From Campus to Careers: Ibrahim Khalilā€™s (UGā€™25) Journey into Product Management

Ibrahim will be joining OutThink, a cybersecurity SaaS startup, as a Product Manager, marking the beginning of his career at the intersection of technology and business. This blog traces his journey through Ashoka and the experiences that led him there.

One Reason Why He Would Recommend Ashoka?

It's a question Ibrahim has been asked often, and his answer has been unequivocal: yes. But not for the reasons one might expect, i.e., Placements and Higher education outcomes

"The biggest change has been in who I have become as a person," he reflects. His sense of personal development grew tremendously during his time at Ashoka, particularly around diversity and equity. He has come to believe that creating impact is meaningless if it comes at someone else's cost, or if it makes someone vulnerable or is not equitable.

He credits the university for shaping how he engages with diversity and difference." It's a quality, he says, that will stay with him long after graduationā€. Working in a global team during his internship in the same organisation, he finds himself drawing on the same principlesā€”building and contributing to spaces that are inclusive, thoughtful, and collaborative.

Two Pillars: People and Process

While reflecting on his time at Ashoka, Ibrahim traces his growth back to two key factors: the people around him and the habits the Ashoka environment helped him build.

On the people front, he was deliberate about placing himself in challenging environments where others were constantly pushing boundaries in academics, extracurriculars, & internship. That sense of being challenged kept him motivated.

Faculty mentorship was equally important. From classroom discussions to project guidance and introductions beyond campus, professors helped him explore what genuinely interested him, particularly at the intersection of technology and business.

Beyond the people, Ibrahim believes Ashoka builds something more intangible: a way of thinking that challenges the status quo and urges individuals to engage deeply with diversity.

His Journey Into a Product Role

Although his experiences prepared him, Ibrahim didn't arrive at product management through a structured plan. He pursued several different directions during his time as an undergraduate. He reflects. "I have interned across roles in cybersecurity, public policy, research work, and software development." He eventually landed in business operations and growth at the company he would go on to join full-time, and later transitioned to the product side, a shift that happened simply because he was curious and because he asked for the opportunity.

Ibrahim reflects on his journey, noting that not having a fixed path ultimately worked in his favor. He believes it gave him the freedom to explore, adapt, and eventually discover what he truly enjoys.

A Moment That Had Nothing to Do With Tech

One of the experiences that shaped Ibrahimā€™s career journey most deeply had nothing to do with product management or technology.

After his first year, he worked with a journalist in Shamli, Uttar Pradesh, documenting stories of people affected by communal violence. During one interview, an elderly man unknowingly said things that were deeply offensive about the identities Ibrahim personally holds.

It was a difficult 40ā€“50 minutes. He was tempted to react and express discomfort, to interrupt, but he didn't. He chose to listen.

That moment, he says, taught him patience, emotional control, and the importance of giving people space even when it's uncomfortable. Today, it informs how he engages with stakeholders at work, lowering his guard, listening fully, and creating space for more honest conversations.

On Rejections

When asked if he faced any rejections along the way, Ibrahim replied with a smile, 'Yes, but they did me a favour, honestly'. His approach was to take what he could from each experience, learn, and move forwardā€”never treating rejection as a verdict on his abilities. Instead, he saw setbacks as opportunities for feedback, improvement, and direction. At times, he believes, they simply guide you toward paths that are better aligned and more fulfilling. 'In hindsight, I'm actually glad things didn't work out in certain places,' he says. 'It feels like they were just steps leading me somewhere better.'

How do Ashoka Students Fit Product Roles?

Ibrahim has a clear view of why a liberal arts education is particularly well-suited to product roles. He sees product management as inherently people-facing, requiring a breadth of skills and the ability to understand multiple functionsā€”engineering, design, and business without necessarily specialising in just one area.

He believes this is precisely what Ashoka trains students for: a combination of intellectual breadth and depth in areas of individual interest. In his view, this balance is what makes the liberal arts approach especially valuable in product roles.

For juniors interested in the field, his advice is practical and grounded. He emphasises the importance of meaningful student leadership, focusing not just on participation, but on tangible action and outcomes and encourages building things that are actually deployed and used in the real world. Some of his most valuable learnings, he notes, came from projects that reached and impacted real users.

At the same time, he is unequivocal about the importance of hard skills. They are essential, non-negotiable, and cannot be overlooked.

The Mindset He Carries Forward

At the heart of Ibrahim's outlook is a belief that hardened over four years: it's okay to not have everything figured out. "Clarity may come after you start," he says.

His operating principle is simpler still - do your part, stay consistent, and be a little unreasonable with your passion and perseverance.

When asked about a role model, his answer is unexpectedly Devi Lal Singh, a fictional character from the Bollywood film Kick. "Not for what he does, but for how he approaches life, with passion, boldness, and a certain genuineness." The idea of doing things wholeheartedly and only engaging with what truly excites you is something Ibrahim says he relates to deeply.

Looking back, he is grateful that his journey was not linear. Growth, he reflects, came through exploration, discomfort, and a willingness to remain open to change. His path to product management was far from straightforward, and, in hindsight, that was precisely what made it meaningful.

What Lies Ahead

Ask Ibrahim where he sees himself in the long run, and his answer is simple: he wants to build more than one thing, and more than once. Entrepreneurship has never been far from his mind; in many ways, it has been the quiet thread running through everything he has done.

For now, product management will serve as his foundationā€”a space to learn how things are built, how people are served, and how businesses grow.

Ibrahim Khalil is a fourth-year student of Computer Science & Entrepreneurship, the CS Department representative for the current academic year and ex-Technology Minister in Student Government at Ashoka.

To know more about his work, visit:

51²č¹Ż

Clubbing Entrepreneurially: Creating Social Impact Like a Startup

At the Rotaract Club of 51²č¹Ż, social service has evolved from a heartfelt pursuit into a structured, impactful enterprise for change. Each initiative begins with an idea, grows through experimentation, and matures into a scalable model for social impact, much like a startup finding its product-market fit. What began as a handful of small projects has now evolved into six sustainable long-term ventures: Project Pankh, Project Badlaav, Project Adhyayan, Project Kalakaar, Project Adhikaar, and Project Asha, designed, tested, and scaled by young changemakers determined to create lasting impact.

From education and mental health to creative empowerment and financial literacy, these projects show what happens when students think like entrepreneurs and test solutions in real time. It is this belief in ā€œlearning by doingā€ that shapes how Rotaract Ashoka transforms intent into impact.

Just like the start of any entrepreneurial venture, every project at Rotaract began as a student-led prototype. Project Adhyayan, for instance, started with simple academic tutoring sessions. But as the team assessed its early impact, they realised the traditional model was not delivering the desired outcomes and, for a brief moment, even considered scrapping the project altogether. After a lot of deliberation, the team chose to pivot rather than quit. By collaborating with high school NGOs and external organisations, they introduced new elements such as activity-based learning, hands-on experiments, and structured worksheets. This shift not only increased impact but also transformed Adhyayan into a proof of how tweaks in frameworks may change the outcome altogether.

Project Badlaav followed a similar journey. Initially built on a ā€œ4 weeks, 4 topicsā€ model, the project soon revealed a key learning that impact was getting diluted because the team was trying to do too much at once. Through feedback and observation, the project was transformed into an age-specific framework that delivers targeted sessions on mental health, physical activity, and career growth. The shift reflected an important insight about dilution of impact and tailoring the approach to the target audience.

Project Pankh showcases how entrepreneurial thinking can challenge norms and create inclusive markets of change. Initially focused on menstrual health and hygiene for adolescent girls, it expanded to include boys in discussions around sexual health and hygiene, addressing an overlooked segment. The project, through external organisation collaborations, developed a cost-effective sanitary distribution system with each session, facilitating over 450 sanitary pad donations. Similarly, Project Kalakaar began just as art and craft sessions evolved into a multidisciplinary platform that integrates theatre, dance, music, and art as a form of self-expression. By collaborating with campus clubs and organisations, Kalakaar has used existing institutional resources to generate value, giving children exposure beyond academics. The evolution of these projects underscores how expansion, collaboration and leveraging networks lie at the heart of entrepreneurial ventures.

Project Adhikaar is designed to address the gap in legal and financial literacy through structured learning modules and practical implementation. Beyond awareness, it has facilitated over 50 ABHA (Ayushman Bharat Health Account) registrations and 20 PM-JAY government scheme enrollments. Its newest scaling involves empowering women through alternate employment and forming them into a Self-Help Group (SHG), marking a shift from aid to enterprise. Adhikaarā€™s progress has been built on months of research, trial, and learning from missteps. The project continues to evolve, with a long path ahead of refining its model, testing new ways, and learning on the ground. It embodies the entrepreneurial journey to build micro-founders from underprivileged women to change their lives for the better.

Lastly, Project Asha works to improve the lives of the slum community adjacent to Ashoka through needs-based resource distribution and consistent engagement. By focusing on small, sustained actions and fostering trust within the community, Asha demonstrates that innovation alone doesnā€™t sustain social initiatives but also persistence. It's a reminder of the importance of deepening local footprints and creating meaningful change right at home.

Behind these six projects lies a leadership structure that mirrors a startup ecosystem. Each project is led by three Project Chairs, who guide teams of 7-10 members responsible for ideation, curriculum design, and on-ground execution. These Chairs report to three Heads of the External Engagement Department who oversee operations, quality, and alignment across projects. The Directors, in turn, report to the two Presidents who act as strategic leads ensuring coherence, sustainability, and external partnerships. Supporting this vertical are the core functional teams of Internal Campus Engagement and Fundraising, Finance and Social Media, each analogous to a companyā€™s business units, enabling projects to run effectively.

In the past year alone, Rotaract Ashoka has conducted over 50 sessions across five NGOs, reaching more than 2,200 beneficiaries. Together, these six projects represent more than community outreach but display a living incubator of social entrepreneurship, where every challenge sparks creativity and every idea becomes a prototype for impact by the youth.

At the Rotaract Club of 51²č¹Ż, the goal is clear: to nurture the next generation of leaders and changemakers who build not just for themselves, but for the growth and betterment of the communities around them.

51²č¹Ż

From Hackathon Organiser to AI Researcher: Medini Chopra’s Journey

When Medini Chopra first joined the RedBrick Hacks organising team in 2022, they could not have anticipated how profoundly the experience would shape their academic and professional trajectory. Currently pursuing a master's degree in computer science at Northwestern University, Chopra reflects on how organising one of their university's most ambitious hackathons became a cornerstone of their personal and professional development.

The Genesis of a Vision

Medini's involvement with RedBrick Hacks began during the early conceptual discussions in 2020-2021, when the idea of hosting a university-wide hackathon was first taking shape. They subsequently assumed the role of Media and Outreach Coordinator for RedBrick Hacks 2022, playing a crucial role in bringing the event's visual identity to life. Their contributions spanned promotional materials, lanyard design, and standees that would become iconic elements of the event.

The transition from online planning to in-person execution during the summer of 2022 presented unique challenges. Chopra recalls the intense heat and extended shifts that characterised the organising period, alongside the remarkable team spirit that emerged from these demanding conditions. "We all got really close as an organising committee," they remember, "having to do the long shifts, wake up really early, and everyone's kind of all over the place, tired." Despite the exhaustion, the team found moments of joy and connectionā€”including the FuelZone mango milkshake breaks that became a cherished tradition.

Beyond the Event: Skills That Transfer

Chopra's contribution to the event's broader visual and organisational framework proved to be more than a creative exercise. The experience became a masterclass in project management, communication, and rapid problem-solving under pressure.

"I learned a lot of transferable skills," Chopra explains, "like project management, how to talk to people, how to think quickly, because there was a lot of logistical stuff that had to be figured out." The collaborative and often informal nature of the organising team meant that everyone undertook various tasks, fostering a versatility that would prove invaluable in their future endeavours.

Perhaps most significantly, the hackathon provided Chopra with direct exposure to the innovation ecosystem they would later join as a researcher. As they note, "I'm also part of The Garage @ Northwestern, it's their startup space." Interacting with participants throughout the event offered inspiring glimpses into the dedication and creativity that drives technological innovation. "It was very inspiring to see everyone's drive to build something and just kind of be up all night with their teammates trying to fix some bugs," they recall. "The atmosphere was really fun."

Academic Pursuits and Research Excellence

Chopra worked as a Research Assistant on several projects under the Mphasis AI & Applied Tech lab. The impact of this research extended far beyond academic circles when their findings were published in ThePrint's premium offering, reaching a readership of over 13 million people. This publication represented a significant achievement in translating complex computational research into accessible insights for public consumption.

This foundational research experience, combining machine learning, natural language processing, and social media analysis, established Chopra as a researcher capable of tackling large-scale data problems with real-world implications. The organisational and interpersonal skills developed through RedBrick Hacks, combined with this substantial research portfolio, positioned them perfectly for their subsequent master's program at Northwestern University.

At Northwestern, Chopra embraced the institution's philosophy of "CS plus X"ā€”the integration of computer science with other disciplines. Working under the Human-AI Collaboration Lab, advised by Prof. Matthew Groh, they focused on studying the creativity of humans in the landscape of generative AI. They are also part of the Design, Technology, and Research lab, which focuses on experiential computing and visualising key differences in how the same human experiences are realised across geographical locations.

They have gained comprehensive expertise across data science, natural language processing, human-computer interaction, and full-stack engineering. Additionally, they hold a bachelor's degree in Kathak and have developed creative cross-disciplinary thinking by connecting their two passions: computer science and music.

Advice for the Next Generation

Drawing from their diverse experiences, Chopra offers valuable guidance for current computer science students. Rather than focusing solely on memorising algorithms, they advocate for developing strong problem-solving paradigms and pursuing projects that genuinely inspire passion and commitment.

"Don't silo yourself," Chopra advises, emphasising the importance of gaining transferable skills that extend beyond pure technical expertise. Their journey from hackathon organiser to AI researcher exemplifies this philosophy, demonstrating how experiences that might seem peripheral to one's primary field of study can become foundational to future success.

Lasting Impact

Chopra is currently interning in the financial technology sector as an AI Analyst at Cboe Global Markets. This role represents the perfect synthesis of their academic research background and the practical application of AI technologies in real-world financial systems.

Their unique combination of computer science excellence, dance training, and hackathon organising experience exemplifies the power of interdisciplinary thinking in today's technology landscape. As they continue their work in human-AI collaboration at the intersection of finance and technology, Chopra carries forward the collaborative spirit and innovative mindset that defined their RedBrick Hacks experience. Their journey serves as an inspiring example for current students of how embracing diverse opportunities and developing transferable skills can open pathways to meaningful and impactful careers that transcend traditional boundaries.

51²č¹Ż

#OhThePlacesYouWillGo- Even If You Start with Doubt

Walking through the gates of Ashoka on my first day, I knew life would be different. I had spent months mentally preparing for the "college life" everyone talked about- yet nothing could have fully readied me for the reality of it. The atmosphere was daunting, but my excitement to meet new people and learn real lessons-the kind not bound by textbooks but woven into conversations, debates, and late-night dorm talks- drowned out any fear of this new chapter.

For the first time, I was encouraged- no, expected- to challenge assumptions, including my own. My peers and I werenā€™t just memorising answers; we were unlearning old habits and discovering what we truly aspired to become.

Admittedly, the transition wasnā€™t easy. With every stumble, I learned to articulate ideas more clearly, defend my stance with evidence, and embrace feedback as fuel. The professors didnā€™t just teach subjects- they reshaped how I saw them. History became a lens to analyse power; literature, a mirror to hold up to society.

Yet the greatest lessons came from the people around me. My friends pushed me to grow in ways I hadnā€™t imagined. Through their eyes, Iā€™ve become more confident in my voice, more assertive in my choices, and more open to perspectives that once seemed foreign.

Itā€™s only been eight months, but Ashoka already feels like home. Some days, I still half-expect to wake up and find the acceptance letter freshly delivered, as if time has folded in on itself. But the clock ticks forward, and with it, my resolve: to fall, to fight, and to rise stronger.

Ishaan Suri

51²č¹Ż

#OhThePlaceYouWillGo: From “What if I can’t” to “I know I can”

As a high school student, I was somewhat intimidated by the idea of college academics. It always seemed like it would be very advanced, like what they usually show in the movies: big words, intense courses, and highly intellectual discourse, which I had no idea if I could keep up with. As someone who came from a very rigid academic structure, the multidisciplinary environment of Ashokan education felt like a dream - but not all dreams are easy to grasp.

The first few weeks at Ashoka were a bit uncertain. I found myself constantly wondering if I had taken the right class, if I was asking the right questions, if I was reading fast enough, and if everyone just magically knew more than I did. But with time, I realised that what they expected was not perfection, but just curiosity to learn and grow.

After that, it felt like I was invited to think rather than to perform. I started unlearning the mindset that taught me to value marks over meaning. I started reading for knowledge. I started writing because I had something to say. Thus, I found myself reading smarter, working harder, and learning more than ever before.

Going into my second year, I am no longer nervous about speaking out in class, trying new courses, and finally just enjoying the journey of learning.

A transition like this takes time; it is neither instant nor effortless. It requires patience, discomfort, and loads of unlearning- but everyone gets there, and so will you. Everyone is in the same boat, even if they don't always show it. And the truth is, you will be okay. All you need to do is have trust in your ability to grow.

More than college, Ashoka has become a place where I found myself-  a place where I feel challenged, supported, and most importantly, excited to learn again. Now, I enjoy walking into a classroom, knowing that my thoughts, no matter how underdeveloped, will always be welcome.

Sagarika Gothi

51²č¹Ż

#OhThePlacesYouWillGo- From Feeling Overwhelmed to Stepping onto the Volleyball Court

On the first day, I felt very overwhelmed. I saw plenty of new faces and places that I had never encountered in my life. There was a lot of nervousness and anxiety running through my head. I was helped by a lot of people on my first day at Ashoka- from finding my way to the dining hall to settling down in my room.

You know, at the beginning, it just felt like too much. I really struggled to manage my time, and honestly, keeping up with everything felt impossible. But little by little, I started figuring out how to plan my day better. I began making those to-do lists, tried to study a bit each day instead of cramming last-minute, and I wasn't afraid to ask professors or classmates for help when I was stuck.

I also got smart about using the library more often and found online videos that really helped me grasp difficult subjects. Slowly but surely, I started feeling more confident and able to handle my studies on my own. It's definitely still a challenge, but I've learned to roll with the punches and keep getting better.

Looking back, I've really changed a lot for the better since I first started university. In my first year, I was pretty quiet, mostly just trying to find my footing in a completely new place. I started learning to play volleyball- I'm still learning, but so far, it has been an amazing journey with the team, growing both physically and emotionally. Around the same time, I started getting out more and socialising. I made new friends, went to campus events, and really began feeling connected to university life. All in all, I feel like I'm a much more balanced, active, and confident person now. It's been a great journey of growth.

Thinking back to my first year, what really stands out is definitely making so many great friends and finding my little comfort circle with them. We just shared so many laughs and truly had each other's backs through everything.

Another super special memory has to be getting picked for the university men's volleyball team. Playing in outside tournaments, like the ones at IIT Kanpur and in Dehradun, was an incredible experience. And honestly, I even cherish the simple things, like those evening walks with my friends. Those quiet moments made me feel so happy and really helped university feel like home.

Aditya Jain

51²č¹Ż

#OhThePlacesYouWillGo- From dorm debriefs to cohort leadership

My Ashoka journey is only a year old, but my first day already feels like a distant memory- thatā€™s how easy it is to get used to being an Ashokan. I remember feeling eager to do it all, but unsure how to begin the process of navigating. I was both excited and overwhelmed. That eagerness has stayed with me, but itā€™s now coupled with a deeper understanding of how to make the most of what Ashoka has to offer.

The academic transition from high school to university was smoother than I expected- largely because of the incredible professors and the immense exposure Ashoka provides. I was introduced to new ways of thinking and eventually started asking better questions. Over time, Iā€™ve come to not only enjoy my time here but also step out of my comfort zone in countless ways.

