

Celebrating 51���'s 10th Anniversary

“As we mark Ashoka’s 10th anniversary, we celebrate a decade of transformative growth, resilience, and our enduring commitment to impact lives. Over these years, Ashoka has emerged as a beacon of liberal education in India, leaving a lasting legacy of empowering students, nurturing critical thinking, and fostering an inclusive community. The path ahead is as inspiring as the one we have traversed, and we eagerly look forward to shaping futures and expanding possibilities together.”

[By: Shalini Mehrotra, Dean, Office of Student Affairs]

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Unlocking Potential: 51���’s Centres Expo 2024

The campus buzzed with energy on December 4 as everyone gathered for the much-anticipated 51��� Centres Expo 2024. This unique event brought together Ashoka's trailblazing Centres under one roof to showcase their transformative work.

With the theme ‘Unlocking Potential’, the Expo offered a dynamic platform for students, faculty, and staff to explore the diverse initiatives of the Centres, engage in meaningful conversations, and uncover collaboration opportunities. From climate change to AI, and public policy to gender studies, the Centres shared a detailed picture of their efforts to address pressing societal challenges through research, innovation, and impact-driven initiatives.

The Expo featured 18 Centres, each presenting their unique contributions:

• Centre for Climate Change and Sustainability (3CS)
• Ashoka Centre for Translation (ACT)
• Centre for Health Analytics, Research and Trends (CHART)
• Centre for Data Science and Analytics (CDSA)
• Centre for Digitalization, AI and Society (CDAIS)
• Centre for Studies in Gender and Sexuality (CSGS)
• Centre for Economic Data and Analysis (CEDA)
• Centre for Interdisciplinary Archaeological Research (CIAR)
• Isaac Centre for Public Policy (ICPP)
• Koita Centre for Digital Health (KCDH-A)
• Safexpress Centre for Data, Learning, and Decision Sciences
• Centre for Social and Behaviour Change (CSBC)
• Centre for Social Impact and Philanthropy (CSIP)
• Ashoka Centre for a People-Centric Energy Transition (ACPET)
• InfoEdge Centre for Entrepreneurship (CFE)
• Archives of Contemporary India (ACI)
• Ashoka Centre for China Studies (ACCS)
• The Centre for the Creative and the Critical (CCC)

Each stall brought its vision to life with interactive exhibits, engaging presentations, and thought-provoking conversations. Attendees walked away with not just knowledge but also a renewed appreciation for the impactful work happening at 51���.

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Ashoka’s Influence on Sustainable Entrepreneurship: The Breathe ESG Journey

We spoke to Karantaj Singh, an Ashoka Alum about his journey in sustainability, from co-founding the Deepam Initiative to establishing Breathe ESG, and how his experiences have shaped his commitment to environmental responsibility.

Can you share how your passion for sustainability has influenced your career path?
I’ve always been passionate about sustainability, and that passion has shaped my journey over the years. At the age of 16, I co-founded the Deepam Initiative in 2015, focusing on building climate infrastructure in rural Karnataka. In 2017, I transitioned into the CSR space, deploying capital for Embassy Group tenants in Bangalore, which further honed my understanding of how businesses can influence communities. In 2021, I joined KPMG, working in their Infrastructure, Governance, and Healthcare department. It was here that I had the opportunity to become part of the first ESG Advisory team in India. This experience was pivotal in understanding the complexities of ESG and how essential it is to businesses today. In July 2022, I founded Breathe ESG to build an enterprise operating system that empowers companies to manage sustainability effectively.

Could you share the story behind founding Breathe ESG and what inspired you to pursue this entrepreneurial journey?
The journey of starting Breathe ESG began with a realisation during my time at KPMG. While working with clients across sectors, I saw firsthand how complex and scattered ESG data management and reporting processes were. Sustainability was rapidly evolving into a core business function, yet the technology to support it lagged behind. There were comprehensive systems for procurement, HR, and finance, but no dedicated platform for sustainability management. That’s when I knew the time was right to build a solution that integrated all aspects of ESG into a seamless process.

In July 2022, I took the leap and founded Breathe ESG with a personal loan of ₹6 lakhs. With this capital, I built the MVP and began generating interest. By December 2022, we raised our first investor cheque of ₹1.25 crore from 100X.VC, which allowed us to scale both the team and the product. By July 2023, we had raised another ₹1.25 crore from strategic angel investors, fueling our early traction and growth.

How has Ashoka’s open and liberal atmosphere impacted your thinking as an entrepreneur?
Ashoka’s liberal academic landscape was instrumental in shaping my entrepreneurial mindset, particularly through my time studying under Professor Priyank Narayan. His approach to entrepreneurship emphasised disruptive thinking, and he constantly pushed us to challenge conventional ideas. This mindset was pivotal when the idea for Breathe ESG began to take shape. It made me realise that innovation in the sustainability space, required more than just incremental improvements—it called for reimagining the entire process.

Beyond the classroom, Ashoka’s interdisciplinary curriculum allowed me to view challenges from multiple lenses, while the vibrant campus culture fostered a spirit of collaboration and intellectual curiosity. This blend of academic rigour and creative freedom helped lay the foundation for my entrepreneurial journey, ultimately inspiring the creation of Breathe ESG.

What kind of positive changes do you hope your venture will bring to society?
At Breathe ESG, our primary mission is to make the transition to a sustainable planet affordable, accessible, and efficient.

We recognise that effective sustainability management not only benefits the environment but also contributes to social equity and economic resilience. By providing a comprehensive enterprise operating system for sustainability, we aim to simplify and streamline the complex processes of carbon accounting, compliance, and ESG reporting for businesses of all sizes.

One of the most significant ways we see our venture making a positive impact is through enabling organisations to measure and reduce their carbon footprints, thus contributing to global efforts against climate change. By facilitating transparency in sustainability practices, we help companies build trust with their stakeholders, including customers, investors, and communities. This transparency can lead to more informed decision-making and greater accountability.

Additionally, by supporting businesses in their sustainability journeys, we promote responsible practices that can lead to job creation, resource conservation, and enhanced community well-being. Our focus on technology also allows us to reach a broader audience, making sustainability tools accessible to organisations that might not have the resources to implement them otherwise.

Ultimately, we aspire to be a catalyst for change, helping businesses not only meet regulatory requirements but also adopt proactive approaches to sustainability that align with their values and drive long-term positive outcomes for society.

What insights would you share with students or graduates considering a venture of their own?
You will encounter 99 reasons to talk yourself out of taking the plunge, it's crucial to hold on to that 1 compelling reason that drives you forward.

This age is the perfect time to take risks. If you don’t take risks now, you might never.

Trust your instincts, stay committed to your vision, and don't be afraid.

About Breathe ESG:

Breathe ESG is building enterprise SaaS to streamline sustainability management. While ESG adoption and compliance are necessities, 91% of businesses struggle to meet their sustainability goals, mainly due to data management challenges. The platform centralises sustainability data management and enables precise ESG reporting. Breathe ESG is already live and being used by companies such as WeWork, Embassy Group, ESPL, and Ethos. Additionally, it is conducting pilots with well-known names in the built environment sector. Breathe Impact, the social impact solution, allows users to scientifically track the social impact of CSR projects by defining KPIs, assigning targets, and managing CSR finances. The solutions are designed with organisations that have little to no experience in ESG reporting in mind.

51���

Above & Beyond: A Decade of Entrepreneurial Excellence++

A decade ago while India was undertaking its maiden interplanetary mission to claim a spot in the Martian orbit, an entrepreneurial mission in the field of education was hatching up in the historic land of Sonipat, a place whose reference exists in the Mahabharata.

The latter was the establishment of a true Liberal Arts University in India with a Centre for Entrepreneurship (CFE) in it. This was a game changer in a country where entrepreneurship has usually been viewed as the dominion of the techies and science grads. Our visionary institution builders have been like master chefs in believing that entrepreneurship is like the much needed salt in the gourmet meal of the Humanities and Sciences offerings that would be served to the future of our great nation.

The Centre had its mission clearly cut out from day one. The undergraduate students and fellows (read Young India Fellows) that came in to get a Liberal Arts education, how could we:

• Inspire them to be entrepreneurial, not think of themselves to be just job seekers but instill the confidence in them to be job creators
• Inculcate an entrepreneurial mindset and equip them with the right tools to become intrapreneurs (in whichever organisation or sector they join in, be it consultancy, social impact, or even education) and entrepreneurs (whenever they decide to become one)
• Incubate any entrepreneurial idea and help them validate, grow, and become a venture founders

As the Centre turns a decade younger this year, it has also started taking small steps in Inquire - entrepreneurial research.

The tribe of 250+ Ashokapreneurs (that’s what we call our Ashoka Entrepreneurs) is growing with each passing quarter. Few of them have already pledged support to their alma mater which proves the significance of Entrepreneurship in the new global order. The patronage and guidance from Info Edge, a Champion of the Indian entrepreneurial ecosystem has been instrumental in putting wind in our sails.

During my stint here at the Centre, I have had the opportunity to witness the scale up in the number of students and alums that we interact with through our diverse range of offerings like the Entrepreneurship Minor (courses cutting across Strategy, Marketing, Finance & Accounting, Information Systems & Decision Sciences, and Public Policy), incubation programs, workshops, guest speaker sessions, etc.; and thereby catalysing their life journeys. There is no greater satisfaction than receiving a communication of gratitude from a student or alum acknowledging how the Centre helped them in getting a grant for their startup or cracking an interview. One of the most heartwarming experiences for me was when a student with visual disability thanked us for making them feel comfortable and cared for during an entrepreneurship course related field trip in Purani Dilli (visualise the narrow and congested Old Delhi lanes). It turned out that it was their first field trip from Ashoka and the credit here goes to the amazing Teaching Assistants of that course. I also get to work with some amazing, smart, creative, and humane human beings in the age of AI. Even though our truly inspirational Mars Orbiter Mission came to an end two years ago, Entrepreneurship at Ashoka and the Entrepreneurial Mindset and Ventures of Ashokans are here to stay till Mars is visible through the naked eyes from the 51��� campus. Feel free to use the telescope from the Physics Lab for a closer view of Mars. Drop by at CFE for anything Entrepreneurial.

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Prof Mitul Baruah Joins Esteemed Climate Change Panel at Pratidin Media Network Conclave 2024

Mitul Baruah, Head of the Department of Environmental Studies and Associate Professor of Sociology, Anthropology, and Environmental Studies at 51���, participated in the Pratidin Media Network Conclave 2024, held at The Ashok in New Delhi on October 5-6, 2024.

The conclave was inaugurated by the Hon’ble Vice President of India, Shri Jagdeep Dhankhar. The inaugural session also featured Hon’ble Union Minister of Ports, Shipping, and Waterways, Shri Sarbananda Sonowal.

Session 1, led by 2014 Nobel Prize Winner Kailash Satyarthi, addressed the theme "Igniting Compassion: Taking Action Against Child Trafficking." In Session 2, titled "Climate Change: Adaptation and Resilience Strategies to Address Climate Change Challenges," Professor Baruah contributed alongside an esteemed panel of experts such as Jatindra Sharma, Ex-Chief Conservator of Forest & Field Director, Kaziranga National Park; Dr. Dipankar Saharia, Senior Director at TERI; and Professor Kham Khan from the University of Hyderabad.

The two-day conclave brought together eminent figures from politics, business, academia, and media to discuss key issues impacting the Northeast region. Discussions aimed to foster dialogue and exchange of ideas that ultimately contribute to the betterment of the region.

Notable participants included Hon’ble Minister of External Affairs, S. Jaishankar; Hon’ble Minister of Parliamentary and Minority Affairs, Kiren Rijiju; Delhi’s Chief Minister, Atishi; Meghalaya Chief Minister, Conrad Sangma; AICC General Secretary, Sachin Pilot; Olympian Lovlina Borgohain; political activist Yogendra Yadav; editors Patricia Mukhim and Karma Paljor; Indian singer-composer Joi Barua; and filmmaker Dominic Sangma, among others.

The conclave concluded with a performance by Joi Barua and his band. This third edition of the conclave was organised by Asomiya Pratidin and Pratidin Time, iconic media brands representing Assam and Northeast India.

51���

Unboxed Thinking: How Ashoka’s Liberal Arts Approach Shaped My Path

Gurasheesh Paul Singh, an 51��� alum, grew up in rural North Kashmir. His curiosity about himself and his roots led him to major in history and international relations. Although he didn't initially harbor any professional ambition in these fields, the freedom of a liberal arts education emboldened him to pursue technology as a career. He gained hands-on experience at 51���’s neuroscience lab under Professor Bittu before eventually starting his own company.

In conversation with us, Gurasheesh shared insights into his upbringing in rural North Kashmir, his journey through the fields of history and international relations, and how his experiences at 51��� have influenced his passion for technology and entrepreneurship.

What motivated you to start your venture, and what has the journey been like so far?
I realised early on that I wanted to be in control of the impact I have on the world and be free to work on things that excited me—finding something so tailored to an existing job felt unrealistic. So, the obvious answer was to do it myself, which aligned well with my penchant for making things. I could make things, and now I could make a living from making them too.

How has Ashoka’s liberal arts approach influenced your idea of entrepreneurship?
It was central to not getting boxed into a discipline or an ideology. I was attracted to Ashoka because of what it claimed to be before we—the first undergraduates—set foot on campus. Ten years later, I’m glad to report that it did indeed enable me to learn in earnest, not as a byproduct of seeking a vocation, which in turn allows me to lead a more fulfilling and meaningful life.

In what ways does your venture aim to bring about positive change in the community?
I hope it can meaningfully enhance access to energy, decarbonise energy, and generate employment along the way.

What advice would you give to Ashoka students or alumni who are aspiring to start their own ventures?
There’s a SpongeBob episode where they decide to become “entrepreneurs” after reading the “Fancy Living” magazine and observing how a guy is so rich he has a pool in his pool. “Fancy Living” may be reason enough for some, but having your own venture can be a vehicle for so much more. If you can recruit some core motivational forces in your life and channel them into your venture, you’re more likely to persevere when the going gets tough.

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Zool Energy offers a sustainable alternative to traditional fuel-based generators by providing backup devices that are cost-effective, silent, and lightweight. These innovative solutions are designed to replace high-emission, noisy, and cumbersome generators. Zool Energy's devices can be charged using the grid, solar, or wind energy, promoting cleaner and more efficient energy usage.

51���

Balancing Books and Business: Aashraya’s Entrepreneurial Odyssey

Aashraya Adhikari, a 3rd-year international student from Nepal at 51���, has made a name for himself both as a young entrepreneur and as a content creator. With a focus on Economics, Finance, and Entrepreneurship, Aashraya is also the Founding CEO of Lovsy, a startup dedicated to bringing the Nepali hog plum (Lapsi) candy to a broader audience. His entrepreneurial journey started quite early, as he was the youngest contestant on Nepal's startup pitching competition, Ideapreneur. In addition to Lovsy, he is a passionate content creator and has posted multiple videos on entrepreneurship and economics on YouTube and TikTok in Nepali, aiming to inspire and educate others.

Aashraya started Lovsy along with Suprabh Raj Joshi, a 2nd year international student from Nepal studying Sociology and Anthropology, Environment Science and Entrepreneurship at 51���. Suprabh is the founding COO of Lovsy. He has a history of trying to start businesses, mainly The Kapada Company, a nepali hemp clothing line. He is a passionate musician with over 5 original singles on spotify.

In a candid chat with us, Aashraya shares about his passion for entrepreneurship, his venture Lovsy, and the inspiration behind his entrepreneurial path at 51���.

Can you walk us through your journey of starting your venture and what sparked your interest in entrepreneurship?
Lovsy started in the 2023 iteration of the CfE’s Startup Ashoka. We both grew up eating Nepali hog plum candies and took great pride in being Nepali. This shared interest and background led us to believe that having a brand around the Lapsi and its products could help the fruit reach the world, which otherwise was deeply neglected. After pitching the startup in the event, and placing 4th, we decided to pursue it properly.

How did Ashoka's liberal arts education contribute to the development of your entrepreneurial mindset?
Ashoka’s pedagogy has allowed both of us to embrace criticality to a great extent. Having the option to study multiple disciplines has allowed us to grow holistically. Our research abilities in the past years have reached new heights allowing us to pursue the start-up in a more systematic and strategic way. Additionally, training in multiple disciplines has allowed us to think in ways, which we didn’t before coming to Ashoka. This has enabled us to pick and choose from different disciplines the specific skills we like and pragmatically use them in the real world.

What were the major challenges you encountered while launching your venture, and how did you address them?
After reaching a certain scale, entrepreneurs have to reach out for external help. We were doing all of our packaging, branding and selling. While this meant we had full control in the company’s operations, we also stopped having time to do academics and other things on campus. Packaging became a big problem for us, as we were packing over 500+ packets by hand. We solved this problem by reaching out to the Spread Smile Foundation in Sonipat and assigning our packaging to marginalised women.

How do you manage the challenges of running a venture while also balancing your academic responsibilities?
Our contrasting yet complementary skills allowed us to balance the demands of running Lovsy on campus with academics. A big part of how we have sustained ourselves is our teamwork and interesting compatibility. Additionally, we understand our priorities and can pick and choose when necessary.

What key advice would you give to students or alumni who are considering starting their own businesses, based on your personal experiences and insights?
We think the only thing that matters is to try and do it with consistency. Things don't always work out especially on campus as there are so many factors at play, but working hard and consistently for an extended period of time matters the most. Additionally, one needs to be able to make the best use of all the resources the 51��� campus provides us with. It is a great place for anybody willing to start something.

What positive change do you hope to make with your venture?
There are three ways we feel we are making some kind of impact:

• Lovsy works with marginalised women both in Nepal and Sonipat, enabling women's empowerment as well as the creation of an equitable society.
• We are trying our best to showcase that entrepreneurship can be a career path for Nepali youth and if done systematically, can be a great career choice for all.
• We are also taking the Lapsi to the world, which otherwise was neglected by farmers as well as the government in terms of protection and policy.

About Lovsy:

Lovsy is a brand founded by passionate young Nepali entrepreneurs with the vision of bringing products made from the exotic Himalayan fruit, Lapsi, to a global audience. Initially focusing on handmade candies, Lovsy aims to showcase authentic Himalayan delicacies and introduce the unique flavours of the region to the world.

51���

My Vision for Impact: Leveraging Ashoka’s Values in Entrepreneurship

Shubham Oswal, a Political Science undergraduate at 51���, began his journey as a dorm-room entrepreneur. He is the co-founder of Gudmom by 1 Organic, a venture focused on making organic products affordable, and Basillia Organics, a leading company in the organic foods supply chain industry. With an exclusive network of over 5,000 farmers, Basillia operates on a true farm-to-fork model alongside its retail arm, ‘1 Organic.’

Shubham is also deeply committed to creating large-scale impact through his initiatives in the water and agriculture sectors. His efforts to save and recharge millions of liters of water into groundwater aquifers were acknowledged by Shri Gajendra Singh Shekhawat, India’s Minister of Jal Shakti (Water Resources).

We spoke to Shubham about the driving force behind his entrepreneurial journey and how 51��� has nurtured his passion and spirit.

What sparked the start of your entrepreneurial journey, and what inspired you to pursue this path?
I started as a dorm-room Entrepreneur during my first year at Ashoka, out to establish a successful venture in Organic & Millet Foods, which is recognised nationally and internationally. I always had that fire in the belly to make an impact through the path less taken.

How do you feel Ashoka’s liberal arts education has helped cultivate your approach to entrepreneurship?
Without the liberal arts background, I wouldn't have been able to achieve this mindset. Liberal arts always give you a larger picture of life.

What were some key challenges you encountered in getting your venture off the ground, and what strategies helped you overcome them?
I came across thousands of problems, and there is only one way to overcome them: go through them, don’t quit, keep moving, and keep pivoting until you find the sweet spot.

What strategies do you use to balance the responsibilities of running a venture with your academic commitments?
It is difficult, but you ought to do what you ought to do. If you want to do it truly from deep within you, this will be one of the least of your concerns, trust me on this.

What advice would you offer to fellow students or alumni thinking about launching their own ventures?
Never quit. Keep moving, no matter what.

In what ways do you wish to positively impact society?
We are working with over 7,000 farmers, providing them with sustainable livelihoods and income. Our aim is to expand this to 100,000 in the coming years.

About Gudmom by 1 Organic:

Gudmom is dedicated to delivering certified organic farm food directly to your kitchen, transforming it into a “Kitchen Pharmacy.” The initiative focuses on promoting health and wellness through natural, wholesome ingredients, allowing individuals to harness the healing power of food. By prioritising organic produce, Gudmom aims to enhance everyday cooking while supporting a healthier lifestyle

51���

A Vision for Excellence: How the Sports Office’s Mission Enhances Student Life at Ashoka

At 51���, sports and exercise are not merely extracurricular activities but integral components of the student experience. The vision and mission of the Sports Office align closely with the university's overarching goal of creating well-rounded, global citizens. Ashoka believes that true transformation in a student's life happens when they push beyond their comfort zones, both intellectually and physically. Sports at Ashoka provide a platform for students to cultivate life skills beyond the field, including discipline, teamwork, leadership, mutual respect, and emotional balance.

The mission of the Sports Office is to provide all students with opportunities to be active, pursue athletic excellence, and embrace a healthy, holistic lifestyle. Whether a student is a beginner or an elite athlete, Ashoka’s approach is inclusive, ensuring that everyone can participate in sports/activities, learn valuable lessons, and thrive both mentally and physically.

Looking ahead, 51��� is poised to continue its evolution in the sports arena, with several exciting initiatives on the horizon. The Sports Office aims to cultivate more national-level athletes by creating stronger pathways for student-athletes to compete both nationally and globally. Ashoka’s teams regularly compete at inter-university tournaments, but the vision is to expand into more national competitions, increasing exposure and opportunities for Ashoka athletes.

Another important focus area is to further integrate sports into the academic curriculum. By creating more structured opportunities for experiential learning through sports, the University hopes to foster greater leadership, resilience, and adaptability among students. Programmes that offer academic credits for sports participation are also being explored, allowing students to balance their athletic and educational commitments.

51���

Enhancing Campus Life Through Sports: Inside Ashoka’s Sports Enthusiast Club

The Sports Enthusiast Club (SEC) at 51��� was founded in 2019 with the aim of enhancing the sporting culture on campus. The club was established to provide a platform for individuals who do not play for university teams but still want to participate and enjoy their favourite sports. Its vision is to create a community that celebrates and follows sports passionately, allowing enthusiasts to network, find like-minded people, and experience a sense of belonging.

SEC fosters a vibrant and harmonious sporting environment on campus by encouraging individuals from diverse backgrounds and interests to get involved in various sporting events. It offers sportsmen a channel to network and interact with fellow enthusiasts and engage in thought-provoking conversations. Being a part of the SEC allows members to connect with passionate individuals who appreciate sports as much as they do. The club serves as an outlet for members to converse, engage, and find support while enjoying the therapeutic benefits of sports. Through the vast array of events it conducts yearly, the club provides members with a sense of satisfaction, fulfilment, and enjoyment in being a part of something bigger than themselves that has a significant impact on both the student body and campus life.

SEC organises a wide range of sports-related events, from sports-photography competitions to childhood sporting events, giving members opportunities to get involved with campus activity, reconnect with their inner child and explore the prevalence of sport in a plethora of different experiences, ultimately enhancing their overall college experience.

The club's flagship event is the Batch Championship, where batches compete in every sport that can be played on campus, ranging from football and cricket to pool and shooting. This event fosters camaraderie among sportspersons across batches and instils a sense of belonging whilst bringing a spark of competition to the table. The third season of the Batch Championship, held in September 2024, saw over 600 athletes compete in 15 sports over four days. SEC went the extra mile by providing athletes with distinct batch jerseys, reinforcing unity and accentuating the grandiosity of the event. Other notable events organised by the club include mini-game days, chess mixers, and pool tournaments.

51���

Wheels in Motion: Building a Cycling Community at Ashoka

During the pandemic, with endurance events paused and athletes losing interest, a small group of students from 51��� began cycling to the nearby villages of Sonipat. They were instantly captivated by the serene beauty of the paddy fields and towering sugarcane crops. As the fog lifted, it revealed crisp mornings filled with the soft sounds of nature, the hum of spinning pedals, and the steady rhythm of their breath as they found their cadence.

Cycling outside campus ignited curiosity among the Covid-locked student community and that was the purpose and inception of the Ashoka Cycling Club – an initiative to curate a cycling community that makes cycling a safe and enriching experience for learners as well as skilled riders. At its core, the Ashoka Cycling Club remains a small, close-knit group united by a shared passion for cycling. The club believes that exploration and togetherness foster a sense of belonging. Members are encouraged to lead rides, design new site routes, discover interesting food checkpoints, and share enjoyable experiences with the community.

While recreational off-campus rides have been the club's primary focus, they are now working towards forming a team of cycling enthusiasts who will be trained to represent 51��� in various cyclothons and competitions. The broader goal is to establish cycling as a recognised sport at Ashoka, while also creating a fun, inclusive cycling space for students, faculty, and staff.

One of the highlights of the 2023-24 academic year was the club’s participation in the HCL Cyclothon Noida. Another key achievement was the scouting ride to the Yamuna River Bank, which has since become a favourite destination for club members and the student body. Throughout the year, the club organises various community-building activities on and off-campus, including slow cycling races, on-campus biking events like "Speeding Under the Stars," and off-campus trips to Murthal and Domino’s. To date, the Ashoka Cycling Club has completed over eight rides, giving students opportunities to explore off-campus. Upcoming events on the club members' bucket list include the 7-day cycling challenge, cycling with faculty, and participation in the HCL Cyclothon 2025.

The club is supported by a group of dedicated individuals who work to ensure that all participants have memorable experiences, whether during club events or meetings. Weekend rides and events like "Cycling Under the Stars" are designed to bring together people who enjoy cycling as a leisure activity, as well as those who approach it as a competitive sport. The club ensures that its events cater to both types of cyclists. These activities consistently result in new friendships, stronger bonds, and lasting memories, fostering a strong sense of community.