Much of my personal growth has come from the people Iā€™ve met- some through effort, many by chance. One of the most special parts of my Ashoka journey has been finding my people. Some were naturally integrated into my life in the due course of college, but the ones who changed me the most often arrived in the most random, unexpected ways. Iā€™ve built connections that made this place home. The openness of the community has helped me become more reflective, grounded, and responsible, for which I'm incredibly grateful.

As a rising second-year, my biggest takeaway is that the true Ashokan experience lies in saying yes to opportunities, to stepping out of oneā€™s comfort zone, to new perspectives, and trusting that the rest will figure itself out.

An experience that especially stood out was serving as a counsellor for Ashokaā€™s Young Scholars Programme. It pushed me to grow both personally and professionally and gave me the opportunity to represent Ashoka with care and accountability.

Being part of communities like the Debating Union and the Her Campus Ashoka Chapter gave me a much-needed breather from academics and helped me explore my passions on a deeper level. Some of my most cherished memories arenā€™t grand milestones, but the small moments that became part of my routine: morning runs before class for FuelZone coffee, late-night dorm debriefs, walks around the campus in the most beautiful 4 a.m. light, and the ever-so-photographable Ashoka sunsets.

I started my first year as an 18-year-old who was quite lucky to have met the right people, and now Iā€™m starting my second as a Cohort Leader, filling in the shoes of those who helped me find my footing when everything felt new.

Malavika Kishore

51²č¹Ż

#OhThePlacesYouWillGo- From fitting in to finding home

Your first day at Ashoka is scary. You are in a new place, surrounded by new people, in a completely new academic environment, and, most of all, in a new chapter of your life.

I have always been what people call an "overachiever." It is a very backhanded compliment, I must say, as if we are to assume there is a fixed level of achievement we must aim for, or else we are either underachieving or overachieving.

Naturally, when I came to 51²č¹Ż, my plan was the same as always: assess and adapt. I intended to change myself to fit in with new people and standards, and to do the bare minimum required to be accepted.

Yet, on my first day at Ashoka, and even now as I write this, I remain stunned. The feeling I had by the end of that first day is the same feeling I carry with me now: the feeling that I was finally at home. I did not have to change anything about myself. I did not have to hide my achievements, passions, mistakes, or interests, no matter how big or small, serious or silly they might seem. I could nerd out about Marvel movies with people. I did not have to hide the fact that I am on a scholarship. I did not have to change my music taste or my accent. Even when I was bad at something, this place and these people never made me feel ashamed or embarrassed.

Ashoka has been a place where I could grow with all the help I needed and without judgment. To explain, consider why many people do not take up the violin. They are afraid of sounding bad. And so, in the process, they never get good. At Ashoka, you are encouraged to blast away at your strings. The noise is music to our ears.

It is true that I have missed home while being here. But I must also share that even when I was back home during the holidays, I still felt far away from home.

I am the oldest sibling in my family. I have not had anyone to look out for me the way I have looked out for my sister. At Ashoka, the seniors become your family from the very first week. I grew up studying science and playing sports, and not much else. But in my first year at Ashoka, propelled by encouragement from the Student Life Office and my seniors, I discovered a talent for filmmaking and comedy. Within a year, I founded a production house, directed paid projects, performed stand-up comedy shows, and carved out my own niche. I became more of myself than I had ever been before.

From my first day to the end of my first year, this place has always felt like home.

Adesh Naidu

51²č¹Ż

#OhThePlacesYouWillGo- Even a Dance Studio You Once Dreamt Of

If someone had told me 4ā€“5 years ago that one day Iā€™d be spinning across the floor of a real studio, dancing barefoot in a room with a big mirror, in sync with a team of brilliant dancers, I probably wouldnā€™t have believed them. But here I am. That dream of mine has come true!

Coming from a small town in Uttarakhand, a dance studio had always been a fish upon the sky for me. It was actually the first thing I searched for while doing the online campus tour on Ashokaā€™s website. The moment I saw it, I wanted to jump inside the screen and start dancing. Today, I rock stages across Ashoka with an awesome team as part of Abhinaya, the dance society of Ashoka.

But to be honest, the grandeur of Orientation Week hit me like a tidal wave. I remember sitting silently in the MPH, filled with confident voices and polished accents Iā€™d only ever heard of. I started questioning my presence in that crowd. My inner voice kept shrinking, and my confidence dropped- until I started performing.

The first time I performed at the Talent Show, I wasnā€™t just moving to the beat; I was trying to reclaim my sense of self. With each performance, it was like exhaling the fear I had inhaled during that first week. Every applause, every spotlight, even every body-breaking rehearsal reminded me that I wasnā€™t just allowed to be here- I deserved to be.

And of course, none of it wouldā€™ve been the same without the people who now feel like home. Iā€™ve been lucky to find new friends and be with the ones Iā€™ve spent my entire childhood with. They cheer for me louder than I do for myself. Theyā€™re the kind of people who wait outside the dance room with a water bottle, queue up in lines two hours before the performance so they can get the best video angle. Theyā€™ve made my university life not just bearable, but brilliant.

I stumbled into the International Relations department thinking I would just learn about states and wars, but what I found was a way of seeing the world. I have sat in classrooms with professors who never made me feel less for not knowing something but instead gave me better questions to ask. When I decided to pursue it as a major back in 12th grade, I wasnā€™t sure if Iā€™d stick with it. Now, Iā€™m glad I made that decision.

Now, as I step into my second year, I donā€™t carry the same nervousness I did on day one. I carry rhythm, readings, moments when I thought I couldnā€™t do it- and did it anyway.

My journey here has been like a dance. Sometimes offbeat, sometimes out of breath, but always, always worth it.

Deepika Bora

51²č¹Ż

Ashoka team makes waves with AI-driven climate proposal at Harvard.

A team of four Ashoka studentsā€”Soumyajit Basu, Fiona Arora, Aryan Nath, and Karan Kumarā€”secured a rare opportunity to present in person at the Policy Hackathon of the India Conference at Harvard (ICH). Mentored by Dr. Lipika Dey, this group was the only student team selected among over 1,000 participants, including professionals, policy experts, and researchers.

ā€œWe were the only student team shortlisted amongst thousands of teams of students, professionals and experts,ā€ said Fiona when asked about her experience of presenting at the India Conference at Harvard.

The hackathon, organised in collaboration with the Indian School of Business (ISB) and GDi Partners, focused on crafting innovative, data-backed solutions to policy challenges. Their project addressed climate vulnerability at the block level in India, proposing a novel clustering-based framework leveraging deep learning and detailed data analytics. The teamā€™s research offers targeted, actionable insights to help policymakers identify the most vulnerable regions and devise adaptive strategies to build climate resilience.

With generous support from the Mphasis AI & Applied Tech Lab, Fiona Arora represented the team, presenting their data-driven solutions to a distinguished panel of judges and contributing to global policy discussions on climate adaptation.

51²č¹Ż

Transforming Waste into Opportunity through Sustainable Stationery

Pulp is 51²č¹Ż's in-house Recycled Stationery Brand, executed by the 51²č¹Ż Sustainable Development Goals Club (AU SDG Club) with mentorship from the LiveGreen@Ashoka programme. With a focus on streamlining Ashoka's waste paper management, Pulp adopts the principles of the circular economy process and ensures Ashoka's paper waste is converted into fun, aesthetically designed journals and notebooks, which are then available for the Ashoka community for use again, thereby reducing the university's carbon footprint.Ģż

Steered by a model that brings together the student body and the administration, whereby students contribute designs for each batch of notebooks, Pulp hopes to be a role model for how universities can foster campus innovation through multi-stakeholder engagement and adopt circular economy processes through creative value addition, thus contributing to a more sustainable world.

The Process

Ashoka's paper waste, which includes print-outs, old newspapers, shredded paper and other office waste, is collected and then sent to an accredited recycling partner who converts the paper into beautiful notebooks with student-contributed designs printed as the cover. These notebooks are then available for the Ashoka community at the merchandise store, which, upon use, can again be dropped off in the designated paper collection boxes for recycling. All revenue from the sale of Pulp's notebooks are ploughed back into the running of the project, thus being a sustainable endeavour not just in its environmental impact but financially as well.

The Pilot

In the first phase, which concluded in April 2024, we collected 273.5 kgs of waste paper over the period of a month through collection boxes placed strategically across the campus and through conducting paper-collection drives. This waste resulted in the creation of 73 notebooks and the planting of 2 trees by the recycling partner on behalf of the university. It was heartwarming to see students and faculty members actively reaching out to enquire about the project and asking how they can dispose of paper, revealing the Ashoka community's interest and support for adopting sustainable processes on a daily basis. The success of the pilot and the launch of Pulp by the Pro-VC instilled an awareness around campus for disposing paper waste mindfully and as the semester came to a close, we found a record number of students making use of the collection boxes to dispose old notebooks, printed resources and other paper accumulated throughout the semester before they checked out of their hostels, thus showing that collective action can be inculcated through supportive infrastructure which encourages engagement of all stakeholders, be it the administration, students or the housekeeping departments. As a result, by mid-May 2024, an additional 1080 kgs of waste paper was collected, which was then transformed into 346 student-designed notebooks.

The Outcome

Pulp's pilot run, executed between November 2023 and June 2024, thus demonstrated the feasibility of integrating a circular waste management system which upholds creative value addition through multi-stakeholder engagement. Although the adoption of waste segregation on campus is a topic of discussion across different sustainability and environment-centric student groups on campus, most such discourses seem to find an end when the question of permanent infrastructure is brought up. The AU SDG Club wanted to show that it is worth working towards establishing permanent operational and infrastructural changes through working closely with the administration which was welcoming and supportive of our team throughout. Pulp is thus not just an example of a successful student project, but is in reality the contribution of the whole Ashoka community towards ensuring that a tree, nestled in a beautiful grove somewhere, is prevented from being cut down.

The Team

Pulp and its operational model were conceptualised and led by Aishwarya Sunaad, the founder of the AU SDG Club and co-led by Bhavana Gudnavar with mentorship, supervision and guidance from Dr. Rajni Kaushik, the Director of Sustainability, along with significant contributions from Raunaq Bawa, Omkar Mantri, and Stuti Bhattacharya, all members of the AU SDG Club. We also want to extend our gratitude to all the volunteers who pitched in to help along the way. Importantly, we appreciate every individual from the Ashoka community who thoughtfully disposed of their waste paper in our collection boxes. This would not be possible without them.

51²č¹Ż

Indiaā€™s Solar Mission and Beyond: A Conversation with Nigar Shaji at SpaceCraft 3.0

As part of SpaceCraft 3.0, the Astronomy Society at 51²č¹Ż hosted a special Fireside Chat featuring Nigar Shaji, the Project Director of Aditya-L1, Indiaā€™s first solar observatory mission. In conversation with Somak Raychaudhury, Vice-Chancellor of 51²č¹Ż, and Dr. Dipankar Bhattacharya, Sunanda and Santimay Basu Professor of Astrophysics, Ms. Shaji shared insights into her incredible journey, contributions to Indian space science, ISROā€™s scientific advancements, and the significance of India's growing space ambitions.

We spoke to Ms. Shaji during her visit about space science, her career at ISRO, the Aditya-L1 mission, and the role that universities like Ashoka play in shaping the future of science and innovation in India. Here's a glimpse into the conversation that followed:

Q: What was the moment when you knew that space science was your calling?
Actually, space science wasnā€™t my original calling. I was an engineering graduate, though I had been interested in physics from the beginning because of my parents. My father used to tell me a lot of stories about Mercury, physics, and other such topics, so I got interested in physics.

Later, I pursued engineering. I love to work with ISRO, but it was not my main goal initially. I was searching for a job and got selected. Thatā€™s how I entered the engineering field of spacecraft. Over time, I grew very curious about space and the universe, like many people are. My involvement in science missions came later, and when I got the opportunity to lead the Aditya-L1 team, I took it.

Q: Your work might be extremely technical. How do you balance scientific rigour while also maintaining a sense of curiosity and imagination about the world?
Itā€™s thanks to ISRO, because it started doing space missions. The original goal that ISRO started with was to have applications missions to improve the core. Once we became self-sufficient in that, we moved into space science missions. Once we started, space science got integrated into the technical field. So there wasnā€™t any need to take special steps to balance the two; it already got integrated. All the space science missions were born this way, because for science, the spacecrafts were built.

Q: You are the Project Director for Aditya-L1, India's first space mission to observe the Sun. What is the one surprising or lesser-known fact about the Sun that more people should know?
Even I started learning more deeply about the Sun only after we began working on the Aditya-L1 mission. One lesser-known fact about the sun is coronal heating. According to the thermodynamics principle, when there is a heat or when the heat wave travels, the temperature should normally reduce. But in the case of the Sunā€™s corona, the temperature suddenly increases to a million Kelvin. So that was the puzzling question for many scientists and now researchers are working on understanding how this heating is happening and what exactly causes this phenomenon to rise and define the thermodynamics law.

Q: What is the one book you would recommend to every student, whether theyā€™re in STEM or otherwise?
I would recommend Einstein's Theory of Relativity, as I believe it defines everything. Along with that, Stephen Hawkingā€™s Space and Time. These are the kinds of books that, when you study them, make you more humane.

Q: What was your first impression of Ashokaā€™s campus and your interaction with students? How has it been?
Itā€™s a really vibrant place. In my college and school days, we didnā€™t have this kind of exposure. Today, with technology and the age of information, students have so much at their fingertips. I was very much impressed with the campus. When I first entered, it felt like being at Caltech, because the way the architecture has been done is beautiful. And the students are truly energetic and vibrant.

Q: What role do you think interdisciplinary universities like Ashoka play in shaping the future of science and innovation in India?
We need to do more fundamental research, I feel that is essential. We should pursue both fundamental research and the application side. We need to balance both.

Collaborations with institutions like ISRO allow scientific knowledge to be translated into real-world applications. Once fundamental research matures, it should naturally flow into the stream of application.

Q: Lastly, what message would you give to every young girl dreaming of pursuing something in the STEM field today?
You should have a passion for the field you have chosen. And even if you donā€™t have passion at first, if you are in the field, at least try to develop that passion.

Perseverance is key- it is the only thing that can bring you laurels. Perseverance and hard work- there is no alternate for that.

51²č¹Ż

From Classroom to Cosmos: Esha Sajjanharā€™s Quest to Decode Galactic Mysteries

Esha Sajjanhar is a fourth-year student at Ashoka where she is pursuing an advanced major in Physics with a minor in Astronomy. She is currently working with Professor Dipankar Bhattacharya on studying the low-mass X-ray binary GX339-4. Her research involves characterising its X-ray variability using data from the Indian satellite AstroSat. She is also interested in studying supermassive black holes at the centres of galaxies.

Letā€™s dive into our conversation with Esha about her recent achievement - securing observation time on the Very Long Baseline Array (VLBA), a network of ten observing stations spread across the United States.

Many of us dream of exploring the cosmos, imagining what it would be like to be astronauts. How does it feel to explore the mysteries of outer space from right here on Earth and live the dream in your own unique way? How did your interest in astronomy and astrophysics begin?

I became interested in astronomy when I learned about the work done by observational astronomers through talks and colloquia at Ashoka. I then had the opportunity to work with a telescope in the lab, and I found that I really enjoyed both working with and learning about telescopes. Since astronomers are almost entirely dependent on light from the sky, they use some fascinating techniques to characterise this light and use its properties to understand its sources. I am incredibly interested in these techniques, and it is this interest which led me to pursue astronomy. It is very exciting to have the opportunity to use a major telescope to observe an object of interest to me and to learn more about it. I am very grateful for the chance to contribute to the scientific understanding of this source.

What inspired you to participate in the Visiting Students' Research Programme at the National Centre for Radio Astrophysics? How did 51²č¹Ż support or influence your journey in this project?

My first introduction to radio astronomy was through the astronomy lab at Ashoka. Last summer, I was one of six students who worked as research interns at the lab under Professor Dipankar Bhattacharya and Philip Cherian. I worked with a horn antenna radio telescope that was built for the lab by Pradip Chaudhri, the senior laboratory technician. We worked on designing a new experiment involving this horn antenna for the introductory astronomy lab course. It was really interesting work and left me very eager to learn more about radio astronomy. I then participated in a winter school on Radio Astronomy organised jointly by the National Centre for Radio Astrophysics (NCRA) and the Inter-University Centre for Astronomy and Astrophysics (IUCAA) last year. As part of the school, I had the opportunity to attend lectures given by leading radio astronomers and learn more about their work. I also got to work on hands-on experiments in the labs at NCRA and IUCAA. I enjoyed working at NCRA and took the opportunity to apply to their Visiting Studentsā€™ Research Programme (VSRP). Throughout this process, the support and encouragement of the Ashoka Physics Department was crucial.

What led you to propose observations using the VLBA for studying NGC 3516? What makes this galaxy particularly fascinating or significant to you?

At NCRA, I worked with Dr Preeti Kharb and her PhD student, Salmoli Ghosh. We were studying NGC 3516 which is an active galaxy with small-scale radio jets. This means that it has an accreting black hole at its centre, and there are jet-like outflows emanating from the black hole (known as an Active Galactic Nucleus or AGN). We call them ā€˜radioā€™ jets simply because we observe them using radio wavelengths. The schematic shows these structures in more detail. Such objects are of great astronomical interest, and their studies have consequences for our understanding of the evolution of galaxies. NGC 3516 has a very distinct S-shape in both optical and radio images, and we were interested in the relationship between the structures seen in these wavelengths. We thus started by studying the structure of the jets, but soon found ourselves interested in the time variability of the galactic centre. We noticed some interesting trends, but we needed more data to make conclusive claims. This led me to propose for time on the Very Long Baseline Array (VLBA) which is a radio telescope composed of 10 antennas spread out across the US such that the largest distance between two antennas is around 8,600 km. This makes it one of the most powerful radio telescopes in the world, capable of resolving small-scale structures.

Now that your proposal has been awarded telescope time on the VLBA, what are your hopes and plans for the upcoming observations in the 2025A semester? What do you wish to uncover during this period?

Our proposal has been awarded the full requested 18 hours of observing time on the VLBA. I hope that this observation allows us to better understand the behaviour of our source. We believe that there could be a new radio jet that had been ejected from the AGN core at the same time as changes were observed in other wavelengths. These observations will allow us to ascertain whether this is the case. The ejection of a new jet component would be a very interesting result and would have important consequences for our understanding of this source. It would also help us make a case for radio monitoring of highly variable sources. NGC 3516, for instance, is already monitored using other wavelengths, but there are few existing radio observations.

What advice would you share for students aspiring to work on similar research projects?

A task like writing a scientific proposal can seem pretty intimidating at first. As an undergraduate student, it is daunting to get started on something like this. However, with some guidance and support, itā€™s definitely doable. Like many things in academia, it can seem intimidating until someone shows you the ropes. I was fortunate to have both Dr Kharb and Salmoli to guide me through the whole process and give feedback on all parts of my writing. I would recommend asking for help whenever you need it and getting loads of feedback from people more experienced than you at all stages. I would also recommend reading a lot and being very well-versed with your subject matter before you begin writing at all.

51²č¹Ż

51²č¹Ż Expands Horizons: Launch of New Centres and a School in 2024

51²č¹Ż launched a new school and two new Centres in 2024 to further enrich its academic ecosystem. These new havens of learning will help bolster the University's commitment to promoting interdisciplinary research and addressing pressing global challenges.

The centres and schools launched in 2024 are:
1. Harish and Bina Shah School of Humanities
Reinforcing Ashoka's dedication to the humanities, this school explores human culture, creativity, and critical thought, offering a rich interdisciplinary education.
2. Isaac Centre for Public Policy
Aiming to connect academic research with real-world policy solutions, this centre promotes collaboration among scholars, policymakers, and practitioners to address pressing societal issues.
3. Safexpress Centre for Data, Learning and Decision Sciences
Bridging the gap between data science and decision-making, this centre develops innovative approaches to tackle complex problems in uncertain environments.

51²č¹Ż

Dirac Labs and 51²č¹Ż Jointly Awarded ā‚¹1 Crore Grant from the Indo-U.S. Science and Technology Forum (IUSSTF)

Dirac Labs and 51²č¹Ż have jointly secured a ā‚¹1 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 startupā€™s mission to develop quantum sensors that enable precise navigation without relying on GPS.