51���

Embrace the Adventure: A Guide for New Students to Navigate Ashoka’s Sports Landscape

For new students joining 51���, the sports landscape might feel exciting yet daunting. Whether you’re a seasoned athlete or someone just looking to try a new sport, there’s a place for you at Ashoka. Here are a few pieces of advice to help you get started:

• Explore and Experiment: Don’t limit yourself to one sport. Try different activities, whether it’s Ultimate Frisbee, Yoga, or Shooting. You may discover a passion for a sport you’ve never tried before.
• Engage with the Community: The sports culture at Ashoka thrives on collaboration and camaraderie. Attend team tryouts, participate in open sessions, or even just show up to cheer for your peers. Being part of the sports community is about much more than competing; it’s about building lasting friendships.
• Utilise the Coaching Opportunities: Ashoka offers expert coaching in a wide range of sports, from Football to Squash. Take advantage of these sessions, whether you’re a beginner learning the basics or an advanced player looking to hone your skills.
• 4. Prioritise Balance: While sports are an important aspect of life at Ashoka, remember to balance them with your academic commitments. The University encourages a holistic lifestyle, where physical activity complements mental and emotional well-being.
• 5. Take the Lead: If you’re passionate about a particular sport, there are leadership opportunities for you as well. Consider becoming a Squad Leader or joining one of the sports-related clubs like the Sports Enthusiast Club or Iron Eagles Club.

51���’s sports culture is much more than just a set of activities on a field or in a gym—it’s a transformative experience that shapes students into more disciplined, resilient, and balanced individuals. With a vision for excellence, inclusion, and personal growth, the future of Ashoka Sports looks brighter than ever. For every new student, the opportunities are endless; all you need to do is take that first step onto the field.

51���

Sports for All: The Inspiring Role of Special Olympic Bharat in Promoting Inclusivity

The Special Olympic Bharat Club (SOBAC) operates under the mission of the Special Olympics, striving to promote inclusivity and equality through sports. Sports are an engaging and dynamic aspect of life, vital for everyone, and no one should be excluded from participating simply because they are differently-abled. The club's core mission is that everyone deserves to experience the joy of sports, and it believes that sports can foster inclusivity and bring people together.

First and foremost, Special Olympic Bharat strives to create a more inclusive space, advocating for equality regardless of abilities. The club's emphasis on sports and exercise allows Ashokans to participate in the Unified Games and contribute meaningfully to promoting inclusivity. Many students at Ashoka are eager to make a difference and help those with intellectual disabilities. SOBAC provides them with a platform to do just that. The mission of the Special Olympics is crucial, and engaging Ashoka's brilliant and passionate students will have long-lasting positive effects.

Though the club is young—established less than three years ago—it has already achieved significant milestones. Partnerships with Little Angels School and RVM in Haryana have been pivotal, allowing the club to work closely with students in these schools. Another key achievement was hosting the first orientation with the main Special Olympics office, a tradition the club has proudly continued each year. Additionally, Special Olympic Bharat has organised over 30 events in the past two years, collaborating with more than 200 students from special schools in Haryana. These events have provided sports training, activities, games, and a platform for fostering inclusivity.

The purpose of the club is to foster inclusivity and positivity through sports. All events are designed to be open to participants of all abilities, ensuring that everyone with a passion for sports feels welcome. The club's processes, including inductions, are designed to be inclusive, with three different verticals catering to diverse interests. The induction form assesses passion and commitment while allowing students to express their talents and creativity. Furthermore, the club’s Ashokan Volunteer Program is open to all students, as it believes that volunteering is a remarkable endeavour and opportunity that should not exclude anyone. All the club asks for is passion and kindness.

51���

Mastering the Game: Harshit Amarnani’s Chess Pursuit

Hailing from Lucknow, Harshit Amarnani has been passionately playing chess, competing at the professional level for over six years. He was introduced to the game at the young age of ten, while in fifth grade. What began as a hobby quickly evolved into a passion as he became increasingly engrossed in the game

In this feature, he shares his journey, the challenges of balancing academics and chess, and his aspirations for the future.

When did you develop a passion for chess as a sport?

I participated in my first competitive tournament in 2015, and I believe I lost all of the games. But the competition fueled me. It was then that I really developed a drive to play, challenge and compete with other players, and win. I'd say it was back then that I first became interested in chess as a sport.

How has being a student at 51��� influenced or shaped your approach to chess?

Ashoka is a highly competitive place, with rigorous academics. So it is surely not easy to engage in co-curricular activities or participate in sports at this level. However, the hyper-competitive environment at Ashoka is something I enjoy, as it pushes you to work harder. In general, the overall atmosphere fosters ambition and encourages individuals to give their best. Exposure is also a key factor— as inter-college events provide valuable opportunities for practice and experience.

To fully commit to a chess career, I believe university support is crucial. Access to quality training, competitive opportunities, and a supportive community can significantly enhance a player's development. While financial assistance and sponsorships are essential to cover expenses like travel and coaching fees, it's equally important to have a conducive environment that fosters both academic and chess pursuits.

Congratulations on your selection for international-level chess competitions! Could you tell us a bit about your most memorable chess competition so far?

It has been an absolute privilege to get the opportunity to play in international chess tournaments, and I’m truly grateful for it. If I had to choose my most memorable experience, I would say it was my first international event in Belgrade, Serbia, in July 2022. I was one of the lowest seeds in a highly competitive field, but I took each round as it came, focusing on doing my best without worrying about the results. To my surprise, I performed exceptionally well, getting 1st place in my category and tying for 10th overall, despite starting as one of the lowest-ranked players.

That tournament was particularly memorable because it was my first time in Europe, and the atmosphere was incredible—the enthusiasm of the people, the competition, and even the style of play. And of course, the cherry on top was the prize I won. I also competed in the Catalan Chess Circuit in Spain this summer, which was another great experience. I’ve played in several tournaments, and while it’s hard to pick a favourite, if I had to choose, it would definitely be the one in Serbia.

How do you balance your academic commitments at Ashoka with the demands of being a chess player?

It’s definitely tough. Alongside the intense academic workload at Ashoka, managing the dedication required for chess is challenging. I’m still figuring it out and trying to improve each day in balancing both efficiently. There’s a lot to juggle during the day, and I have to divide my time between various activities, including focusing on fitness and maintaining a social life to keep things balanced.

Do you have any advice for students who want to pursue chess as a sport?

For any student wanting to pursue chess as a sport, all I can say is that it requires hard work, but it's definitely not impossible. I’m still working on it myself, and I believe that with dedication, nothing is beyond reach. You just need to put in the effort and approach it the right way. Having an open mind, tackling problems with a fresh perspective, and maintaining a positive attitude have really helped me, and I believe that’s something everyone can strive for.

51���

Finding Your Fit: The Inclusive Sports Environment at 51���

The sports landscape at 51��� is both diverse and inclusive, offering something for everyone. Whether you’re looking to compete at a high level or simply want to stay active, the range of sports available ensures that every student can find their niche.

Team sports like Football, Basketball, Volleyball, Cricket, and Frisbee dominate the sports scene, with regular practices, matches, and tournaments. Individual sports like Swimming, Tennis, Badminton, Squash, and Shooting offer students the opportunity to train in more focused, specialised environments.

In addition to competitive teams, Ashoka has fostered a strong community around recreational sports. Clubs such as the Cycling Club and the Iron Eagles Club (focusing on fitness and gym training) provide students with opportunities to engage in physical activities outside of the traditional team sports structure.

The diversity of sports available contributes significantly to student life. Not only do these activities provide physical health benefits, but they also play an important role in creating a sense of community on campus. Sports at Ashoka are not just about competition; they are about building friendships, developing leadership skills, and creating memories that last a lifetime.

51���

Ultimate Frisbee: A Sport of Speed, Strategy, and Spirit

Ultimate Frisbee, often simply referred to as Ultimate, is a fast-paced, non-contact team sport played with a Frisbee. In its standard format, it features seven players on each team, though smaller versions with 5 or 4 players per side are also common. Combining elements of football, basketball, and soccer, the game requires players to pass the disc down the field to score in the opposing team’s end zone. What makes Ultimate unique is its emphasis on the "Spirit of the Game," a guiding principle of sportsmanship where players self-referee and uphold fair play.

While Ultimate Frisbee is a highly competitive and physically demanding sport, it is often mistaken for a casual game or recreational activity. Traditionally played in parks or at picnics, many associate it with leisurely fun. However, over the years, it has evolved into a serious sport with structured teams, leagues, and international tournaments.

A Lesser-Known Sport in India

Despite its global growth, Ultimate Frisbee remains relatively unknown in India, where cricket, football, and badminton dominate the sports scene. Few institutions have dedicated Ultimate teams, and tournaments are fewer and farther away. However, in smaller communities, particularly at universities and in urban hubs, the sport is slowly gaining traction.

Arya Toshiwal, Captain of Ashoka’s Ultimate Frisbee team, spoke about the challenges of pursuing the sport: “One of the biggest challenges has been increasing awareness and interest in Frisbee, given that it isn’t widely played in most institutions. Convincing new players to join and helping them develop their skills takes time and effort. As a team, we've faced logistical hurdles too, such as securing practice space.”

She added, “Despite these challenges, I'm most proud of how we’ve managed to build a tight-knit community. Hurdles like being selected for the State team but not being able to go due to funding has always been difficult. However, winning trophies in every tournament we’ve participated in over the past two years has been a great achievement. Securing first positions at events like IIT Kanpur Udhghosh 2023, PDEU Energy Cup 2023, and BITS Pilani BOSM 2023 are highlights I’m proud of But more than that, being part of such an inclusive and welcoming community has been the most rewarding experience. Many players have told us they stayed in the sport because of how welcoming the seniors were and that has been the case for me as well.”

Building Community Spirit through Minis

Ashoka’s Ultimate Frisbee team has been instrumental in fostering a dynamic sports culture by organising mini-tournaments for the student body. These tournaments, more commonly called "Minis" serve as beginner-friendly events that have attracted over 40 participants each time. These events have successfully introduced more students to the sport, encouraging participation and building a sense of camaraderie, healthy competition, and physical activity at the college level.

The team’s proactive approach to inclusivity within the sport further enhances its contribution to campus culture. As a mixed-gender sport, the team has taken meaningful steps toward creating a more inclusive and diverse environment by organising non-cis-men-only sports sessions. These beginner-friendly sessions, led by senior players, were open to all students and aimed to provide opportunities for female athletes to excel while fostering a culture of gender equality. With two women as captains last year, the team has prioritised gender equity both on and off the field.

Moreover, the team's proactive approach to promoting inclusivity within their sport and community further demonstrates how Frisbee contributes to the campus culture. As a mixed-gender sport, the team has taken meaningful steps toward creating a more inclusive and diverse environment by organising non-cis-men-only sports sessions. These beginner-friendly sessions, led by senior players of the team, were open to all students and aimed to provide opportunities for female athletes to excel while fostering a culture of gender equality and inclusivity. With two women as captains last year, the team has prioritised gender equity both on and off the field.

Reflecting on her personal growth through Frisbee, Arya said, “Frisbee has taught me great mental strength and patience. I’ve learned to manage different personalities and foster collaboration, which has helped me in my personal life and other leadership roles. Physically and mentally, I’ve grown stronger through the sport. Balancing academics and sports has been another valuable lesson. Off the field, the friendships and connections I’ve made through the team have greatly enriched my university experience.

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A Competitive Spirit: Highlights from 51���’s Achievements and Participation in Tournaments

51���’s Sports and Exercise Office has established a tradition of hosting and participating in prestigious tournaments, both internally and externally. These events are highlights of the sports calendar and offer students the chance to showcase their skills on both national and international stages.

Internal Tournaments

• AGNEEPATH: Ashoka’s Annual Sports Fest is one of the largest internal events, bringing together athletes from various universities across India. Students compete in a wide range of sports, from Football and Basketball to Badminton, Tennis, and Swimming. AGNEEPATH is not only a platform for competition but also a celebration of sportsmanship and community spirit.
• Batch Championship: These tournaments provide an opportunity for students to compete within the university. Sports like Football, Basketball, and Badminton have dedicated leagues and knockout tournaments. The intra-batch competitions are popular and contribute significantly to the campus culture of friendly rivalry.
• Ashoka Premier League (APL): The university’s football league is one of the most anticipated events of the year. Teams representing different batches compete in a format similar to professional leagues, and the event attracts large crowds of enthusiastic supporters.
• Badminton and Basketball Leagues: In addition to football, Ashoka also runs leagues for basketball and badminton, ensuring that students across sports have ample opportunities to compete internally.

External Tournaments

51��� has a strong presence in national-level and inter-university competitions. Some of the key external tournaments include:

• BITS Pilani, BITS Goa and BITS Hyderabad: Our students have also participated in these major institutions, winning 6 trophies in the last year alone.
• IIT Tournaments: Ashoka’s sports teams frequently participate in prestigious events at IIT Kanpur and IIT Roorkee, competing against top-tier universities. Ashoka teams have consistently performed well in these tournaments winning trophies last year in sports like Basketball, Football, Squash, Tennis, Table Tennis and Ultimate Frisbee.
• Nearby tournaments in NCR: We also participated in a number of tournaments organised by the nearby universities like GD Goenka, SNU, BML Munjal, OP Jindal Global University, etc. 9 teams from different sports won a total of 24 medals and 23 trophies in these tournaments.
• AIU: Our Women’s Tennis team competed in the AIU - North Zone at DCRUST, Sonipat.
• International Runs: The Ashoka community also participates in events like the Airtel Delhi Half Marathon and other official runs. These events emphasise the university’s commitment to holistic fitness and community involvement.

51���’s sports teams have consistently demonstrated excellence in national and international tournaments. Some highlights include:

• AGNEEPATH Champions: Ashoka has secured several victories in its annual sports fest, with top performances across sports like Football, Badminton, Basketball, and Tennis.
• Frisbee Success: Ashoka’s Ultimate Frisbee team has become a standout in inter-university tournaments, often placing among the top teams in national competitions.
• Shooting Success: The shooting team has not only achieved success in the Inter-university tournaments that they participated in, but they have also done extremely well in open tournaments like the Olympiad Shooting Tournament and the Dr. Karni Singh Shooting Tournament.
• Basketball and Football Wins: Ashoka’s teams have also made their mark in various events like Sportikon, Magnus, Surge, etc, winning several tournaments against strong competitors.

The Sports and Exercise Office at 51��� is a cornerstone of student life, offering a wide array of opportunities for both competitive and recreational athletes. The current sports landscape is vibrant, and with continued growth in infrastructure and participation, the future of Ashoka sports looks incredibly bright. For any new student looking to get involved, there is no shortage of opportunities to thrive and be a part of something bigger than themselves.

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The Evolution of Sports Culture at 51���

51���'s sports programme has come a long way since its inception. In the early years, sports were taken up by a small but dedicated group of students, many of whom were playing certain sports for the first time. The initial steps were humble, but they laid a strong foundation for a vibrant and diverse sports culture on campus.

The introduction of AGNEEPATH, the University's annual sports fest, marked a major milestone. This event became a national platform, bringing students nationwide to Ashoka to compete and celebrate sportsmanship. AGNEEPATH, along with other inter-university events like the Banyan League and participation in prestigious tournaments at IITs and other top institutions, has allowed Ashoka to position itself as a formidable force in the university sports landscape.

As the infrastructure expanded, so did the range of sports offered. Initially focused on traditional sports like Football, Basketball, and Cricket, Ashoka gradually incorporated other disciplines, such as Squash, Swimming, Shooting, Ultimate Frisbee, and more. Today, the University offers a comprehensive range of sports, complete with expert coaching and state-of-the-art facilities.

Several elements distinguish 51���’s sports culture from that of other institutions. One of the biggest differentiators is the inclusive and student-centred approach. While many universities tend to focus on high-performance athletes, Ashoka ensures that beginners and enthusiast players also have access to coaching and opportunities to compete.

The University promotes sports as a lifelong practice, not just a competitive pursuit. The Ashoka Cycling Club, for instance, encourages students to embrace cycling as a sustainable and enjoyable way of life. Similarly, the Special Olympics Bharat-Ashoka Chapter (SOBAC) focuses on creating an inclusive environment for students with intellectual disabilities to engage in sports and recreational activities, showcasing Ashoka’s commitment to diversity and inclusivity.

Furthermore, student leadership in sports is another standout feature. Each team has Squad Leaders, who not only manage the logistics of their teams but also mentor younger athletes, fostering a collaborative and supportive environment.

The university’s culture of collaboration is also evident in the organisation of events like the Ashoka Run and intra-batch leagues. Faculty, students, and staff all participate, blurring the traditional boundaries between roles and creating a close-knit community where everyone supports one another in their sporting endeavours.

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Iron Eagles: Leading the Charge in Fitness and Well-Being

The Iron Eagles, 51���’s premier fitness club, is dedicated to inspiring students to prioritise their physical and mental well-being through consistent exercise and comprehensive fitness education. With a mission to create a supportive and inclusive environment, the club welcomes individuals of all fitness levels, encouraging them to participate, learn, and grow in their personal fitness journeys. Beyond just exercise, the Iron Eagles aim to shatter common misconceptions about strength training, highlighting its transformative benefits—not only for building physical strength, but also for cultivating confidence, resilience, and discipline. Through a variety of workshops, events, and training sessions, the club empowers students to lead healthier, more active lifestyles while fostering a vibrant, health-conscious community on campus.

Being part of the Iron Eagles club at 51��� enhances the overall college experience for its members by fostering physical fitness, mental discipline, and camaraderie. It helps members improve their strength and health, reduce stress, and develop a strong sense of community with like-minded individuals. The club also provides a platform for setting and achieving personal fitness goals, contributing to a balanced and fulfilling college life.

In its efforts to promote inclusivity and expand fitness opportunities on campus, Iron Eagles organised a highly successful Deadlift Party and Bench Press competition, which saw active participation from a diverse range of students. Furthermore, the club introduced 'non-cis men hours' at the gym, creating a safe and welcoming space for all. To further enhance the gym experience, the club worked on acquiring new equipment, ensuring the facility met the evolving needs of the student body. These initiatives reflect the club's commitment to fostering both physical well-being and an inclusive environment for the community. In all, the club is committed to promoting inclusivity and diversity, not just among experienced athletes but also among newcomers to the gym.

Looking ahead, the club's focus is towards promoting healthier food options on campus, ensuring students have access to nutrition that complements their fitness goals. In addition, Iron Eagles aims to enhance the gym facilities by acquiring new and advanced equipment to meet the diverse fitness needs of students. Beyond the gym, the club plans to organise broader fitness events that encourage holistic well-being, incorporating activities like outdoor workouts, fitness challenges, and wellness workshops to engage a larger portion of the student body. These initiatives aim to foster a well-rounded approach to health and fitness.

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Igniting the Spirit of Sports: Inside 51���’s Cutting-Edge Sports Infrastructure

The Sports and Exercise Office at 51��� plays a pivotal role in shaping the holistic development of students. More than just a platform for physical activity, the Office embodies the University’s ethos of fostering a balanced life, emphasising the importance of mental, emotional, and physical well-being. The Office is committed to creating an inclusive environment where every student—whether an elite athlete or a complete beginner—can participate, thrive, and excel in their chosen sport.

The Office's approach aligns with Ashoka's broader vision of nurturing well-rounded individuals. It seeks to promote a culture where sports and physical fitness become lifelong habits, not just competitive pursuits. The Office provides students with the infrastructure, resources, and opportunities they need to participate in sports, develop essential life skills such as leadership and teamwork, and make sports an integral part of their university experience.

One of the biggest strengths of the Ashoka Sports & Exercise Office is its world-class infrastructure. Over the years, the university has continuously expanded its range of facilities, ensuring that students have access to the best possible resources.

Key facilities include:

• Synthetic Running Track: A dedicated space for athletics training, this track is designed for sprinting, long-distance running, and general fitness.
• 2 synthetic Basketball Courts: Two synthetic Basketball Courts, offer students ample opportunities to play competitively or recreationally.
• 3 Badminton Courts with Wooden Flooring: With three courts available, badminton enthusiasts can practice and compete in a professional-grade environment.
• Cricket Practice Nets: Cricket enthusiasts can hone their skills in these specialised nets.
• Squash Courts with Wooden Flooring: Squash players benefit from these modern courts, perfect for both casual play and inter-university competitions.
• Synthetic Volleyball Court and Beach Volleyball Court: In addition to the synthetic volleyball court, the beach volleyball court provides a unique venue for this increasingly popular sport.
• Synthetic Tennis Court: Offering multiple courts, Ashoka caters to tennis players with year-round coaching and practice.
• Swimming Pool (Half Olympic-sized): This Half Olympic-sized pool accommodates both competitive swimmers and those simply looking to stay fit.
• Mini Field: A flexible space for multiple sports such as Frisbee, Cricket, and Football.
• 2 Gymnasium: Equipped with modern machines and free weights, the gym caters to a variety of fitness goals, from strength training to cardiovascular exercise.
• 10m Shooting Range: A facility designed for shooting sports, providing an excellent environment for beginners and competitive shooters alike.
• Yoga Studio and Zumba Studio: These spaces are dedicated to holistic fitness, offering a peaceful setting for yoga and a dynamic environment for Zumba.

These facilities are designed not just for competitive athletes but also for recreational players, ensuring that everyone has access to high-quality spaces for physical activity.

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Creating Promising Graduate Journeys

Graduate students at Ashoka receive personalised attention, support, and guidance throughout their academic journey: from their admissions coordinators, professors, and peers.

Our graduate programmes have a small, curated, and tight-knit community of scholars or peers collaborating to fuel each other’s academic passions and grow both as individuals and as a cohort. The Office of Admissions works closely with the faculty members of M.A. English, M.A. Economics, and M.Sc. Biology Departments coordinate to execute the admissions timeline. While the faculty largely assist us with interviews, their participation is a marker of the University’s high expectations of graduate students. While we have three graduate programmes in particular, our students have always arrived from different disciplines, finding new modes of informing their study. It is not uncommon to find a neuroscience or engineering student in an English, Economics, or Biology graduate classroom in Ashoka. The primary reason is that Ashoka’s interdisciplinary curriculum both offers mentorship and welcomes scholarship at various intersections, provided students make an informed interdisciplinary shift in their careers.

Once students have received an offer of Admission, they are invited to conversations with professors, students and alumni, and other offices. These events facilitated by the Office of Admissions offer insights on various levels. The faculty members not only welcome students to the programme, but they introduce their scholarship and research and also share information about the courses taught by them. In the case of the student and alumni sessions, our guests are welcome to trace their journeys, share their experience of being a graduate student at Ashoka, and provide assistance per the options considered after graduating from their programme. This career guidance vis-a-vis the insight offered by various offices, such as the Career Development Office (CDO) paints a holistic picture of their journey during and after graduating from 51���’s master’s programmes.

The departments also curate a knowledge camp, as per requirement, to ensure students can catch up to the curriculum. This also makes the curriculum accessible to students arriving from different disciplines. With the added opportunity to share classes with undergraduate and Ph.D. students, graduate students also learn in coherence with the student body at Ashoka, and receive multiple opportunities to teach and guide undergraduate students.

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Accommodating Student Needs: The Academic Bridge Programme

The Academic Bridge Programme (ABP), started by the Office of Admissions in 2018, is a specially curated English language communications and academic writing course for select students in the incoming undergraduate cohort to bridge the gap between their high school education and 51���’s academic rigour. We piloted the first batch of 25 students for a 9-day immersive English language learning course, and over the years this batch has grown and the programme has evolved into a 3-week course. From 2018 to 2023, ABP has supported 220 students from 157 schools across 15 nationalities. This year, the 7th cohort of the ABP comprises 48 students – the largest cohort since the inception of the programme.

The programme’s curriculum is collaboratively designed by the Centre for Writing and Communication (CWC) and the Undergraduate Writing Programme (UWP). Incorporating both group and individual assignments, the instructors apply scaffolding techniques to ensure that the students can build on their learning outcomes in the academic courses they go on to choose. This is the main goal of the ABP – to provide students with the requisite training in writing in English for academic purposes. Among all the academic and communication skills they acquire over these three weeks, confidence is the standout feature that helps them integrate smoothly into campus life. In this direction, the Office of Admissions conceptualised a new feature this year – an interactive session, conducted by the Head of the Department of Performing Arts, to assist students with self-expression through new language learning, dance and vocal performances, and visual arts.

Besides the instructors from CWC and UWP, the Office of Learning Support (OLS) and the Ashoka Center for Well-Being (ACWB) also contribute significantly to this transition initiative. Often, the ABP cohort consists of students with learning or physical disabilities. To ensure this additional support, the OLS – constantly referring to new knowledge, best practices, and building awareness in the field of ableism – works towards further reducing social, emotional, intellectual, and physical accessibility barriers for students.

On the other hand, ACWB’s trained professionals support students if they are struggling with their mental well-being. This year, rather exceptionally, ACWB has held one-on-one consultations with the ABP cohort to communicate the support they can offer to these students during their academic journey at 51���. The Academic Bridge Programme, with the support of CWC, UWP, OLS, and ACWB is thus a one-of-a-kind transition initiative for students needing English language support, which often overlaps with learning and accessibility support. As a major stepping stone towards each student’s academic success on campus, the programme – needfully conceived by the Office of Admissions – is also one of 51���’s flagship programmes in ensuring campus inclusivity and diversity.

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Admissions Process: An Overview

The Office of Admissions is dedicated to assembling a diverse and exceptional undergraduate cohort from a highly competitive applicant pool. With four application cycles each year, the Admissions team evaluates applicants' fit to our programmes in light of their unique contexts. We aim to select candidates who show potential for all-rounded growth, consistent with the University’s holistic liberal arts and sciences pedagogy.