"I graduated from 51²č¹Ż 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 51²č¹Ż, collaborating with Prof. Debayanā€™s group to apply gravity and magnetic data for navigation and mineral exploration. This collaboration resulted in a ā‚¹1 crore grant from the Indo-U.S. Science and Technology Forum (IUSSTF) in September 2024, with Ashokaā€™s team working on machine learning algorithms and Dirac Labs advancing quantum sensor technology."

51²č¹Ż

The Power of Why: Dr Manu Prakash on Rekindling Curiosity in Science

Curiosity is the spark that leads the way to groundbreaking discoveries and life-changing innovations. Fully aware of its importance, Dr Manu Prakash delivered an engaging talk on ā€˜The Power of Why? Curiosity at Workā€™, organised by Ashoka Global Research Alliances (AGRA) on November 25, 2024, at the 51²č¹Ż campus. He highlighted the importance of asking ā€œwhyā€ and the transformative role curiosity plays in science and innovation.

Dr Prakash reminded the audience of their childhood when curiosity gave rise to endless questions in our minds about the world around usā€”questions that, unfortunately, many stop asking as they grow older. He emphasised the value of rekindling that spark of curiosity, especially in scientific exploration.

The talk took the audience on an explorative journey, from the biology of mysterious deep-sea creatures to the complex microbial communities that influence global climate systems. Dr Prakash also shared how a simple ā€œwhyā€ drove him to innovate tools like foldscope, malaria diagnostic devices and systems for tracking mosquito populations. By sharing these examples he highlighted how curiosity promotes problem-solving and societal betterment.

To nurture this innate curiosity, Dr Manu Prakash also exchanged some practical insights with the audience on how to approach scientific phenomena with fresh perspectives and an open mind. He left attendees inspired to explore the unknown and utilise their curiosity to unravel lifeā€™s mysteries.

51²č¹Ż

LGP and University of California: Empowering Students Through Global STEAM Collaboration

The University of California, Santa Cruz (UCSC) Creating Equity in STEAM (CrEST) department has a strong focus on engaging youth in critical thinking in the context of STEAM research, with a strong emphasis on youth from historically excluded groups: BIPOC (Black, Indigenous, People of Color) students, students from low-income families, and first-generation college aspirants.

LGP students are actively involved in two of the three prestigious STEAM (Science, Technology, Engineering, Art, and Math) experiential learning programmes run by UCSCā€™s CrEST: Shadow the Scientists (StS) and Science Internship Programme (SIP). The collaboration between UCSCā€™s CrEST department and 51²č¹Żā€™s Lodha Genius Programme (LGP) is an excellent opportunity for bright LGP school students to get exposed to world-class science in a truly international environment during the SIP summer programme at UCSC. This collaboration, which is fully funded through equal contributions from LGP and CrEST, enables a handful of high school students who are part of LGP (who have therefore cleared the rigorous selection process) to engage in a research-oriented summer that can not only improve their experience and exposure to cutting edge research but also help create a vast global network that will be beneficial to them throughout their career. The StS programme provides a unique set of opportunities for all LGP high school students to engage with scientists while the scientists are performing experiments of real-world relevance. StS allows school students to get this experience without having to leave the comfort of their own homes. SIP and StS span a wide range of subject areas in arts, engineering, humanities, natural sciences, and social sciences. This multifaceted set of experiences promises to add value to school studentsā€™ enriching LGP summer experience and continued school-year learning experience.

Shadow the Scientists (StS)
A few times a month, StS offers free online experiential learning sessions for students at any/all academic levels, educators, and other enthusiasts. During each of these sessions, participants from around the world eavesdrop via Zoom on researchers who are in the midst of an active research session. StS started in astronomy (astronomers using some of the world's most powerful telescopes) at the height of the COVID-19 pandemic in the fall of 2020, but the programme has since expanded to include other scientific disciplines such as stem cell biology, tropical forest ecology, oceanography/paleoclimatology, planetary sciences, solar physics, volcanology, telescope engineering, and Indigenous epistemology. Plans are underway to schedule StS sessions in more subject areas of research, and the goal is to ultimately expand StS into many more areas beyond science. In the fall of 2022, StS received a generous grant from the Heising-Simons Foundation.

Science Internship Programme (SIP)
The SIP programme engages high school students (and some community college/college undergraduate students and teachers) in university-level open-ended research projects in a variety of academic disciplines in the physical and biological sciences, engineering, social sciences, humanities, and art. SIP interns work in small groups of 3 or more and each group is supervised by a PhD student, postdoc, and/or research staff at UCSC. SIP is a fee-based programme that is primarily for high school students aged 14ā€“17. About a third of the high school students in SIP are on full scholarships which cover tuition, room, board, and, in some cases, transportation. The programme is open to students from all over the world. SIP runs for 8 weeks each summer from mid-June to early August.

A limited number (<~25) of SIP intern spots are available for community college students, pre-service teacher college undergraduates, and teachers through existing partnerships with Foothill College, California Polytechnic State University San Luis Obispoā€™s STEM Teacher and Researcher (STAR) programme, and Centre for Teacher Accreditation (CENTA), respectively. The programme started in 2009 with 3 high school students from 1 Bay Area high school who worked in a single subject area (astrophysics) in one research group. Over its 16 years of existence, the programme has expanded greatly: this past summer (2024), over 400 students from 200+ high schools located in California, two dozen other US states, and 36 other countries took part in the programme.

(Written by Puragra Guhathakurta, Founder and Faculty Director, Creating Equity in STEAM(CrEST), University of California, Santa Cruz)

51²č¹Ż

Converging Visions: A Collaborative Journey

Education is a profound catalyst for transformation, yet access to quality education remains uneven. In today's era of vast information, teaching students to think critically and solve problems innovatively is more crucial than ever. Both public and private sectors must commit to this cause, investing in transformative educational approaches. Equally important is timingā€”guiding students and igniting their passions at pivotal moments in their educational journeys.

Introducing the Scienspur and Lodha Genius Programme (LGP): two pioneering platforms committed to empowering students through education and mentorship. While both share a commitment to quality education and career guidance, they address different stages of student development. LGP focuses on high school students (grades 9-12), whereas Scienspur engages with undergraduates and master's students in Life Sciences. Their collaboration is not just promising; it's essential for nurturing talent and fostering careers driven by passion.

Scienspur: Cultivating Critical Thinkers
Scienspur is committed to delivering high-quality education to students from under-resourced colleges in South Asia. Comprising around 50 postdoctoral fellows and biotech professionals from prestigious global institutions, Scienspur's mentors infuse "experimental bench to classroom" methodologies that foster critical thinking and problem-solving. By intertwining narratives of seminal scientific discoveries with the importance of technological innovation, Scienspur enhances students' understanding of how science evolves to address contemporary challenges, thereby improving quality of life and healthcare.

Lodha Genius Programme: Inspiring Tomorrowā€™s Leaders
The Lodha Genius Programme (LGP) is a pioneering initiative empowering high school students with the guidance and opportunities needed to aspire toward higher education in prestigious institutions worldwide. LGP fosters a passion for learning and excellence, preparing its fellows for the rigours of higher education and research through personalised support, mentorship, and structured learning opportunities. By equipping young learners with essential tools, LGP is poised to shape Indiaā€™s future by nurturing its brightest minds and fostering an environment where talent can flourish.

A Harmonious Union: Amplifying Impact

The stories of Scienspur participants are as diverse as they are inspiring, portraying individuals who rise from modest beginnings to leading global Universities. These narratives resonate deeply with LGP students. Scienspurā€™s one-to-one mentorship aids students in identifying and pursuing their passions. A long-term partnership between Scienspur and LGP will provide students with invaluable guidance in decision-making and a commitment to pursuing career goals. Scienspur further excels by connecting students with leading scientists tackling current issues through cutting-edge technology. By facilitating scientific seminars and interactive town halls, Scienspur sparks curiosity and awareness among students. Additionally, the programme assists students in recognising and preparing for opportunitiesā€”a critical aspect of student development.

Moreover, Scienspur aims to mentor students through rigorous research training, enabling them to conduct simple yet thoughtful experiments. Over 3-4 weeks, students gain practical training in analytical methods, critical thinking, and data interpretationā€”universally vital skills regardless of their career path.

Bright Horizons: The Future of Collaboration
The collaboration between LGP and Scienspur promises a bright and impactful future. Together, they can pioneer a developmental model nurturing talent from high school through advanced research. By integrating their resources and leveraging their strengths, LGP and Scienspur can create a robust support system encompassing mentorship, skill-building, hands-on research, and career guidance. Over the next 6-9 months, they plan to initiate a cycle of mentorship, scientific seminars, career guidance sessions, and a research-based course, incorporating student feedback before advancing. The alignment of LGP's and Scienspur's visions exemplifies how collaborative efforts can craft sustainable educational models. By prioritising critical thinking, scientific inquiry, and lifelong learning, this partnership aspires to empower students not only to excel academically but also to evolve into community leaders driving societal change.

(Written by Rajesh Gunage, Nagaraju Dhanyasi, Jacob Vinay Vikas Konakondla, Mentors, Scienspur)

51²č¹Ż

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

The Lodha Genius Programmeā€™s (LGP) On-Campus engagement at 51²č¹Ż 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 ā€˜Great Ideas Seminarā€™. 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 studentsā€™ budding interest in STEM and a keen interest in exploring furtherā€”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 ā€˜micro-startupsā€™ 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 studentā€™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 LGPā€™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)

51²č¹Ż

Transforming Education with LGPā€™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 51²č¹Ż 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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Innovating Student Support at 51²č¹Ż

The Orientation Dashboard

As the Class of 2028 stepped onto the vibrant campus of 51²č¹Ż, the Orientation Dashboard emerged as a groundbreaking tool, smoothening their transition into university life. Developed by the Office of Student Affairs, this innovative platform played a crucial role during Orientation Week, guiding new students through their first days with ease and efficiency.

The dashboard functioned as a centralised hub, providing essential links and resources that facilitated a seamless introduction to the university. It provided the incoming students with easy access to vital information, including the Online Academic Orientation, which helped them familiarise themselves with academic expectations and available resources.

The dashboard also featured an Orientation Schedule, keeping students informed about various workshops, activities, and networking opportunities taking place throughout the week. This structured schedule proved particularly beneficial, helping students plan their days and maximise their time on campus. Additionally, a handy To-Do List ensured that students stayed organised, keeping track of important tasks, such as updating their profiles and submitting necessary documents.

Key Features of the Dashboard:

Streamlined Preparation for Move-in Days: The dashboard provided clear move-in information to ease the check-in process during the move-in days on August 17th and 18th, 2024. Specific hours were designated for arrivals to reduce congestion and streamline the experience. A user-friendly Campus Map was also made available to help new students navigate their surroundings and locate residential blocks and essential facilities.

Curated Resources: The dashboard highlighted the Academic Bridge Programme, offering curated workshops and resources to help students transition smoothly into university-level studies.

Facilitating Community and Connection: The dashboard played a vital role in fostering a sense of community among new students. It outlined critical steps for setting up student profiles, including Profile Updates, document uploads, and completing medical information forms.

Dedicated Support for Diverse Needs: Recognising the diverse needs of its student body, 51²č¹Żā€™s Office of Learning Support was prominently featured on the dashboard. This Office provided academic accommodations and assistive technology to ensure all students had equal access to university activities.

Financial Planning and Packing Essentials: The dashboard also provided essential resources for financial planning such as tips on opening an Indian bank account and budgeting for University life to help students navigate their financial responsibilities with confidence. Furthermore, the Essential First-Year College Packing Checklist guided students on what to bring, ensuring they are well-prepared for their time at Ashoka.

The Orientation Dashboard was more than just a resource; it embodied innovation in student support at 51²č¹Ż. By centralising vital information and resources, the dashboard significantly enhanced the orientation experience for new students. As the Class of 2028 began their journey, they could rely on this comprehensive tool to help them navigate the exciting challenges ahead. Welcome to 51²č¹Ż, where support and community thrived!

Parents Mobile App

51²č¹Ż proudly introduced the Parents Mobile App, designed to strengthen the partnership between the university and the families of our students. This comprehensive platform facilitates communication and provides essential resources for parents.

Key Features of the Parents Mobile App:
Streamlined Communication: The app offers real-time updates on students' academic progress, attendance, and important campus announcements, helping parents stay informed about their child's journey.

Access to Resources: Parents can easily access vital information, such as academic calendars, exam schedules, and university policies, ensuring they are well-informed about university procedures and expectations.

Engagement Opportunities: The app highlights opportunities for parental involvement, including parent-teacher meetings and workshops, fostering community and support among families.

Feedback and Support: Parents can share feedback through the app, creating a two-way communication channel that contributes to the continuous improvement of programs and services.

Security and Privacy: With robust security measures in place, the app ensures that sensitive information is protected, allowing parents to access their child's data securely.

Looking Ahead
The Parents Mobile App is a vital resource for enhancing the connection between 51²č¹Ż and our students' families, empowering students to thrive. We encourage all parents to download the app, explore its features and provide feedback as we continue to enhance this important initiative.

Reno Platform

At 51²č¹Ż, student-driven events form a crucial part of campus life, fostering community engagement, creativity, and leadership. In line with its commitment to enhancing the student experience, the Office of Student Affairs (OSA) has launched a platform to transform how students organise and manage events.

The Reno platform is designed to simplify every step of event planningā€”from proposal to member onboardingā€”ensuring a smooth and efficient process for both students and the administration. Previously, students had to navigate multiple steps, including manual submissions, email chains, and long approval wait times. The new system brings all these elements together under one virtual roof, offering a centralised hub for seamless event management.

Key features of the platform include:
Easy Event Proposal Submissions: Students can now submit detailed event proposals, including prefered dates, required resources, and expected attendees, through a user-friendly interface. The platform ensures that all necessary information is captured from the outset, reducing the back-and-forth between the organisers and the Office of Student Affairs.

Real-Time Approval Tracking: One of the standout features is real-time approval updates. The platform provides live tracking of the approval process, offering transparency and reducing delays.

Integrated Venue Booking and Logistics Management: The platform is linked to campus venue calendars, making it easier to book spaces and avoid double bookings.

This innovation marks a significant shift in how the university supports student-led activities. By consolidating and digitising event management, OSA aims to empower students with greater autonomy while ensuring that events remain well-organised and compliant with university policies.

The new platform reflects OSAā€™s dedication to enhancing the overall student experience and setting new standards in event management on campus.

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Navigating Tomorrow: Strategic Growth on the Cards for Office of Student Affairs

As 51²č¹Ż grows, the Office of Student Affairs remains steadfast in its commitment to nurturing a holistic student experience. New initiatives such as wellness campaigns, student mentoring, and regular interactions ensure students can navigate university life confidently. Together, the Office of Student Affairs enriches the universityā€™s mission, empowering students to thrive culturally, socially, and personally in their journey to become leaders of tomorrow.

Whatā€™s Next?
In the upcoming semester, the Residence Life Office has exciting plans. Resident Assistants have planned Secret Santa gift exchanges, wellness campaigns, and ā€œCoffee & Moreā€ sessions, where students can have informal conversations with faculty and staff.

The Sports Office is excited to present a thrilling semester packed with tournaments, leagues, and events. Letā€™s dive into the lineup of marquee events in the upcoming semester!

Ashokaā€™s annual sports festival, Agneepath will return in February 2025, reinforcing Ashokaā€™s spirit of togetherness, resilience, and respect for every athleteā€™s journey.

The Ashoka Basketball Association (ABA) is Ashokaā€™s premier intra-college basketball event, in its seventh edition will have approximately 16 teams through a lively auction process, ensuring diversity, fun, and fair play. Each game promises exhilarating action, with hundreds of spectators cheering on from the sidelines. ABA is more than a tournament; itā€™s a celebration of basketball, inclusivity, and community spirit that has become a treasured tradition at Ashoka.

For fans of fast-paced individual competition, the Racquet Sports League brings together Ashokaā€™s best in tennis, badminton, squash, and table tennis.

The Ashoka Premier League (APL) is the ultimate football showdown, bringing the excitement of the beautiful game to the Ashoka campus. From skilful passes to last-minute goals, the APL is packed with high-octane moments that keep both players and spectators on the edge of their seats.

Cricket lovers can look forward to the Ashoka Cricket League (ACL), where the campus transforms into a mini stadium, resonating with the cheers of fans and the thrill of sixes, boundaries, and skilful bowling.

Alongside these flagship events, the Sports Office is committed to creating a vibrant, inclusive sports culture with additional initiatives that promise to make this semester unforgettable. Skill Clinics and Training Camps, Sportsmanship and Wellness Workshops & Intramural Events are some of them.

The Sports Office invites you to participate in Ashokaā€™s dynamic sports scene. Get ready to embrace the thrill of sport, teamwork, and Ashokaā€™s vibrant community spirit!

The Student Life Office is thrilled to announce a lineup of inspiring initiatives, designed to enrich and celebrate student life at Ashoka in bold new ways!
Start the semester with Heritage Week, a vivid celebration of cultural diversity that brings together unique traditions, arts, and cuisines of India and beyond. This event allows students to experience a colourful tapestry of global cultures represented within our community, fostering meaningful connections and cultural appreciation.

Take a break from campus life with Safarnama, a refreshing outing designed to foster new friendships and broaden perspectives through shared travel experiences. Itā€™s an opportunity to recharge and return with new memories and deeper bonds.

Get ready for an exciting Upcoming Series of speaker sessions that will bring some of the most insightful voices to Ashoka. Stay tuned as the series unfolds with remarkable conversations that promise valuable takeaways for everyone.

The Student Excellence Awards will be back, bigger and better than ever! This yearā€™s awards will feature additional categories, making it even more inclusive and reflective of the diverse accomplishments within our community. Join us to cheer on Ashokaā€™s trailblazers and see the impact theyā€™re making.

In addition to these flagship events, the Student Life Office has a wide range of initiatives and traditions to make this semester unforgettable with Baithak, Banjaara, Ashoka Literature Festival & Inter-College Case Competition, to name a few.

With these exciting events and initiatives, get ready for a journey of meaningful experiences, lasting memories, and a true celebration of Ashokaā€™s vibrant community!

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Shaping Tomorrowā€™s Leaders: Ashokaā€™s Resident Assistant Programme

The Resident Assistant (RA) Program is not just about managing student dormsā€”itā€™s about shaping leaders, building community, and fostering an inclusive campus culture. This student-led initiative empowers undergraduate students to take on significant leadership roles, all while creating a supportive environment for their peers.

Student Leadership in Action
The RA Program offers third- and fourth-year students the unique opportunity to live alongside their peers, but with a twistā€”theyā€™re the go-to support system for their entire floor. With each RA responsible for a group of 40-70 residents, they become the first point of contact for everything from academic stress to personal struggles. But their job isnā€™t just about handling crises. RAs are community builders, event planners, and mentors, ensuring that their floor isnā€™t just a place to sleep, but a space for personal growth, connection, and fun.

This yearā€™s cohort includes 79 students from diverse backgrounds, representing 12 countries and various regions of India. The program focuses on values like wellness, diversity, conflict resolution, and active citizenship, ensuring that every RAā€™s impact is felt beyond the walls of their residence hall.

What RAs Do: More Than Just Roommates
Each RA wears many hats. They create and run over 150 events each semester, from wellness workshops to gender sensitisation programs and even fun activities like karaoke nights and game cook-offs. These events are designed not only to engage students but to encourage collaboration and provide spaces for students to unwind and connect.

But the real magic happens during Candid Coffee Conversationsā€”an informal, one-on-one setting where RAs and students sit down over a cup of coffee to talk about life at Ashoka, from the academic grind to navigating university systems. Itā€™s a chance for RAs to offer advice, answer questions, and make every student feel like they belong.

Training for Leadership
RAs arenā€™t thrown into their roles without preparation. Before they even begin, RAs undergo a week-long training designed to equip them with essential skills like event planning, crisis management, and professionalism. The training includes everything from role-playing scenarios to workshops on how to deal with difficult conversations. RAs leave this training not only ready to support their peers but also with leadership skills they can take beyond campus.