Our application form is the first differentiating feature of the admissions process. We go beyond the candidates’ academic achievements to consider their geographic and socioeconomic backgrounds, as well as their extracurricular activities. Our comprehensive application form also includes book and essay sections where applicants can express their passions, discuss social issues they care about, and share personal challenges that inform their identities. These allow us to form a holistic understanding of each candidate from the very beginning of our admissions process.

Post submission of the application form, our team verifies all aspects of the application form and administers the mandatory online assessments: the 90-minute Ashoka Aptitude Assessment (AAA) and the 30-minute On-the-Spot Essay (OSE). This verification process is crucial in identifying candidates who may require additional support during the assessment, based on learning or physical disabilities. To ensure a level playing field for such applicants, we reach out to them and their families to accurately understand the nature and extent of the support required. On assessment day, we prioritise making the experience smooth for all applicants by resolving queries and providing assistance where necessary.

While we consider academic scores, other facets such as extracurricular activities, essays, and reading lists are equally important. Additionally, we consider the unique contexts of the applicants, which often include first-generation college aspirants. This comprehensive evaluation helps us determine the selection of applicants for the interview stage. Once applicants are shortlisted, interviews are conducted by a panel of interviewers. The purpose of the Ashoka interview is to understand the applicant in their unique context. The applicant is evaluated based on various parameters of the application form to gauge the applicant’s suitability for 51���’s academic and residential life. Simultaneous to the interviews, the Admissions team evaluates the On-the-Spot Essays, written in 30 minutes on the assessment day based on randomised prompts. This essay allows us to assess the critical thinking, writing skills, clarity of thought, and creativity of each applicant.

After considering all aspects of the candidate’s application—academic credentials, contexts, student assessments, and interview performance— an offer of admission is made. Once offers are extended, we work with the faculty, offices, and leadership members to focus on student engagements – we meet with students and their families in person and online, and offer structured guidance to ease their transition into university life. These engagements provide incoming students with a thorough understanding of 51���’s course curriculum, career opportunities, and all other resources available on campus.

This comprehensive admissions process is repeated across all four application rounds, allowing us to engage with the incoming students and facilitate discussions and sessions with students from various rounds. Our empathetic, personalised, and context-based approach ensures that each student is inducted into university life with care. Through our diverse efforts, we prioritise a smooth and exciting transition for all students.

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Diversity in Admissions: Ashoka Students and the Team that Selects Them

Memory takes me back to early 2016 when I moved from working with the Young India Fellowship programme team on the new 51��� Campus to the Delhi office (then in Vasant Kunj) to join the Office of Admissions. With a completely new team of 6, including Vineet Sabharwal, Ali Imran and myself, we collectively tried to understand, learn, re-establish, and build upon the existing admissions process. By August 2016, we managed to bring in an undergraduate cohort of 341 undergraduate students with unwavering support and guidance from faculty members and founders, who were closely involved in the selection of students. Currently, at the end of August 2024, now functioning as an independent team of 13, and enrolling an undergraduate cohort of around 900 students and 80 postgraduate students, the process is definitely far more streamlined and nuanced but remains as intense and exciting as ever.

The Ashoka admissions journey has evolved over the years and both the incoming cohort sizes, as well as the Admissions Team, have grown in unique ways. The Office of Admissions independently oversees all admissions related to undergraduate programmes, and works with faculty members of various departments for their postgraduate admissions, with the aim to craft each year’s incoming cohorts in a thoughtful manner.

As a function, Admissions at Ashoka has two unique aspects: On the one hand, the team handpicks students through a holistic process that assesses various parameters such as academic rigour, intellectual curiosity, critical thinking and logical reasoning abilities, co-curricular engagements, extra-curricular passions, reading interests, etc. All this is evaluated within the unique context of each student’s personal and educational life journey, wherein their awareness of themselves and the world, their motivation and grit, and their core values are considered. On the other hand, once an offer of admission is made, the focus shifts to consolidating the cohort. An immense amount of effort is made by the Admissions Team to individually retain each student by engaging them and their families through in-person and online interactions, in-depth conversations via various channels of communication, sharing informative and creative content, hosting community-building events, running social media campaigns, and a whole lot more.

To bring in postgraduate students for 3 departments and a diverse undergraduate cohort of 900 students from 11 Countries, 27 Indian States, and 424 Schools, across a variety of gender expressions, seeking to pursue academics across Majors and a variety of exciting extra-curricular interests, requires a diverse Admissions Team that is both academic and process-oriented, well read and detail-oriented, empathetic and perceptive, creative and data-driven, passionate and consistent, and much more. The Admissions Team represents 10 Indian States and speaks 8 unique Languages and consists of members from a range of academic backgrounds (including some Ashoka Alum), non-academic interests, professional and creative skills, plus a variety of life experiences beneficial in the selection of students who best fit the 51��� academic and residential life programmes.

Given my interest in the philosophy of diversity, inclusion and belonging, since 2018, I have had the privilege of garnering support from Ashoka’s leadership to run a 3-week Academic Bridge Programme for select incoming students each year, supply laptops for those who cannot afford one, funds to purchase books, stationery items and important resources, along with the promise of a regular monetary provision in the form of a stipend to students on full financial aid waivers. With Ashoka’s support and vision for students from underprivileged and/or marginalised communities, my hope has been to not only offer admission to all deserving students but also give them the opportunity to receive a high-quality education and as much support and social empowerment on campus.

In my administrative and leadership role, I have tried to be strategic and detailed in our planning and execution phases, with the aim to simplify all processes, make them sustainable, and allow space for creativity, without compromising the quality of the process or the student body, and by actively ensuring that we set each student up for success at Ashoka and beyond. To be entrusted with the selection of Ashoka students is genuinely humbling while everything that I have learned in this journey is precious and priceless.

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Paving the Way to Ashoka

At its core, our multi-faceted engagement with incoming students and families strengthens their pathways to Ashoka: through events, social media platforms, and one-on-one conversations.

Once an applicant has received an Offer of Admission, the next steps involve customised step-by-step guidance from the Office of Admissions to ease their transition to university. While most students research about Ashoka before applying, our live discussions, talks, and seminars offer a platform to bring to the limelight the various aspects of an Ashoka education. These sessions introduce to parents our multidisciplinary curriculum, commitment to holistic education, and the range of opportunities available to their children.

With the shift to online platforms over the past few years, hosting events online is equally significant. Students and parents join us from the comfort of their homes to understand the course structure and campus life, among other offices. In this year’s academic cycle, however, our hybrid engagement plan incorporated online and offline platforms to ensure parents and students can meet our team and leadership members in person. In these sessions, we invite guests such as students, alumni, and Ashoka parents to offer first-person insights and experiences.

While these sessions offer a chance to raise queries or alleviate any apprehensions; they also serve as a space to access and build community. At the end of these engaging sessions, students get to meet and interact with other students from their city joining Ashoka.

Apart from these group settings, we also make consistent efforts to facilitate and maximise one-on-one conversations. We achieve this by creating various modes of engagement such as phone calls, social media platforms: Instagram and Whatsapp as well as, office hours with student interns. Our interns bring to the conversations a much-needed student perspective creating a reliable network for incoming students to clarify both academic and residential queries.

These processes are initiated and executed for all four rounds of undergraduate admissions. This offers us the space to gradually engage the students and integrate them into a larger undergraduate cohort. This end-to-end assistance allows us to ensure each student and family’s queries are addressed and they are excited to shape their undergraduate experience at 51���.

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(Re)Turning To Ashoka: Tracing a Transformative Journey

When I first came across Ashoka, I was driven to apply to the graduate English programme because of its holistic admissions process. As I stressed about multiple-choice entrance exams for a qualitative discipline like literature, Ashoka’s admissions process was a breath of fresh air. I felt seen even in the admissions process: having a space to express myself, and share my thoughts and responses to books. Once I received an Offer of Admission, there was no doubt that I would attend the first M.A. English cohort at 51���.

The first semester was the most challenging, shifting to a very academically rigorous and research-oriented programme. The availability of support systems at every stage like teaching assistants, and office hours with professors are a source of consistent guidance. Ashoka challenged me and taught me to unlearn. Our inquiries in and outside of class informed a new manner of critically analysing and engaging with the world. Ashoka’s collaborative nature also benefited me in learning about academic and creative opportunities through my peers. I was fortunate to be selected for the Summer Institute, at the International Writing Programme, hosted by the University of Iowa where I met a diverse international community of writers and poets.

As I was so moved by my time at Ashoka, I naturally wished the same for more people. When future applicants reached out, I would chalk out time to share my experiences and resolve any of their queries. My only motive was to share with more people the transformative force of this journey. When I joined the Office of Admissions, I came full circle and received a better platform to fuel this motivation. I am mindful of the impact of every step of the process and am considerate of every student and family’s anxieties in this nerve-wracking process. My journey at 51��� as a student helped me connect with our applicants and humbled me in understanding their journey and needs at the application stage.

At the Office of Admissions, I am always learning and continue to challenge myself. I am driven by a desire to have better conversations with every candidate, and to simultaneously approach the space as a catalyst to learning. Ashoka’s development as an institution also excites me, as there’s ample room to grow for every individual associated with it when we work in cohesion to make it the most sought-after community of thinkers, scholars, and dreamers.

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Diversifying Student Communication: New Age Engagement Platforms

In our continuous effort to improve student engagement and support, we have implemented several strategies to diversify our communication channels. This year, we've introduced new tools and approaches that have significantly enhanced our interaction with students.

One of our key initiatives has been the use of WhatsApp for disseminating information. By creating a WhatsApp community, we have streamlined the process of sharing important updates, event invitations, and reminders. This platform allows us to reach students quickly and efficiently, ensuring that they stay informed about all relevant matters.

In addition to WhatsApp, we have also introduced phone calls as a vital component of our communication strategy. These calls serve dual purposes: outgoing calls are used to remind students about important deadlines and events, while incoming calls allow us to address a wide range of queries regarding the admission process, fee payments, and other concerns. This two-way communication has proven to be incredibly effective in providing timely support and resolving issues promptly.

A crucial aspect of our phone communication is the human approach we adopt during calls. We strive to understand the student’s individual context and needs, ensuring that our engagement is empathetic and supportive. This personalised touch helps in creating a reassuring environment, especially for students who may feel anxious or uncertain about certain processes. WhatsApp texts complement our phone calls by offering immediate support in urgent situations. This platform is particularly useful for providing quick answers and guidance, catering to students who require swift assistance.

Apart from our WhatsApp and call support, another notable form of engagement for our students is our private Instagram page. Since the content on the page is curated exclusively for students who join Ashoka’s undergraduate programme, we use the space to hear from students, share polls, answer Q&A, and run live campaigns. An interesting campaign from this year welcomed students to imagine themselves at Ashoka through artwork: inviting a plethora of visual submissions. These modes of engagement also allow students to present themselves, share their art, and function as a means of introducing themselves to the cohort.

Our engagement through diverse platforms ensures accessibility, nurtures multiple interests and preferences, goes beyond mere reception of Admissions-related developments, and invites them as participants in crafting each space and ensuring the information we share best caters to their interests.

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Prioritising Health: Inside 51���’s State-of-the-Art Infirmary

At 51���, the well-being of our community is paramount. This commitment is reflected in our state-of-the-art infirmary, a 16-bed facility staffed by a dedicated team of four doctors, eight nurses, four drivers, and a general duty assistant (GDA), headed by Ruchika Mehrotra (Deputy Director- Infirmary). The infirmary is equipped with two ambulances to ensure immediate medical response and transport when needed.

Around-the-Clock Medical Care

Our infirmary operates 24/7, with at least one doctor available at all times. The facility includes one triage bed, seven beds for male patients, and eight beds for female patients. Equipped with oxygen cylinders, oxygen concentrators, ECG machines, and cardiac monitors, the infirmary ensures comprehensive on-site medical care. We collaborate with Blue Circle, a healthcare company, to enhance the infirmary's operations.

Partnerships with Higher-Care Hospitals

Despite our robust on-campus medical facilities, not all treatments can be administered on-site. Therefore, we have partnerships with higher-care hospitals like Nidan, FIMS, Tulip, and a pan-India agreement with Max Hospital. 51��� ID cardholders can avail of discounts at Max Hospital locations across India.

Comprehensive Emergency Response

Our ambulance fleet includes a Patient Transfer Ambulance (PTA) and an Advanced Life Support (ALS) system, ensuring readiness for any medical emergencies.

We also manage student health insurance, offering coverage up to ₹1.5 lakhs per year for each student.

Specialised Health Camps and Visiting Doctors

In addition to regular medical services, the infirmary hosts health camps catering to various age groups, from paediatric to geriatric patients. These camps feature specialists from reputed hospitals to address the diverse health needs of our community. To further augment our healthcare services, we have visiting doctors who provide specialised care. For instance, a gynaecologist visits once a week, and a physiotherapist is available six days a week.

Ensuring Food Safety

Food safety is another critical aspect of our health strategy. We deworm all food handlers every six months and administer typhoid injections every two years to prevent the transmission of diseases.

COVID-19 Pandemic Response

During the COVID-19 pandemic, we ran a quarantine centre on campus, providing comprehensive care and isolation facilities for positive cases in the Ashoka community. The ground floor handled operations, while the upper floors were designated for positive cases, isolation before reintegration, and staff accommodations to prevent the spread of the virus. Our efforts extended beyond campus boundaries, with vaccination and testing camps conducted for the surrounding villages, showcasing our commitment to community health.

Dedicated to the Health and Well-being of Ashokans

For serious medical cases, we ensure prompt transfer to our partner hospitals, guaranteeing that all Ashokans receive the highest level of care. At 51���, the infirmary stands as a testament to our unwavering dedication to the health and well-being of our ever-growing community.

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Safeguarding Our Community: Security at 51���

The security of the Ashoka community is a top priority and it is managed comprehensively through both physical and electronic measures. Led by Manish Chhetry, Sub. Major (retd.) JK Hooda and Pawan Chauhan, the security operations are supported by Group 4, a renowned multinational security agency.

We monitor all entry and exit points on campus, including the main gates for both students and staff, as well as the receptions of all hostel buildings and faculty housing. Our vigilant presence ensures that all movements within the campus are closely watched.

We also maintain strong relationships with local authorities, including the police department, civil administrators, and the surrounding village community. This fosters a sense of integration, making us a part of the local landscape rather than an isolated entity.

During the winter months, when daylight hours are shorter, we take extra precautions to ensure the safety of our off-duty staff, particularly the women in housekeeping and security roles. They are escorted to auto-rickshaw points, providing a secure environment for their commute.

Our security team also keeps a close watch on local developments, alerting management to any potential unrest or brewing issues. Their role is especially crucial during significant events such as student move-in dates and convocation, where they expertly manage traffic and ensure smooth operations. Student entry and exit are tracked at the main gate (gate no.1), enhancing safety and security. Visitors are granted entry through the MyGate app, ensuring a monitored and timely exit. In case of emergencies, we collaborate with civil authorities and leverage our security network for additional support. Our service security partners provide extra guards and Quick Response Teams (QRTs) equipped with vehicles for patrolling and monitoring critical areas. This proactive approach ensures the campus remains under constant watch.

Even our shuttle services include security measures, with guards stationed at key points like Jahangirpuri to manage the safety of commuters.

Recently, during the convocation ceremony, one of our guards demonstrated a high level of integrity and commitment within our security team by returning a valuable ring lost by a parent. In recognition of his honesty, we honoured him with a special event, presenting him with a watch, a memento, a special uniform, and a cash reward of 10,000 rupees.

At 51���, our dedicated security team, supported by Group 4, exemplifies our unwavering commitment to creating a safe and secure environment for our entire community.

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The Ashoka Journal of Biosciences: A New Platform for Undergraduate Research

The Department of Biology at 51��� has recently launched the Ashoka Journal of Biosciences (AJB), a student-led, peer-reviewed journal dedicated to showcasing biology research and communication conducted by undergraduates at 51��� and beyond. This initiative marks a significant step in the growth of 51���'s biosciences community, providing a platform for new ideas and perspectives to be communicated in an open, accessible, and engaging manner.

The inaugural issue of the journal was launched on May 1, 2024. It was inaugurated by the Head of the Biology Department, Professor Alok Bhattacharya in an event that was attended by faculty and students alike. The first issue features a diverse range of articles spanning microbiology, plant biochemistry, developmental biology, and the ecology of parasitoid wasps.

AJB holds a unique position in the academic landscape, serving not only as a platform for student writing but also as a valuable educational tool. It provides students with exposure to the publishing process, bridging the gap between theoretical knowledge and practical application. By modelling its review and editorial processes on international scientific journals, AJB offers students invaluable firsthand experience in academic publishing, preparing them for this critical aspect of their future careers.

The journal welcomes submissions in a wide range of formats and categories, including work of interdisciplinary nature. It is open to contributions from individuals outside 51��� as well. In addition to publishing research articles, AJB also hosts scientific writing workshops, furthering its mission to communicate new advancements and perspectives in an accessible and stimulating manner. The work on the second issue of the journal is currently underway.

The members of the journal are as follows:

Editor-in-Chief:

Rhea Wali

Editorial Board:

• Tista Bhattacharya,
• Madhavan Jayakrishnan,
• Tamanna Balachandran
• Simran Wadan
• Diya Anand

Feel free to reach out to the journal team at biojournal@ashoka.edu.in in case of any questions/ concerns.

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From Classrooms to Residence Halls: How Housekeeping Team Maintains Excellence

When you stroll through the pristine campus of 51���, it's easy to take for granted the clean classrooms, tidy dormitories, and immaculate common areas. But behind this spotless facade is a dedicated team working tirelessly to maintain 1.5 million square feet of built-up area every single day.

The Team and Their Division

The housekeeping department consists of 179 staff members, with manpower and pantry services provided by Quess Corp. Under the supervision of Kamaldeep Singh (Senior Manager- Housekeeping), Anu Chaudhary (Senior Executive) and Dibendu Dey (Director – Campus Operations), the team ensures the campus remains clean and comfortable. The services are divided into two main categories: housekeeping and pantry services. Out of the 179 staff members, 15 are dedicated pantry boys. The team also includes 60 female staff members who primarily handle female washrooms and hostels, ensuring these areas are meticulously maintained. This gender-based allocation ensures that privacy and cleanliness are both upheld in sensitive areas.

Daily Responsibilities

The housekeeping department's tasks are vast and varied, covering every corner of the campus:

Classroom Cleanliness: Cleaning the classrooms is an overnight task, starting from 10 PM until 3 AM. This ensures that every student walks into a clean and conducive learning environment each morning.

Residence Halls and Common Areas: Room services for residence halls are handled daily. Common areas, including entrances and the 1.6 km outer road, are cleaned thrice daily to maintain a welcoming environment for everyone.

Dining Areas and Washrooms: High-traffic areas like dining halls and washrooms receive extra attention due to their heavy use throughout the day. The team ensures these areas are cleaned regularly to maintain hygiene standards.

Pantry Services and Training

The pantry staff is responsible for food service, and they undergo regular training to ensure high standards of service. This includes learning the best practices for handling and serving food, maintaining hygiene, and providing excellent customer service.

Sustainability Efforts

51���'s housekeeping department is deeply committed to sustainability. The team uses biodegradable and animal-friendly chemicals, ensuring that their cleaning practices do not harm the environment. These chemicals come in pouches to reduce plastic waste and are used in precise quantities to minimise wastage.

Additionally, the department has implemented effective waste segregation practices. Wet and dry garbage bins are placed in all flats, and staff members collect and segregate waste accordingly.

The dry garbage goes to the dry garbage area while the wet garbage is processed in a compost machine housed inside the campus, further promoting recycling and sustainability.

Partnership with Pad Care

One notable sustainability initiative is the partnership with PadCare, a company that had its inception at Ashoka. The company collects sanitary waste and recycles it into useful items like notebooks, diaries and planters. This partnership began when PadCare, which is operating out of Mumbai, established a plant in Gurgaon, allowing for a local and environmentally friendly recycling process. This initiative reduces the carbon footprint and promotes recycling within the university.

Overall, the department plays a crucial role in ensuring the campus's hygiene and cleanliness. The team’s dedication and hard work ensure that students, staff, and visitors can enjoy a clean, comfortable, and eco-friendly environment.

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The Green Guardians of 51���: Horticulture Department in Focus

Nestled within the vibrant campus of 51��� lies a verdant haven meticulously maintained by the dedicated Horticulture Department. This department plays a pivotal role in enhancing the campus's aesthetic appeal and contributing significantly to its sustainability goals. Led by seasoned horticulturist, Prashant Nannavare (Assistant Director- Services), the team is responsible for the flourishing green landscapes that greet every visitor, student, and staff member daily.

A Commitment to Greenery

The department oversees an impressive array of green spaces, including fields, gardens, hedges, and tree plantations. The campus boasts 1,664 trees and 652 square meters of shrubs, with 281 trees planted in the past two years alone. This robust tree population helps offset the carbon emissions generated by the university through a process known as carbon sequestration. The campus's visual appeal is further enhanced by the seasonal flowerings planted by the department throughout the year.

With approximately 250,000 seasonal plants added annually during summer, winter, and the rainy season, the campus remains colourful and inviting year-round. These vibrant displays are not limited to outdoor spaces; they extend to offices, corridors, lounges, and event areas, with 1,800 potted plants strategically placed to bring nature indoors.

The team ensures that every plant and tree on campus receives the utmost care. Their meticulous approach includes the timely application of nutrients and prophylactic sprays to prevent pests and diseases, ensuring the landscape remains lush and vibrant even during intense summers.

Efficient and Sustainable Practices

Central to the department's operations are sustainable practices. The university's two sewage treatment plants (STPs) convert all the wastewater into grey water, which is then used for irrigation purposes. This recycling effort is crucial in maintaining the lush landscapes while conserving precious water resources. Even the themed lawn, sometimes in summer, is used as mulch for the trees or added to the composting area, furthering the recycling effort.

During extreme weather, mulch is applied to trees to prevent water loss and soil evaporation. It helps retain water and prevents direct sunlight from causing evaporation after irrigation. The Horticulture Department follows the three Rs to the T—reduce, recycle, and reuse—in their landscaping efforts. Food waste from the dining areas is converted into manure using an Organic Waste Composter (OWC), which is then used to enrich the soil.

Dedicated Team and Comprehensive Care

The Horticulture Department comprises 18 dedicated individuals, including 16 gardeners and 2 supervisors. This team works tirelessly to ensure the campus remains green and beautiful, even during weekends and holidays, guaranteeing that irrigation and plant care continue unabated, regardless of the season.

A 200-square-meter shed net serves as the department's storage nursery, housing plants used across the campus. As 51��� expands, the department has also undertaken the responsibility of overseeing the green requirements of the new campus and this includes the establishment of a very large nursery, which will cater to all the plant requirements of 51��� as it grows over this nearly hundred acres of construction.

These plants will not only be grown in-house and be cost-efficient, but they will be healthier and less impactful to the environment because they will not be transported from different places, therefore reducing emissions.

Enhancing Biodiversity

The department’s commitment to sustainability extends to maintaining a diverse plant population. In the new campus, 80-85% of trees will be native species, compared to 65% in the existing campus. The native species, being more acclimated to local weather and soil conditions, are expected to grow faster and attract a lot of fauna, including birds and other wildlife. Hence, in one way, this initiative aims to preserve the local biodiversity.

The department also manages the Miyawaki forest, a two-and-a-half-acre experimental area aimed at increasing biodiversity and reducing noise pollution. This initiative is expected to attract local wildlife and further enhance the campus's ecological balance.

Community Involvement and Education

The Horticulture Department actively involves the Ashoka community in its green initiatives. Workshops on planting and potting are held on a regular basis and key environmental days like World Environment Day and Earth Day are celebrated with tree-planting activities. These events aim to educate and encourage students, staff, and faculty to contribute to the university's efforts to mitigate TCDE or carbon dioxide emissions both on and off campus.

Overall, the department plays a crucial role in creating and maintaining a beautiful, sustainable, and environmentally friendly campus. Their efforts in maintaining the greenery, implementing sustainable practices, and involving the community in environmental stewardship make them the green guardians of Ashoka. As the university continues to grow, the Horticulture Department will undoubtedly remain at the forefront of its commitment to sustainability and ecological balance.

51���

Spaces at 51���: Creating a Seamless Experience On and Off Campus

To ensure a seamless experience for our Ashoka community, we prioritise the management and optimisation of both on-campus and off-campus spaces. The team, headed by Ashish Pathak ( Assistant Director- Accommodation) and key members including Simpi Sethi and Sub. Major (retd.) Ramesh Maan looks after faculty offices, housing, classrooms, and student seating arrangements on campus. We manage on and off-campus accommodations in TDI and Parker Residency with the help of Divya Dhawan, Bineet Mishra and Shivender Singh. We strive to replicate the on-campus experience for faculty, staff, and students living off-campus, ensuring they have the same facilities and amenities.

Our responsibilities extend beyond just managing spaces. We handle the front desk, travel desk, creche, and large-scale campus events, ensuring every event runs smoothly. Our team is also the go-to point for any special lighting requirements for campus events.

Maintaining the functionality and productivity of these spaces involves managing furniture, placements, locks, keys, and other essentials. We ensure everything is always up and running.

For visitors, we manage their stay, whether on-campus or off-campus and are their first point of contact at the reception after the security team. We also assist new Ashokans, especially international members, with procuring SIM cards through the front desk.

Collaboration is key to our operations. We work with various departments, from security to dining, to ensure that all services and facilities reach the Ashoka community, whether they are on campus or off campus.

Our commitment to creating a seamless experience for the Ashoka community is reflected in our meticulous management of spaces both on and off campus. Our collaborative and comprehensive approach has not only contributed to Ashoka's remarkable growth but has also promoted personal and professional growth within our team, embodying the spirit of progress and transformation at 51���.