Building a Stronger Community
The RA Program thrives on creating a sense of belonging. From floor-level meetings where RAs engage with residents about the floorā€™s dynamics, to informal social hours, where students relax and bond with their peers, every RA contributes to building a cohesive, welcoming community.

One standout event is The Great Ashokan Weekend, where students, faculty, and staff come together for a series of themed workshops and fun activities across campus. This yearā€™s highlights included a movie marathon, tote bag painting workshops, and cookie decoratingā€”all aimed at strengthening ties between the diverse groups on campus. RAs are also responsible for creating sustainable paper dĆ©cor, which gets reused in future eventsā€”showcasing their commitment to both creativity and sustainability.

A Stepping Stone for Future Success
Serving as an RA isnā€™t just about helping othersā€”itā€™s about self-growth too. Through the program, students develop crucial soft skills like conflict resolution, teamwork, and public speaking, which help them navigate their university experience and future careers. Many RAs go on to participate in Ashokaā€™s Early Leadership Programme (ELP), which places them in permanent roles across the university. All nine participants in the programā€™s first two years were former RAs, showing how this experience shapes their present and their future as well.

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Living and Thriving Together: Inside Ashokaā€™s Residence Life Office

The Residence Life Office is dedicated to providing a secure, inclusive, and engaging home for Ashokans. The crucial components of this commitment are its robust Residence Life and Student Care.

Residence Life provides its residents with modern, well-equipped residential halls with state-of-the-art facilities. The Residence Hall Wardens are responsible for overseeing the day-to-day operations of a residential hall. The Resident Life Team aims to foster a supportive, inclusive, and intellectually stimulating living environment where students feel secure physically and emotionally, recognised as essential for learning.

Supporting the mental and emotional well-being of students is central to the work of the Student Care Team within the Residence Life Office. The Student Care Team aims to create a comprehensive support system promoting both physical safety and mental well-being, essential for nurturing a thriving student community.

The Student Care Team acts as a bridge between students and wellness resources, the team enhances the campus experience by providing targeted support mechanisms. The program provides a range of services and resources to help students succeed academically, socially, and emotionally. Enhancing student satisfaction and resilience, ensuring that every Ashokan has the tools and encouragement to succeed.

At the core of its mission lies the Resident Assistant (RA) Program, where student leaders play a vital role in guiding and supporting their peers. RAs are not only mentors but also community builders, creating over 150 events each semester that range from wellness workshops to social gatherings. Through initiatives like Candid Coffee Conversations and the Great Ashokan Weekend, the RA Program brings students together and strengthens community bonds. The RA experience is a stepping stone to leadership and personal growth, empowering students to navigate university life and excel beyond campus.

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Office of Sports & Exercise: Building Athletes, Leaders, and Community at 51²č¹Ż

The Office of Sports & Exercise represents a thriving hub of energy and athleticism, promoting physical well-being and resilience. From recreational activities to competitive tournaments, the Office nurtures both teamwork and individual excellence.

At the heart of the Office of Sports & Exercise lies a tremendous vision: to cultivate a campus atmosphere that celebrates resilience, teamwork, and personal growth. Committed to providing enriching sports experiences, the Office promotes both physical vitality and mental well-being. Here, competition flourishes alongside sportsmanship, nurturing an environment where every student can shine.

Key Milestones: Celebrating Our Triumphs
Since 2016, the transformation of the Office of Sports & Exercise has been extraordinary. What began as a humble collection of teams has flourished into a magnificent array of competitive and recreational offerings.

The highlight of this endeavour is Agneepath, the universityā€™s illustrious inter-university sports festival. Launched in 2017, the tournament stands as a testament to Ashokaā€™s commitment to sports, having grown significantly from 60 teams representing 18 universities to an impressive 98 teams from 27 universities by the 2022-23 season, showcasing Ashokaā€™s unwavering commitment to inclusivity and athletic excellence.

Over the past few years, 51²č¹Ż's sports teams have made remarkable strides in external tournaments. The teams have consistently performed well at prestigious platforms like the IITsā€™ sports fests, securing podium finishes in frisbee, basketball, and football. In the All India University (AIU) games, our athletes showcased exceptional skills, achieving recognition in events such as shooting and tennis. Furthermore, our players have participated at the national level and also reached international levels, representing the nation in global tournaments, underlining Ashoka's commitment to nurturing high-caliber athletes. These milestones reflect a robust sports culture and commitment to excellence in both team and individual sports achievements.

Expanding Horizons: Embracing Inclusivity and Diversity
Inclusivity is integral to the Office of Sports and Exerciseā€™s mission. Through platforms like the Special Olympics Bharat Ashoka Chapter (SOBAC), we ensure all students can partake in enriching sports experiences. SOBAC champions adaptive sports, empowering students with disabilities to thrive within our vibrant community.

Other clubs including the Iron Eagles, Sports Enthusiasts Club (SEC) and Cycling Club, cater to diverse interests of students, ensuring every Ashokan finds a supportive environment to pursue their athletic passions. SEC provides a welcoming space for recreational sports, inviting participants of all skill levels to join leagues and workshops, thus breaking down barriers to athletic participation.

A Future Full of Opportunities in Sports
As our sports culture flourishes, the Office of Sports & Exercise is devoted to enhancing the student athletic experience. Plans are underway to upgrade facilities, introduce innovative training programs, and host captivating events that connect us with the broader community. We aspire to create a harmonious athletic environment where every student feels empowered to explore their passions.

With this vibrant sports culture as our foundation, the Office of Sports & Exercise is poised to enrich the lives of students, embodying Ashokaā€™s commitment to holistic development and success. Join us on this exhilarating journey as we celebrate achievement, inclusivity, and the joy of sports!

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Student Life Office: Nurturing Campus Community and Culture

The Student Life Office (SLO) breathes life into the university by encouraging students to pursue their interests, foster connections, and cultivate leadership skills. The SLO oversees an impressive range of 38 clubs and societies, each providing a platform for students to explore passions, from arts and culture to social impact. Through signature events such as the Clubs and Societies Fair, the Annual Production Fortnight, and flagship cultural experiences like Jashn-e-Jazbaa and Baithak, the SLO creates memorable moments that bring students together. Thought-provoking forums and conversations with inspiring personalities through The Series at 51²č¹Ż further enrich studentsā€™ perspectives and growth, fostering a campus culture of creativity, dialogue, and excellence.

Clubs and Societies
The Clubs and Societies initiative, which has now expanded to 38 active groups since 2016, lies at the heart of student engagement. These clubs cater to a wide variety of interests, from cultural and artistic pursuits to environmental and social activities. The office not only provides guidance & mentoring to students but also ensures essential logistical and administrative support, from event approvals and budgeting to venue coordination, ensuring that students can focus on delivering meaningful experiences for their peers.

One of the most anticipated events each year is the Clubs and Societies Fair, which introduces new students to the myriad opportunities available on campus. This event encourages active participation and community building from the very beginning of a studentā€™s time at Ashoka. The fair showcases the diverse range of student organisations and helps freshmen discover their interests while integrating into campus life.

Over the years, the SLO has facilitated several flagship events that provide a platform for clubs to showcase their talents and achievements. Jashn-e-Jazbaa, for example, offers students a chance to present their creative skills to a broad audience, fostering a spirit of artistic collaboration. Another key event is the Annual Production Fortnight (APF), a two-week celebration where clubs and societies exhibit their work through performances, exhibitions, and interactive sessions, demonstrating the effort and dedication that goes into their activities throughout the year.

Curating the Ashokan Experience
Beyond supporting clubs and societies, the SLO is also responsible for organising large-scale campus events that engage the entire student body. Since 2016, events like Orientation Week have been instrumental in helping new students transition smoothly into university life. The orientation is designed to introduce freshers to academic expectations, campus resources, and social opportunities, setting the foundation for a successful and fulfilling college experience.

The SLO also curates unique cultural experiences for students through events like Safarnama, an immersive program that takes students beyond the campus to explore the rich heritage of Delhi and Haryana. These trips offer students a chance to learn about the regionā€™s history, culture, and traditions, broadening their horizons and fostering a deeper connection with the community outside the university.

In addition, Baithak, the signature event of SLO is a non-stage forum that brings together performers and audiences in an intimate setting, allowing for meaningful dialogue and engagement around various forms of art such as poetry, theatre, dance, and storytelling. By bridging the gap between performers and the audience, Baithak encourages thoughtful discussions and creates a space for creative expression and reflection.

The Series at 51²č¹Ż is an inspiring initiative designed to bring eminent personalities from diverse and niche fields to campus, where they share their journeys, passions, and hard-won insights. Each session invites students and the broad Ashoka community into thought-provoking conversations that explore resilience, creativity, and success. Notable guests have included actor and rugby pioneer Rahul Bose; Abhay Sharma, a celebrated saxophonist; Krishnan Hariharan, development consultant and screenwriter; and Sajan Skaria, an animator at Pixar who contributed to globally acclaimed films like Wall-E. This program creates a unique learning environment, offering students direct access to the life experiences of accomplished professionals who have shaped their fields.

Workshops and Skill-Building Opportunities
The SLO also emphasises the importance of skill development for student leaders. Through a series of workshops, the office provides training/ personal guidance in areas such as event management, conflict resolution, marketing, and leadership development. These workshops equip student leaders with practical tools to enhance their management and collaboration skills, ensuring that the clubs and societies they lead are inclusive, innovative, and sustainable.

The Clubs and Societies Town Hall at 51²č¹Ż is a collaborative forum dedicated to enhancing student life and refining campus policies. By engaging directly with student stakeholders, it aims to ensure transparency, address updates, and incorporate diverse student perspectives. This ongoing dialogue seeks to position Ashoka as a pioneer in the Indian education landscape, fostering a vibrant, inclusive community.

The SLO's dedication to fostering student leadership has helped cultivate a culture of responsibility and initiative, where students are empowered to take charge of their learning and development. Many leaders of clubs and societies have gone on to excel in organising high-impact events, both on campus and beyond.

Community Engagement and Social Impact
The SLO also plays a crucial role in fostering community engagement through events like the Haat, a student-led marketplace that brings together members of the university and the broader community. Launched as an initiative to promote student entrepreneurship, the Haat provides a platform for students to showcase their talents, ideas, and products in a lively and inclusive environment. With a focus on affordability and accessibility, the Haat fosters collaboration, celebrates diversity, and encourages students to explore entrepreneurial opportunities.

Building a Legacy of Excellence
Since 2016, the Student Life Office has been instrumental in organising events that have become central to Ashokaā€™s cultural and social life. Notable events such as Banjara, Ashoka Literary Fest, and World Cancer Day have attracted over 2,000 participants from across the nation, showcasing the universityā€™s commitment to fostering a socially conscious and engaged community. Furthermore, Ashoka students have made a name for themselves by earning accolades in prestigious inter-university competitions like IIT Bombay's Mood Indigo, demonstrating the high level of talent and dedication nurtured within the university.

In less than a decade, the Student Life Office at 51²č¹Ż has built a thriving ecosystem that supports and nurtures student engagement, leadership, and creativity. Through its unwavering support of clubs and societies, innovative programming, and commitment to fostering personal growth, the SLO has become a cornerstone of the university experience. By providing students with tools and opportunities to explore their interests and make a lasting impact, the SLO ensures that every student at Ashoka has the chance to flourish both academically and personally. As it continues to evolve, the Student Life Office remains at the heart of campus life, shaping the universityā€™s vibrant culture and fostering a strong, empowered community.

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Unlocking Potential: 51²č¹Żā€™s Centres Expo 2024

The campus buzzed with energy on December 4 as everyone gathered for the much-anticipated 51²č¹Ż Centres Expo 2024. This unique event brought together Ashoka's trailblazing Centres under one roof to showcase their transformative work.

With the theme ā€˜Unlocking Potentialā€™, 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 51²č¹Ż.

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51²č¹Ż Joins Global Effort to Tackle Antimicrobial Resistance with WHOā€™s Prestigious IPSN Grant

51²č¹Ż is delighted to announce that a collaborative project led by Dr Laasya Samhita, Assistant Professor at Ashoka, has been awarded the prestigious International Pathogen Surveillance Network (IPSN) catalytic grant. This milestone project, which focuses on combating antimicrobial resistance (AMR), is supported by the World Health Organisation (WHO) and major global foundations.

Dr Laasya Samhita, along with co-applicants Dr Mahesh Dharne (NCL, Pune) and Dr Shraddha Karve (51²č¹Ż), and public health managers Priyanki Shah (PKC, Pune) and Dr Aradhita Baral (51²č¹Ż), represents a strong team dedicated to solving one of the world's most pressing public health challenges.

The Ashoka-led project, "Quantitative Mapping of Environmental to Clinical AMR via DNA Barcoding," will address critical gaps in understanding how resistance genes spread between environments and clinics. By correlating this data, the team aims to improve public health strategies and inform future interventions to mitigate the impact of AMR.

Antimicrobial resistance is a complex health problem that threatens to undermine modern medicine. Speaking about the project, Dr Laasya shared:
ā€œWe are very happy to be one of the first batch of awardees of the IPSN grant. AMR is a multi-pathogen challenge, and this work will characterise and correlate specific antibiotic-resistance genes in the environment and clinics. Additionally, the project will aim to establish scalable DNA barcoding-based surveillance for more accurate disease models using local data. By directly testing how environmental AMR impacts clinical AMR, we hope to guide future public health funding more effectively.ā€

This significant research initiative is the only project from India to receive the IPSN catalytic grant, setting 51²č¹Ż apart on the global stage. Other recipients hail from countries across South Asia, Southeast Asia, South America, the Middle East, and Africa in collaboration with members from many European countries.

The IPSN grant, launched by WHO and supported by the Bill & Melinda Gates Foundation, The Rockefeller Foundation, and Wellcome, funds innovative projects in various countries to expand pathogen genomic surveillance, enabling countries to better track, understand, and combat infectious diseases.

With support from this grant, Dr Laasyaā€™s team aims to pave the way for scalable, actionable insights that will transform the fight against AMR, not just in India but across the world.

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Ashokaā€™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?
Iā€™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. Thatā€™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 ā‚¹6 lakhs. With this capital, I built the MVP and began generating interest. By December 2022, we raised our first investor cheque of ā‚¹1.25 crore from 100X.VC, which allowed us to scale both the team and the product. By July 2023, we had raised another ā‚¹1.25 crore from strategic angel investors, fueling our early traction and growth.

How has Ashokaā€™s open and liberal atmosphere impacted your thinking as an entrepreneur?
Ashokaā€™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 improvementsā€”it called for reimagining the entire process.

Beyond the classroom, Ashokaā€™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 donā€™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.

51²č¹Ż

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 (thatā€™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 51²č¹Ż campus. Feel free to use the telescope from the Physics Lab for a closer view of Mars. Drop by at CFE for anything Entrepreneurial.

51²č¹Ż

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 51²č¹Ż, 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 Honā€™ble Vice President of India, Shri Jagdeep Dhankhar. The inaugural session also featured Honā€™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 Honā€™ble Minister of External Affairs, S. Jaishankar; Honā€™ble Minister of Parliamentary and Minority Affairs, Kiren Rijiju; Delhiā€™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.

51²č¹Ż

Building Connections Through Art: The Vision Behind The Abstract Room

Sankalp Sharma hails from the business city of Surat, thus enterprising comes naturally to him. Though he only partially realised his dream of playing cricket at the highest level by competing at the state level, he found a new passion in arts and entrepreneurship. As the founder of The Abstract Room, a global social community dedicated to creating unique experiences around cinema, literature, and other forms of art, Sankalp has sharpened his skills in event curation and management, community engagement, social media and art criticism. He also carries some professional experience in creative production, podcasting and screenwriting.

Academically, Sankalp has completed his Bachelorā€™s in Management Studies and Marketing from Narsee Monjee College of Commerce and Economics, Mumbai, and then pursued the Young India Fellowship, a prestigious postgraduate liberal arts diploma from 51²č¹Ż.

When not juggling two full-time jobs, you can find him working out, or diving into obscure films and books! In conversation with us, Sankalp shares about his passion about storytelling, cinema and his entrepreneurial journey!

Upon feeling the lack of a supportive community to nurture my fresh interests, I started an online platform called The Abstract Room. A sanctuary for individuals like me, who have an urge to explore the profound impact of storytelling and a yearning to discuss them without inhibition or fear of judgement.

What inspired you to start The Abstract Room, and what has the journey been like up to this point?

Growing up, I was not exposed to quality storytelling in the form of cinema, literature, music or poetry. This led to my perception being that they were unimportant and something that one must keep in the periphery of their life. I lacked the ability to think critically and articulate my thoughts on the things around me. It wasnā€™t until my college years that I felt the need to become socially aware. Stories became a unique and accessible way for me to learn more about the state of the world, myself and my emotions, and that of others.

I felt the urge to share and discuss this newfound passion with others and sought avenues for the same. I discovered a glaring absence of spaces where people could come together, explore stories and discuss them. I found the existing book and film clubs and debating societies to be exclusionary in more ways than one.

The Abstract Room journey has been as remarkable as itā€™s been resilient. It started as a zero-investment venture and has sustained itself since day one, attracting a thriving community that spans over 3,100 people across 15 countries, from 15-year-old students to retired professionals in their 70s. Launched during the COVID-19 pandemic as a purely online platform, The Abstract Room offered a safe space for people to unwind and connect through discussions on films, books, and art. Over the last 4.5 years, it has flourished into nearly 400 online events and more than 30 in-person events across Mumbai, Pune, Surat, Haryana, and Uttarakhand. Our gatherings have evolved from intimate film and book discussions to a lively mix of open mics, screenings, artist interviews, quizzes, jamming sessions, and educational workshops. What started as an online refuge has transformed into a vibrant, global community for art, conversation, and creativity.

How has Ashokaā€™s interdisciplinary approach impacted your entrepreneurial mindset?

Through the Young India Fellowshipā€™s Experiential Learning Module, I piloted a new vertical of The Abstract Room, designing film-based workshops for school and college students to impart crucial skills and life lessons. With a dedicated team, a seed fund of 25,000 INR, and structured mentorship, we developed five impactful workshops, engaging over 600 students from diverse socioeconomic backgrounds across three states. This hands-on experience not only provided me with an enterprising structure and solidified our approach but also earned us the ā€˜Best ELM Awardā€™ for achieving meaningful impact and validating a model with promising growth potential.

What positive impact does your venture aim to bring to the community or industry?

The Abstract Room was born from a desire to create a space where people could come together to explore and discuss stories freely, without judgment. What began as a small, weekly online meetup has evolved into a vibrant, global communityā€”more than just a platform, it has become a family. In an era dominated by doom-scrolling, shallow consumption, and fleeting attention spans, we invite our members to pause, reflect, and truly engage with art. Through a shared love for cinema, literature, poetry, and music, we have built a community grounded in empathy, curiosity, and self-expression.

We aim to provide a welcoming place where diverse voices are heard, complex topics are explored, and genuine connections are made. The Abstract Room encourages members to look beyond simple opinions or social media soundbites, cultivating a deeper understanding and appreciation for different perspectives.

About Abstract Room:

The Abstract Room is a social community that welcomes anyone interested in exploring stories across various formats, including cinema, literature, and other forms of art. Operating on a membership model, as of August 2024, over 3,000 people have participated in their events, with more than 450 subscribing to their membership. Their offerings include film screenings and discussions, book discussions, open mics, conversations with filmmakers, and music appreciation sessions, attracting school and college students, professionals, and businesspeople alike.

Our motto, ā€˜Pause for Artā€™, reflects our mission to help people connect through meaningful conversations and the restorative power of stories. Itā€™s a place for rest, insight, and growthā€”a community that embraces vulnerability, celebrates creativity and upholds ideals that we hope to see more widely embraced in the world.

51²č¹Ż

Spreading Smiles and Change: My Journey Towards Social Entrepreneurship

Nitin Jain, a Young India Fellowship alum from 51²č¹Ż, has carved a meaningful path in social entrepreneurship focused on growth, learning, and purpose-driven work. With a background in commerce and management, Ashokaā€™s liberal arts environment broadened his perspective, motivating him to lead the Spread Smile Foundation (SSF), an organisation dedicated to uplifting underserved communities in Sonipat, Haryana, and beyond.