51���

More Than Meals: The Heart of Campus Life at 51���

Dining at 51��� offers a vibrant community space with diverse, high-quality meal options, catering to various dietary needs while ensuring hygiene and creating a central hub for campus life.

Dining at 51��� is more than just a place to eat, it’s a central hub of campus life where students, faculty, and staff gather. With three floors dedicated to food services, the dining hall boasts a capacity of 950 seats. The first two floors serve as the mess area, while the third floor serves combo meals which is very popular among students.

The mess provides a diverse and balanced menu, ensuring hygiene, quality, and nutritional value. Recently, a nutritionist was brought on board to help design menus that cater to the varied dietary needs of the students. Non-vegetarian meals are available three days a week, and the menu is carefully planned to balance the crowd across different floors.

In addition to the main dining hall, the campus features several external outlets including Fuel Zone, Hunger Cycle, Subway, Dhaba and Dosai.

The AC04 building houses a café that serves around 250 meals for lunch. The dining team also caters to special dietary requirements, such as vegan, Jain, or specific health-related diets, ensuring everyone on campus is accommodated.

Ashoka's dining services are well-known for their extensive meal options for breakfast, lunch, snacks, and dinner. Popular dishes include various types of biryani and elaborate breakfast spreads that rival those of a five-star hotel. The meal pricing is also student-friendly, with lunch and dinner costing ₹86, breakfast at ₹76, and snacks at ₹36.

Food safety is a top priority at Ashoka. The dining team follows strict protocols to ensure the quality and safety of the meals. They use food thermometers to check cooking temperatures and maintain a FIFO (First In, First Out) system to manage inventory. Waste management practices include segregating waste and reducing food wastage by encouraging students to clean their plates after meals.

The dining hall also plays a crucial role during campus events, offering special menus for traditional and national holidays like Republic Day, Independence Day, Holi, Eid, and Christmas. The Grubfest is a popular food festival celebrated on campus with unique dishes, music, and dance.

The dining services are managed by Pankaj Kumar Sehrawat (Senior Manager-Dining), Yogendra Sharma (Assistant Manager), and Suraj Singh Bohra (Executive). The team includes around 150 staff members, including chefs, servers, and housekeeping personnel, who work tirelessly to ensure a pleasant dining experience for everyone.

Dining at 51��� is not just about food, it’s about creating a vibrant community space where students can enjoy a variety of cuisines, celebrate special occasions, and feel at home. With a focus on quality, hygiene, and variety, the dining services at Ashoka ensure that everyone on campus is well-fed and satisfied.

51���

Transport at 51���: A Smooth and Safe Journey

The transport department, headed by Vikas Antil (Deputy Manager- Transport), is a vital part of the institution's operations, ensuring that students, faculty, and staff can travel conveniently and safely. From the crack of dawn to late at night, the transport services operate seamlessly to meet the diverse needs of the Ashoka community.

Shuttle Services: Connecting Points, Connecting People

The shuttle service at 51��� is the lifeline for many. Operating from 6:30 AM to 12:30 am, these shuttles connect five key locations:

• 51���
• TDI Kingsbury
• TDI Lake Grove
• Parker Residency
• Jahangirpuri

With a fleet of 12 shuttles, each a 19-seater (except for one, 12-seater modified for wheelchair access), the service ensures everyone has a reliable mode of transport. These shuttles are meticulously tracked from morning to night, ensuring safety and punctuality. During weekends, the transport department runs extra-capacity buses to accommodate the increased travel demands. Data analysis helps determine when to deploy these additional resources, ensuring efficient and effective service.

Beyond the shuttle services, the transport department offers taxi-on-call services. Whether it's a local trip or an international travel requirement, the transport team arranges everything efficiently. This service is particularly beneficial for those with specific or urgent travel needs, providing a flexible and reliable option. The university also maintains a fleet of cars for senior officials, ensuring their travel needs are met promptly.

Campus Transportation: Eco-Friendly Options

Two battery-operated golf carts are available on campus for campus tours and guest transportation. These eco-friendly vehicles reflect the university's commitment to sustainability while providing convenient transport options for visitors and guests.

Safety and Compliance: A Priority

Safety is a top priority for the transport department. All vehicles adhere to stringent compliance standards, ensuring they are safe and well-maintained. The collaboration with MoveInSync, the university's transport partner, includes regular training for drivers. These training sessions cover how to manage emergencies and ensure passenger comfort.

Additionally, passengers travelling after sunset are always accompanied by security personnel. This measure, along with vigilant monitoring of lonely stretches and high-traffic areas, ensures that all Ashokans travel safely. All shuttles are parked in the vicinity of the university for safety. Spot rental cars undergo thorough compliance checks to ensure they meet all safety standards.

In extraordinary situations like road blockades, protests or religious processions, special attention is given to ensure smooth and safe travel for all Ashokans. The transport team, in collaboration with the security department, manages these situations meticulously to prevent any disruptions.

The transport department at 51��� is more than just a service provider; it is a critical enabler of the university's daily operations. By ensuring safe, reliable, and efficient transport options, the department supports the university's mission of creating a conducive learning and working environment. Whether it's through the regular shuttle services, on-demand taxis, or eco-friendly campus carts, the transport team works tirelessly to keep 51��� moving smoothly.

51���

Cultivating a Greener Future: 51���’s Commitment to Sustainability

51��� is more than just a premier educational institution; it's a pioneer in sustainable practices and environmental stewardship. Leading the charge in this green revolution is Narender Malik, who heads the Environment, Health, and Safety (EHS) department. For the past four years, Malik has been instrumental in measuring and reducing the university's carbon footprint, ensuring a safe and sustainable campus for students, staff, and visitors alike.

Measuring Our Impact

One of the primary responsibilities of the EHS department is to monitor and manage the university's carbon emissions. Using the Greenhouse Gas (GHG) Protocol, EHS team calculates the carbon dioxide emissions produced by various activities on campus. The GHG Protocol offers flexibility, allowing the team to define boundaries and set realistic goals for emission reduction.

The protocol divides emissions into three scopes:

• Scope 1: Direct emissions from owned or controlled sources, such as campus electricity.
• Scope 2: Indirect emissions from the generation of purchased electricity.
• Scope 3: All other indirect emissions, including travel, transport, and other activities.

By meticulously tracking these emissions, Malik has been able to keep Ashoka's carbon footprint low, achieving a current emission rate of 2.24 tons per capita, with ongoing efforts to reduce this further through various sustainability initiatives.

Sustainability in Action

51��� has undertaken several initiatives to mitigate its environmental impact:

Tree Sequestration: The campus boasts 1,664 trees, each contributing to carbon sequestration. By measuring the girth of these trees at chest height, the university can calculate the amount of carbon dioxide absorbed, helping offset emissions.

Solar Power: The university generates nearly 0.9 megawatts of solar electricity, contributing to a significant portion of its energy needs and reducing reliance on fossil fuels.

Waste Management: The campus features composting facilities and waste segregation systems to manage both wet and dry waste efficiently.

Water Conservation and Recycling: The university has borewells for recharging groundwater as a part of its commitment to ensure that the water tables are not depleted because of any of the activities carried out inside the campus. Besides this, all the wastewater is converted into grey water that is used for irrigating the entire green cover, which is 13 acres out of the total 25 acres.

51��� has also mapped and updated the Sustainability report of 51��� Since 2021 to spread awareness of sustainability and the best practices that 51��� follows.

Ensuring Safety and Compliance

Safety is a cornerstone of Ashoka's operations. The EHS team conducts rigorous risk assessments and critical task hazard analyses to identify and mitigate potential dangers. This includes:

Permits for High-Risk Work: Activities such as working at heights, electrical work, and confined space operations require special permits to ensure safety protocols are followed.

Personal Protective Equipment (PPE): Workers are equipped with the necessary PPE, and all hazardous tasks are supervised and conducted with utmost care.

Emergency Preparedness: Regular fire drills, safety audits, and training sessions for both staff and students ensure that everyone is prepared for emergencies.

AQI Monitoring: The air quality index (AQI) of the campus including PM2.5, PM10, and other pollutants, is regularly monitored and compared with that of Murthal (Sonipat), Panipat, and Anand Vihar (Delhi). This information is managed in a digital AQI dashboard and displayed on the ground floor of the Dining Block.

The EHS department also oversees and maintains the campus fire detection system and the fixed fire-fighting system in compliance with government fire regulations. It also manages hazardous waste and e-waste in accordance with the E-waste Rules 2022 and the Hazardous Waste Management Rules 2016 issued by the Central Pollution Control Board. The EHS department is also filing environmental returns and managing all related records as per CPCB/HSPCB rules.

Nurturing Biodiversity

51��� is not just about sustainability; it's about fostering a thriving ecosystem. The campus is home to a mix of native and exotic plant species, carefully selected to attract local fauna and flora. The new campus will feature an 85% native species plantation, further promoting biodiversity. In addition, the university is raising its own nursery, a one-acre facility dedicated to growing indigenous species from seed to tree, minimising the carbon footprint associated with transporting plants from external nurseries and ensuring that the flora is well-adapted to the local climate.

Sustainability is not just a practice, it's a way of life at 51���. The university's commitment to maintaining its environment, adhering to its sustainability goals, and reducing the carbon footprint is not just about compliance; it's about creating a greener & healthier future for everyone.

51���

Heart of Campus: How the Maintenance Department Keeps the Campus Running!

The Maintenance Department, headed by Balbir Singh Jangra (Associate Director- Maintenance) and the team comprising Deepak Rao, Abdul Samad, Gaurav Tyagi, Pawan Mittal, Sushant Singh, and Uttam Singh, is the unsung hero behind the scenes, ensuring that the campus functions smoothly and efficiently. Their responsibilities span across a wide array of critical systems and infrastructure, encompassing everything from lighting, power supply, heating, ventilation and air-conditioning, water supply and fire safety. Here’s a closer look at how this dedicated team keeps the university running seamlessly.

Comprehensive Water Management

One of the primary tasks of the Maintenance Department is managing the campus's water supply. This includes overseeing overhead tanks and ensuring a steady flow of water for various purposes such as drinking, bathing, flushing, and washing. The department utilises available sources of water supply, such as HUDA (Haryana Urban Development Authority) water supply. The team has also installed aerators in water taps, bathing showers and kitchen to regulate and reduce water usage and uses foam dispensers to minimise soap consumption and water wastage.

Our goal is to make the university campus net-zero in energy consumption and reduce water usage. The STP (Sewage Treatment Plant) plays a crucial role in the campus’s sustainability efforts. There are two STPs on campus: one with a capacity of 100 kLD (kilo Litres per Day) and the other one with a capacity of 300 kLD (kilo Litres per Day). These plants convert the wastewater from toilets into grey water for reusable purposes, which is then treated and recycled for horticulture purposes, maintaining 13 acres of horticulture on campus.

The department also manages a Water Treatment Plant (WTP). The HUDA water, which is often of subpar quality, is treated here to meet drinkable standards. This internal WTP ensures that all drinking water on campus is safe to drink. We conduct monthly tests of water, and samples collected from drinking points of all buildings to check for potability. There are Heat Pumps installed in all Hostels on the Terrace floor to provide a hot water supply which is used for shower and in-hostel dining purposes. The department also utilises a Rainwater Harvesting System on campus for recharging groundwater levels. There are Heat Pumps installed in all Hostels on the Terrace floor to provide a hot water supply which is used for shower and in-hostel dining purposes. The department also utilises a Rainwater Harvesting System on campus for recharging groundwater levels.

Efficient Cooling and Heating Systems

The department is responsible for maintaining six chiller plants with varying capacities (175 TR x 02, 300 TR x 02, and 600 TR x 02) to provide cooling as needed. These systems are crucial for maintaining comfortable temperatures across the campus during the summer season, including classrooms, residence halls, administrative buildings, and academic blocks.

There are 04 Hot Water Generators of different capacities as per design installed on campus for providing a Heated Water Supply for maintaining temperature across all the above-mentioned building locations during the winter season. However, for some specific areas like Dr Reddy’s, Takshila, Black Box, MPH in Admin Building and 02 Nos. of 100-seater Classroom have their own independent air-conditioning systems that can operate 24/7 for maintaining temperature for heating and cooling services.

Lighting and Power Systems

51���’s power needs are robustly supported by a combination of solar energy, diesel generators (DG sets), and uninterrupted power supply (UPS) systems. The campus has five DG sets with capacities of 750 KVA x 4 and 500 KVA x 1, providing a backup of 3.5 megawatts against a sanctioned load of 3.0 megawatts. This ensures that there is no electricity outage, with a conversion time of just 30 seconds between EB power and DG sets with support of multiple UPS connected for critical loads such as IT, Safety and Security Systems.

The solar energy system contributes 0.9 MW during the daytime and doesn't have night availability because there are no storage batteries, thus reducing the campus’s carbon footprint and avoiding the environmental impact

of battery disposal. The maintenance team coordinates closely with the Indian Oil Corporation for a continuous diesel supply as a fuel for diesel gensets, ensuring uninterrupted power supply as per demand. Our campus is free from conventional lighting fixtures (conventional fixtures are those which consume more electricity) and there are 100% LED lighting fixtures installed on campus. There are 02 Nos. of EV charging stations installed on campus for charging electric vehicles which can be used 24/7.

Planned Preventative Maintenance

The Maintenance Department conducts preventative maintenance (PPM) annually in a planned manner, with a focus on all the hostels during summer break and all the academic buildings during winter break. This involves a thorough overhaul, including painting, touch-ups, civil and carpentry, MEP (Mechanical, Electrical and Plumbing) checks and repair. Additionally, the team also performs daily maintenance tasks to address any issues that arise, ranging from bulb outages to roof repairs.

The team also executes project-related activities like modification and renovation of existing infrastructure. They manage a range of equipment, including Generators, Transformers, Air-conditioners, Chillers, Lifts, Pumps, RO Plants and Tank cleaning through Annual Maintenance Contracts (AMCs) with specialised companies and Original Equipment Manufacturers (OEMs).

Fire Safety and Air Quality

Fire safety is a top priority, with sensors and alarms installed across the campus. The department also implements measures to mitigate air pollution, particularly during high AQI (Air Quality Index) days. They have installed air purifiers in common areas and use sprinkler showers on top of buildings to reduce particle matter levels when the AQI crosses hazardous levels. The team also conducts washing of all trees during high AQI days to bring down PM 2.5 levels.

Pandemic Response and Sustainability

During the pandemic, the Maintenance Department ensured that essential services continued without interruption. Sustainability is a core principle in all their activities, with a focus on biodegradable practices and reducing environmental impact.

The department even recycles unusual items like lubes and oils, which typically come from a DG set and a transformer. Initially, these substances can be filtered and reused by an OEM, who dilutes and returns them. However, after three or four treatments, they become non-usable and must be disposed of safely. The team ensures these lubes and oils are handled by certified disposers who destroy or recycle them according to established procedures. The department then receives a certificate verifying the environmentally friendly disposal of Ashoka's lubes and oils.

The Maintenance Department is truly the heart of the university, pumping life into every corner through its meticulous management of water, power, HVAC, and other critical systems. Their dedication ensures a safe, comfortable, and sustainable environment for everyone on campus.

51���

AshokaX: Implementing a Strategic Differentiation Approach

Over the past few years, I have observed the remarkable strides made by 51��� in delivering quality education in Higher Education. The prospect of becoming a part of 51��� was met with excitement, and when the opportunity presented itself in the form of AshokaX, the online platform of 51���, I was elated. Recognising that I am now a member of the university's online platform, I find myself well-prepared, familiar, and confident in the domain of AshokaX is not merely an online extension of 51���; rather it embodies hope, faith, and an opportunity to extend the best practices, distinguished faculty, and unparalleled academic resources of Ashoka to a diverse audience in India and beyond, including working professionals and lifelong learners.

As a new member in the organisation, navigating the fast-paced, futuristic mission-driven roadmap set by the AshokaX team has been exhilarating. As I delved deeper into understanding the essence of AshokaX, my excitement grew exponentially. It became evident that I am part of an educational institution that is forward-thinking and anticipates the need of the future.

Differentiation Approach: The Triangle Effect

The strength of a triangle lies in its structure, recognising the strength and stability of this geometric shape, AshokaX harnesses the power of three key pillars by employing a strategic triangular approach.
AshokaX is dedicated to curating executive courses that occupy a unique space in the online executive education ecosystem. These courses, born out of the collective expertise of Ashoka's renowned faculty, research labs, and feedback from corporate communities, boast a distinctive curriculum, innovative pedagogy, and a forward-looking approach. This positioning sets AshokaX apart, establishing itself as a unique entity that stands out from the crowd.

This triad of collaboration with research labs, expertise of university faculty and symbiotic association with corporate entities forms the backbone of its innovative and impactful initiatives of designing and delivering of various exclusive programmes.

1) Collaborating with Research Labs
In the dynamic landscape of educational technology, AshokaX stands out by fostering innovative synergetic association with research labs and faculty. These collaborations allow the integration of the latest advancements in educational psychology, public policy, behavioural science, writing skills, and digital transformation. The result is tailor-made programmes that cater to diverse learners' needs, incorporating evidence-based practices for enhanced engagement and knowledge retention.

2) University Faculty Involvement for Academic Rigor
AshokaX actively involves 51��� faculty in the development and review of its programmes. Professors and educators contribute their expertise to ensure that content meets the highest educational standards. This involvement extends beyond programme design, encompassing ongoing updates to keep the content relevant and aligned with the latest academic research.

3) Corporate Associations for Real-World Relevance
Recognising the importance of preparing learners for the real world, AshokaX strategically collaborates with various corporate entities. This collaboration ensures that educational programmes are designed with input from industry experts, aligning curriculum content with current market demands. By bridging the gap between academia and industry, AshokaX aims to equip learners with practical skills and knowledge directly applicable to their future careers.

AshokaX's differentiation strategy, encapsulated in the Triangle Effect, not only positions it as a unique player in the online executive education ecosystem but also reflects its commitment to staying ahead of the curve and providing a transformative learning experience to learners across the globe.

In a world saturated with products and services, standing out requires strategic planning. AshokaX is not only strategically designing outstanding courses but is also focusing on product innovation, branding, learner experience, and marketing strategies.

A robust brand identity is crucial, and AshokaX is effectively communicating a unique value proposition, building emotional, intellectual, and professional connections with learners. The organisation emphasises trust and credibility by imparting prescient knowledge, a valuable currency in the world of AI.
Differentiation is not merely a strategy but a mindset at AshokaX, propelling the team to excel and stand out, reaching the epitome of excellence.

Being part of the AshokaX team has not only left me elated but filled me with a profound sense of pride, enthusiasm and relevance as I can now contribute to making learners across the globe future-ready and successful in their respective fields. As a lifelong learner myself, the innovative initiatives of AshokaX keeps my curiosities fueled and shines a bright light on my professional future.

(Written by Yuvika Rajput, Deputy Manager, AshokaX Team, 51���)

51���

AshokaX: Modernising Online Education with Academic Excellence and Inclusivity

In the contemporary era, where digital platforms have become indispensable to education, AshokaX stands out as a progressive initiative by 51���, India's premier Liberal Arts and Sciences institution. This pioneering endeavour aims to extend the esteemed faculty and enriching learning experiences of 51��� to a diverse audience both domestically and internationally. Rooted in principles of inclusivity, diversity, equity, and innovation, AshokaX embodies the university's overarching mission to democratise education while upholding the highest standards of academic excellence.

Essence of AshokaX

At its core, AshokaX represents more than just an online extension; it is a tangible manifestation of 51���'s unparalleled academic and intellectual resources. Drawing from the institution's distinguished faculty, the platform ensures that learners receive a rich and engaging educational experience that mirrors the high standards set by 51��� in the Indian higher education landscape.

Diverse Offerings for Varied Learners

A hallmark of AshokaX lies in its comprehensive range of online programmes, offered in both live and asynchronous formats, thereby catering to the diverse needs and schedules of learners. Whether it be foundational courses or specialised modules tailored for professionals seeking career advancement, AshokaX adapts to the varied requirements of its audience, ensuring accessibility without compromising quality.

Interactive and Collaborative Learning

Central to AshokaX's ethos is interactive and collaborative learning. Through live sessions, discussion forums, and virtual classrooms, learners engage directly with Ashoka's esteemed faculty and their peers, fostering a sense of community and intellectual exchange. Meanwhile, the asynchronous components provide flexibility, empowering individuals to pace their learning according to their own schedules.

Innovative Pedagogy for Dynamic Learning

AshokaX distinguishes itself as a trailblazer in innovative pedagogy, transcending the replication of traditional teaching methods in the digital realm. Leveraging cutting-edge technology, the platform integrates multimedia, simulations, and real-world case studies to create a dynamic and immersive learning environment. This approach not only facilitates knowledge acquisition but also fosters the development of critical thinking and problem-solving skills essential for success in today's world.

Credibility and Assurance

The credibility of AshokaX is underpinned by the esteemed reputation of 51��� in the Indian higher education sector. Learners can trust in the quality of education they receive, assured that they are part of an institution that consistently upholds rigorous academic standards.

Defining the Future

With AshokaX, 51��� aims to transcend the confines of physical campuses, extending its reach globally. The platform's accessibility ensures that learners from diverse cultural backgrounds and geographical locations can access the academic excellence for which Ashoka is renowned. AshokaX stands as a testament to 51���'s commitment to redefining education in the digital age. By integrating academic excellence, inclusivity, and innovative pedagogy, the platform emerges as a beacon of transformative learning, making Ashoka's distinguished education accessible to a global audience. As the world continues to evolve, AshokaX paves the way for a more interconnected and intellectually vibrant future.

In conclusion, AshokaX represents a paradigm shift in online education, blending academic rigor with inclusivity and innovation. Through its diverse offerings, interactive learning environment, and commitment to excellence, AshokaX is poised to redefine the landscape of online education, making quality learning accessible to all, regardless of geographical constraints. As we navigate the complexities of the digital age, AshokaX stands as a beacon of hope, guiding learners towards a future characterised by knowledge, empowerment, and global connectivity.

(Written by Siddhartha Roy, Senior Manager, AshokaX Team, 51���)

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Embracing Growth: Reflecting on the Journey through PEDP

As the Professional Executive and Development Program (PEDP) draws to a formal close, I wanted to share the abundant learning opportunities that have enriched my journey over the past few months. The nature of the programme has provided me with the privilege to explore novel domains beyond my customary purview. This journey of exploration has undeniably enriched my path and subsequently shaped my identity as a researcher offering me diverse insights and perspectives. Admittedly, the initial challenges encountered in assimilating new frameworks were considerable. However, as I approached the end of the programme, I found myself seamlessly connecting disparate concepts and thereby solidifying my newfound knowledge.

Leveraging the QGIS proficiency and visualisation techniques acquired through the PEDP, I adeptly illustrated the alarming water scarcity prevalent at the ward level in Bangalore, using the data from publicly available datasets during my recent participation in the DataJam hosted by OpenCity Data. The engagement has instilled in me a profound appreciation for the practical utility of my expanding skill set and its potential to instigate positive change within my research pursuits. Through PEDP, I have formally learnt the principles of data management and statistical analysis, introductory know-hows of Machine Learning algorithms (numeric, textual and graph analytics), visualisation techniques (Flourish and Data Wrapper), and most importantly, vector, raster and time-series analysis (QGIS). Project 1 helped me practise the Machine Learning methods making it seem less daunting and more accessible wherein I performed a hotspot analysis of Crime committed against SC communities in India from 2001 to 2013, employed zonal statistics and vector analysis in QGIS and conducted a clustering analysis using WEKA.

The course helped me develop critical, quantitative and computational thinking, enhance my research arguments, triangulate qualitative findings with data-driven insights, and efficiently communicate societal concerns with technical and data experts (and vice versa). I extend my sincere appreciation for providing a conducive platform that has nurtured my growth as a discerning researcher. Participating in the inaugural PEDP cohort has been an immensely rewarding endeavour, and I eagerly anticipate the success of its future iterations.

(Written by Chandanapriya Dhanraj, Learner, PEDP Data Science for Social Impact, 51���)

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AshokaX’s Professional Writing Certificate from the Eyes of a Learner

In the ever-evolving landscape of the written word, the ability to effectively convey thoughts, emotions, and messages holds significant importance. As a participant in AshokaX's Professional Writing Certificate in 2023, the programme proved to be a transformative experience for me, providing invaluable insights and opening doors for aspiring writers.

A Diverse Exploration of Writing

AshokaX's Professional Writing Certificate stands out for its versatility. Whether one's passion lies in professional writing, creative endeavours, or niche interests such as travel writing and political commentary, the programme offers a comprehensive platform to explore and refine skills. The participants not only have the opportunity to delve into diverse writing genres but they can examine exemplary samples and understand the essence of compelling writing.

Mentorship that Nurtures Growth

The programme's writing instructors and professors, Aditi Sriram and Devapriya Roy created an environment conducive to learning and growth through their guidance. The accessibility of course teaching assistants (TAs) also helps establish a collaborative atmosphere where participants can seek assistance and refine their craft.

Constructive Feedback Leading to Publication

One hallmark of AshokaX's Professional Writing Certificate is its commitment to fostering improvement. The constructive feedback I received during the programme was a pivotal element that propelled me towards publication. I chose to craft a travel piece for my final assignment. With the support of instructors Aditi Sriram and Devapriya Roy, as well as the course teaching assistants (Tas), I was able to transform my final assignment into a publishable piece.

A Strong Recommendation for Aspiring Writers

Reflecting on my journey, I strongly recommend the AshokaX Professional Writing Certificate course to anyone eager to elevate their writing skills. Whether aspiring to become a professional writer or exploring creative and specialised writing, the programme's versatility ensures a tailored experience for each participant.

AshokaX's Professional Writing Certificate emerges as a supportive, versatile, and vital pathway for writers seeking to fulfill the potential of their craft. Through a rich blend of diverse writing opportunities, mentorship, and constructive feedback, participants find themselves well-equipped to take their writing to the next level. Overall, the programme stands as a beacon for those who yearn to write with precision and impact in the fast-evolving world of written expression.