In conversation with us, Nitin shares insights into his journey into social entrepreneurship, the inspiration behind the Spread Smile Foundation, and how his experiences at 51²č¹Ż have shaped his commitment to uplifting communities.

What drove you to embark on this entrepreneurial journey, and what has the process been like for you so far?
The motivation to start SSF came from a deep-rooted sense of purpose. In January 2019, I saw the critical gaps in access to education, healthcare, and child protection, especially in rural communities. I felt compelled to address these challenges through youth-led initiatives, and so Spread Smile was born, with a vision not just for temporary aid but for sustainable community development.

In what ways has Ashokaā€™s liberal arts approach influenced your perspective on entrepreneurship?
51²č¹Ż played a transformative role in this journey. The liberal environment encouraged me to think critically, question norms, and seek solutions grounded in empathy and inclusivity. A key influence has been Ekantoā€™s mentorship at the InfoEdge Center for Entrepreneurship. Ekanto offered me continuous guidance, providing SSF with exposure and practical support that directly benefited women in rural areas by offering them sustainable livelihood opportunities.

One collaboration thatā€™s particularly close to my heart is with Lovsy, an Ashoka student-run startup. This partnership provides consistent income opportunities to rural women connected with SSF. Now in its second year, this collaboration is a result of Ekantoā€™s support and dedication to fostering impactful connections. From student field visits to partnerships with impact-focused clubs, these opportunities have helped SSF expand significantly.

How did you manage the demands of running your own venture while also balancing the rigorous academic schedule?
Balancing academics with SSF was challenging yet rewarding. I managed my time strategically, often dedicating weekends and breaks to the foundation. The support from faculty and peers made it possible to apply insights from the classroom directly into our work on the ground. Friends like Nene Ibezim and Suhas Peela from the Young India Fellowship have also been instrumental, bringing global exposure to SSF and helping us connect with communities.

How does SSF aim to make a positive difference in the lives of others?
Through SSF, I aim to inspire others to engage in community welfare and realise their potential to make lasting societal changes. For me, itā€™s about empowering communities to uplift themselves, making progress thatā€™s self-sustaining.

Spread Smile Foundation has shown me the power of dedication and a holistic education. Iā€™m grateful to Ashoka and everyone who has been part of this journey for helping me transform my aspirations into real, impactful change.

About Spread Smile Foundation:

Spread Smile Foundation Trust, founded by Nitin Jain with the support of family and friends, is an NGO committed to uplifting underprivileged communities through education, health, sanitation, and environmental initiatives. Established on 13 January 2019, the foundation launched its first educational programme, Project ą¤µą¤æą¤¦ą„ą¤Æą¤¾ą¤«ą¤², on 26 January, focusing on slum areas. Currently operating in three locations, the trust educates around 200 children, encouraging them to attend classes and move away from activities like begging. The foundation welcomes individuals of all ages to contribute to their mission.

51²č¹Ż

Unboxed Thinking: How Ashokaā€™s Liberal Arts Approach Shaped My Path

Gurasheesh Paul Singh, an 51²č¹Ż 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 51²č¹Żā€™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 51²č¹Ż 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 meā€”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 Ashokaā€™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 weā€”the first undergraduatesā€”set foot on campus. Ten years later, Iā€™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?
Thereā€™s a SpongeBob episode where they decide to become ā€œentrepreneursā€ after reading the ā€œFancy Livingā€ magazine and observing how a guy is so rich he has a pool in his pool. ā€œFancy Livingā€ 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, youā€™re more likely to persevere when the going gets tough.

About Zool Energy:

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.

51²č¹Ż

Balancing Books and Business: Aashraya’s Entrepreneurial Odyssey

Aashraya Adhikari, a 3rd-year international student from Nepal at 51²č¹Ż, 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 51²č¹Ż. 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 51²č¹Ż.

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 CfEā€™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?
Ashokaā€™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 didnā€™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 companyā€™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 51²č¹Ż 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.

51²č¹Ż

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

Shubham Oswal, a Political Science undergraduate at 51²č¹Ż, 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, ā€˜1 Organic.ā€™

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, Indiaā€™s Minister of Jal Shakti (Water Resources).

We spoke to Shubham about the driving force behind his entrepreneurial journey and how 51²č¹Ż 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 Ashokaā€™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, donā€™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 ā€œKitchen Pharmacy.ā€ 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

51²č¹Ż

From Liberal Arts to Entrepreneurship: My Transformative Journey at Ashoka

Aarya Jhaveri, founder of Candyd, started his journey into entrepreneurship with a strong desire to create meaningful, personalised gifts that capture emotions and memories. While studying Politics, Philosophy, and Economics at 51²č¹Ż, with a minor in Entrepreneurship, he discovered his passion for creating gifts that go beyond the material, focusing on emotional connections.

We spoke to Aarya about his venture, the inspiration behind it, and how his journey unfolded from his time at 51²č¹Ż.

How did you begin your entrepreneurial journey, and what motivated you to pursue this path?

My journey with Candyd began during my time at 51²č¹Ż. Iā€™ve always been passionate about creating meaningful gifts that focus on emotional connections rather than just material value. That desire to give people a way to express their feelings and preserve memories in a unique way inspired me to start Candyd.

How has Ashoka's liberal arts education influenced the development of your entrepreneurial mindset?

Ashokaā€™s liberal arts education, particularly the support from the InfoEdge Centre for Entrepreneurship, played a huge role in shaping my entrepreneurial mindset. The interdisciplinary approach at Ashoka allowed me to think broadly and connect different ideas, which is essential in entrepreneurship. The Centre created an environment where I could experiment with new ideas and test them without the fear of failure. The courses, which blended theory with real-life examples, along with the mentorship from professors who had practical experience, helped me refine my vision for Candyd and build a strong foundation for the brand.

What were the key challenges you encountered when launching your venture, and how did you navigate through them?

One of the biggest challenges was standing out in the competitive gifting market. There are so many options available, so we had to find a way to differentiate Candyd by focusing on emotional storytelling and personalisation. Another challenge was managing the logistics of scaling personalised products for bulk orders. Over time, we streamlined our production process and worked closely with designers to ensure that every product was both unique and high-quality.

How do you balance the demands of running a venture with your academic life?

Balancing the demands of running Candyd and my academic life was definitely tough, but Iā€™ve been lucky to have a strong support system. My sister, Isha, who is also the co-founder of Candyd, has been instrumental in managing the business alongside me. In addition to her, Iā€™ve had incredible support from our team and close friends, who helped me juggle responsibilities. Good time management and setting clear priorities were key to making it all work.

What guidance would you offer to students or alumni thinking about launching their own ventures?

My advice is to start with something youā€™re passionate about because that passion will carry you through the tough times. Donā€™t wait for the ā€œperfect timeā€ā€”take small steps, whether itā€™s testing an idea, building a prototype, or gathering feedback. Be open to learning and adapting because things wonā€™t always go as planned. Lastly, surround yourself with supportive mentors and peers who can offer guidance and encouragement along the way. How do you envision your venture contributing positively to society? At Candyd, we believe that gifting is a powerful way to strengthen emotional connections. By offering personalised, thoughtful gifts, we help people express their feelings and create lasting memories. We also collaborate with local artists and designers, giving them a platform to showcase their talent. In that way, Candyd not only brings joy to individuals but also supports the creative community. Our aim is to make gifting a more meaningful and impactful experience, one that fosters connection and positivity.

About Candyd:

Candyd is a creative venture dedicated to crafting unique keepsakes that celebrate personal stories and connections. The team is passionate about storytelling and seeks to transform cherished memories into heartfelt expressions that reflect individual journeys. By breaking traditional moulds, Candyd highlights the significance of each moment, ensuring that every keepsake resonates emotionally with its owner. Committed to making memories unforgettable, Candyd combines playful creativity with a personal touch.

51²č¹Ż

15 Ashoka Students Selected for Millennium Fellowship 2024

Fifteen students from 51²č¹Ż have been selected in the of Millennium Fellows! Presented by the United Nations Academic Impact (UNAI) and the Millennium Campus Network (MCN), the is a prestigious, semester-long leadership development program aimed at supporting student leaders working toward the UN Sustainable Development Goals (SDGs).

With over 52,000 applicants from more than 6,000 campuses across 170 countries, 51²č¹Ż stands among the 280+ campuses (just 5%) in 48 nations chosen to host the 4,000+ Millennium Fellows in 2024.

The Fellows will now embark on a semester-long journey to build the skills necessary for careers focused on the SDGs. Alongside their peers, they will engage with the Millennium Fellowship curriculum and work on social impact projects, either individually or in groups, to support one or more of the 17 SDGs and the 10 UNAI principles. In addition to group projects, individual Fellows will collectively contribute to advancing all of the 17 SDGs and 10 UNAI principles.

The Millennium Fellowship is designed for undergraduates passionate about creating social impact. Students apply as a university cohort, proposing community service projects that address one or more of the 17 UN SDGs. Once selected, Fellows convene regularly, receive virtual mentoring from UNAI and MCN, and challenge each other to think bigger and celebrate the positive impact they create together. As part of the program, Fellows participate in a series of sessions focused on developing actionable plans for their social impact projects, sharing best practices, and contributing meaningfully to the SDGs. Through collaborative learning and practical action, they are equipped to lead initiatives that drive meaningful change in their communities and beyond.

Since its inception in 2013, the Millennium Fellowship has grown into a global movement, with over 11,000 Fellows having graduated from the program. These alumni, representing more than 300 campuses across 47 nations, are a testament to the program's success in nurturing leaders committed to advancing global goals and fostering a more sustainable and equitable world.

The 2024 Ashoka Millennium Fellows are:

• Aadityan Iyer
• Achyutha Athota
• Anshika Chaudhry
• Ishita Goel
• Kavya Sondhi
• Kushal Shahi
• Kyra Chhetri
• Mihir Eshan P S
• Padmasritha Morusupalli
• Pratishtha Chaudhary
• Rudra Saxena
• Saumya Chopra
• Simar Singh
• Suprabh Joshi
• Svs Rohan

51²č¹Ż

Sanah Agrawal on Her Shooting Journey and Reconnecting with the Sport at Ashoka

Can you walk us through how you discovered your passion for shooting and how your journey in the sport began?

Iā€™m Sanah Agrawal, currently an ASP '25. I graduated with a major in History and International Relations, and Iā€™m writing a thesis in IR while pursuing a minor in Psychology. My journey with shooting began about 10 years ago. At the time, my parents and I had almost given up on finding a sport I would stick with. In my school, playing a sport every day was compulsory, so one hot evening, I decided to try shooting since it was one of the few indoor sports with fans. As they say, the rest is historyā€”at least for a while. I connected with the sport in a way I never thought I would with any other sport. For the longest time, I didnā€™t even think about scores or performance. It was just something I enjoyed doing for myself. Like any sport, it gave me discipline and stability, becoming an anchor in my life. Shooting is something deeply personal to me, almost introspective, teaching me a lot about myself.

I didnā€™t take it seriously until 10th grade, when I qualified for nationals and started competing in the Indian team trials, eventually participating in the World Championships. It wasnā€™t until I was on the flight to the Czech Republic that I realized I needed to focus on this professionally. However, life intervenedā€”COVID struck, my practices took a hit, my performance declined, and I struggled with the sport I had once excelled at. Shooting started to feel more like a burden, and it took me a while to reconnect with it after the pandemic.

How has your experience at Ashoka influenced your approach to shooting, both as a hobby and as part of a community?

After the COVID pandemic, I forced myself back into the sport, but the connection wasnā€™t the same. This is where Ashoka played a crucial role. The shooting range being right on campus meant I didnā€™t have to put in much effortā€”it became a regular part of my day, like before. Being at Ashoka helped me reconnect with the sport on more of a hobbyist level, and I rediscovered my love for it.

A big part of this reconnection was the sense of community we built here. Being part of a team, playing with people who care about shooting as much as I do, made me realize how much I truly love the sport. It helped me gain perspective on why I shoot and allowed me to rediscover the part of myself I thought I had lost during the pandemic.

What does leading the shooting squad mean to you?

To me, being a captain means sharing a part of myself that I love and enjoy with others, fostering a community, and simply playing sports. Many people still think sports are for men, and if my leadership can challenge that notion even slightly, it feels great. When I see women coming to the range, seeing me there, and realizing they too can pick up a rifle and hold it for hours, thatā€™s empowering.

For me, leadership isnā€™t about making decisions or enforcing rules. Itā€™s about collectively deciding how we want to manage our space, respecting each other, and building friendships. Being a captain means creating a community of like-minded people who care about sports and shooting as much as I do

With both academics and sports being equally demanding, how do you strike a balance between the two and manage your time effectively?

Balancing academics and sports is something you never fully figure outā€”the scales are always tipping more toward one side or the other. For me, compartmentalizing works best. When Iā€™m in an academic space, like the library, I donā€™t think about shooting. When Iā€™m at the range or working on something sports-related, I donā€™t think about academics. Having designated spaces and time for each activity helps a lot.

Iā€™m also fortunate to have a great team. Theyā€™re understanding, they step up when needed, and they help me delegate responsibilities when something else requires more of my attention.

Looking ahead, what are your goals for both yourself and for the Ashoka shooting team?

For the longest time, Ashoka didnā€™t have a shooting team, but last year we finally built one. Personally, my goal is to always remember why I shootā€”itā€™s for me and no one else. Hopefully, one day, I can revisit the professional dreams I left behind.

For the team at Ashoka, my aim is to continue growing the community. Of course, I want us to compete and bring laurels to the institute, but more importantly, I want more people to try shooting and feel as passionate about it as we do. I also hope to help more people, both on and off the team, go professional and pursue shooting beyond Ashoka, not just as a hobby. Ultimately, Iā€™d love for us to compete in more recognized competitions and, hopefully, one day win the All India University Championship.

51²č¹Ż

Vanshika’s Journey in Sports: From Skating to Badminton Captain

Can you share a bit about yourself and your journey in sports?

I am currently in my third year, majoring in Economics and Finance. My journey in sports began in Grade 2 when I took up skating, which eventually led me to inline roller hockey. I had the honor of representing my district at Haryana state level twice. Alongside skating, I casually started playing badminton after school to stay active, but it wasnā€™t until university that I truly began pursuing it seriously. In Spring 2023, I became part of the womenā€™s badminton team at Ashoka, and since then, Iā€™ve created some amazing memories on the court. Iā€™m now proud to lead the team as captain.

How has being involved in sports influenced your personal growth?

I'm confident that playing sports has taught me life values I wouldnā€™t have gained otherwise. Iā€™ve become much more disciplined, dedicated, and patient. Both skating and badminton have shaped the person I am today, and Iā€™ve applied these strengths both on and off the field.

What does being a captain mean to you, and how do you approach leading your team?

Being a captain comes with a lot of responsibilities that you might not otherwise have to manage. Fortunately, having prior experience in leadership roles made the transition from squad member to captain smoother for me. Iā€™m honored to lead such an incredible team. My approach isnā€™t something entirely newā€”it's inspired by the captains who came before me, and I feel they've already set a high standard. My goal is to reach that bar together with the team. For me, passion for the sport and building a strong bond with everyone on the court are key.

How do you balance academics with your responsibilities as a captain and athlete?

As long as you understand your commitment and can prioritize your responsibilities, managing everything isnā€™t too difficult. Of course, there are days when it feels overwhelming, but most of the time, your dedication to both academics and the sport keeps you motivated. Plus, knowing you can rely on your team when you canā€™t make it to the court builds a sense of trust that really helps.

What are your future aspirations for yourself and the team?

My future aspirations for the team are to keep pushing us to become the best versions of ourselves. We all work incredibly hard on the court, and I hope that effort pays off in tournaments. But above all, Iā€™m committed to ensuring that we always give our best to the sport and represent the university with pride. Personally, I hope to achieve our teamā€™s goals and be not just a strong leader, but also a friend to everyone. Iā€™m excited to see what we can accomplish together and how we continue to grow as a team.

51²č¹Ż

From Cricket Dreams to Tennis Triumphs: A Journey of Passion, Leadership, and Growth

Can you tell us about your early days in sports and how your journey has evolved over time?

It all began on a warm summer night in 2011 when I, like many others, was glued to the TV screen, watching as Dhoniā€™s iconic six won India the World Cup. That moment sparked my love for cricket, and I was determined to be a part of Indiaā€™s ā€œElite 11.ā€ But life had other plans. My younger sister, a tennis enthusiast, convinced me to give tennis a try, and while I initially resisted, I found something in the sport that drew me in more than cricket ever had. I eventually made the tough decision to leave cricket and fully focus on tennis.

From there, my journey took off. I trained in several centers in Chandigarh, worked my way up to being ranked #1 in the state, #19 in India, and #1200 in the world in the U-18 category. I represented India as a ballkid at the 2019 Australian Open and captained the U-17 tennis team at the SGFI Games. However, a severe ankle injury derailed my career, leading me to step away from pursuing tennis professionally. Still, my passion for the sport remained, and I continue to play at 51²č¹Ż.

How has being part of 51²č¹Ż's sports community influenced your personal and athletic growth?

Ashoka has given me an incredible platform to push myself both athletically and personally. The combination of top-tier sporting facilities and excellent academic opportunities has made my experience here truly rewarding. Playing for the institution has helped me focus on the mental side of my game, an area I struggled with during my U-18 days.

At Ashoka, Iā€™ve learned to manage pressure better, both on and off the court, becoming a more mature and composed player. My time here has also helped me develop essential life skills like resilience, communication, and teamwork, all of which I plan to bring into my role as a leader.

As a squad leader, how do you view your leadership role and what strategies do you use to guide your team?

Having been the Vice-Captain for the past couple of years, Iā€™ve had the opportunity to learn from our previous captain, coaches, and teammates. Now, stepping into the captainā€™s role, I feel a mix of excitement and nerves. Leadership, for me, is about ensuring every player has the space to grow individually, which in turn benefits the team as a whole.

I look up to sports icons like M.S. Dhoni and Virat Kohli, who have been able to bring out the best in their teammates. My goal as captain is to create an environment where everyone feels comfortable enough to voice their concerns, and where we can all learn from each other and improve together.

How do you balance the academic demands at Ashoka with your responsibilities as an athlete and team leader?

Balancing tennis, academics, and other activities has been something Iā€™ve grown accustomed to over the years. It all comes down to time management and prioritization. During tournaments, tennis and gym sessions take priority, but when exams roll around, youā€™ll find me spending long hours in the library. On regular days, I try to make every second count by staying disciplined and, most importantly, enjoying the process.

Whether itā€™s playing tennis, studying, or even learning guitar, I strive to do justice to my potential by giving my best in every activity I pursue.

What are your long-term goals for yourself and the tennis team at Ashoka?

The Menā€™s Tennis Team at Ashoka has been incredibly successful, and as captain, my goal is to continue that winning streak and take our team to even greater heights. Weā€™ll be competing in several tournaments this year, and my focus is on key events like the North Zone Tennis Championship, Magnus (hosted by Jindal), and our very own Agneepath. Our goal is simple: to win.

Personally, I want to participate in as many tournaments as possible while working on my strength and agility. Iā€™m looking forward to a successful season with the team and canā€™t wait to see what we accomplish together.

List of Achievements for 51²č¹Ż Men's Tennis Team:

BML Munjal University 2022 - Winners

LNMIIT, Jaipur 2023 - Winners

Agneepath 2023 - Winners

Magnus (O.P. Jindal University) 2023 - Winners

Bennett University 2023 - Winners

Shiv Nadar University 2023 - Winners

BITS Pilani 2023 - Winners

Bennett University 2024 - Third Place

Magnus (O.P. Jindal University) - Runners up

IIT Roorkee - Winners

Personal Awards:

MVP - BITS Pilani 2023

MVP - Shiv Nadar University 2023

MVP - IIT Roorkee 2024

Best Tennis Player 2023 - Ashoka Annual Awards

Best Tennis Player 2024 - Ashoka Annual Awards

Outstanding Athlete of the Year 2024 - Ashoka Annual Awards

51²č¹Ż

In Conversation with Mehek Anand, Squash Captain of 51²č¹Ż

Could you tell us about your journey in sports?

There is nothing more thrilling than sport for me. The initial adrenaline rush in my pounding heart, the flame of competitiveness sparked within me, and the rewarding cooldown that brings a palpable sense of self-growth. The feeling is addictive and it pushes me to dabble in every new sport I have access to.

Iā€™ve engaged in sports like squash, badminton, table tennis, football, basketball, swimming, tennis, roller skating, hockey, and cycling - basically all the major sports there are (with the first half a dozen played more seriously and frequently). After trying my hand at all these, I found my haven in squash and took it up competitively, playing in an All-India association (SRFI). Joining a training academy instilled discipline, regimen, sportsmanship, fieriness in my game. Playing tournaments both individually and in a team taught me about leadership and the importance of keeping composure. Around the time of the pandemic, I was in the top 20 rank across India in girls in my age category.

How has participating in sports at Ashoka contributed to your personal growth?

Sports at Ashoka has been a major avenue for me to create camaraderie and friendship across batches. The culture is very open and inviting to all kinds of players, regardless of skill level. I love seeing new squash players struggle and then find their footing on the court, and I especially love playing a part in helping them improve. Conversely, in sports like football or table tennis, I enjoy feeling vulnerable, letting down my guard, and letting superior players guide me. Nothing feels better than a challenge and pushing myself toward development.

What does leadership in sports mean to you, and how do you approach fostering teamwork among your players?

Itā€™s an extremely fulfilling and gratifying feeling to be able to lead a sports team. A major issue is the lack of confidence girls feel while playing squash, and I believe practicing with drills that target their problem areas will lead to an improvement. I wish to inculcate more discipline and routine in training sessionsā€”by combining games, drills, and fitness sessions. Morale of the team must also be kept high, and player bonding is crucial, so I wish to bring a feeling of sisterhood and community through quality time spent off-court too.

What are your future goals for yourself and your team at Ashoka?

My goal is to see a marked difference in the quality of womenā€™s squash at Ashoka and to make the sport more exciting and attractive to the student body. Each event and game should be so thrilling that passersby would unknowingly stop in their tracks and watch the rally. I also wish to bring home more trophies to add to the collection on the MPH shelves.

51²č¹Ż

51²č¹Ż Records Highest Salary Package of INR 35 Lakhs for 2023-24

51²č¹Ż witnessed strong placement outcomes for the academic year 2023-24. This year, the highest salary package offered was at INR 35 lakhs, with an average package at INR 10.7 lakhs. Of the total students placed, about 47% had received financial aid to pursue their education from the university.

In terms of sectors, about 18% of students were placed in consulting, followed by edtech/education (16%), BFSI (15%), development (14%), media & advertising (9%), FMCG & consumer goods (7%), among others. Notably, INR 20 lakh was offered as the highest package in the development sector.

Mckinsey & Company, Ernst & Young, Deloitte, Hindustan Unilever Limited, Accenture, Genpact, Flipkart, HSBC, Pidilite, Marico, TATA AIG, Axis Bank, Kotak Mahindra Bank, Adobe and Michael Page were among the notable recruiters.

ā€œAnother excellent year of on-campus placements at Ashoka, including in a wide array of sectors, is a testament to the universityā€™s emphasis on multi-disciplinary and inclusive education. It reflects the ability of our students who are well-equipped with 21st-century skills such as problem-solving, creativity and communication.

We hope that these young leaders continue to make their mark, and contribute meaningfully to the society and nation,ā€ said Somak Raychaudhury, Vice Chancellor, 51²č¹Ż.

Speaking about preparing students for placements, Priyanka Chandhok, Vice President, Career Development Office at 51²č¹Ż said, ā€œTo ensure a successful transition from campus to workplace, the universityā€™s Career Preparatory Programme has ensured that students are provided with the right tools. This includes tailored boot camps for specific career paths, industry-specific sessions, personalised support on resumes and mock interviews, among other interventions. We also have a robust internship programme to ensure that students have an early exposure for a life beyond the campus.ā€

About 355 students opted for on-campus placement this year, including those in undergraduate (3rd year), Ashoka Scholarā€™s Programme (4th year), Young India Fellowship and post-graduate programme.

51²č¹Ż

Ashoka Student Represents the University at Salzburg Academy on Media & Global Change

The 16th in-person Salzburg Academy on Media & Global Change convened over 85 participants for around two weeks in July to explore human belonging in the age of machines. represented 51²č¹Ż at the event.

Participants came together at Schloss Leopoldskron in Salzburg, Austria from over 15 different institutions around the world to consider how to support and prioritise human belonging, compassion, attentiveness, and solidarity in a time of increasingly invasive technologies.

Through the theme ā€œBelonging in the Age of Machinesā€, participants were challenged to envision media practices and pedagogies that emphasise care and meaningful connections. This theme enabled participants to imagine how media systems could strengthen social cohesion and promote belonging in the age of abundant digital media.

Throughout the program, participants from around the world engaged in a range of activities, including lectures, workshops, and cultural activities led by media-makers, researchers, creative practitioners, and community stakeholders from across the world.

Participants also engaged in film screenings, a living library, art and cultural experiences, tours of Salzburg and Gosau, and excursions to theā€ÆMauthausen Memorial and the Dokumentation Obersalzberg museum. This year, participants were also hosted by the Paris Lodron UniversitƤt Salzburg for a one-day symposium to dive deep into issues of critical and current concern in our world.

Reflecting on his experience, Shashank V commented, ā€œI've met a lot of people here and I've learned a lot from them. This is my first time in Europe, and it's different to see people from different cultures having their own approach to work, or leadership, or any topic in general. That has given me different perspectives.ā€

The international cohort worked in small groups to develop futuristic media initiatives, which were presented on their last day in Salzburg.

51²č¹Ż

Empowering Rural Women: How Girl Up Ujjiwan is Transforming Lives Through Financial Literacy and Leadership

Girl Up Ujjiwan, a branch of the global Girl Up India organisation, is on a mission to empower and uplift women in rural areas through the transformative power of financial literacy and leadership opportunities. We strive to create a supportive environment where we can help these women build their independence and self-esteem to become agents of change within their communities. Our journey began at 51²č¹Ż, where we connected with the female housekeeping staff, many of whom come from nearby villages in Haryana. To truly understand the unique financial challenges they face, we conducted over 100 interviews to gather insights into their specific needs and take a glimpse into their realities. This research formed the backbone for developing a series of educational modules meticulously designed and customised to address these challenges directly.Ģż

In March 2024, with the invaluable support of Ashoka Admin, we organised a ā€œSavings and Budgetingā€ workshop that brought together 50+ housekeeping staff members. The workshop provided practical tools and knowledge on managing expenses efficiently- distinguishing needs and wants, and setting short-term and long-term financial goals. Many of these women, who had previously struggled with debt and savings, were not only highly engaged but also eager to implement strategies they learned. The overwhelming positive feedback coupled with their enthusiasm underscored the profound impact of our work and highlighted the critical need for continued efforts in financial literacy.Ģż

Now, our vision is to extend our impact beyond the walls of 51²č¹Ż into the heart of rural Haryana. We plan to conduct field visits to these regions, leveraging the strong connections weā€™ve established with Ashokaā€™s housekeeping staff to reach more communities. Our upcoming initiatives include a series of workshops on essential topics such as loans, self-help groups, net banking, and bank account formalities- each tailored to meet the unique needs of rural women.Ģż In the coming months, we aim to deliver 10+ workshops, parallelly in Ashoka and rural areas, to equip women with the essential knowledge and skills they need to confidently navigate the financial challenges they face.Ģż

Additionally, we plan to collaborate with local NGOs, corporate partners and professors to strengthen our outreach efforts. Our ambitious goal is to adopt at least 2+ villages under our program each month, ensuring our approach remains dynamic and responsive by incorporating feedback from previous workshops. Through this expansion, we aim to empower more women with the financial tools and literacy they need to achieve economic independence and stability. By doing so, we hope to break the cycle of debt and prevent exploitation that so often plagues these communities.

51²č¹Ż

People you must meet in your first week at the University.

Starting university is an exciting yet overwhelming experience. To help you navigate this new chapter, hereā€™s a list of the top 10 people you should meet during your first week at 51²č¹Ż. These individuals will provide support, and guidance, and help you settle into campus life smoothly.

1. Office of Academic Affairs (OAA):
   Need help with course registration, planning your schedule, or decoding your grades? The OAA has your back. They're the ultimate academic problem-solvers, here to guide you every step of the way.
   Think of them as your academic GPS ā€“ guiding you towards your degree with expert advice and support. Whether you're plotting your next semester or just trying to make sense of it all, the OAA is here to help you. So, donā€™t hesitate to drop by the OAA. Theyā€™re ready to make your academic life smoother, smarter, and a whole lot more fun.

2. Resident Assistants (RAs):
Resident Assistants (RAs) ā€“ are your go-to superheroes living right in your residence hall! They're the friendly faces ready to swoop in and save the day, whether itā€™s an academic hiccup, a personal pickle, or just figuring out the laundry machines.
Your RAs are the ultimate campus life gurus. They organize awesome events, provide support, and are walking encyclopedias of university wisdom. Have a burning question about campus life? They've got answers.

Do join the RA-organized events. Itā€™s the best way to meet your floormates and start building your very own dorm family.

3. Floormates
   These are the people youā€™ll see all the time, and they can quickly become your closest pals and support squad. Theyā€™re the ones youā€™ll share late-night talks and spontaneous pizza parties with.
   Be open, say hi, and donā€™t miss out on those floor activities. Theyā€™re your ticket to forming tight bonds and creating a super fun community right where you live.

4. Ashoka Centre for Well-Being (ACWB):
   Mental health is crucial, and the ACWB offers counselling and well-being services. They provide a safe space to discuss any personal issues you might face. They work towards making mental health accessible, inclusive and equitable for all through awareness and capacity building.

5. Office of Learning Support (OLS):
If you need any learning accommodations or support services, the OLS is there to assist you. They provide resources and strategies to help you succeed academically. You can reach out to them to set up any necessary accommodations and to learn about the resources available to you.

6. Wardens:
   Theyā€™re in charge of keeping everything running smoothly and making sure your living environment is top-notch. If any big issues or concerns pop up, theyā€™re the ones to handle them. Get to know your Warden early on. Itā€™s always handy to have a friendly face to turn to if anything significant arises.

7. Tuck Shop Bhaiya:
   Craving midnight snacks or just need some essentials? The tuck shop is your go-to spot! The tuck shop bhaiya is a friendly face who can help you with your everyday needs.
   Strike up a chat with the tuck shop bhaiya ā€“ theyā€™re your ticket to the best snack recommendations and a quick fix for those late-night cravings. Meeting these folks during your first week at 51²č¹Ż is like unlocking the ultimate cheat code for a stellar university experience! Theyā€™re all here to support you and make your journey both epic and enriching. So, get ready to make friends, find your groove, and make the most of every moment.

51²č¹Ż

#DearFirstYearMe- Do not be afraid of change: Yogita Baishya- ASPā€™25

Transitioning from school to college can be overwhelming, far away from the familiar comforts of home-cooked meals, the constant nagging of family to make sure you stay on track, and the structure of school life. All of a sudden, everything is replaced by an environment that demands independence. You will have to make your own decisions, manage your finances, and plan your courses and timetableā€”all while being surrounded by new faces. Itā€™s natural to feel anxious and out of place. 

But remember, this is just the beginning of an incredible journey. The unfamiliarity and uncertainty are just temporary. Soon, those new faces will be sprinkled with familiar ones, friendships will blossom, and you will find people who make college feel like home. Donā€™t be afraid to step out of your comfort zone. Engage with people around youā€”smile, start conversations, and be open to new experiences. Embrace the changes that come your way.Ģż

With time, you will look back on these moments with fondness, realizing that they helped shape you into the person you are today. You will leave college not just with a degree, but also a bag full of memories and friendships that will last a lifetime.

51²č¹Ż

Empowering Tomorrow: Rahulā€™s Journey in Aging Research

Born into a family where resources were scarce, Rahul's parents instilled in him a love for learning that knew no bounds. His mother's ingenious solution to his thirst for stories - creating a small book from torn-out newspaper articles-sparked a lifelong passion for knowledge. Despite the limitations in his village, Rahulā€™s passion for education drove him to excel in his academics. Today, Rahul's journey has taken him to the forefront of scientific research, with accolades and recognition that speak to his tireless efforts. Rahul has received prestigious awards and scholarships, including a Gold Medal from the Prime Minister of India for being the University Topper at the National Forensic Sciences University, Gandhinagar, Gujarat (2017), International Neuropsychology Fellowship Research Grant from British Neuropsychology Society (2019), Commonwealth Scholarship (2020) for his Masterā€™s in Dementia Studies, South Asian Implementation Science Fellowship (2021) and has been recently awarded PhD Studentship by UK Research and Innovation (2024), the national funding agency investing in Science and Research, to pursue his PhD from the Northumbria University, United Kingdom. Yet, what defines him is his commitment to make a meaningful impact in the lives of others. His research focuses on developing innovative tools to improve healthy aging in resource-constrained settings.

We recently spoke to Rahul about his humble beginnings, academic journey, research and aspirations. Here is what he had to share:

Can you tell us a bit about your background?

I hail from Kodihalli, a small village about 70 kms from Bengaluru in Karnataka. Growing up, my father ran a provisional store, and my mother managed our home while helping him. Although we had limited means, I felt fortunate compared to many classmates who relied on school mid-day meals. From a young age, I had a passion for learning, and my mother encouraged it by creating a makeshift book from torn-out children's stories in old newspapers. I treasured those stories, reading them countless times.

My life took a significant turn when my mother convinced my father to enroll me in a private English medium school for high school. This new environment was filled with competition and opportunities, showing me that to achieve my dreams, I would have to move to bigger cities. I pursued my undergraduate studies in Bengaluru, followed by a master's degree in Gandhinagar, Gujarat, and the Young India Fellowship, 51²č¹Ż in the Delhi NCR region. Each step, from reading makeshift books to studying in different cities, has shaped who I am today. My passion for learning and my family's support have been my driving forces.

What inspired you to pursue a career in cognitive psychology/ neuropsychiatry, specifically focusing on dementia?

As a child in my 5th grade, I was fascinated by actor Vishnuvardhan's portrayal of a psychiatrist in the Kannada movie ā€˜Apthamitraā€™ (the Hindi remake is Bhool Bhulaiya). At 11, I decided to become a psychiatrist, unaware of the details. I used to be excited about the very concept of the brain, mind, and my interest in psychology grew as I watched DD-Chandana (a regional channel of DD National) phone-in programs and well-being programs about mental health, and read feature articles on the topic. Back then, mental health wasnā€™t a popular or mainstream topic, so rarely did anyone talk about stress or well-being. In high school, I read B.V Pattabhirao's books on NLP and deception, which further solidified my desire to pursue Psychology. I was convinced I would become a psychologist (I didnā€™t know psychologists and psychiatrists were two different things then). I used to write the same in slam books or when teachers asked what I wanted to become when I grew up. I think I am one of those few people who actually became what they had written in slam books in high school.

I pursued science in 12th, but was least aware and completely clueless about how to become a psychologist after this. After completing high school, I visited the National Institute of Mental Health and Neurosciences (NIMHANS) with a friend, seeking guidance on becoming a psychologist. NIMHANS was extremely popular in my village because mental illness carried huge stigma and shame back then. But that was the only place I knew that was connected with Psychology. A chance encounter with a girl who counseled us set me on the right path. She asked why we were there and what we were looking for, and she gave us a proper roadmap about Psychology: what it means, how to pursue it, and what all I have to study. She said I would have to study till a PhD if I wanted to gain expertise in this subject. She also told me about a couple of UG colleges that I could apply to. That conversation left me with a strong impression that a PhD was what I had to pursue to complete this journey. I majored in Psychology from Surana College, took up internships in various places, such as small clinics, rehab centers, and nursing homes. I soon realised that I was not the right fit for therapeutic or clinical work. I was comfortable with research. I had difficulty comprehending various psychological theories in an objective sense, and many I couldnā€™t even relate to. Then came abnormal psychology and the biological approach. Myers in his book opens the topic with this statement: ā€œEverything psychological is simultaneously biological.ā€ I was super fascinated by this line. I had also witnessed how psychologists and psychiatrists approach mental health concerns differently, where one ignores biological aspects and the other the social and environmental aspects. I felt that if we need to address any mental health concerns, we need a holistic approach, and this traditional reductionist approach would be counterproductive. Thatā€™s how I found my true calling in academic research, particularly in Neuropsychology.

The holistic approach of Neuropsychology resonated with me, and I pursued my master's from the National Forensic Sciences University. Later, I joined the Indian Institute of Science (IISC) for a project under the Centre for Brain Research to develop a ā€œCognitive Assessment Batteryā€ ā€” a comprehensive tool to assess cognition and detect early signs of cognitive decline. This was a community project, and I was stationed in a small village where I administered our newly developed computerised assessment to more than 1,200 older adults aged 45 years and above, spending over 2,500 hours gaining valuable insights into aging, culture, and brain health. IISC gave me the opportunity to interact with many esteemed scientists and academicians in the field of aging, through which I gained a clear understanding of the current status, needs, gaps, and future possibilities around aging in India. I became well aware of the ground reality and advancements happening at leading labs in this field.

How has the YIF influenced your career path? Can you tell us about your YIF experience?

My supervisor at IISC encouraged me to pursue a PhD from International labs, but I felt unprepared. With no publications, weak writing and analytical skills, and limited knowledge beyond Neuropsychology and aging, I doubted my candidacy. It was my supervisor who suggested I join the Young India Fellowship (YIF) to upskill and network. Initially, I saw the fellowship as a means to improve my skills, but it turned out to be a life-changing experience.

YIF gave me a solid foundation in various subjects, boosting my confidence. It also freed me from fears of job insecurity and uncertainty, exposing me to diverse avenues for earning a living and skill-building opportunities. The YIF program's multidisciplinary curriculum allowed me to explore fields beyond my specialisation. It broadened my horizons and deepened my understanding of how different disciplines connect. The emphasis on critical thinking and building analytical skills sharpened my problem-solving abilities, equipping me for the rigorous analysis required in PhD research.

Classroom discussions and assignments were more than just academic exercises; they were opportunities to learn how to articulate my ideas clearly and effectively, a skill that has become invaluable in both my academic and professional life. Collaborating with peers from various backgrounds wasn't just enrichingā€”it transformed my perspective and approach to larger issues, teaching me the power of diverse viewpoints. The supportive yet challenging environment of the YIF program was a catalyst for my growth. It boosted my self-confidence and empowered me to tackle complex challenges and present my ideas with conviction.

Post-YIF, my aspirations shifted from pursuing a PhD for its own sake to creating meaningful impact, as YIF removed the need for distant achievement. I spent two years refining my research interests, developing problem statements, and gaining experience in various methodologies. This journey helped me ace PhD interviews and approach problems from different perspectives. I began to see opportunities in places where no one else imagined and monetised my skills as a consultant for startups, guiding projects, and achieving a better work-life balance. My relationship with money changed, and I became more confident and self-assured. This transformation enabled me to present myself more effectively and eventually succeed in materialising my childhood dream.

How has your understanding of dementia changed over the years?

Spending over 2,500 hours interacting with older adults in a community setting at IISC was a grounding experience. It convinced me that I wanted to focus my career on aging research. In India, this is crucial as we have a large young and middle-aged population now, but in two decades, we will have one of the largest older adult populations in the world. Currently, India lacks sufficient policies and support systems for the elderly. Dementia is a significant issue that older adults will face, and I want to help India prepare for this challenge. However, I realised that my knowledge of quantitative methods alone was not enough.

Initially, during my academic journey in Psychology, I focused on specialisation through various internships during my undergraduate and postgraduate studies. This seemed essential until I attended YIF at 51²č¹Ż, where the interdisciplinary environment taught me the value of a broader educational approach. This shift showed me how a well-rounded knowledge base could enhance my expertise in Psychology.