(Written by Adhiraaj Anand, Learner, Writing for the 21st Century Professional AshokaX, Doctoral Researcher, German Institute for Global and Area Studies)

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Nurturing Learning and Impact

The domain of online education is in a state of perpetual evolution, constantly adapting to meet the needs of learners, educators, and the wider community. At the heart of this dynamic landscape lies the role of a Learning Coordinator, serving as a vital link between learners, faculty, program leadership, and the platform team. This article chronicles my journey as a Learning Coordinator for AshokaX, showcasing a narrative punctuated by ongoing engagement, adaptive strategies, and an unwavering dedication to fostering impactful learning experiences.

In the online education realm, akin to a Teaching Fellow or Assistant, the role of a Learning Coordinator revolves entirely around facilitating the learning process. Acting as a conduit between various stakeholders—Faculty, Program Leadership, and the concerned team conducting the programme (AshokaX, in this case)—I am entrusted with the pivotal responsibility of gathering feedback from learners and conveying it back to the core team. This feedback loop serves as the cornerstone for making agile adjustments to programme delivery, implementing new interventions, and refining course content to ensure maximum efficacy and relevance.

Navigating the demands of a full-time job, my motivation to engage as a Learning Coordinator stems from a fusion of professional interest and personal passion. Firstly, my fervent interest in data science propels me towards opportunities where I can delve deeper into this field, enriching my understanding and skill set. Secondly, my profound commitment to social impact aligns seamlessly with the ethos of AshokaX, compelling me to contribute meaningfully at the intersection of data science and societal betterment. Drawing from my prior experience as a Teaching Assistant for a course on Math and Statistics within the Young India Fellowship (YIF) programme, I carry forward a sense of fulfilment and purpose, igniting my enthusiasm for this role.

The Highlights of Being a Learning Coordinator

1. Interacting with Learners: Engaging with learners, particularly those committed to driving social impact in India, emerges as the most rewarding aspect of my role. Witnessing their fervour, dedication, and aspirations serves as a constant reminder of the transformative potential inherent in education.
2. Collaborating with Faculty and Industry Experts: Collaborating alongside esteemed faculty and industry experts in fields such as data science, climate, and health is an enriching experience. The diversity of perspectives and depth of knowledge shared in these interactions cultivate an environment conducive to holistic learning and growth.
3. Continuous Learning Opportunity: As a practicing data scientist, my involvement in this course offers a unique opportunity for continuous learning. Beyond enhancing my existing skills, the experience of supporting teaching and learning processes adds a new dimension to my professional journey - enriching me both personally and academically.

(Written by Jishnu, Program Coordinator - PEDP Data Science for Social Impact, 51���)

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Writing as Community: Reflections on Teaching AshokaX’s Professional Writing Programme

“Writing is a skill everyone needs, but we rarely get a dedicated space to improve it outside of school,” remarks Professor Devapriya Roy, reflecting on the origins of AshokaX’s Professional Writing Programme. As a writer and educator, she firmly believes writing isn’t just about technical proficiency; it’s a tool for understanding the world, expressing ourselves, and connecting with others.

This philosophy guided the design of AshokaX’s course, attracting a remarkably diverse cohort. “We had CEOs alongside young professionals, educators, analysts… even a 70-year-old aspiring memoirist!” Professor Roy recalls.

The diversity among student expertise and aspirations wasn’t seen as a challenge, but a core strength for the course. It allowed us to enhance the peer learning experience along with providing personalised feedback to the learners.

The approach mirrors Professor Roy’s own analogy: “It’s like an introductory cookbook. We cover the essentials – clarity, structure, voice – but the real magic is when learners apply them to their unique ‘recipes’. While our comprehensive toolkit enables their writing to be more effective across fields, AshokaX’s pedagogy team focuses on providing individualised guidance to learners to enhance their personal writing styles and overall journeys. The three-hour classroom sessions thus evolved as a space where financial professionals honed their report writing skills while senior executives learned the language of impactful grant proposals, hand-in-hand.

Another key skill we focussed on was instilling adaptability among the working professionals who juggle work and learning. “It means even when life throws curveballs, the course doesn’t falter.” She’s referring to her own experience – her daughter decided to arrive six weeks early, right in the middle of the programme! Yet, the brilliant teaching fellows ensured participants barely felt the disruption.

AshokaX understands writing is never ‘finished’. The course aims to equip learners for the long haul – to become critical readers of the texts they encounter, to be analytical of their own work. One participant noted, “I didn’t just get better at writing a memo, I started noticing how the best memos do their work. That changes everything.”

The Power of Process:

It's not just the final product, but the journey of writing that the course emphasises. "Revision isn't admitting failure," Professor Roy explains, " it's where good writing becomes great. We modeled strategies for getting out of your own head and seeing your work from a fresh perspective." This focus on continuous improvement empowered many learners, who came into the course anxious about their writing abilities.

Success Stories:

One such learner was a young woman, previously hesitant to raise her voice in meetings due to fear of not expressing herself clearly. "I workshopped my presentation notes in class," she shares, "The feedback pushed me beyond my usual generic language. It was confidence boosting, because it wasn't just about how I sounded, but how I structured my thoughts."

For Aakash, an entrepreneur pitching investors, the challenge was the opposite of his verbose academic background. "I used to think being impressive meant complicated jargon," he confesses, "The workshop sessions forced me to boil down my ideas to their absolute core. Turns out, investors like clarity."

Professor Roy admits teaching working professionals presented unique hurdles. "Unlike students fresh out of a system, each learner comes in with ingrained habits," she observes, "Especially the tendency to equate formal writing with wordy, complex sentences." The AshokaX approach includes modeling concise writing, breaking down jargon-heavy professional texts, and peer-review exercises designed to highlight the power of simple, direct language.

If writing well feels intimidating, Professor Roy offers reassurance: “We all learn through doing, and through community. No one emerges from this course a perfect writer, but they’re all far better equipped to navigate the writing challenges they’ll inevitably face.” In that sense, AshokaX delivers on its promise – not just upskilling professionals but unlocking their potential to grow as lifelong writers.

Beyond the Classroom:

The AshokaX philosophy extends past the last day of the course. "We encourage our alumni to stay connected," Professor Roy notes, "Whether it's through informal meetups or accessing the online portal we've built with resources. It's about fostering an ongoing community of writers who support each other." This commitment to lasting impact sets AshokaX apart. As one participant aptly put it, “The best part of this course wasn't when it ended, but when a whole new chapter of my writing journey began."

Idea generation and solution development became the day's focal points, with discussions extending to evolving markets and trends in green entrepreneurship. The highlight was the pitching session, where teams presented innovative solutions using a design-thinking framework. The winning team received certificates and a cash prize. In the end, a post-programme assessment provided a reflective conclusion to this enriching two-day workshop.

The impact of the workshop was evident in the reported improvements. Participants demonstrated improvement in understanding the 17 SDGs, indicating enhanced knowledge and awareness. Similarly, a 100% improvement was reported in awareness of skills required for securing a green job, showcasing the workshop's success in contributing to participants' understanding of essential skills in the sustainability sector.

(Written by Dr Devapriya Roy, Faculty - Writing for the 21st Century Professional, AshokaX, Senior Writing Instructor - Undergraduate Writing Programme, 51���)

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‘How to Change a Life’ – A Course in Behavioural Science

We are at the dawn of an exciting journey for behavioural science in India. There is great demand, but the challenge lies in translating key theories and frameworks into actionable solutions on the ground. Additionally, there is a pressing need to cultivate and nurture talent in this burgeoning field.

This prompted the creation of the course, 'How to Change a Life,' designed to tackle these challenges head-on for senior leaders across the country. We divide the course into two parts: “Nudging Yourself” and “Nudging Others”. Through this bifurcation, we explore how Behavioural Science can be applied, not only to solve societal issues and enhance organisational effectiveness, but also to improve our day-to-day lives and relationships.

The feedback has been overwhelmingly positive, with many expressing gratitude for the newfound understanding and tools to navigate complex challenges. Witnessing the transformation of individuals as they harnessed the power of Behavioural Science has been immensely rewarding.

(Written by Sanna Balsari-Palsule, Visiting Faculty- Department of Psychology, Senior Research Advisor-Centre for Social and Behaviour Change)

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Exploring the Data Science Programme with AshokaX

As a dedicated Computer Science professor with a rich academic and industrial background, I was drawn to 51��� due to its commitment to fostering a strongly multidisciplinary and interdisciplinary academic environment, characterised by liberal approaches and flexibility. My personal interest lies in exploring computer science within the context of diverse disciplines, seeking avenues where it can create a meaningful impact beyond its traditional boundaries. The interdisciplinary approach of 51��� led me to believe that it could serve as an ideal platform for collaboration across different disciplines, leveraging computer science to drive impactful initiatives.

Data Science for Social Impact

Shortly after joining 51���, an opportunity arose through a request for a proposal from data.org, focusing on data science for social impact. Given our ongoing efforts to establish a center for data science and analytics at Ashoka aimed at enhancing the university's data infrastructure, this opportunity seamlessly aligned with our objectives. The initiative seeks to empower individuals in the social sector by equipping them with data science tools and methodologies to drive meaningful outcomes and scale impactful initiatives. Collaborating with colleagues, we crafted a proposal tailored to cater to working professionals and fresh graduates alike.

Crafting a Curriculum: A Bridge to Data Science Proficiency

Motivated by the prospect of contributing to such a transformative initiative alongside my full-time responsibilities, I recognised the need for a pedagogical approach that accommodated the constraints of our target audience. Understanding that many participants lacked a comprehensive background in data science, I drew from my experience collaborating with non-computer science professionals, such as oncologists, to devise a curriculum that bridges the gap between domain expertise and data science fundamentals. The resulting 20-week programme comprises two distinct phases: the first focusing on imparting data science concepts through practical examples and tools, while the second delves into domain-specific challenges within climate and health sectors, featuring expert insights and applications of data science.

Learning from Experience

Reflecting on our journey thus far, several insights have emerged, informing our future iterations of the programme. Notably, while we initially opted to deliver the curriculum without programming prerequisites, feedback from participants highlighted the importance of incorporating basic programming skills into the coursework. Moreover, we are exploring the possibility of offering specialised tracks tailored to participants' experience levels and career aspirations, thereby enhancing the programme's relevance and effectiveness.

Insights Shaping Programme's Future

Feedback from participants has been instrumental in refining the programme's structure and content, underscoring the need for a balanced approach that blends theoretical knowledge with practical application. While challenges were encountered during the domain-specific modules, dedicated learning coordinators played a pivotal role in facilitating hands-on sessions and providing additional support, ensuring participants remained engaged and motivated throughout the programme.

Charting New Frontiers

The programme's benefits extend beyond acquiring technical skills, with participants expressing newfound insights into the potential of data science for social impact. Opportunities for further engagement, such as fellowship offers from organisations like J-PAL, underscore the programme's potential to catalyse career transitions and foster interdisciplinary collaboration.

In conclusion, my involvement in this programme exemplifies 51���'s commitment to driving positive change through innovative, interdisciplinary education. By harnessing the collective expertise of faculty members and industry partners, we have created a dynamic learning environment that empowers participants to leverage data science for social good. As we continue to refine and expand the programme, I remain optimistic about its potential to shape the future of data-driven social innovation, both locally and globally.

(Written by Partha Pratim Das, Program Director - PEDP Data Science for Social Impact, Director - Centre for Data Science and Analytics, Visiting Faculty - Department of Computer Science, 51���)

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AshokaX: Redefining Lifelong Learning Experiences

AshokaX came into being as classes shuttered amidst the pandemic's grasp. The struggle of disparate classes emerged, accentuating the necessity for an inclusive online education platform to bridge this gap. 51��� recognised the need to equip the faculty with a platform facilitating connectivity, not only within its own student body but also extending to a broader learner community. With the intent to further Ashoka’s mission to be inclusive, innovative, and diverse for learners, beyond the confines of Ashoka campus, AshokaX launched in 2020 with a virtual seminar series called ‘Beyond The Classroom’, followed by a multitude of live online courses and weekend seminars as part of AshokaX Academy, in 2021 - 2022. Currently, AshokaX is a lifelong learning initiative bringing Ashoka’s scholarly aptitude, renowned faculty and unique pedagogy to a broader audience in India and around the world.

Journey through India@75: A Multi-Disciplinary Online Certificate Programme

In the pursuit of delivering high-quality, distinctive and impactful learning experiences, we launched a one-of-a-kind multi-disciplinary online certificate programme in 2022 titled, “India@75”. The aim of the programme was to initiate all learners on a quest to better understand India’s past, present and future.

The programme brought together some of the best minds in India in the fields of history, politics, developmental economics, sociology, environmental studies and astronomy to foster the intellectual curiosity of learners.

More information available at:

Revolutionising Learning: The India@75 Legacy and AshokaX's Expansion Pivot

The India@75 programme may have been ahead of its time but its widespread appreciation spurred us to strategise ways to reprise it. This marks a milestone in our short yet impactful history; a strategic shift towards focusing on executive education.

In 2023, we hosted a cohort of C-suite executives and presidents from diverse Indian organisations on campus, launching an exclusive in-person rendition of the India@75 programme tailored specifically for this inaugural group. With the reprised theme of ‘Looking Back; Looking Forward’, learners were given a comprehensive, analytical overview of India since Independence, encouraged to reflect on where India stands at this juncture and provided with context for India’s journey into the future.

The ‘India@75’ programme is now a hallmark offering of AshokaX. We plan to extend the programme to other cities across India and, eventually, to international locations, broadening its reach and impact on a global scale.

Innovations in Behavioral Science: The Applied Behavioral Science Programme

Another well-received offering is the Applied Behavioural Science programme, led by the Centre for Social and Behaviour Change (CSBC). Titled ‘How to Change a Life’, the programme introduces innovative methods for leveraging behavioral science to foster personal growth and career advancement. Rooted in a scholarly framework and fueled by the escalating interest in applying behavioral science across sectors such as public policy, digital media, and leadership, this programme provides an immersive learning journey to senior professionals and decision makers. The programme provides learners with toolkits for identifying behavioral challenges, conceptual frameworks for ideating, designing behavioral solutions and the opportunity to assess intervention effectiveness through practical engagements with scientists and policy makers.

The programme resonated deeply with learners, prompting its ongoing transformation. The next edition of the Applied Behavioral Science program with CSBC is anticipated to unveil later this year.

In addition, efforts are underway to develop a condensed and more concise iteration of the course, designed to operate asynchronously on other online platforms so as to broaden accessibility and to cater to a wider demographic.

Empowering Leaders: The Three Pillars of AshokaX

AshokaX now has three fundamental pillars, each designed to cater to diverse learning needs and preferences.

The first pillar encompasses Executive Education programmes, exemplified by flagship offerings like India@75 and its curated renditions for senior professionals and decision-makers, empowering leaders to drive impactful change.

Scheduled for April 2024 in Mumbai, the ‘Demystifying Regulatory Landscape for the Financial Sector’ programme, led by Isaac Center for Public Policy (ICPP), will provide CEOs & CFOs from various sectors with a comprehensive understanding of India’s regulatory framework. Through engaging sessions led by industry practitioners such as K.P. Krishnan (Former Secretary, Government of India), K.V. Kamath (Chairman, Jio Financial Services), U.K. Sinha (Former Chairman, SEBI), D. Subbarao (Former Governor, RBI), learners will gain valuable insights to navigate the complexities of the Indian financial sector.

Further, later this year, we will launch ‘AI and Beyond’, a programme tailored for senior management professionals across corporate India. The programme will delve into generative-AI algorithms and technology, enabling learners to strategically leverage AI solutions within their organisations. Additionally, it will address crucial ethical considerations surrounding the sustainable use and regulation of AI in today's business landscape.

The second pillar revolves around synchronous programmes such as the Applied Behavioural Science programme led by CSBC and the renowned ‘Writing for the 21st Century Professional’ programme. This professional writing programme explores the ins and outs of good writing in an immersive, accessible and peer-centric manner.

Experiencing success with the inaugural cohort, the next edition of the programme will be launched later this year. AshokaX’s synchronous programmes provide interactive learning experiences facilitated by expert instructors, fostering dynamic discussions and collaborative engagement among learners.

The third pillar of AshokaX comprises of asynchronous programmes, which serve as condensed versions of renowned, previously successful courses. Hosted on online platforms, the programmes aim to broaden our reach and audience by offering flexible learning opportunities that accommodate diverse schedules and preferences.

Together, these three pillars form the foundation of AshokaX, reflecting our commitment to lifelong learning, innovation, and accessibility in education.

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Fellow to Founder: Coming a Full Circle

Mahesh Jakhotia, a banker and venture capitalist turned entrepreneur, embodies the transformative power of education and mentorship. His journey started with an engineering degree from BITS Pilani, followed by joining the first batch of the Young India Fellowship (YIF) at 51���.

Joining YIF was a significant leap of faith for Mahesh. At that time, Ashoka resembled a startup in its early stages, where trust in the people and their vision was paramount. The program was backed by influential figures in India's economic and social landscape, including the founders of Infoedge, MakeMyTrip, the Dean of the Indian School of Business (ISB), and over 50 other prominent founders. The multidisciplinary, liberal arts approach of YIF, distinct from traditional business or engineering schools, further convinced him. The decision was also influenced by the fact that many of his batchmates had foregone significant opportunities to join the Fellowship.

After completing the Fellowship in 2012, Mahesh began his career in investment banking at Avendus Capital, where he was involved in VC/PE fundraising totaling about USD 1 billion for leading Indian tech companies. He also worked with Transit Capital, a VC fund that invested in companies like Ixigo, Truecaller, Healthifyme, Scandid, Zapr, and Transerv.

Transitioning from venture capital and banking, Mahesh took on an operational role as the founding member for Revolt Motors, India's first electric motorcycle by Micromax founder Rahul Sharma and expanded it across more than 20 towns and cities. He was also India head for Asia Innovations Group, a Chinese content provider. Under his leadership, the company became India's second most monetized content app in 2018.

In 2019, Mahesh founded Bijak, a leading Agri-Tech company in India. Bijak operates in over 28 states and 1500 regions and has raised approximately INR 250 crore from global investors such as Bertelsmann (BII), RTP Global, Sequoia Capital, Omnivore Partners, and Omidyar Network. Currently, he is venturing into new endeavors.

Mahesh attributes his success to three key lessons he learned at YIF and Ashoka: righteousness, knowledge acquisition, and empathy development. He views these pillars as essential for handling challenging situations in any business environment. Mahesh emphasized that empathy, in particular, enabled him to understand people, persuade them, and motivate them to reach their full potential. In conclusion, he highlighted that both YIF and Ashoka equip individuals with skills that can't be quantified.

Reflecting on his journey, Mahesh expresses deep gratitude towards 51���. He believes the University has significantly improved his life trajectory. Returning to Ashoka as a Founder, for Mahesh, is a way to help others gain the same benefits he did. For him, it's not just about giving back, but also witnessing the joy of others flourishing.

He encourages fellow founders and alumni to engage more closely with the university, through their time, resources, or presence. As a pioneer of the Young India Fellowship, Mahesh hopes to see more alumni join Ashoka as founders or contribute in other ways. This reinforces the legacy of an institution that has played a key role in their lives.

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From Source Code to Social Impact: Jairaj Bhattacharya’s Journey in Education Innovation

Jairaj Bhattacharya is the founder and CEO of Edtech Startup ConveGenius. A member of the founding batch of the Young India Fellowship, he is the first Ashoka alumnus to be a Founder of the University. He had also previously supported two Young India Fellows through need-based scholarships.

Jairaj Bhattacharya is on a journey to redefine how the next generation learns. Born and raised in Hyderabad, Jairaj says he felt free to explore only when he secured admission to the International Institute of Information Technology (IIIT), Hyderabad. He chose to make the most of it.

In the second year of his electronics and communications engineering course, he joined the robotics club and spent most of his time creating innovative software. It was during a business plan competition in college, that Jairaj demonstrated his software, Source Code. He was immediately approached by investors. But he was focused on studies and so, decided to sell his software to those investors. That was a game-changer.

Jairaj decided to create something that would be innovative and could solve ‘real problems.’ He quit his job in Singapore and joined the Young India Fellowship's (YIF) first cohort in 2010.

"YIF Curriculum enables one to think on every single aspect in life. You can apply what you’re taught in Ashoka to whatever you’re doing in life. It provides you with the skills important to be a leader and change maker."

It was at Ashoka that he learnt to absorb, appreciate, and respect different perspectives. Studying sociology, art, and history, helped Jairaj expand his thinking. Ashoka and the YIF proved to be catalysts in his journey as an entrepreneur. While at Ashoka, he started working on the idea of ConveGenius, a technologically driven educational enterprise aimed at providing education to children in the country. During the day, Jairaj was focused on his curriculum. In the evenings, he spent time with his peers and professors. That year, Jairaj built relationships that would last a lifetime. Founders at Ashoka became the first angel investors at ConveGenius.

ConveGenius, currently in 13 Indian states with 35 million users, witnessed exponential growth during the pandemic. Skill development, employability, and access to opportunity are the next areas he wishes to address. This is part of his vision of “marrying a problem statement which could create social impact, with the use of technology.” Jairaj believes his journey in Ashoka prepared him to be a leader and set an example for others. Today, Ashoka is more than an alma mater. It is a family he has been part of, as a student and now as the first Founder from the alumni community. He hopes to be part of this institution for many years to come.

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Crafting Tomorrow’s Legacy: Uniting Ashoka Alumni

In 51���'s rich history, each of us, as alumni, plays a pivotal role—a role defined by shared experiences, cherished memories, and a commitment to excellence. With ~5000 alumni across 21 batches and 38 countries, our diverse community embodies global citizenship and intellectual curiosity. At the core of our network lies the Alumni Council—a dedicated body committed to fostering connections among alumni cohorts and with 51���. Every two years, alumni have the opportunity to elect a team to serve on the Council, ensuring that their voices are heard and their achievements celebrated.

Mission: Strengthening Bonds, Serving Beyond

As the elected council for this term, our mission is clear—to strengthen the bond between alumni and alma mater while serving both our community and the world. Through initiatives and programmes, the Alumni Council facilitates engagement, professional development, and lifelong learning opportunities, empowering members to make a positive impact globally.

Empowerment and Growth: Lifelong Learning for All

Central to our mission is empowering alumni through continuous learning and professional development. From workshops to mentorship programs, including mentorship to students as well, we provide resources to thrive in careers and personal endeavours, fostering a culture of innovation and adaptability. This dual approach not only benefits our alumni but also enriches the experiences of current students, fostering a culture of mentorship and collaboration across generations.

City Chapters: Local Connections, Global Impact

Beyond our global network, we boast 20+ city chapters worldwide—and counting. These chapters serve as vital hubs, fostering community and camaraderie among alumni in their cities. Whether through professional workshops or casual meetups, we aim to enrich the alumni experience and strengthen connections.

Driving Change: Alumni at the Forefront

As torchbearers of Ashoka's legacy, our alumni drive change and make a difference in their fields. Through alumni features, we celebrate their stories, inspiring others and fostering pride within our community.

Giving Back: A Legacy of Generosity

We understand the impact of giving back on our alma mater's success. Through initiatives like fundraising campaigns and community service projects, we cultivate a culture of generosity that echoes throughout our network. This includes contributions towards student scholarships, donations for academic initiatives, and other forms of philanthropy. Notably, we already have two alumni founders and over 20 alumni currently working at Ashoka in various capacities, showcasing our dedication to the university's mission and growth.

Fostering Community Connections Through Meetups and Events

At the heart of our alumni network is a commitment to fostering strong community connections through various meetups and events. These gatherings provide valuable opportunities for alumni to come together, reconnect, and forge new connections. From casual coffee meetups to formal networking events, chapter reunions, alumni day and our annual "Weekender" event, we offer diverse experiences to suit every interest. The Weekender, in particular, allows alumni to return to campus for a weekend packed with activities, workshops, and networking opportunities.

Regardless of when alumni graduated, their voices, experiences, and contributions shape the legacy of tomorrow. Together, we embark on the journey of writing the next chapter of Ashoka's story—a chapter defined by unity, resilience, and an unwavering commitment to excellence.

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Ashoka Alumni: Paving the Way for Global Impact

"To all our esteemed alumni, you are more than just graduates of 51���; you are the best ambassadors that a young institution like Ashoka can ask for!"

These words from Venkat Eshwara, Pro-Vice Chancellor at 51���, resonate deeply with the spirit of our vibrant and growing community. Today, let us delve into the heart of Ashoka's Alumni Relations Office (ARO) and explore how it plays a pivotal role in fostering connections, engaging alumni, and building a network that spans the globe.

Connecting Across Continents

With over 5,000 strong alumni scattered across the world, the ARO takes on the crucial responsibility of keeping this diverse community engaged with the University. The geographical dispersion only adds to the richness of experiences and accomplishments that our alumni bring to the table. From bustling cities in India to far-flung corners of the world, Ashoka alumni are making a mark in a myriad of fields.

Building Bridges Through Communication

The ARO employs various channels to bridge the distance and keep the alumni community connected. Newsletters, emails, and updates on social media serve as windows into the University's activities, achievements, and developments. The traction on these platforms has seen a steady rise, with the Alumni newsletter's views increasing from 33% to an impressive 51% over the past year. This growing engagement is a testament to the shared sense of pride and involvement within the Ashoka alumni community.

Fostering Academic Excellence

51��� takes pride in its students' achievements, and the ARO plays a crucial role in showcasing them. From multiple admission offers received by Ashoka students each year to the impressive number of students from the inaugural undergraduate cohort now pursuing Ph.D., the ARO shines a spotlight on the academic prowess of Ashoka alumni. Many have gone on to secure postdocs and faculty positions in leading universities, contributing to the global academic landscape.