Inspired by this new understanding, I ventured beyond traditional Psychology roles post-YIF. I worked on a project with Sangath in Goa, where I learned to handle a multicentric systematic review and metasynthesis of extensive data. Then, at NIMHANS, I worked extensively on mental health stigma and dementia. I developed and tested interventions using qualitative methods, conducted awareness programs, and learned effective implementation strategies for rural India. At Education Initiatives, I developed educational content to help children learn Kannada. At Fieldscope, I worked on transcription and translation projects. These experiences broadened my skill set and understanding of how different disciplines intersect. These experiences over five years have helped me understand dementia from biological, psychological, and social/cultural perspectives.

I also revisited clinical psychology, joining clinics like Manoshanti and Maayra in Bangalore as a visiting consultant. This enriched my practical experience and deepened my psychological acumen. This eclectic professional journey led me to Witmer Health Technologies, where I now work as a cognitive psychologist. Here, I develop tools and interventions to enhance employees' cognitive abilities and productivity. With a firm belief in the synergy of deep expertise and broad exposure, I feel well-equipped to make significant contributions in dementia research. This integrated approach, combining robust psychological knowledge with varied practical experiences, uniquely positions me to drive impact in cognitive health.

How has your work impacted Public Healthcare?

At NIMHANS, I've worked to improve how we view and treat mental health disorders at the community level. My efforts have helped create focused intervention programs and shaped public health policies, making mental health services more effective in primary healthcare settings. This work, in collaboration with the District Mental Health Programme, has positively impacted public health and well-being.

At IISc, my interdisciplinary research in cognitive neuroscience has deepened our understanding of how the brain influences behavior. We've developed a computerised assessment tool that's easy to use, even for people with little or no education. This tool is widely used in aging projects at both NIMHANS and IISc.

Some of my publications are still in progress, but here are a couple that have already been published in Indian Journal of Social Psychiatry, Asian Journal of Psychiatry, The Journal of the Alzheimer's Association.

• Accessing mental health care among people with schizophrenia: Data from an Indian rural psychiatric setting
• Behavioral Activation as an ā€˜active ingredientā€™ of interventions addressing depression and anxiety among young people: a systematic review and evidence synthesis
• Family Reintegration of a Homeless Person with Intellectual Developmental Disability (IDD): A Case Report
• Awareness and preferences of suicidal crisis support service options among college students in India: A cross-sectional study (under review)
• Cross-cultural adaptation of the Computerized Assessment of Information Processing battery (COGNITO) for an Indian longitudinal study on rural elderly (under review)

What innovations or advancements in dementia research are you most excited about?

Through my PhD, I want to lead research efforts aimed at transforming how India cares for its elderly population facing dementia. Despite global efforts and investments in dementia care and prevention, breakthroughs have been slow to come by. In the West, early opportunities to raise awareness and establish supportive policies were missed, resulting in stigma and inadequate support for those affected by dementia.

India, with its youthful demographic profile today, is on the brink of a demographic shift. In just a couple of decades, we will have more elderly citizens than anywhere else in the world. This presents a golden opportunity to proactively implement effective and sustainable strategies for preventing dementia, developing compassionate care policies, and training dedicated caregivers. My passion lies in creating a future where no one in India faces dementia alone or without dignity. I aspire to build a compassionate and supportive framework that empowers individuals affected by dementia and their families. I aim to pave the way for a society where elderly individuals can age gracefully and with the respect they deserve.

Rahul Kodihalli Venkatesh is a Neuropsychologist and Young India Fellow from the Class of 2020. He has over seven years of work experience in various community and laboratory research settings. His key interest lies in developing culture-free assessments for the early detection of cognitive decline and preventive digital interventions for the same. He has garnered the necessary quantitative and qualitative research skills to pursue his interest. He has worked on projects such as a longitudinal aging study and an anti-stigma intervention study. He has adapted a computerized neuropsychological battery and several attitude, knowledge, and behavioral scales for the Indian population. Currently, he is working towards the development of computerised, gamified interventions to enhance cognitive abilities based on neuroplasticity principles.

- Written and edited by Shahambare T, Young India Fellowship

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#GraduateStories: A Reflection on My Journey at 51²č¹Ż

ā€œMy journey at 51²č¹Ż began three years ago when I stepped into this vibrant community with a strong background in sciences. Over the years, I've embraced a truly liberal education, expanding my horizons beyond my initial expertise into fields like philosophy, literature, and history.

Reflecting on my time here, one of the most significant lessons I've learned is the power of voice. Ashoka's unique classroom experiences, where students from various cohorts interact, initially posed a challenge in voicing my thoughts among older, more experienced peers. However, this environment taught me the importance of speaking up and engaging in dialogue, a skill that has been crucial both inside and outside the classroom.

Leadership at Ashoka goes beyond traditional roles; it involves understanding and integrating diverse perspectives and needs. My role in organizing and hosting events taught me to move forward collectively, tailoring approaches to ensure effective communication and a harmonious team environment. These experiences were made richer by the accessibility and mentorship of our professors, who were always eager to collaborate with students on various projects, from classroom assignments to late-night discussions over tea.

To all incoming students, my advice is simple: be yourself. Ashoka is a place where everyone eventually finds their niche and passion. Take your time to explore and immerse yourself in the myriad opportunities Ashoka offers, and enjoy every moment of your college life. Embrace the diversity, challenge yourself academically, and make the most of your journey at this remarkable institution.ā€

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A Young India Fellow’s Tale at 51²č¹Ż

I'm Priyatham Kedarisetty, a Young India Fellow from the 2020 cohort, hailing from a quaint village near Visakhapatnam, a coastal district of Andhra Pradesh. My father, a humble jaggery trader, exemplifies resilience and instilled in me a steadfast work ethic from a young age. Breaking from the technical education tradition in my extended family, I became the first to pursue a postgraduate diploma in liberal arts.

Despite being immersed in the sciences throughout my schooling and pursuing engineering, I yearned for exposure to social sciences and the opportunity to broaden my horizons. This longing found fulfillment through the Young India Fellowship (YIF) at Ashoka.

The YIF, an unconventional programme, brought forth uncertainties about career prospects and the challenge of managing finances. Reflecting on my journey, the 100% financial aid from Ashoka emerged as a pivotal enabler. Without it, the transformative experience at Ashoka would have remained beyond reach.

My time at Ashoka marked a significant personal transformation. Being part of a diverse group of 300 individuals, each with their unique ideas and interests, was a revelation. The majority of my learning transcended the classroom, occurring through engaging discussions that refined me as an individual. Post-fellowship, doors opened to a 3-year venture in management consulting with Euromonitor and ZS Associates. Six months ago, I took a deliberate step to reorient my career, returning to Ashoka in the Strategic Initiatives Office of the Pro-VC.

The adage, "if you are confused before fellowship, you would be confidently confused post fellowship," resonates with my journey. The fellowship endowed me with the confidence to think critically and make decisions, shaping my distinct career path.

For those navigating a crossroads in their careers or yearning for change, Ashoka's fellowship provides an ideal space for exploration. The generosity of the financial aid programme ensures that opportunities are not thwarted by financial constraints. Conversations with fellows offer a nuanced understanding of the fellowship, and for those facing financial barriers, reaching out to the Financial Aid Office is paramount. Many friends, through proactive discussions and presenting their concerns, secured exceptional aid.

In essence, my journey is testament to the transformative power of reaching out to the right people. If it happened for me, there's no reason it won't for others. Ashoka, with its unique fellowship and accessible financial aid, offers an enriching experience that extends far beyond the academic realm.

(Priyatham Kedarisetty is an Ashoka alum from the Young India Fellowship batch of 2020)

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Breaking Barriers: My Journey to Education and Empowerment at 51²č¹Ż

I am Radha Pokhariya, born and brought up in Uttarakhand. I come from a middle-class family with seven members, and my father shoulders the responsibility of being our sole earner. Financial constraints have been a major obstacle to my educational ambitions. In the backdrop of rural India, where awareness about higher studies and universities is limited, my dream was to join a liberal arts university to explore a diverse range of subjects. Despite unwavering support from my family, financial constraints hindered my educational pursuits. 51²č¹Ż has become a beacon of hope, providing me with the support I needed to embark on my educational journey.

From the application process to becoming an undergraduate student, I've received tremendous support at every step. 51²č¹Ż's financial aid programme has been instrumental in realising my undergraduate ambitions. This support, offered without discrimination, not only relieved the financial burden on my family but also instilled in me the confidence to step out of my comfort zone. It also inspires a belief in my parents that girls are self-sufficient and capable of managing their chores.

My time at Ashoka has been empowering, providing me not only with a quality education but also the courage to face some of the biggest challenges. I have been able to explore a broad range of subjects under the liberal arts curriculum, encouraging me to think critically and solve problems. Through this holistic approach to education, I have been equipped with the tools needed to deal with the complexity of the world outside the campus.

The interdisciplinary nature of the curriculum has broadened my perspective and enabled me to cope with complex issues. It's not just the acquisition of knowledge but also the development of a sense of responsibility and a commitment to creating positive change in society that is part of this education.

To prospective students considering 51²č¹Ż, especially those concerned about financing their education, I would offer the advice of exploring the robust financial aid programmes available. In its efforts to support students from a variety of backgrounds, Ashoka is committed to ensuring access to quality education. Do not allow financial constraints to prevent you from fulfilling your dreams.

(Radha Pokhariya is a part of the Undergraduate programme 2026.)

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Swimming Against the Odds: The Inspiring Journey of Roshni Patra

Roshni Patra, a first-year psychology student at 51²č¹Ż and an athlete with visual impairment, won gold in the 50-meter freestyle category at the 23rd National Para Swimming Championship held on March 30th, 2024.

Diagnosed with visual impairment shortly after birth, Roshni Patra's story exemplifies the power of perseverance. Despite her vision gradually deteriorating to its current state of complete impairment, Roshni's spirit remains undimmed. Her unwavering dedication and talent have shone through, leading to an impressive collection of eight gold medals for Maharashtra across four national championships.

Our recent conversation with Roshni explored her accomplishments, athletic journey, the challenges she has overcome and how 51²č¹Ż has supported her in pursuing her aspirations.

Tell us a bit about your childhood.

I was diagnosed with visual impairment when I was three to three and a half months old. This news came as a shock to my parents as they had absolutely no idea how they were supposed to proceed with my education or otherwise. They enrolled me in a regular kindergarten because I had a little bit of vision to manage classes. I was able to read large fonts written in sketch pen until Grade 3. However, as my vision deteriorated, we connected with the National Association for the Blind in Mumbai and I received training in braille. Slowly and gradually, I shifted to using a laptop, which made my life easier as my vision deteriorated further.

What led you to take up swimming?

I was into music when I was seven or eight years old, but I had very limited options when it came to fitness. Playing with others in society wasn't easy for me, so I often preferred to stay indoors. First, I started with rope Mallakhamb and continued it for two-three years, but I wasn't interested in it, so I would make up reasons not to go.

I was extremely scared of water, and everyone, including my parents and teachers, knew about my fear. So, I was very resistant when they asked me to try out swimming. However, one of my teachers, Sampada Palnitkar, completely changed my perspective. She started swimming herself first, and then she motivated me to try it out. Despite my initial apprehension, I decided to give it a try. I managed to find a trainer who had previously worked with some of my friends. While the fear of water, especially diving, was still there, I enjoyed the refreshing feeling of being in the water after a long day of classes and music practice

What motivated you to start swimming competitively?

I started swimming in 2017 with the incentive to work on my physical fitness and stay fit. But later, I learned about competitions, which made me think that if I am dedicating time to the sport, why not just try out competitions, regardless of whether I win or not. I participated in a district-level event in Thane. I remember I was so afraid, nervous, and anxious, but then the competition went well, and I won two gold medals. That's when I decided that if I am able to achieve success, I should continue participating. In 2018, I participated in my first state-level event, and there too, I won a gold medal. Nationals did not happen until 2021.

Can you elaborate on some of the specific challenges you encountered during training and competition, and how you have adapted to overcome them?

Swimming can be difficult for visually challenged individuals. For instance, there is always a risk of hitting your head or other body parts on the pool walls. It is challenging for any person with a disability to find an instructor, but for female students, it is even more difficult. This is because most of the coaching community is dominated by men, and finding a female coach can be a challenge. Men find it awkward and are not very comfortable teaching us because swimming training often requires guidance through physical touch. I am really thankful to my coach, school, and university for providing me with the required support in this respect. I hope every individual in the country is able to access these opportunities.

How did you learn about 51²č¹Ż?

I learned about Ashoka in Grade 12 during a mentorship program. Initially, I thought I would try out a summer semester at Ashoka because finances were a challenge. I never imagined that I would even consider Ashoka for my undergraduate studies. However, during the mentorship program, in a one-on-one conversation, it was suggested that the liberal arts system would be better for me. That's when we started considering Ashoka. I also learned about the financial aid system, which has been very helpful for me. Without the financial aid, I wouldn't have been able to attend Ashoka as I received 100% financial aid on my tuition fees.

How has 51²č¹Ż supported you in your sporting journey?

I am grateful to Ashoka for providing me with a scholarship and enabling faculty and infrastructure to pursue my aspirations. Ashoka has a pool and all the required sports facilities and equipment. The university campus is designed to accommodate the needs of students with special needs, including visual impairments. It has braille signage, highlighted uneven areas for those with low vision, accessible washrooms and dorm rooms, audio-enabled elevators, dedicated trainers for sports and gym activities, and accessible classrooms and learning content. Additionally, the university has introduced a newly built mobile application, as well as has campus buddies, helpers, and mobility training sessions to aid students with campus navigation.

Besides this, the people here are friendly, and I have found it easier to communicate with them. I received a lot of help from my friends and seniors at Ashoka. They helped me navigate around the campus, and of course, my campus buddy was always there, giving me the confidence to move out of the campus on my own. I now go to Delhi on my own and recently traveled to Gwalior and even to my hometown, Mumbai, on my own.

How has the Office of Learning Support (OLS) contributed to your journey?

The Office of Learning Support at Ashoka has played a significant role in my journey, both academically and otherwise, particularly in navigation. The first major assistance I received was through the campus buddy programme. Even before I inquired about it, I was informed that I would be provided with a campus buddy to assist me with navigation and other matters. I was also assigned a Didi from the housekeeping team, who helped me with the upkeep of my room and manage my daily chores, but now I manage most of my work on my own.

Subsequently, the OLS team has been instrumental in addressing all my academic requirements and keeping me informed about campus activities in case I miss anything. Academically, the team helps me communicate with faculty if I encounter any accessibility issues, ensuring that I never have to wait or miss any deadlines. The weekly check-ins with them helps me to stay up-to-date with my academic work. They also ensure that all lecture notes and presentations are available to me in the accessible format.

Besides swimming, do you have any other interests?

I like to learn new things in my free time and enjoy music. Chess is something that I have been interested in since my childhood. My cousin taught me how to play when I was 4 years old. We also had chess as a subject in school. My schoolā€™s chess teacher discovered that I might be interested in chess, so I played in two tournaments at school in Grade 4, and then I started playing in zonal tournaments with sighted people.

It was in 2017 that I was introduced to blind chess. I have a friend who is an international chess player, and then I started participating in local blind chess tournaments. In 2021, I played in my first state-level chess tournament. I also participated in a women's national championship in 2022, where I received recognition as the best junior player. I aspire to become an international chess player and represent India at the Asian Para Games.

Another art I have been trying to excel at is voice acting. I received training from voice artist Sonal Kaushal, who has been the official voice of Doraemon, and many other characters. I also organised an online event called "Voice Hunt," which was open to all aspiring voice artists and streamed live on YouTube. Additionally, I released my first audio movie on March 24, 2024, where I worked as a lead actress, audio editor, and sound designer.

51²č¹Ż

51²č¹Ż graduate in the running for global McCall MacBain Scholarships

Kiran Sahani, an 51²č¹Ż Alumni, is among 37 international finalists from around the world. She is the only finalist from an Indian university this year. Students and graduates of more than 2,250 universities applied for the scholarships, and 277 participated in a first round of regional interviews in October and November.

The scholarships are the result of a landmark C$200 million gift in 2019 by John and Marcy McCall MacBain, then the largest single donation in Canadian history.

Designed to encourage purposeful leadership, the scholarships enable students to pursue a fully funded masterā€™s or professional degree at McGill University while participating in mentorship, coaching, and a leadership development program. McGill is ranked 30th best university in the world by QS World University Rankings 2024.

She will travel to Canada for the first time to attend final interviews in March, with travel expenses covered by the scholarship program. ā€œMontrĆ©al, the city of students, mountains, and snow, the city of aspirants and passion. I am most excited to meet new people, explore the food, culture, ice skating, and old buildings of MontrĆ©al.ā€

Each finalist was chosen based on their character, community engagement, leadership potential, entrepreneurial spirit, academic strength, and intellectual curiosity. 

Kiran has a bachelor's degree in biology and a postgraduate diploma from 51²č¹Ż, and worked as a mentor to resident assistants. Through Jagran, a community-based club that she co-founded 10 years ago with support from World Vision India, she has helped organize more than 100 street plays, puppet shows, and campaigns to address social issues. Kiran volunteered for eight years with World Vision, led outreach for an organization helping marginalized students get into Indian universities, and now facilitates educational sessions for students aged 5 to 18 as a Play for Peace volunteer. Having witnessed health challenges faced by the Dalit community, Kiran intends to pursue a master's degree in public health or education.

ā€œBeing named a finalist for the McCall MacBain Scholarship is a humbling affirmation of my dedication to education and community impact,ā€ said Kiran. ā€œI am excited about the prospect of contributing to positive change on a broader scale. I am grateful for this opportunity to make a lasting impact on my academic journey and beyond.ā€

ā€œIntegrity, kindness, curiosity, and courage are the characteristics we want to see in the next generation of leaders,ā€ said Dr. Marcy McCall MacBain, Chair of the McCall MacBain Scholarships at McGill. ā€œBy connecting emerging talent to an outstanding graduate education and a community of peers and mentors, we hope to encourage positive leadership for Montreal, Quebec, Canada, and the world.ā€

ā€œMore than 300 senior volunteer leaders were involved in selecting this yearā€™s finalists,ā€ said Natasha Sawh, Chief Executive Officer of the McCall MacBain Scholarships at McGill. ā€œOur team is very much looking forward to welcoming the finalists ā€“ who have already distinguished themselves as the top candidates globally ā€“ to Montreal in March. We extend our warmest thanks to the universities that nominated them for this opportunity.ā€

A cohort of up to 30 McCall MacBain Scholars will be selected after final interviews. International finalists who are not selected for the cohort will be eligible to receive a $20,000 Finalist Award.
Applications will open in June 2024 for the 2025 cohort. In addition to the 30 fully funded McCall MacBain Scholarships each year, up to 100 additional awards, valued at $5,000 to $20,000, are offered to candidates. More information about the McCall MacBain Scholarships can be found at .

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TĆŖte-Ć -tĆŖte with Visiting Student from Sciences PoĢż

Blanche Debosschere is a visiting student from Sciences Po, spending her academic year at vibrant Ashoka. Majoring in Political Humanities, here at Ashoka, her compass set to explore the Great Books, delve into the rich tapestry of Indian civilizations, understand the art of audiovisual storytelling, and more. Excerpts from an in-depth conversation with Blanche about her Ashoka experience.

1. How would you describe Ashoka's pedagogy or learning experience?

So far, my semester at Ashoka has been marked by the originality and professionalism of the courses I have been given to choose from. However different they may be, all the courses combine theoretical teaching and practical application with a rare efficiency and availability of teachers that I have rarely seen elsewhere.

2. How is the learning experience different from your home University?

The move to an all-language course is new for me and therefore necessarily a challenge. But the biggest difference this year is undoubtedly the life on campus, which adds a very special flavour to the university experience, with exceptional contact with other students on a daily basis and the sharing of a common life.

3. What is your favourite subject at Ashoka from the course taken and why?Ģż

Surprisingly, my favourite course this year is Narrativizing Death, part of the Critical Thinking department. Behind the somewhat morbid name, it's actually an absolutely fascinating and demanding dive into the political and social implications of death and its forms of commemoration, particularly in Indian culture.