Alumni Council Elections

One of the key highlights of alumni engagement is the Alumni Council Elections, a democratic process that allows alumni to actively contribute to the University's growth. The 2023 elections, conducted via the Almashines portal, marked a significant milestone. With 1,009 alumni participating, representing a 21.39% voting percentage, the elections showcased widespread engagement across all batches. However, the ARO also observed a lower engagement among more senior alumni, signalling an opportunity for further connection and involvement.

As we reflect on the role of the Alumni Relations Office at 51���, it's clear that the bond between the institution and its alumni is not just about the past; it's a dynamic and ongoing relationship. The ARO acts as a bridge, ensuring that every member of the Ashoka family, regardless of where they are in the world, remains an active participant in the University's journey.

Together, alumni and the ARO are shaping a legacy that extends far beyond the campus, making a mark in the global landscape.

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Sanghamitra Bandyopadhyay is 51��� Advisor for Computer Science

Distinguished Computer Scientist and Director of the Indian Statistical Institute (ISI), Kolkata, Professor Sanghamitra Bandyopadhyay, is all set to begin her role as Advisor for Computer Science at 51���.

Sharing her thoughts on this role at Ashoka, she said, “I look forward to interacting with the faculty and students of Computer Science at 51��� as an Advisor with a goal to leverage its liberal education system to produce world-class students and world-class research.”&�Բ�����;

“We are privileged to have Professor Sanghamitra Bandyopadhyay as Advisor for Computer Science at Ashoka. A distinguished researcher with a deep understanding of institution building, her guidance will be of immense benefit to us. I extend a very warm welcome to her,” said Professor Malabika Sarkar, Vice Chancellor, 51���.

Prof. Sanghamitra Bandyopadhyay completed her B.Tech, M.Tech and Ph.D. in Computer Science from Calcutta University, IIT Kharagpur and Indian Statistical Institute respectively. She then joined the ISI as a faculty member and is currently the Director of the Institute. 

Her research interests include computational biology, soft and evolutionary computation, artificial intelligence and machine learning.  She has authored/co-authored several books and a large number of articles in journals, book chapters, and conference proceedings. Prof. Bandyopadhyay has worked in many Institutes and Universities worldwide. 

She is the recipient of several honours and awards including the Padma Shri from the Government of India, Shanti Swarup Bhatnagar Prize in Engineering Science, TWAS Prize, Infosys Prize, JC Bose Fellowship, Swarnajayanti fellowship, INAE Silver Jubilee award, INAE Woman Engineer of the Year award (academia), IIT Kharagpur Distinguished Alumni Award, Humboldt Fellowship from Germany, Senior Associateship of ICTP, Italy, young engineer/scientist awards from INSA, INAE and ISCA,  and Dr Shanker Dayal Sharma Gold Medal and Institute Silver from IIT, Kharagpur, India. 

She is a Fellow of the Indian National Science Academy (INSA), National Academy of Sciences, India (NASI), Indian National Academy of Engineers (INAE), Institute of Electrical and Electronic Engineers (IEEE), The World Academy of Sciences (TWAS), International Association for Pattern Recognition (IAPR) and West Bengal Academy of Science and Technology. She is a member of the Science, Technology and Innovation Advisory Council of the Prime Minister of India (PM-STIAC). 

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Planning the Study Abroad Fair 2022

The office of Global Education and Strategic Partnerships has begun planning the Study Abroad Fair 2022, scheduled for Thursday,  November 3, 2022. This year it will be held in a hybrid format enabling more robust and active participation both for universities and students. 

So far several universities from the UK, US, Australia, Germany, France, Netherlands, Canada, Singapore, and more have agreed to attend and set up their information booths. For Ashoka students, like every year, Study Abroad Fair serves as an avenue to explore summer and semester abroad options as well as to gather further information on Graduate Studies programmes. 

Come join us on Thursday, November 3, 2022 as the GESP brings back the Study Abroad Fair in person and online!   

Additionally, The GESP Office hosted a Summer Abroad Social Mixer on 20^th September 2022, which was very well attended. GESP Global Peer Advisors, Nishant Singh and Vaidehi Gupta, anchored and moderated a panel discussion with students who have taken courses in the summer across numerous global destinations. The session covered information on how to start looking for summer courses, how to write effective SOPs, how to plan your travel and the current trends with VISA.

Dean GESP, Vanita Shastri and Director, Maitree Dasgupta also answered specific questions. For further information, get in touch with the global peer advisors at peer.advisor@ashoka.edu.in. GESP office looks forward to hosting similar fun networking events in the future.

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Pride and Prejudice: Why have we taken on an American vocabulary?

“Pride” is the term with which members of the LGBTQIA+ communities describe their defiance in the face of stigma and oppression. The term “pride” stands in direct opposition to the “shame” that is often associated with non-normative sexualities and disproportionately attached to those who do not subscribe to the template of heterosexuality and reproduction. “Pride” is a powerful counter to the shame of sex.

So far so good. As a symbolic term that allows people to emerge, if only briefly, from beneath the shadows of violence and fear, “pride” is an important tool in the arsenal of non-normative sexualities. But why is this tool called “pride” in the first place, and why do we celebrate it in June?

The answer to both these questions lies in a land far away. In the United States, “pride” month is celebrated in June to mark the anniversary of the Stonewall Inn riots in which gay people finally stood up to the police and refused to be arrested for their sexual orientation. This June 1969 act of resistance continues to be commemorated there in the form of “Pride” month.

So why do we in India celebrate “Pride” and celebrate it in June? Partly, of course, because America is the aspirational land of “liberty” – an idea that the Americans themselves have assiduously fostered for over a century. And partly because “we” – those of us in Anglophone communities who know what the Americans are up to – have committedly taken on their vocabulary of pride and shame.

With this wholehearted embrace, we continue to prove ourselves good colonial subjects who take on the morality of the master race even when it has very little to do with us. After all, we embraced the idea of sexual “shame” when the Biblical British introduced the idea to us two hundred and fifty years ago. The idea of sexual “shame” is relatively new in the Indian subcontinent, and we in fact have far longer and far older histories of what may now be termed “pride.”&�Բ�����; 

We have 12^th century temples that proudly showcase multiple sexual positions. We have 13^th century poetry that stunningly encapsulates male-male desire. We have 18^th century art that shamelessly paints cross-dressing lovers. We have the largest corpus of male homoerotic poetry in the world. We have calendar art that foregrounds sexually brazen gods. We have long histories of multiply-gendered, multiply-sexual, multiply-identifying people, long before trans* became a trend.

What Indic cultures historically complicate are languages of binary distinctions. The Kamasutra suggests there are at least three different genders. And Bullhe Shah suggests that men in love wear burqas. To this day, we have men who have sex with men but who do not consider themselves gay, and might never even have heard of the term, let alone associate shame or pride with their activities.

Why don’t we celebrate that instead of choosing to celebrate, in June, the American notion of “Pride”? 

(Prof. Madhavi Menon is the Director of Centre for Studies in Gender & Sexuality at 51���)

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Special Coverage: Convocation 2022

Coming of age moment for graduates

According to 51���'s Vice-Chancellor Prof. Malabika Sarkar, the convocation marked the students’ moment of “coming of age”. It is the moment when they leave their alma mater in search of a career, “which may be in higher studies at another institution or in other chosen career paths.” She remarked that a world full of aspiration, anxiety and fulfilment awaited the graduating students, but she beseeched the students to not feel daunted.

Prof. Sarkar wished joy and success to the graduating students in their future endeavours and expressed her wish to stay connected with them even after they have left the ramparts of Ashoka.

Read More >>

Keynote Address by Prof. Maria Leptin (President, European Research Council)

Prof. Leptin began her address to the students by stating that graduation is a very significant milestone in everybody’s life and it also may be a moment to consider how one can change the future for us.

A greater part of her address was shaped by her own experiences and also largely dealt in not only natural sciences but all areas of academic research. She remarked that while she does not have a penchant for giving out career advice, her major tip to the graduating students would be that “the most important thing for you to do is to find something that you really enjoy doing, because then you will excel at that, and if you excel at something the rest will follow by itself.”

She also pointed out that she has always asked her students to question dogma, to question leaders, including political ones, and asked the graduating students to do the same. Towards the end, she acknowledged the presence of cut-throat competition in the world, but at the same time, she also highlighted the importance of cooperation and communication in the academic world. Prof. Leptin opined that often in the process of networking and communication, we end up receiving more than we have managed to give.

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Keynote Address by Prof. Kelvin Everest (Emeritus A.C. Bradley and Professor of Modern Literature at the University of Liverpool)

The distinguished keynote speaker for the convocation ceremony of undergraduate class of 2022 at 51��� was Prof. Kelvin Everest, Emeritus A.C. Bradley and Professor of Modern Literature at the University of Liverpool.

Prof. Everest’s ties with 51��� are indeed strong; he has donated more than 400 books to 51���’s library on the famous Romantic poet Percy Bysshe Shelley.

He started his address by celebrating the importance of the convocation and being a graduate. Prof. Everest urged the students: “give this moment your full and undivided attention to soak it all in for the future and the rest of your lives.”

“51��� is an outstanding example and model for the manner in which India has gone about addressing the fundamental question of how to educate its aspiring population to an appropriate level in the contemporary world,” he maintained. 

Prof. Everest recalled his first visit in India, remarking on how different India was then than it is today. He noted how, despite all the change, India’s democratic spirit is the one thing that hasn’t gone. “It is a vision of nationhood, a great deal to the life of Mahatma Gandhi,” he stated.

He ended his address by telling the students to remember that they have the power and potential to help the world change, and reminded them to enjoy convocation and remember it forever. 

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Wrap Up: Convocation for Award of MA, MLS & PG Diploma Degree

The ceremony commenced with a heart-warming video, which was an ensemble of heartfelt goodbye messages to the graduating students, and beautiful montage shots of the university as well as the vibrant campus life against the background score of the nostalgia-inducing Memories by Maroon 5.

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Wrap Up: Convocation for Undergraduate Programme

The convocation ceremony for the undergraduate batch of 2022 kicked off with a speech by the Chancellor, Prof. Rudrangshu Mukherjee. Prof. Mukherjee encouraged the graduating students to “step over the threshold of Ashoka into an onerous phase of life”. He further described how the graduating students would be entering the “university of life” and leaving their existence in a bubble in Haryana. He urged the students “not to forget the virtues of integrity, moral courage, sense of responsibility that they learnt at Ashoka and to serve as beacons of these virtues to the people around them.”

His words were met with a loud round of applause, after which he invited the Vice Chancellor of the University, Prof. Malabika Sarkar, to address the august gathering.  

Prof. Sarkar, in her speech, acknowledged the difficulties faced by most of us during the COVID-19 pandemic. She praised the university’s efforts in overcoming these difficulties, celebrating how “everyone made sure that the vibrancy of the university was not taken away by the challenges of the pandemic.” 

Read More >>

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Astronomy is in an exploding phase but technology is a limitation: Dipankar Bhattacharya

Something that anyone can do on a dark night is look up at the sky and see lots of star-like objects but there is a whole world out there that our naked eyes are unable to catch a glimpse of. Distinguished Astrophysicist Professor Dipankar Bhattacharya is a dreamer who has spent nearly four decades of his life observing the world beyond. He has seen stars exploding in distant galaxies or flying into violent collisions and with his vast experience of being involved at the highest levels of India’s astronomical projects, he is quite certain that astronomy is currently in an exploding phase. 

He says: “With larger instruments, we discover things that are practically unimaginable for us; unless you see it, you would not believe that such an object could even exist.”&�Բ�����;

With advancements in science and technology, we have made some sense of the universe by now. We roughly know how large it is and what kind of objects populate it. “But if you ask that even with all the instruments at our disposal, what is the fraction of the objects that have actually been studied? I would say that is a tiny fraction, almost negligible. Now you may ask, I have studied a hundred thousand stars, what is the point of studying another hundred thousand stars? The nature is such that there are fascinating objects that are rarer and rarer in number. A rare object will only become visible to you when you go through more and more common objects,” explains Prof Bhattacharya, whose specific interests are Neutron Stars, Supernova Remnants and Gamma Ray Bursts. 

He recalls that his own journey has been a result of many accidents. His father was in West Bengal State service, which meant that he ended up studying in several schools scattered in small towns and villages. By the time he was ready to join college, almost everybody around him suggested that he should pursue medicine as a professional course so that he could ‘settle well’ in life. But his own interest was in basic sciences. 

“I appeared for the medical entrance examination, got selected and was almost ready to become a doctor. But I had also appeared for the National Science Talent Search Examination that used to be there during our time. I had done this almost secretly. If you did get it, it would support you through scholarships for Bachelor’s, Master’s and Ph.D. It would give you an opportunity to participate in intensive summer camps every year. But the only condition was that one had to pursue basic sciences, not a professional course. Fortunately, I got that and now I had the opportunity to use it as an argument to pursue what I really wanted to do. I got into Physics, my specialisation in Master’s was particle Physics at Jadavpur University,” he recalls. 

In 1980, one of the summer camps that he went to was in Osmania University and there he got associated with the Centre for Advanced Study in Astronomy (CASA). It was here that he got a first-hand exposure to the world of astronomy. 

“I also ended up grinding a mirror to make a six-inch telescope. It was a very interesting and revealing phase for me. But even then, I wasn’t sure to pursue astronomy as a career. In the last year of my Master’s in 1982, I went for another summer school to the Indian Institute of Science in Bangalore. That is where I got exposed to some really interesting stuff in astrophysics. I was able to apply vast information of Physics to understand what was going on in the cosmic world. 

“Then I made a concrete decision that if I have an opportunity to do research in astrophysics, I will go ahead with it. It was at this very summer school that I heard of another programme, Joint Astronomy Programme, that was being started by Indian Institute of Science. The first applications were being received that year at that very time! I thought to myself that this seems very interesting, why not apply for it? And I did apply, got into the programme. If I was one year earlier or one year later, things would have been very different.”&�Բ�����;

He completed his Ph.D. under this programme, and was already deeply involved with the work that Raman Research Institute (RRI) was doing so he got a job almost immediately. He submitted his thesis in August 1987 and joined the Raman Research Institute (RRI) as a Junior Scientist in October that very year. He remained there for twenty years. 

“I think this was the defining phase of my life, both from the point of view of the inspiration that I could imbibe from the highly stimulating environment over there and the opportunity to apply my wider skills to the research work we were doing over there. I have tried my best to impart whatever I have learnt to the later generations as they came along. We got involved into national projects. The Giant Metrewave Radio Telescope (GMRT), near Pune, was conceived during my time at RRI. 

“In 1996, this idea emerged that India should launch a space-based astronomical observatory. I was brought in to this project right from the beginning where we discussed how it should be, planning, shaping and building it. That eventually materialised as the space observatory called AstroSat, launched in 2015. You can well imagine how long a project in astronomy may be, from the germination of an idea, to conceiving, planning and building it,” recalls Prof Bhattacharya, who continues to be the chair of the science working group of AstroSat.

He joined the Inter-University Centre for Astronomy and Astrophysics (IUCAA) in 2007 and stayed there for another 15 years before joining 51��� as the Sunanda & Santimay Basu Astrophysics Professor. 

He says: “Astronomy is driven by technology. We have to take whatever is the best and latest technology available right now to improve our equipment so that we can see more objects. This is continuously leading us to finding rarer objects which were never heard of before. So, I can safely say that astronomy is in an exploding phase right now, the only limitation is technology. 

“As more and more technological advancements are made, we will be able to obtain more information about fascinating objects out there. This is perhaps why we are seeing an upward trend in investments pouring into astronomy globally,” he maintained. 

Prof. Bhattacharya says that the Science budget is a tiny fraction of any nation’s overall budget and because the instruments required in astronomy are very expensive to build, it is beyond the capacity of any nation alone. “That’s why there are lots and lots of collaborations among nations that is taking place to study the universe and find rare objects,” he added. 

He shared that the idea is to start 51���’s very own branded course in astronomy, which can be a minor to begin with. But it will have a unique flavour compared to the courses being imparted elsewhere. Prof. Bhattacharya is looking at blending theory, observation and computation along with a host of other aspects of astronomy for the students and researchers of 51���. 

(Written by Saket Suman)

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Get a bird’s eye view of the Centre for Climate Change and Sustainability

A wicked problem as climate change requires interdisciplinary approaches. The Centre for Climate Change and Sustainability (3CS), established in 2019, was initially conceptualised by Prof. Malabika Sarkar, the Vice Chancellor of 51���. 3CS brings together members of the Ashoka community across disciplines with a shared interest in studying, communicating, and mitigating the effects of future climate change on our society, health, and environment.

Interdisciplinary Approach

With 30 members from across 9 departments ─ English, Biology, History, Psychology, Sociology & Anthropology, Environmental Science, Physics, Computer Science, and Economics ─ the Centre is the most cross-disciplinary centre at 51���. 3CS seeks to provide the next generation of Ashoka-educated researchers and leaders with a comprehensive interdisciplinary education in the problems posed by human-induced climate change and possible ways of addressing them.

3CS harnesses Ashoka’s research and policy expertise, led by Ashoka’s intellectual community of Scholars. Broadly, work supported by the Centre will fall in one of seven focus areas. The first set of 10 research projects, involving 15 members of 3CS, have been funded across all these 7 areas.

Climate Change Communication

One key focus area is communicating the urgency of issues surrounding climate change and sustainability through the imaginative use of social media, blogs, art, music, films, podcasts, and targeted advocacy campaigns, in addition to peer-reviewed literature and policy briefs. 

The 3CS Media Fellowship is the Centre’s flagship programme in this area, launched in partnership with the Ashoka Centre for Translation (ACT), and two media partners — The Hindu and The NewsMinute. The Fellowship will directly support journalists from underserved communities to report on climate change in India, to understand how it affects people’s lives, in particular the lives of those who live at the margins of our society. While we hope to cover multiple geographies in subsequent editions, the inaugural module in 2022 focuses on original reportage done in peninsular India — Karnataka, Kerala, Tamil Nadu, Andhra Pradesh, Telangana, and the Union Territories of Pondicherry, Lakshadweep, and Andaman & Nicobar Islands. 

In 2021, 3CS launched an annual two-day conference — Healing Earth — to facilitate conversations around the effects of the climate crisis and its wider impact on our world today. The inaugural conference brought together researchers, practitioners, and faculty to explore the links, trade-offs, and tensions at the nexus of climate change, health, and ecosystems. The second conference, in 2022, focused on the Economics of Climate Change, and the Plant Humanities. One of our projects, led by Prof. Sumana Roy, will create an archive of the Indian Plant Humanities.  This project will be the first of its kind in India. 

Student Engagement

3CS is also playing a role in contributing to the international conversation on climate change. In November 2021, Prof. Iain Stewart, the Joint Director of 3CS, chaired a session on ‘’ at COP26, where he hosted a global showcase of how countries and communities are rising to the challenge of climate change. This was followed by a panel discussion on how these pockets of innovation can become multipliers of change. 

We're particularly happy to be working with other Centres at Ashoka to support student groups. We are collaborating with the Centre for Social and Behaviour Change (CSBC) and the AU Society for Sustainable Development Goals (AU SDG Soc) to launch the LiveGreen@Ashoka Initiative, aimed at working with students to improve sustainability on campus and creating a cleaner, greener Ashoka. We are working with the Centre for Social Impact and Philanthropy (CSIP) to support the Social Impact Club. Additionally, we also launched four media internships for Ashoka students to work with 3CS to build their communication skills and help shape the conversation on climate change.

We’re excited about the work we’ve already started, and the work yet to come. In the coming years, we hope to make 3CS one of the leading centres in India for work on climate change and sustainability.  

(Prof. Gautam Menon is Professor of Physics and Biology and the Director of the Centre for Climate Change and Sustainability (3CS) at 51���.)

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Biology is going to dominate the remainder of the 21st Century: Gautam Menon

Among the most quoted Indian experts on the COVID-19 pandemic that brought the world to a grinding halt, Prof Menon says that he was “very lucky” to be guided by remarkable teachers who left a lasting impact on him.

His shift to thinking about how infectious diseases spread brought him to 51��� as a Professor of Physics and Biology in August 2019. This was four months before the pandemic broke out, but Prof. Menon had already decided that he wanted to devote more time towards understanding how India could better tackle public health questions, applying modern modeling methods.

“While I was trained as a physicist and later shifted to thinking about problems in biology, I realized that the problems that most interested me in public health also needed an understanding of the social sciences. To be able to build interdisciplinarity into the core of what I did as a scientist was something I thought I could do best at 51���.”

By January 2020, Prof. Menon could sense that governments around the world were beginning to worry about the spread of a possible new pandemic disease. He had the advantage of looking at it from the eyes of somebody knowledgeable about the impact of SARS-CoV-1 in China, Singapore and Hong Kong.

Within a matter of days, he spoke about the potential impact of COVID-19 on India and the world, at an event in Hyderabad. This was as early as the 8th of February 2020, just a week after the first case was recorded in India, and was likely the first public talk about COVID-19 in India. There, he provided the larger context, describing how pandemics have changed the course of history in the past, but also going into the many other implications of a rapidly spreading infectious disease, for the economy and for society.

Very soon he was everywhere, being quoted on news broadcasts and cited on front pages of leading Indian newspapers.

“I came to Ashoka with the broad plan of beginning to think more deeply about models for disease spread and how I could contribute towards health policy using these methods. Then the pandemic happened.”

“I think 51���, more than any other Indian institution might have, gave me the opportunity and freedom to think about these problems. 51��� did not restrict what I could think about or what I could do in any way. Why we were able to do so much in a short while is really a consequence of the fact that people trusted the work we were doing and they wanted independent voices to be heard,” says Prof Menon, who was earlier a Professor with the Theoretical Physics and Computational Biology groups at the Institute of Mathematical Sciences, Chennai.

He stresses the importance of “independent voices”, saying that governments take decisions and actions based on internal deliberations whose rationale is often not very clear to the public. Explaining, and in some cases challenging, these decisions on scientific grounds “was a role that I thought was important to fill”, he said.

“When you do write about issues that matter to the public, there will be people who will support you, as well as people who will assume that you have intentions that are political and not purely science-based. This is something that every scientist who has a public voice faces.”

“What I try to do is be as objective as possible. I’d like to ensure that the statements I make are not directed at a specific government’s actions but are what I would have liked to convey to any government.

“It is important to be perceived to have that objectivity so that people from all types of political backgrounds can take your scientific work seriously based on what you say. I am happy that the Ministry of Health and Family Welfare has featured some of what I have said on their website. A short Youtube video I made for them has been viewed close to a million times. This suggests that even though I have been critical of the government, my voice is taken seriously and it is understood that I am not blindly critical of the government but objective in what I say,” remarked Prof Menon, who studied at St. Stephens College, Delhi, IIT Kanpur, and the Indian Institute of Science, Bangalore, before working in Mumbai and Canada for several years.

Prof Menon has made key interventions through his lectures, op-eds and commentaries across the media spectrum while our world was ravaged by repeated spells of the pandemic. He advises a number of government agencies and states on their COVID-19 policy. In his work, he has used science and modeling to assess possible outcomes of specific government policies, addressing questions of whether a nationwide lockdown be imposed, how long schools should remain closed and of the right testing strategy.

His writings consistently underline the importance of understanding the nature of evidence. Evidence-based medicine, for example, is an approach to clinical practice where patients are treated based on the accumulated evidence in favor of specific interventions. “The ability to arrive at independent conclusions based on available evidence is common to both the sciences and the social sciences”, he remarks.

About the sciences at 51���, he has this to say: “The syllabi at 51��� are comparable to anywhere in the world. What is particularly special here is our interdisciplinary approach”. He teaches two popular foundation courses, Principles of Science and Quantitative Reasoning, stating that he is often amazed with the level of intensity of his students.

He says, “We are all intuitively scientists. We look with a sense of wonder at the world around us, we naturally marvel at the stars and we look at living things with a certain degree of passion. We are born scientists and we actually have to beat science out of somebody if we want them to do other things.”

And finally, what makes him so confident of the fact that the rest of this century belongs to Biology?

“The problem of life itself: How can a set of atoms and molecules organize to form a complex structure that can grow, reproduce and purposefully alter its environment? This is a problem that the physical and chemical sciences have so far been unable to address. Where does our consciousness come from and how do our brains function? How can we cure diseases, including genetic disorders that we may be born with? How did life on earth start?”

“These are questions that lie at the unexplored frontiers of human knowledge.”

(Written by Saket Suman)

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A dome of Denominator Thinking

The Chief Minister's Good Governance Associate (CMGGA) programme opens many opportunities for an Associate to explore in both the private and public sectors depending on their acquired skills. One can work in the areas of consulting, public policy, governance, or with NGOs, corporates, etc. 

One thing that I have learned after working on a scale and citizen-focused services with the CMGGA programme is that your vision is enlarged to impact at scale and do something sustainable that can bring change in people’s lives. You begin to act as a visionary leader who has a clear idea of how the future should look. You set out concrete steps to bring a vision to life, and then lead a team of people in that direction. So, finding the right opportunity depends upon your vision and skill set.

After my CMGGA tenure, I had multiple choices to work but I chose to solve the most challenging and complex problem of dropouts in India by building an organization named Anubhuti. Anubhuti works for underprivileged children who are out of school and dropouts aiming to ensure that all children have equal opportunities to access quality education in collaboration with the Government of Haryana. 

This will ensure that every student can grow to be an empathetic and action-oriented citizen of society. We want to create this change by bringing the talented youth from the local community to work at the grassroots levels and bridge the existing gap between the community and schools/education system through a fellowship model. 

In the long term, our fellowship model aims to create local changemakers/ reformers as a catalyst to drive systemic level change to bring educational equity.

With the CMGGA programme, I have learned how a system works, accepted the complexity and focused on improving it. It became your style of work. You just don’t focus on the problem, you understand it and then strategize to solve it. During the programme, we as a cohort of 25 professional individuals are provided with a high support system to implement the flagship policies from the State Government but when you transect the role after the program it takes time to understand the ground reality. 

There is a disparity in the role you perform because after the year is over, there is no power and strong support which helps you to work on the ground. You have to create your support system on your own.

We have high potential Associates who are working in diverse domains. We can connect and share opportunities around them. I found that there are talented and skilled people who are looking for the right space and position but aren't able to do it as they are not aware of the opportunity. So there should be high-level networking, sharing, and awareness of a working entity with a shared purpose. Working with new people from different areas also opens up channels that would otherwise remain closed. Finding new ways to communicate, share information is hugely important to the success of any career, and creating a more cohesive, open workplace benefits everyone.

Also, some of the Associates believed in the vision of Ashoka university through the CMGGA program. After the program, they continue to spread the vision and provide support to the government of Haryana. This is the core responsibility of the organization to support, endorse, promote and encourage such individuals and organizations.

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CMGGA: The Road Worth Taken

Our eight month long journey in the Chief Minister’s Good Governance Associate programme has been a mix of challenging and exciting ventures. This unique programme, while allowing us (the Associates) to work at the intersection of the State Departments, District Administration, residents of Haryana as well as private entities, offers immense opportunities to collaborate, develop and implement dynamic solutions at complex levels of the government.

As Associates, we work on diverse projects, ranging from education, livelihood generation, to real-time public service delivery, which includes certain flagship and priority programmes of Government of Haryana. In addition to these work areas which are mandated by the Programme, we also have the space to work on district specific identified problem areas, in collaboration with the District Administration. Just to put things in perspective, as part of our District Initiatives/projects, a few of us are working towards empowering SHGs and facilitating market linkages; some have chosen to work on addressing the persistent problem of Anemia & mal-nutrition; while others are working in the domain of drug abuse. As multiple departments and external stakeholders are involved, convergence with each such stakeholder is imperative for the successful planning and implementation of the project.

This interesting journey, so far, has been full of learnings, a mixed bag of small and big lessons. 

Unlike the popular narrative, it is not all that gloomy 

The experience of working with the Government machinery has made us challenge our own preconceived notions as well. For example, contrary to the narrative that people like holding on to, there are a lot of people in the administration who are honest, efficient and very hard-working. That is not to say there is no scope for improvement in the machinery. 

However, there are many positive outcomes taking place in the background, which do not surface for whatsoever reason and people don’t get to acknowledge them, let alone appreciate them. We truly have developed empathy for the government set-up and have seen many champions, in our respective on-ground experiences, who, many a times, despite the lack of resources, do a fabulous job even during difficult circumstances. Seeing these instances first-hand, we would appeal to the readers to read about the innovative projects and other initiatives being executed by the Administration as well as share their suggestions on how to improve things further.

Importance of having a solution-centric lens 

Fact that the programme also deals with citizens, any given day also has in store field visits, opportunities for interaction with the beneficiaries, members from varied communities and a vast variety of stakeholders. These instances, provide us with unique opportunities to be privy to the grassroots reality, probe in-depth and provide recommendations on service delivery and scheme designs to the respective state & district department(s). It was through these interactions that we were able to identify multiple potential areas of intervention that we thought we could, and rather should work on. Through this journey, we have learnt to keep our emotions in check and channelize them in a productive manner. 

A crucial learning across Associates has been that merely identifying a problem is never enough. We are also expected and trained to probe into the problem, break it down into simpler problem statements and come up with possible practical systemic solutions. Once the solutions are developed, we then collectively work to find ways to best support the Administration in the implementation of the solution design.

Power of collaboration and collective efforts

The interesting part is that we are 24 associates spread across 22 districts of Haryana. All 24 of us, are working in our respective allocated districts, yet together, towards a shared vision of making governance more efficient & transparent. Further, by placing us in a unique position, the Programme helps us leverage knowledge and resources available with private entities to solve complex problems, thereby enhancing the efficacy and impact of the solutions. The CMGGA programme has helped us realize the power of collaboration and collective efforts.

We have seen many instances where the citizens, private entities & NGOs have come forward and supplemented the Administration’s efforts which have resulted in immense impact. However, we believe that such numbers need to be greater. The citizens of our country need to acknowledge their responsibility towards the society and act towards it, as well.

The contribution need not be monetary. It can be simple tasks that we do in our day to day life. Starting from following proper waste disposal norms; using water judiciously; taking steps to conserve water; taking time to help someone learn a skill; taking time to volunteer at a government school, just to name a few. We believe that such actions from the citizens would go a long way in solving complex problems which otherwise are likely to become graver with time.

Meetings with the Hon’ble Chief Minister

All the Associates are committed to support the administration to plan for and execute sustainable solutions. In this spirit, meetings with the Hon’ble Chief Minister have always been a very integral part of the programme, where the Associates share the progress made, propose possible solutions to the Hon’ble Chief Minister and seek guidance from him.

We had a unique opportunity to have a day-long meeting with the Hon’ble Chief Minister and senior bureaucrats to discuss and deliberate the particulars of some of the projects. In the recent meeting, the Associates presented their recommendations on streamlining existing schemes under the skill development, self-employment, scholarships and employment spheres. We also presented recommendations on flagship & priority projects like Mukhyamantri Antyodaya Parivaar Uthaan Yojna, Model Sanskriti Schools among other projects.

Interestingly, in the day-long meeting, all the participants, especially the Hon’ble Chief Minister were extremely active, probing into nuances of projects and arriving at a decision after consulting with the departments’ concerned. The core reason for which the meeting turned out to be very productive, was the commitment of the Hon’ble CM and the senior bureaucrats to trust the data-backed recommendations presented to them, discuss them in detail and make decisions based on the recommendations specifically presented for implementation.

The programme journey has proven to be extremely meaningful and transformative for us; along with understanding the Govt. ecosystem, the programme also provided us with a great platform to understand our own selves and learn from a diverse group of peers. These eight months almost felt like a whirlwind, and we are eagerly looking forward to what it has in store for us next.

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Five successful years of the Chief Minister’s Good Governance Associate (CMGGA) programme

In 2015, the Hon'ble Chief Minister Shri Manohar Lal expressed an urgent need for ground-level data on the challenges emerging in implementing various schemes and services. 

This led to the creation of the CMGGA programme in 2016. The concept was to engage passionate young professionals to work with the District Administration to get on-ground data and direct feedback from citizens, bringing out-of-the-box innovations to rising issues and supporting the Deputy Commissioners (DCs) in different mechanisms.

51��� was brought in as the knowledge partner as this was in sync with their commitment to provide young leaders to the country to create unparalleled, sustainable difference.

The Government of Haryana and 51��� took forward this strategic collaboration and an MOU was signed in Jan 2016. What started as a mere concept is now a very successful programme, starting from its first batch in July 2016.

The Chief Minister's Good Governance Associate (CMGGA) programme has grown over the years in terms of the diversity of Associates in each cohort, the varied skill sets they bring to the table, and the collective impact created through various innovative interventions. CMGGA has catalyzed some of these processes in key initiatives including public service delivery, education, and women’s safety in the last five years in Haryana, while ensuring smooth implementation of programmes on the ground.

The programme works on the vision of helping Haryana progress towards development with sustainable and innovative solutions. The belief of the Hon’ble Chief Minister was a constant support system with a long-term vision of driving impact at scale in Haryana. The CMGGA programme gradually witnessed a warm welcome from the district administration, and Associates were being sought after for their drive, enthusiasm and strong process management skills. 

Major accomplishments over the years

2016: Process reengineering in the Transport Department

Acting on the recommendations of the Associates, the Hon’ble Chief Minister decided that going forward the Department of Transport will implement Standard Operating Procedures (SOPs) for service delivery across the State, including a single-window standardized fee payment mechanism in all districts. Other key changes were setting up of a facilitation desk at all e-Dishas and creating a single window for payment of all fees. 

2017: Antyodaya Saral: The new era of citizen service delivery through digital

The Associates conducted a diagnostic of the existing e-Disha Kendras. A five-step strategy was developed for the rollout of the Antyodaya Saral initiative by Haryana Digital Cell, which was closely implemented by the CMGGAs. 

The Antyodaya Saral project is the biggest success story of the CMGGA programme. The project brought ~550 services and schemes across 40 departments onto a single digital platform to create a citizen-centric service delivery mechanism within the government.

2018: Mega Saksham Ghoshna

The Saksham Haryana approach stands out in school education system transformation. It introduces an element of gamification to motivate stakeholders and units within the system to do well. If a block is confident that 80% of its students have achieved grade-level competencies, it nominates itself under 'Saksham Ghoshna'.

After 𝟏.𝟓 𝐲𝐞𝐚𝐫𝐬 of constant efforts, 107 out of 119 𝐛𝐥𝐨𝐜𝐤𝐬 were 𝐝𝐞𝐜𝐥𝐚𝐫𝐞𝐝 𝐒𝐚𝐤𝐬𝐡𝐚𝐦 with 90% 𝐠𝐫𝐚𝐝𝐞 𝐥𝐞𝐯𝐞𝐥 𝐜𝐨𝐦𝐩𝐞𝐭𝐞𝐧𝐜𝐲 for students in elementary school across Haryana. Assessed by a third party, Gray Matters, the initiative has positively impacted more than 10 lakh students across 4,000 government schools.

2019: The Operationalisation of One-Stop Centers (OSCs) 

OSCs support women affected by physical, sexual, emotional, psychological, and economic abuse. They provide a wide range of specialized services, all under one roof. OSCs support women free of charge and irrespective of age, class, caste, education status, marital status. They are open 24/7. 

Enabled by a strong push from the Hon’ble CM’s office, the CMGGAs facilitated the setting up of 22 functional OSCs in a record period of six months.

2020: eOffice enabling Good Governance in Haryana

Legacy practices are still adopted by Government Departments leading to a lack of transparency and accountability, and more importantly, delay in decision making. eOffice is a flagship initiative of moving all files online and has potential to bring long-lasting change to the Haryana governance system. 

Haryana is one of the few States in India to implement eOffice till the District Level. This will benefit all government offices by saving time, saving paper, and increasing productivity in the administration. Associates facilitated DC reviews and put in place a strong monitoring system to track e-file creation and movement, and identified dormant users in the departments at the District and State level.

Over the years, the CMGGA programme has provided tangible outcomes on ground, created a pool of young leaders, and helped Haryana in making governance more efficient. CMGGA is the longest continuously running Fellowship in the country and these kinds of collaborations are fruitful in bringing change in society.

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Chief Minister’s Good Governance Associate (CMGGA) Programme working towards the vision of ‘New Haryana’

With the vision to reach the last mile by transforming the schemes and services, the CMGGA programme, under the leadership of Hon’ble Chief Minister Manohar Lal Khattar, it is a matter of immense pride for me to state that the CMGGA programme has been delivering fruitful results on ground since mid-2016.  

When the Hon'ble Chief Minister expressed a need for ground-level data on the challenges emerging in implementing various schemes and services, it led to the creation of the CMGGA programme in 2016. Over the years, it has emerged from a mere concept to a successful Good Governance programme in Haryana. 

51��� as the strategic partner was engaged to identify passionate young professionals to work with the District Administrations for on-ground data and direct feedback from citizens, bring out-of-the-box innovations to major issues and support the Deputy Commissioners (DCs) in different mechanisms.

How does the CMGGA programme work?

Offered as a one-year experiential learning fellowship, 25 zealous youth are recruited as Associates every year and placed across the 22 districts of Haryana. The Associates work under the guidance of the Chief Minister’s Office and in close collaboration with Deputy Commissioners and the District Administration. A set of State Government’s priority programmes are converted into work modules that the Associates implement in their districts. Apart from these, the Associates also work on issues pertinent to their districts and develop innovative solutions. These are generally conducted in a pilot mode and if successful, can be scaled up as a statewide programme.

Funding for the programme

As a self-funded program, it leverages the expertise and sustainability concerns of the corporates, and we are supported by Hero Motocorp, Cisco, Pernod Ricard India Foundation, and Yokohama as our donor partners for the year 2021-22. This creates synergies between the State, Academia and the Private Sector to drive policy implementation. Through these partnerships, the programme has also been able to incorporate technology solutions for major on-ground issues as well as gain from the expertise of our donor partners in policy matters.

Field-to-Forum approach

The Chief Minister's Good Governance Associate (CMGGA) Programme starts with an intensive 10-day Induction programme at 51���. This is designed to help the Associates learn about the functioning of the government, as well as skills necessary to work with the program.

Induction of cohort at 51��� 

The Associates are also exposed to Theory of Change and the basics of policy advocacy. Subject matter experts join as Guest speakers and help Associates get an overview of the social sector. Expert academic guidance is provided from Ashoka to conduct Research as part of the programme. As CMGGAs are working in a fast-paced system with changing dynamics, research allows them to take a look at the big ideas and make discoveries that will enrich the outside world with promising innovations.

Adopting a Field-to-Forum approach as part of the programme, the Associates work in the districts for seven weeks and then gather at 51��� for a one week Forum. The Forums are designed to problem solve challenges, synthesize learnings, and ideate to work better. Forums allow the team to understand the diagnosis of the problem in work streams, enabling problem-solving and discussing workable solutions to streamline existing programmes at the State level.

Success of the CMGGA programme

The CMGGA programme is one of the most successful programmes by young professionals in the country, and the number of applications we receive each year speaks volumes about its popularity. We have provided evidence-based outcomes on the ground for the last five years, which is continued into its sixth year. 51��� is proud to be associated with such a collaboration where millions of lives are being impacted positively and a strong pool of youth leaders is being built. A concept like CMGGA is the future for many aspiring young leaders to try their hands in the development sector and build a better future. 

(The author is Director Chief Minister's Good Governance Associate (CMGGA) Programme)

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Higher institutes of learning should provide space for critical thinking

She studied at premiere Indian universities before undertaking a short stint in the corporate sector. But in our fast-changing world, she realised she enjoyed working with data and deriving insights from it. This became another journey altogether for Dr Kanika Mahajan, Assistant Professor of Economics at 51���, who is currently working on issues around stagnation of women's labour force participation in urban India and a decline in female employment in rural areas.

Her research explores both the supply side and the demand side linkages along with examining occupational task content of jobs in India.

“My other projects at the intersection of labour and gender examine links between stereotypes, economic shocks, and women's employment as well as how returns in the marriage market can be affected by a woman’s employment status. Among other gender issues, I have been looking at ways to reduce violence against women with policy measures such as improved household sanitation and regulating alcohol availability in public spaces. In the context of COVID-19, my ongoing research examines resilience of supply chains in agriculture and manufacturing sectors in India,” elaborated Dr Mahajan, who intends to use innovative high frequency datasets to answer pertinent questions in her research.

The primary goal of her research revolves around gender. The idea, she explained, is to facilitate evidence-based-policy interventions – both in the government and the private sector – to increase women’s labour force in India.

“Women in India despite being educated do not participate in the labour market at the rate of many other countries which are at the same level of education or income or fertility. This is a puzzle that economists struggle to explain. While the problems have been identified now, extensive research is going on to understand what can be done to alleviate these constraints,” she shared.

Often people think that studying and doing research in Economics is all about knowing stock markets. But Dr Mahajan said that this probably stems from the general perception that economics is all about money and income growth.

“What is not well understood about this field is that it is also about welfare, equity, and redistribution. In fact, violence against women or women’s low labour force attachments have direct consequences for income growth too, even if one were to think in terms of plain vanilla economics. Therefore, I hope that over time we understand the importance of other social dimensions and how they contribute to holding a country back, both economically and through folds of inequality,” she maintained.

Her commitment to continuous learning keeps her motivated but what brought her to Ashoka?

“I felt that the environment at Ashoka was more conducive for research. The support that the university provides in terms of grants and other opportunities enables one to collaborate and undertake independent research. I believe that higher institutes of learning must be hubs for research and innovation and should provide space for critical thinking. This also ensures both the faculty and the students address relevant problems in the fast-changing world,” she responded.  

Elaborating on the significance of critical thinking in the twenty-first century, Dr Mahajan said, “Critical thinking enables one to solve problems, whether at the workplace or general problems facing the world at large. The key element of thinking critically is adequate forethought. This is crucial given the extent of misinformation that is rampant in the world flooded with social media.”

When asked about some aspects of 51��� that encourage critical thinking, she pointed to “the innovative assessment and evaluation methods developed by the Ashoka faculty to improve learning outcomes. The process involves class discussions, assignments, term papers, and much more that reflects the student's understanding of the subject. Ashoka faculty is constantly involved in integrating research and teaching activities to help students become well-rounded individuals who can think critically about issues from multiple perspectives.  As research and teaching feed each other, Ashoka believes in the notion that researchers benefit as much as students when they are directly involved in teaching.”&�Բ�����;

And there is something more that we can always do and aspire for. She recommended “As individuals, we learn throughout our lives, it is a continuous process. Never think that learning stops after completing an academic degree. Sometimes you unfold a passion while testing waters, so never be fearful of changing the course when you stumble upon something that inspires you.”&�Բ�����;

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Revisiting William Faulkner with Prof. Johannes Burgers

Ashoka Professor of English and Digital Humanities, Dr. Johannes Burgers has been co-awarded a USD 147,000 grant from the National Endowment for the Humanities (NEH) for a project titled Teaching and Learning William Faulkner in the Digital Age. Dr. Burgers will co-direct the digital humanities project with Prof. Christopher Rieger of Southeast Missouri State University, and Prof. Worthy Martin of the University of Virginia will serve as director of technology.

The announcement comes at a time when many teachers around the world have been experimenting and innovating with digital learning due to the pandemic. The grant will try to formalize these practices by working with a dedicated team of instructors to create a series of digital learning modules based on the information available through Digital Yoknapatawpha, a site that reimagines Faulkner’s fictional world in digital form.

We sat down with Professor Burgers to guide us through Faulkner’s life and work, and how it led to a radically new approach to studying literature through Digital Yoknapatawpha.

Excerpts from an interview:

What drew you to William Faulkner?

When I was in graduate school, I was studying for my oral exam, which basically means you get a couple of months to read about a hundred books. It was absolutely grueling, and it made me wonder why I ever wanted to pursue a PhD in the first place! Then I picked up Faulkner’s The Sound and the Fury, one of the books for the exam, and from the minute I opened its first, radically experimental pages I couldn’t put it down. It made me fall in love with literature all over again.

How do you look back at his literary career?

Faulkner’s career is an object lesson in what it takes to become a great writer. He constantly dealt with rejection, revised endlessly, and, despite many years of personal and financial hardship, he stayed true to his vision. In the end, he took his small town in northern Mississippi, and put it on the map because of his stories.

Yoknapatawpha, the fictional county where his novels and short stories were set is based on Lafayette County, Mississippi, where Faulkner spent most of his life. How you think Faulkner’s writings have been influenced by his own experiences in life?

While it is true Faulkner drew a lot of inspiration from his “postage stamp” of native soil, I think it would be a mistake to draw a one-to-one correspondence. What makes him such a powerful writer is that he takes his very local setting and turns it into a massive saga that connects to the broader human experience. 

Coming to Digital Yoknapatawpha, it is indeed a new type of information literacy. What does the platform contain currently and what strides do you hope to make with the new grant received from the National Endowment for the Humanities? 

The platform started out as a “deep atlas” of all of the characters, locations, and events in Faulkner’s Yoknapatawpha fictions. That is, an interactive map on which users could project the different stories and learn about them through different tools. Since that initial phase of the project, we have added all sorts of features, including: advanced visualizations, archival manuscripts, audio recordings of Faulkner speaking about his work, character genealogies, scholarly commentaries, historical photographs, a biography of every character and location in the fiction, and an index of keywords for each event. We have also been developing lesson plans that will allow teachers to use the materials in class. While I think the current lessons are great, they have all been designed by people who have helped build the site. If you are very familiar with the technology, it can be hard to remember what it might be like for someone using it for the first time. For the upcoming NEH grant, we have recruited faculty from different backgrounds to help us translate the material to their own classroom through new learning modules. Their fresh perspective will be invaluable when it comes to improving usability.

How has the response to the platform been so far?

We have been working on the platform for ten years, and we are finally at the stage where we have accrued a consistent user base. In fact, we have about 2,000 visitors to the site every day. That’s nothing compared to a cute cat video, but by academic standards that’s pretty significant. I don’t think more than even 20 people have ever read any one of the articles I’ve published in an academic journal! That said, we would like to see the site become a more established resource in the classroom. Ultimately, we are doing this because we want to help other students and scholars get excited about Faulkner, and to provide new ways of thinking about literature through digital methodologies.

Where are all these information and materials drawn from? Is it also a step towards archiving?

The materials on the site come from a variety of sources. The bulk of the content has been created by our dedicated team of collaborators. We have had to enter each character, location, and event into the database manually. This is very time-consuming work because it involves a lot of collaboration and peer-review. Still, the result has been a very rich database of everything in Faulkner’s fiction that, in many respects, does function like an archive. 

There are also supplementary materials such manuscript pages, photographs, and audio recordings. The majority of these materials have been shared with us by the Albert and Shirley Small Special Collections Library at the University of Virginia. Other libraries have also been kind enough to give us permission to digitize and display parts of their collections. In doing so, we are making important parts of different archives available to people. We hope that this is a valuable resource for scholars and students who may not necessarily be able to travel to the various libraries to view the originals.

Do you have similar plans for Ashoka that we can look forward to?

In my digital humanities classes we have been using a similar methodology to document characters, locations, and events in novels and short stories about the Partition. This project is still in its very early stages, but already it is fascinating to see what types of spaces Partition literature focuses on and how those spaces are represented. Hopefully once this grant is completed, I can start thinking about funding for this Partition project.

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Looking Back at 2021 | Ashoka Compendium

As 51��� carried on with its pursuit of excellence in 2021, our unflinching determination and ability to work together as a collective helped us to face the new normal with courage and achieve our goals even in the most testing times. 

The Office of Communications and PR brings to you an opportunity to revel in and admire the contributions of every Office and Centre at Ashoka during the year. Here is Looking Back at 2021 through Ashoka’s lens. 

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On the exuberance of what education feels like

There comes a point in a person’s life when they feel the inevitable, unfightable pull towards learning. It becomes almost like an itch that must be scratched, where the absence of a rigorous schedule to permit constant learning is felt with a pull. This was the state of my mind in the middle of the pandemic year, where the shutting down of the world propelled my shift towards filling the static in my brain with usable knowledge to fix our terribly broken world.

For many years, I yearned for a type of education that I thought was out of reach, at least in the realm of my physical space. It wasn’t until 2021 that logging in and out of Zoom classrooms where two hours were spent aggregating the role of artificial intelligence in global politics to learning about the olden centuries of art, that I felt the exuberance of what education feels like. This was a sobering realization into what learning was supposed to do to a person. It is meant to spark this curiosity upon learning new knowledge and invigorate this quest for more—more words, more information, more lecture hours, more. Suddenly, the ‘end’ to the degree was immaterial to the journey of it all.

So many of us, myself included, run after degrees because of a fantasy life we envision the second we grab that graduation scroll. All that learning then becomes a means to an end—a safe, sturdy bridge to the next destination. But the more we hunt for these ‘next’ destinations, the more they multiply, until we realize that the value was in the process and not the completion.

At eighteen, had I been asked what the next few years are going to look like for me, that answer would be full of these ‘ends’—admission here, job there, and more quantifiable metrics for analyzing growth. At twenty-three, I feel more individual than I have ever felt before. I no longer think like a graduate in a specific discipline, but rather, like a well-rounded adult with enough knowledge to understand the blacks, whites, and greys of the world.

Four months into an education unlike anything else I have had the access that affirmed in me the idea that when the quality of education is focused on infusing criticality in thought and transforming your vision into a three-sixty-degree landscape, the medium becomes irrelevant. Whether online or offline, based on where the circumstances in the world mandate us to be, it is the quality of the education that traverses through all these gaps and encourages a transformational change in outlook and perspective. So although I embarked on this education with my expectations set, I will conclude it with my expectations met and exceeded for any other education I access from anywhere else in the world.

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Re-Purposing Universities for Sustainable Societies: The Integrated Sustainability Model at Ashoka

Traditionally, universities’ role was primarily to educate young minds and offer them ample opportunities to use their potential for self-growth and well-being. Considering the relevance of Sustainable Development, this perception has evolved gradually to include environmental management, public participation, community development and social responsibility in university teaching, research and other activities. Today, universities across the globe are giving increasing priority to the challenges of sustainability, encouraged by a variety of drivers and societal pressures.����

The Indian higher education sector’s size and scale highlight its importance in addressing the nation’s social, economic, and environmental sustainability. A sustainable campus is one that maintains a balance between economic prosperity, environmental conservation and social and economic justice. In most Indian universities, sustainability education and issues are confined to specific courses, often isolated from research, and are unlikely to be linked to campus operations. Thus, universities in India possess a tremendous opportunity to improve their sustainability performance and role as agents of change. Moreover, sustainable development should look beyond the narrowed definition of environmental aspects and broaden their roles to exert social and economic perspectives.

Given the complex nature, sustainability education must pursue an integrative approach to modelling sustainability in the university’s core functions and systems. While it is challenging to implement changes in older systems, Ashoka is managing things differently as a new-aged university and has attempted to integrate education, research, and operations to address sustainable development issues. 

Environmental Aspects: The university has made efforts to follow environmental sustainability drives in and around the campus. Energy-efficient buildings, green energy production and consumption, biodiversity, water management, waste reduction and recycling, resource conservation, healthcare, sanitation, promoting environment-friendly transportation (within the campus) are significant initiatives led by the university to reduce carbon footprint. The university conducts regular energy audits and has involved green building consultants working with architects, planners, and policy makers to emphasise environmental sustainability.

Sustainability Teaching and Research: Courses such as ‘Agriculture, Food and Sustainability’; ‘Environment and Social Exclusion’; ‘Exploring Life in the Neighbourhood Lab’; ‘Environmental Economics’; ‘Cities, Ecology and Equity’ are closely linked to the concept of sustainability. Programmes such as Young Scholars Programme (YSP), Young India Fellowship (YIF), Ashoka-X offer many packages and learnings on sustainability in all its dimensions.

Many research projects at Ashoka are addressing sustainability issues in fields ranging from history, anthropology, sociology, economics to environment and basic sciences. The university is making efforts with its experienced faculty to develop new initiatives and research centres to expand its horizon and scope of research and teaching in sustainability fields. As an immediate step, Ashoka has started its new Centre for Climate Change and Sustainability (3Cs)—to strengthen collaborations in this field, enhance education, research and awareness on climate change, and build a strong climate action community.

Community engagement and Social Justice: The university faculty and students are carrying out several projects and programmes to engage the local communities. These initiatives address local issues such as streamlining the implementation of government’s policies in education, women’s safety, health and sanitation, e-governance etc. Concurrently, the university also carries out social engagement and public participation through various unique centres (CSIP, CSBC, CSGS, CMGGA). These centres are trying to entrench sustainable development principles, including social justice, equity, democracy and religious tolerance, significantly relevant to Indian societies. 

Ashoka runs scholarship programmes to ensure quality education accessible to deserving students, irrespective of their socio-economic backgrounds, ethnicity, gender, gender identity or disability. The university has provided need-based financial aid of USD 34.2 million to over 3000 students in the last ten years. In 2020-21, nearly USD 8.4 million aid has already been granted by the university, and over 51% of undergraduate students at Ashoka are studying on financial assistance. Regarding diversity: students come from 18 countries, 27 Indian states, and 236 towns and cities; women comprise 56% of the student body; 18 Languages spoken on campus. Taking cognisance of the stakeholders with certain disabilities, the university has focused on constructing ramps in all building entrances, braille signage and accessible campus facilities. The university offers care for students with learning disabilities or psychological support through special centres such as the Office of Learning Support (OLS) and the Ashoka Centre for Well Being (ACWB). These are unique initiatives in the Indian context and need to be popularised and encouraged as essential and mandatory supports. 

Since its inception, Ashoka has implemented strategies and taken initiatives directed towards ensuring affordability and access, well-being and welfare, diversity and inclusion, as well as outreach and engagement. The pedagogy, courses, curriculum, activities at the university have been designed to promote sustainability in exchanging knowledge, communication, research, teaching and operations. The university is consistently paying more attention to adopting global best sustainability practices. More formal approaches in specific areas and external audit processes are needed for future developments. 

The author is the Director, Research and Development at 51���. The views and opinions expressed in this article are those of the author and do not necessarily reflect that of 51���. 

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Democracy Survives on Press Freedom

In 2019, the government filed a criminal case against Pawan Jaiswal, a journalist from Mirzapur, one of India’s 250 most backward districts, where malnutrition remains the leading cause of death for children. He reported how children are fed salt and roti as mid-day meals in government schools instead of nutritious food. He has been battling the case for over two years.

This October, the Noble Peace Prize was awarded to Maria Ressa, a Filipino-American journalist and Dmitry Muratov, a Russian journalist, for ‘their efforts to safeguard freedom of expression, which is a precondition for democracy and lasting peace.’

Maria spent decades, exposing the top leadership in Philipines, Dmitry ran a newspaper for decades, losing six colleagues, reporting on governmental corruption and human rights violations.

According to a study by the Free Speech Collective, in 2020, 67 journalists were arrested and nearly 200 physically attacked in India. This includes Siddique Kappan, a Kerala journalist covering the Hathras rape case in Uttar Pradesh, Kishorchandra Wangkhem, a Manipur journalist, who has been arrested several times over, Pushpa Rokde from Chattisgarh facing police torture for her powerful reportage.

Each time Aasif Sultan, a reporter from Kashmir, appears in a court hearing, he is handcuffed-for writing an article. He has been in jail for over three years.

Yet, there are many journalists, who go to the ground, take the risk, walk-in unknown alleys, report the things that no one cares about, put focus on people pushed to the margins, on issues that are too bleeding heart for the corporatized mainstream media, on matters that are too useless for keyword-driven social media discourses. 

The ability of journalists to report freely on matters of public interest is a crucial indicator of democracy. Holding the mirror to the establishment is an important journalistic tenement. A mirror that informs what needs fixing, what can be done better and what more is needed by bringing a diversity of voices, perspectives to the foreground.

They are the unacknowledged democracy warriors-making sure that no one is left behind in a democracy. Democracies only survive if the people are heard, journalists ensure everyone gets that chance.

The author is an award-winning independent journalist and a Visiting Professor at the Department of Media Studies, 51���. The views and opinions expressed in this article are those of the author and do not necessarily reflect that of 51���. 

51���

Inclusive Incubation – Towards a New Dawn

We live in a time where changing the organisational logo into rainbow colors during Pride Month (rainbow washing in popular parlance) and having a D&I (Diversity & Inclusion) practice have become mandatory brand building theatrics. This is however an acceptance of the existence of diversity but how these organisations would fare if a D&I audit was conducted, is questionable. Are the single-digit percentage reservation in hiring, organisational policy stating ‘equal treatment for all regardless of gender identity and sexual orientation’, inclusive health policies, and gender-neutral washrooms enough?

Life is not always fair to those who do not identify between the binary genders. The way society treats them many times than not, does take a toll not only on their mental health but sometimes also on their physical well-being. The primary results of the societal ‘push to the edge’ are loss of professional opportunities, discrimination at the workplace, harassment, etc. Many of the non-binary people, especially trans people (more than two million approx.) are forced to live in dire poverty due to lack of skill-building and apt opportunities. The current pandemic has only worsened things for them like forcing many to go back to abusive homes, loss of complete livelihood, etc.
A finding from a public opinion could reflect the root cause for this issue. 41 percent of Indians would not want a homosexual neighbour, and 64 percent believe that homosexuality is never justified.

"Give a man person a fish and you feed him them for a day. Teach a man person to fish and you feed him them for a lifetime."

Some would say even the quote reeks of the dominance of one over the other(s), so we made it gender-neutral.

As India has successfully adopted the ‘starting up’ mindset by escaping from the ‘job seeking’ mentality, it has given rise to not just a robust startup ecosystem that is now moving into a ‘job creation’ zone by giving rise to multiple unicorns, big-ticket investments, and acquisitions.

Taking cues from the Indian Startup Story, ways can be found to achieve greater gender equality through enablement in the form of enhanced livelihoods. Earlier this year, the InfoEdge Centre for Entrepreneurship at 51��� was selected by the UNDP to design and deliver a unique and first-in-India incubation programme which would support innovative solutions for LGBTI Livelihoods and Gender Equality. The programme is not just a first step towards ‘teaching to fish’ but also an attempt to call upon the ‘new dawn’. The innovative solutions from across India being incubated belong to a wide spectrum.

For example, NachBaja.com, a startup from Bihar is founded by Reshma Prasad who identifies as a Trans person. The vision of the startup is to build a platform where performers from the community of Trans people can list their performing art as a service. This would prevent the exploitation of these artists where-in they are many a time not paid after their performances or have to face harassment. This initiative has also been granted financial grants by the UNAIDS.

A startup from the North-Eastern part of India, Ya All, founded by Sadam has been a pioneer in organising the Queer Games - North-East’s first sports league for trans-people besides working on the health and well-being of youth and LGBTI community of the North-East. Sadam’s relentless relief efforts during the Covid-19 pandemic have been recognised by the Dettol by featuring their photo on the covers of products. Sadam also features on the fifth episode of Apple TV’s The Me You Can’t See which is hosted by Oprah and Prince Harry.

The above two impact stories of the entrepreneurs who do identify themselves within non-binary gender identities are just test-case proof that the part of the workforce which is usually pushed to the edge, can come up as entrepreneurial leaders with a dollop of empathy in the mix of leadership traits because they realise from personal experiences how it feels to be harassed, bullied, to be cornered, and pushed to the edge. Eliminating them from the nation’s growth story is a natural loss to us and akin to anti-nationalism.

However, a true sense of inclusive incubation can only come about if the binary gendered also contribute towards gender equality. In our incubation programme, we have such entrepreneurs too who feel equally passionate about the cause and are up in arms.

For example, LonePack, co-founded by Siddharth Sudhakaran out of a personal experience aims to make resources on mental health education and treatment accessible for all. They realise that there is a higher prevalence of mental health issues with non-binary identity people, more so because of the pandemic. They claim that a study has found that people who identify as LGBTQ suffer higher rates of depression (11 to 90 percent individuals), anxiety (14 to 24 percent individuals), and substance abuse (45 to 65 percent individuals). Just launched in May ’21, their app has already exchanged more than 83k messages and counting.

Likewise, another incubatee, Priyal Agrawal started StandWe Speak with a vision to create a safe space for young people to learn about sex education. She realised the need for sex education when she interacted with sex offenders lodged in Tihar Jail who had no idea of consent and intimacy, and also had no empathetic source to learn about relevant content. StandWe Speak has already engaged with more than 2,000 students across 100 schools and colleges in India where many of them learned about concepts like consent, healthy relationships, sexuality, health and wellbeing for the first time. To reach out to the wider section of the society, they also conduct relevant podcasts and now are looking to transform themselves into a SexEd-Tech organisation. They have already begun the transformation by putting together specially curated, free-of-cost videos which educates about the various facets of sex education with a separate module on “Understanding Gender”.

Like in any social business pitch, an impact investor has a keen eye on the Impact slide, likewise, there would always be a scanner on our incubatees and the impact they are making, probably without any discount – that is the level of inclusivity we as an incubator would aim for. As Martin Luther King has said, “You don’t have to see the whole staircase, just take the first step,” we along with our incubatee change-makers and partners have already taken a step towards a ‘new dawn’, others should too so that it shines upon us quicker than expected, and with LOVE and PRIDE for all.

The author is the Head of the Department, Entrepreneurship and Director, Centre for Entrepreneurship at 51���. The views and opinions expressed in this article are those of the author and do not necessarily reflect that of 51���.

51���

World: A Home Ought to be for ALL

An idea conceived driving down the bumpy roads of Gurugram in June, actualised within a few days and delivered within weeks, garnered a lot of interest amongst the stakeholders. The College Readiness Program hosted by us recently received an overwhelming response. The importance of the terms ‘self-awareness’ and ‘self-advocacy’ for students with disabilities resonated with the audience, asking us to convert this programme into a nationwide movement, for that’s the aggression and approach it would need, to make this world more accepting of neurodiversity.

The word movement does bring back the memories from 2015 when I wanted to revolutionise the higher education system in our country by nudging it to open its doors to ‘all’ kinds of learners, ‘all’ kinds of minds. Wasn’t easy but I was prepared; it is never a smooth run for any underrepresented group. Somebody somewhere needed to believe in and walk this line of movement with me to make it happen.

July 2021, and the Office of Learning Support (OLS) completes 5 years at 51��� – a journey that started with a dream of a well-resourced world-class support system for students with invisible disabilities in a University in India. That sounds familiar. Yes, the Ashoka Founders too had envisioned a world-class liberal arts and sciences university in India years back. I must say that it has been a journey worth every effort, for the University overall, and the OLS.

Having worked with school students with dyslexia and other specific learning disabilities in India and the US, it always concerned me how these students had close to nothing when it came to extending the support they need in the higher education system in our country when in the US their transition was so seamlessly structured. Every University there has a Disability Services office mandated by the law, where these invisible disabilities are well-supported through resources made available at every step. This kind of a system had to start in India too and it did - in 2016 with the launch of OLS at Ashoka.

Today, students with different kinds of disabilities apply, the qualifying ones get their acceptance letters, become an integral part of the diversity at Ashoka, and contribute towards building a truly global university with its heart at the right place. Going beyond, this year we also became a valuable contributing member in the committee formed at the national level to frame a policy for the inclusion of students with specific learning disabilities in higher education.

From a simple start to support a particular group of students in the University, expanding it to all kinds of disabilities and learners, and playing a major part in policy formation for the Higher Education system of India – it’s surely been a ride to cherish.

With every year passing by, living the experiences of convincing and buying-ins, honing my skills of persistence, another truth gets unraveled. Students, the real stakeholders, continue to miss on a fulfilling and rewarding college and career opportunity because of their unpreparedness to advocate for themselves, demand for their right to accessible education, and take on the world independently. Here came the need to engender another movement and there I go, but this time I’m not alone. I have a juggernaut of my colleagues, students, and their families from the College Readiness Program, together contributing, in one way or the other, towards Ashoka’s mission of nurturing responsible leaders for India and the world – a home to ‘All’.

The author is the Director, Office of Learning Support at 51���. The views and opinions expressed in this article are those of the author and do not necessarily reflect that of 51���.

51���

Wellbeing tips: How to take care of our mental health

Coronavirus has taken the whole world hostage. The global economy has come to a standstill and so have our lives. Amidst all, taking care of our mental health is as much as important. ACWB brings to you ways in which you can look after your mental health, even post lockdown.���� 

51���

#AshokaBookTower – ‘The Mappila Verses’ – Written by Ajmal Khan, the book takes you on a journey of varied emotions

Synopsis: 

The Mappila Verses is a collection of around 45 poems in English that gives an insight into the conflict that some individuals are confronted with. Weaving history with the contemporary, the poems in this collection are of despire, grief, varied facets of violence, identity assertion and crisis of the cross generational experiences of some factions of Muslims in India. 

The Mappila Verses marks an identity of resistance and poetic assertion. This collection also includes the first Mala poem, a genre in the Mappila songs ever written in English.

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In conversation with the author, Ajmal Khan, Writing Tutor at Ashoka Centre for Writing and Communication, 51���. 

What was the inspiration behind writing it? 

This is my second collection of poems in English, I have been working on some poems since the last couple of years and few of them were published in journals and magazines in India and abroad. During a recent protest which was happening across the country, and the subsequent riots in Delhi, followed by the lockdown – this book is a result of me taking refuge in poetry during those couple of months. Hawakal Publishers, my publisher was very keen on these poems and they happily published it. I am really grateful to them. 

The book talks about a range of emotions in the form of poems about Muslim cultural and existential experiences. Would you mind talking briefly about this and how it is imbibed in the book? 

Muslims are a heterogeneous multitude in India. And this book is mostly my own experience and my effort to articulate it in poetry. I come from a longer history of Muslims in the sub-continent, coupled with a vibrant legacy of armed anti-colonial struggle against not only British, but most of the colonial forces that came to Malabar Coast. My book talks about grief, loss, varied facets of violence, identity assertion among many more. And, all these come through my poems which has given me solace during a very difficult period. 

For example, this poem is titled as ‘Native Son and Mother Land’.&�Բ�����;

My mother 

My own mother asks for my documents  

Like a foreigner arrived at the port of entry

I look for documents

My document – umbilical cord

Her colour – my skin

Her blood – my veins

Her black mole – my birth mark

Her long hair – my trimmed

Her vagina – echo of my first cry

She – suspicious

Do all mothers ask for documents from their own children? 

My mother – suspicious of my birth 

Our names are mixed with Arabic letters along with Malayalam

She looks at the grown beard – the way I speak

She looks at my menu card

She asks me to open my pant zip 

Do all mothers ask for documents from their own children? 

Like my mother land.

In my poems I use different words from other languages like Arabic, Malayalam, Hindi and my local experiences. That is how life is entangled for me, for example one of the poem is this collection is written fully in Arabic language, this must be rare in Indian English poetry. 

Would you like to talk a little about your current and future projects? 

I am currently re-reading and trying to weave some poems from the Mappila Ramayana, this is a rare version of Ramayana written and sung by the Muslims of Malabar in Kerala. This might be the only Muslim version of Ramayana that exists in India. I am hoping to bring a collection of poems out of this later sometime. 

Anything else you would like to share? 

Yes, what I would say is that Ashoka has been a very supportive space for my academic and literary endeavours. I joined Ashoka soon after my Ph.D. thesis submission, I worked with the Department of Environmental Studies and then I taught at the Undergraduate Writing Programme and currently with the Centre for Writing and Communication. I thank the faculty, colleagues, students and the management at Ashoka who went beyond their capacity to support me and my work. 

To know more about Ajmal Khan, click here. You can order the book . 

Read an excerpts from the book in . 

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Reviews of The Mappila Verses 

"Poetry as a tool of resistance has been wielded by personas ranging from the Hebraic to the Hellenic, from Moses to Kabir. Poet, sociologist and educator, Ajmal Khan in his debut collection of verse, creates a poetic/proto history for the Mappila community. The poet imaginatively deals with the predicament of a group that has inhabited the south west coast of India for millenia, and yet finds itself anathematized in the wake of the CAA and its discontents.“— Umar Nizar, Research Scholar at Jawaharlal Nehru University () 

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About #AshokaBookTower 

The #AshokaBookTower campaign showcases books written by our faculty and staff. The campaign aims to highlight the rich variety of subjects and intensive scholarship these books represent. An in-depth conversation with the author will also give a glimpse into what went into the writing of the book. This will be a recurring affair and will highlight some of the newest launches as well as the old collection. 

Do follow us on social media ( | | | ) to know more about the campaign!

51���

Ashoka’s Research Quest | Connected Histories and Geographies: Understanding the Himalayan Region and the Border Communities

“I identify myself as a historical anthropologist,” said Swargajyoti Gohain, the Head of the Department, and Assistant Professor, Sociology and Anthropology, at 51���. Her research uses ethnographic and historical methods to understand border communities, migration and diaspora, state-making, cultural politics, development, infrastructure, environment, and education among Tibetan Buddhist communities in the Himalayan region. 

In this research, she walks us through the Himalayan region and its importance, and how different border conflicts like the Sino-Indian war of 1962 and geopolitics impact the communities and their lives, often their livelihood as well. She also focuses on the regional and transnational connections formed through this. 

The Himalayan mountain ranges spread across Pakistan, China, Bhutan, Nepal, and India; and the Indian Himalayan Region spans Arunachal Pradesh, Sikkim, North Bengal, Himachal Pradesh, Uttarakhand, Jammu, Kashmir and Ladakh and parts of several states in Northeast India. 

The region as a field of inquiry has been conceptualised in different ways by different researchers from various disciplines. In postcolonial India, the dominant theoretical framework through which the Himalayas were featured for several years was International Relations and Politics, given the background of the Sino-Indian war of 1962. 

What is her interest in researching the Himalayan region and the need for such a research in the region? Swargajyoti said, “I think as anthropologists, historians or social scientists we can bring out the connected histories and connected geographies of the Himalayas and its communities and that is one of my main motivations to continue my research in the Himalayas.”&�Բ�����;

Often it has been seen that while studying the Himalayas as a frontier or the nation states that were formed from the various Himalayan region, the people who live in the border areas get overlooked. 

“My point of entry was that the border communities and their predicament and how as anthropologists we may, through fieldwork, gain better understanding of the people who live in the border areas. And that has been my motivation in continuing Himalayan studies. I feel that there is much to be learnt from doing research among the border communities in the Himalayas,” said Gohain.

Also, now-a-days, it is very difficult to think about the Himalayas as isolated places. Gohain continued, “There is a tendency to think about the Himalayas as remote areas, a place which is only for tourism, adventure sports or for people to discover their inner spirituality. That has mostly been the portrayal of the region in popular culture and imagination. But what this kind of portrayal does is to basically blank out all those connections, Transhimalaya trade, pilgrimage, the cross-border lives, livelihood and friendships.”&�Բ�����;

Many recent works, including her own, have attempted to understand the Himalayas as a cross-border space that needs to be studied through the framework of border studies, that is, by looking at both sides of the border or as a space shaped by regional and transnational connections. 

Research in the Himalayan region has been for a long time inhibited by connectivity issues and geopolitical factors. Some areas have been more conducive than others for long-term research but with improved access through new roads and transport infrastructure as well as the gradual opening up of the border regions in the last couple of decades, many researchers are now increasingly drawn to the Indian Himalayan region as a field of historical, political, anthropological and environmental inquiry. 

How can we understand the Himalayas through the approach of connected histories and geographies?

Gohain said, “The Indian Himalayas are home to many border communities that have histories of connection with Tibet, China and Central Asia. Once upon a time, they were thriving thoroughfares of trade, commerce, kinship, and cultural exchange, which later became, as anthropologist and geographer Tina Harris (2013) puts it, ‘geographical blind spots’, or places that that have reduced importance and are removed from national and global attention, largely as a fall-out of the India-China border conflict, and the round-the-year military surveillance. The Himalayas house many communities who practiced trans-border transhumance and trade, and lost their former mobility and livelihoods as a result of the border conflict. Cultural connections were also disrupted for the same reason. 

In 2020, Gohain published the book Imagined Geographies in the Indo-Tibetan Borderlands: Culture, Politics, Place on the same research which is an ethnography of culture and politics in Monyul, a Tibetan Buddhist cultural region in west Arunachal Pradesh, Northeast India. This book focuses on new alliances that are taking shape in the Himalayas among different Tibetan Buddhist communities.

Swargajyoti Gohain has a Ph.D. in Anthropology from Emory University, the US. She has held postdoctoral positions in the International Institute for Asian Studies, Leiden, Netherlands, and the Institute of Economic Growth, Delhi. Before joining 51���, she was an Assistant Professor in the Department of Humanities and Social Sciences, Indian Institute of Technology Kanpur. She has been the recipient of Wenner-Gren Dissertation Fieldwork Grant, German Academic Exchange Service (DAAD), Charles Wallace India Trust award, Sir Ratan Tata Fellowship, and Junior Research Fellowship (JRF). 

She has fieldwork experience in Northeast India and the Himalayan region and is particularly interested in cross-border movements, connections between local practices and global ideas, and political and social change. Her work adopts an interdisciplinary approach in analysis, even while remaining grounded in the disciplines of sociology and anthropology. Know more about her here. 

About Ashoka’s Research Quest 

Ashoka’s Research Quest campaign showcases the in-depth research that 51��� offers. This will be a recurring affair. Get an insight into various subjects through a detailed conversation with the faculty. So, let’s talk about research! 

51���

Three Guineas and a plea to endow a college

On Monday, March 22, in my course, Forms of Literature – the gateway to the English Major – I was scheduled to teach Virginia Woolf’s Three Guineas. Those who know the slim volume know what a unique text it is – a polemical, novelistic essay, an unforgettable manifesto from an age of sinewy manifestos, one of the most influential credos of feminism and pacifism known to humanity. Part of the reason why I like to introduce this text to first-year students is to show them the impossible fluidity of literary forms, which they learn from Plato’s Symposium and Jamaica Kincaid’s A Small Place no less than Woolf’s startling celebration of narrative rhetoric and affective reason. But the text invariably crashes into a western literary curriculum densely populated by men, not only as one possessing the searing voice of a powerful woman, but also with its promise to feminize – and in effect, humanize – a deeply militarized, violently nationalistic masculine public sphere caught in the throes of Nazi Europe. 

But the text also hits home because it’s about education – about the great lacuna of women’s education over centuries, neglected and defunded in favor of what Woolf famously calls Arthur’s Education Fund, the resources every family pledge and accumulate for the education of their male child, with Arthur’s (nameless) sister forgotten forever. The oblivion of the girl child is so bleak and so final that – as Woolf imagines in another unforgettable essay – if William Shakespeare were to have a sister as talented as him, perhaps more, no one would ever know her name, she would never write anything, and her grave would be as good as unmarked.

March 22 was a strange day to discuss Three Guineas, eerily redolent of the emotions afloat the virtual and real campus. Woolf’s unique feminism made her craft the text as a series of three letters addressed to a middle-aged, upper-middle class, educated Englishman – essentially the adversary of the “educated man’s daughter” in this feminist struggle. This is how she describes him: “You have reached the middle years of life not without effort, at the Bar; but on the whole your journey has been prosperous....You have never sunk into the contented apathy of middle life, for, as your letter from an office in the heart of London shows, instead of turning on your pillow and prodding your pigs, pruning your pear trees – you have a few acres in Norfolk – you are writing letters, attending meetings, presiding over this and that, asking questions, with the sound of the guns in your ears.”

Such is the man, public-school trained (Eton or Harrow), university-educated (Oxford or Cambridge), to whom the narrator writes asking for money to endow a women’s college. My edition of the book has a cover on which three young women in academic gowns bike against the grand façade of a Cambridge college – Girton, the first college at the university established for women. Will Woolf’s potential donor see the point? And if he does, will he want to set the terms of the education he agrees to fund?

Woolf’s book, on my syllabus, was flanked on either side by J.M Synge’s poetic play of the Celtic twilight, Riders to the Sea, and James Joyce’s iconic novel, A Portrait of the Artist as a Young Man, but that particular Monday, when the student government had called for a strike and asked many of us to suspend classes, the echoes were unnerving. It was Woolf’s fellow modernist, Ezra Pound, who wrote, “Literature is news that stays news.” The campus community was deep in fierce soul-searching about resources that support education, and the conditions, if any, they attach to their endowment of such resources. Woolf wasn’t addressing the Chancellor of the Exchequer, seeking public funds to set up her college. The daughter of Eminent Victorian Leslie Stephen and the patron saint of Bloomsbury, the aristocratic Woolf, no matter how marginalised by her position as a woman, would craft a seeker of private wealth to establish a college, and one, it is safe to assume, a successful fundraiser at that. When at the end of her persuasive manifesto she established the figure of the Dictator as neither German nor Italian but homegrown English, the good old English patriarch, people might have called her “anti-national” – who knows, perhaps asked her to “Go to Ireland.” But that call would not come from a nation of tax-payers – as it might with her fellow polemicist, the radical socialist George Orwell – because Woolf’s donor would endow a private institution – a Princeton not a Rutgers, a Stanford not a Berkeley – really, more like a Bryn Mawr or a Wellesley, to take examples from a country where private and public institutions thrive next to each other.   

Long, long conversations we had that week, about guineas, education funds, and the slippery freedom to call out dictators, Italian, German, and homegrown. It unsettled us sharply, and in the strangest of ways, left us deeply satisfied.

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