4. Tell us about a memory of 51²č¹Ż life you will take back with you?

There are so many incredible memories born at Ashoka, along with friendships and intellectual interests, but if I had to pick just one, it would be Garba Night. I'll never forget this mix of dancing, laughter, and unconditional welcome.Ģż

Ashoka welcomed international students from esteemed partner universities this monsoon. They are from Sciences Po, France; Ghent University, Belgium; Monash University, Australia; University of Zurich, Switzerland; University College Maastricht, Netherlands. These vibrant individuals bring with them a wealth of experiences and perspectives, enriching our campus community and fostering a truly global learning environment.

Let's peek into their Ashoka experiences:

ā€œStudying at Ashoka is more than just academic improvement. The warmth of the campus and all its people make you feel welcome and safe, making this a very memorable semester in the best way possible!ā€ - Desiree Corrijn, Ghent University

ā€œI have found the interdisciplinary nature of Ashoka education to be extremely rewarding, as I've been able to delve into history, environmental studies, and politics over the course of one semester. It's been great learning from some of India's best lecturers, who have made me critically analyse the way that I think.ā€ - James Toogood, Monash University

ā€œMy semester in Ashoka has been beyond my expectations. I have thoroughly enjoyed the interdisciplinary approach to courses, allowing me to branch out, partaking in courses beyond my concentration in my home university. It has been insightful and enriching to approach academic education with a different perspective involving a larger diversity of voices. Beyond Ashoka, exploring Northern India has been memorable and exciting. I am really grateful for the experiences I've had and the friendships I've made :).ā€ - Helene Dansembourg, University College Maastricht

Let's continue to embrace the spirit of global education, enriching the academic journeys and fostering connections that transcend borders. Stay tuned for more Ashoka adventures!

51²č¹Ż

The boy who dreamt beyond the stars

Aafaque R Khan distinctly remembers seeing four of Jupiter's moons through a telescope as a child. The episode made him curious. By the time he was a teenager, he had spent countless nights on the terrace of his Ujjain home, trying to spot star clusters and galaxies through his home-made telescope. "Perhaps that was when I started to dream about building bigger, better telescopes and becoming an astrophysicist," he says.

Over a decade later, Aafaque still has stars in his eyes and on his mind. A Young India Fellow (YIF) from Ashoka's 2014 cohort, Aafaque is currently a graduate student and Future Investigator (FI) on Future Investigators in NASA Earth and Space Science and Technology (NASA-FINESST) Grant at the University of Arizona. At an age when most of his peers are still settling into a professional role, he has already etched his name in history.

After all, how many can claim to have played a part in their countryā€™s first ā€“ and so far, only ā€“ mission for the Sun?

Aafaque R Khan was one of the lead engineers in the Solar Ultraviolet Imaging Telescope (SUIT) project aboard Aditya-L1 (India's first solar mission designed and developed by ISRO). In layperson terms, he played a key role in building one of the major instruments on board the observatory ā€“ the telescope which will study the Sun's atmosphere.

Landing this role, however, may have been destiny. 

A mechanical engineer, Aafaque had planned to pursue higher education overseas. Having interned at Pune's Inter-University Centre for Astronomy and Astrophysics (IUCAA) earlier, he reached out to the Centre for letters of recommendation. Instead, impressed with his dedication towards Astrophysics, the Centre offered him a job as a lead engineer for the Solar Ultraviolet Imaging Telescope (SUIT) project. The SUIT project is one of the primary 'payloads' or technological instruments of the Aditya-L1 mission. This is the first time full disk images of the Sun will be taken from space in the 200-400 nm wavelength range. These observations will help understand why the solar atmosphere is hotter than the surface. It will also help to keep a tab on the charged particles which can prove to be dangerous for satellites in space and satellite-based communication. 

Aafaque recognised opportunities like these don't come often. He was immediately on board.

"We (at IUCAA) were looking for young people with high aims for themselves and who could be trained on space projects. Aafaque came out as an obvious choiceā€¦ He is very ambitious and hardworking. His excellent ability to work in a team and volunteer to take up complicated and leadership roles make him an exceptional personality. Aafaque would make every member of the team feel inclusive and unique. I vividly remember his flawless sailing through the ISRO system of working and contacting different stakeholders in the project," shares Durgesh Tripathi, Professor at IUCAA and the Principal Investigator of the SUIT project. 

Somak Raychaudhury, Vice-Chancellor, 51²č¹Ż recalls, "I first met Aafaque when he was working on the design of the ultraviolet imager. I was then the Director of IUCAA and so, on a daily basis, saw how his work ā€“ and the whole project ā€“ took shape. A very innovative instrument was being built for India's first venture into Sun-watching from space, and Aafaque was keenly aware of his leading role in this innovation. He held together a team of young and talented people working on such an important instrument with teamwork, close interactions with other members, and his own brand of humour." 

From 2015 to 2019, Aafaque dedicated his efforts to leading the end-to-end design and development of SUIT with various teams at IUCAA and ISRO. As a systems engineer, he was not just responsible for design details and technical problem solving, but also project management funding and systems engineering. All this, while being one of the youngest in a team of seasoned professionals.

"While I excelled at handling the steep learning curve and navigated the technical challenges, it was my critical thinking, leadership and problem-solving skills that helped me establish myself as the bridge between the science and engineering teams," says Aafaque.

In 2019, Aafaque moved on from IUCAA to pursue higher education. He is currently in the fourth year of the Astrophysics PhD programme at Steward Observatory. His doctoral research focuses on advancement of UV detector technologies in collaboration with NASA-Jet Propulsion Laboratory and development of next-generation space-based astronomy missions. Aafaque is currently working on his next space telescope, Aspera, a NASA funded small satellite mission.

"When I first met Aafaque, I was struck by how involved he was with the SUIT project, and how much technical knowledge he had from working on it," says astrophysicist Erika Hamden. Professor Hamden is an Associate Professor at Steward Observatory and Director of the University of Arizona Space Institute. She continues, "He had absorbed so many best practices, typical challenges, and was able to share that knowledge readily when needed. Likely due to his incredible curiosity, he seemed to know everything about the (SUIT) project, even components he didn't work on. It was excellent preparation for all of his work in the lab here at Arizona, and we are really excited to see the instrument working in orbit soon!"

Looking back, Aafaque believes the YIF left an undeniable impact on his life. "The programme helped me develop the adaptability, vision and drive required to succeed in a highly-functioning team. The multidisciplinary education provided the ability to look at complex technical problems from different perspectives. Most importantly, YIF taught me that despite coming from a humble social and financial background, I can dream as big as I want and strive to achieve those dreams."

Professor Somak Raychaudhury mirrors our sentiments when he says, "Aafaque's journey inspires us to continue to shape young minds who dare to redefine the boundaries of possibility. Keep dreaming big, Aafaque. You have proven that even the sky is not the limit."

51²č¹Ż

Leading Change and Inspiring Minds: A Journey of Reflection and Growth

Karan Bhola is the Director of the Young India Fellowship (YIF) at 51²č¹Ż. He previously led YIF outreach and admissions and was the founding President of 51²č¹Ż's Alumni Association. Besides being a Young India Fellow at 51²č¹Ż, Karan is also an alumnus of Harvard University, where he pursued a masterā€™s degree in Higher Education Administration as a Fulbright Scholar.

In a recent interview, he takes us through his homecoming trajectoryā€“from a Young India Fellow to leading the programme as its Director. He recounts how his time at Ashoka and Harvard has shaped him and how he envisions the future of the Fellowship to look like.

Now that the first year of the Fellowship with you as the Director has successfully concluded, what have been some key takeaways/learnings during this time? And is there something that you would have done differently?

I am still honestly reflecting on the year that has gone by. What I can definitely say at the moment is that every day has been a learning experience and a novel one at that. It has been a year of assimilating all of that wisdom, both from the team and the Fellows. Over several years, Dean Brar has set systems and structures in a way that helped me ease into the role quite comfortably.

There has been one important affirmationā€“that it is crucial to centre things around the Fellows. The Fellowship is the Fellows, and we have to be reflective of it in design, thought and action. Given that Fellows play a critical role in each otherā€™s journey of learning and discovery, it becomes imperative that the cohort be diverse on various counts. Importantly, every single person who is involved with the programmeā€”be it the Fellows, the Team, or friends, has something to offer. So, it becomes all the more important for me to have an ear to the ground, to see how we could synergise each other's strengths for the community as a whole. I engaged closely with Fellows in the past year via office hours and over smaller group meals, which was one of the most fulfilling aspects of my first year.

We have also leveraged the integrated Team YIF set-up to be even more data-driven in our approach. An example of this is curating the ELM (Experiential Learning Module) projects after we have a primary understanding of the cohort's interests through admissions. It is critical to hold the lens of equity and inclusion, right from application review until graduation.

The team is conscious and aligned on the same, which has helped us progress in that direction with more scholarships and the introduction of exceptional aid for the 2024 cohort.

Overall, I am excited about the possibilities that the integration of Team YIF (i.e. programme, outreach and admissions as one unit) would offer in the times to come.

Did your experience as a Young India Fellow and then consecutively, the Director of Outreach and Admissions for the programme prepare you for your current role? How so?

Definitely. Being a Young India Fellow, you know that Fellows are the Fellowship. They quite organically tend to take ownership of the Fellowship. I have always had that feeling of responsibility towards the YIF. While I do run the risk of being someone who is romanticising an experience from 10 years ago when the Ashoka campus did not even exist, it allows me to be more empathetic and listen intently with care. In situations where we face an impasse or when Fellows talk to me and the Team my experiences have been quite helpful, despite their situatedness. Furthermore, my experiences as a Teaching Assistant and my longstanding association with the Alumni Association have enabled me to empathetically look at the evolution of the YIF experience.

What I could achieve in the Outreach and Admissions team had a lot to do with the fact that I had been at the YIF before. Most of what we did was possible due to the support of the Fellows and the alumni community. Our work with a batch in many ways ended once we enrolled or onboarded them. But now, I have the privilege of engaging with the cohort throughout the year.

So, a lot of the qualitative and quantitative insights that we had at admissions, I now see them play out during the Fellowship. It is a beautiful full circle and I got to experience it for the first time this year. It also reaffirmed our conviction in our decision-making to a large extent but also made us realise that we cannot anticipate everything. Many people showed up in ways we never could have even conceived while we were admitting them, and in more cases than not, it was a very pleasant and heartening surprise.

How did your time at Harvard where you explored innovative education modules help you in reaffirming that you wanted to work in the higher education sector?

Even before I went to Harvard, I knew that I wanted to commit myself to transforming higher education in India. This is why I chose to do such a specialised programme in higher education, administration, governance and policy. Given that I already went in with that view, my time there helped me contrast the American education system with the Indian education system. A lot of my academic engagement ended up having a comparative lens, whether it was higher education at large or different aspects of itā€”governance, student identity development, philosophy of education, curriculum design, diversity, equity and inclusion, and more. I realised that a sense of belonging is perhaps the most important feeling that an individual could have, and we must constantly think about ways to create a more enriching and supportive environment for people to safely develop that. It has been almost four years since I have been back at Ashoka and that learning is now an integral part of how I function.

I have had a keen interest in understanding innovative models to address issues of equity and inclusion. This reminds me of Professor Anthony Abraham Jack, who wrote The Privileged Poor. One of the things he notes is that mere access is not inclusion. Providing need-based aid is only the first step in providing access, and is not an end in itself. There are several barriers to socialisation and engagement once students are on campus, especially for learners who come from historically disadvantaged communities. While there is a lot that peers naturally do to support each other, it is also our responsibility as an administrative group to enable that for them. One example of this is a financial outlayā€”a monthly stipend along with financial aid for a few students.

This has now been implemented for the first time for the Class of 2024, as I mentioned earlier. Another important aspect is how sensitised community members are towards each other and how it is ideal for people with actual lived experiences to address issues of belonging and we need to be mindful allies in enabling that.

With the educational landscape being in a constant state of flux and multiple courses/fellowships now existing in the field of liberal arts, how do you think that the Young India Fellowship can keep itself relevant?

It can be argued that YIF has been a pioneering force in Indian Higher Education, and different aspects of it have been emulated. Since YIF was launched, several Fellowships and one-year postgraduate programmes have started, which I would say is important and much needed in the Indian context. YIF has never had a focus on one particular domain. It pushes us to think across disciplines in whatever we do. At the YIF, Fellows can study art, astrophysics, philosophy, literature and behavioural science, all at the same time. That is still rare in Indian Higher Education.

YIF has a brief but strong 12-year alumni legacy, and I truly believe that the answer to most questions can be found within the community. Finally, YIF is the flagship of a multidisciplinary teaching and research institution, which opens up many other pathways of possibility. That is what sets us apart from most other programmes.

Our mission, ā€˜to groom socially conscious change-makers and leaders for the 21st centuryā€™, is fairly timeless. As Dean Brar has often said, and I paraphraseā€”even though the specifics of the fellowship keep changing, we have always strived to remain topical and relevantā€”whether it is through changes in coursework, a greater emphasis on critical writing or structuring the ELM in a way that is beneficial for a larger group of people. We have always wanted to be a programme that has something for everyone. The opportunity in front of us is to constantly push ourselves to continue staying ahead of the times. While this could mean many things, two thoughts (not necessarily my own) worth pondering over, keeping the mission at the core, are: how we can support and mentor Fellows as they work collaboratively to address complex problem statements and how we can make our existing coursework and opportunities for perspective-taking more intersectional so that more Fellows derive greater meaning? Deliberation on questions like these, in collaboration with key stakeholders of the YIF, will help us move into new dimensions.

What are some of your plans for the Fellowship?

I think the Fellowship continues to write itself, given that it is feedback driven and co-owned by so many stakeholders! There are however three elements that I can expand on brieflyā€”investing in Fellows' success, integrating with the larger institution, and intake. First, we as an institution can collectively support Fellows in manifesting their visions of success during and beyond the year on campus. By that, I do not just mean enabling resources on campus, or a good placement or admission at a top University. Success is atypical and may look different for different people. It may not always be tangible which is fine. I look forward to us all coming together as enablers for Fellows. We do a good job at that, but there is always room to raise the bar.

The second is integration with the larger ecosystem. Several Student Life programmes continue to be a great way for Fellows and other students to build friendships, learning circles and support systems outside of YIF, and I am hopeful that these can be leveraged further. We piloted a few programme initiatives last year and are carrying them forwardā€”cross-listed coursework for credit across different Centres (Centre for Entrepreneurship and Ashoka Centre for Well-Being) as envisioned by Dean Brar, along with The Crossover Series and Alumni-in-Residence. The latter two are generally open to all Ashokans, and many sessions have had good participation outside of the YIF. Additionally, a lot more Ashoka faculty are now engaging with the YIF through their courses and even as members of the Chancellorā€™s Merit Scholarship selection panel. We are also bringing in ELM projects with several Ashoka Centres that are outward facing and (are poised to) do cutting-edge research.

Finally, intake. There are several changes that have happened recently - class size back to around 100, removal of the age limit to apply, and the introduction of the Chancellor's Merit Scholarship (12 awardees in the 2024 cohort). We are starting to see a shift in the demographic split of the batch in terms of age and the lived, academic and professional experiences they represent. I am excited to see how this unfolds!

As YIF grows from strength to strength, we want it to be an accessible and equitable platform and remain the first choice for global changemakers to build on their journey.

(Saman Waheed is currently an Assistant Manager at the Office of PR & Communications, 51²č¹Ż. She is a former Young India Fellow from the batch of 2022)

51²č¹Ż

‘Nurturing socially conscious individuals who can forge new pathsā€™

The Young India Fellowship (YIF) is 51²č¹Żā€™s flagship programme. Offered as a year-long residential postgraduate diploma in Liberal Studies, it brings together 100 curious and driven individuals and exposes them to a multidisciplinary and multidimensional education. Aniha Brar, Dean, the Young India Fellowship and Vice Chancellorā€™s Office at 51²č¹Ż, notes that the Young India Fellowship receives applications from all corners of the country ā€“ and beyond ā€“ and from diverse academic and professional backgrounds. A sizable section of the current class consists of first-generation collegegoers as well.Ģż

Brar, who has been a teacher of Critical Writing at the Young India Fellowship, been faculty at Harappa Education and conducted multiple workshops on professional communication, shared that the selection process of the programme caters to diversity and is holistic by design. 

ā€œWe do look for accomplished and motivated individuals but do not define these words in narrow ways. While their academic standing and professional track record do carry weight, the essays in their application forms give us greater insight into their journeys. Their extra-curricular engagements and range of interests also have a bearing on how their candidature is considered. Finally, the interview becomes a way to know them better, dive deeper into what they have done thus far, and understand their aspirations betterā€. 

ā€œJust like the applicants, the qualities I look for are also wide-ranging. Generally speaking, however, I am personally impressed by the sincerity of their engagement with the interests they claim to have, their motivation to be the best version of themselves, and their constant quest to broaden their horizons. We hope to nurture socially conscious individuals who can forge new paths, and I believe these qualities will help them get there,ā€ she added. 

Brar shared that the Fellowship looks for and has been fortunate to find individuals who come with a desire to create a positive impact. Most of them are focused not just on themselves, but also on the larger world beyond. 

ā€œOnce they are at the Fellowship, this spirit is encouraged, both within the class and beyond. They are trained to be stronger critical thinkers in all their courses and encouraged to bring in different domains and disciplines. They take courses ranging from the humanities and social sciences to leadership and design thinking, to mathematical reasoning and artificial intelligence. Their problem-solving skills are enhanced through the Experiential Learning Module. The Critical Writing course teaches them to read more closely, use their critical faculties and become better writers and communicators. They get to learn from faculty, mentors and industry experts about the on-ground realities of the areas they are interested inā€. 

ā€œI believe this combination of enhanced awareness and sensitivity, coupled with the necessary skills and networks help them create an impact in the future. It is a source of quiet pride for me to see the work that YIF alumni are doing at the grassroots, from Punjab to Bihar to Maharashtra. I should mention that many alumni are doing similar work on a global scale as well, working with international agencies and in other countries,ā€ maintained Brar. 

The phrase ā€œThe Fellowship Never Endsā€ is one that everyone associated with the programme uses often. She said that in its most simple interpretation, it points to the strong connections that are forged in the space of a single year. 

ā€œOver the last 13 years, I have observed how faculty and Fellows stay connected even years after they have graduated, how Ashokaā€™s founders continue to guide and advise those who are trying to establish start-ups, and how members of the programme team keep getting updates about where people are studying, working and living. You can find a YIF alumnus in almost every country where there is a programme of repute and the alumni web is a far-reaching and strong one, cutting across batches. Whether Fellows want advice on applying to a programme or job, to collaborate on an initiative or even simply need a place to stay in a new city, they always find a response from the community. Their bond with the alma mater can also be seen in the fact that today alumni are spread across Ashoka as professionals, Teaching and Research Assistants, and visitors to the institution. We recently got our first alum Founder as well, and I am sure the numbers are set to grow in the future! At a personal level, Fellows stay connected through sickness and travel, graduations and weddings. I think these are more than networks ā€“ these are meaningful relationships,ā€ she claims. 

The rise of Artificial Intelligence and robotics has been one of the most significant developments to unfold on the global stage in recent months. It has been pointed out by prominent economists that AI will replace a lot of the current human workforce, leading to widespread speculations among potential job-seekers and college students. But Brar is hopeful as she looks back and points to similar instances in the past when people had faced such challenges. 

ā€œI believe that every technological revolution/evolution has posed some challenges for humans. This is not the first time that something like an industrial revolution, automation, etc. has impacted models of employment and working life. While Iā€™m not an expert on the subject, I recognise that such periods bring about uncertainty, fears of unemployment and larger questions about the place of human activity in such an environment. It is in times like these that I think adaptability, resilience and innovation play a key role,ā€ says Brar, who specialises in education and communication, and has been a part of several organisations in the media, content and education industries. 

She said that the YIF takes such turns of events for granted to some extent, and strives to provide an education that equips Fellows to be prepared for change. The focus on critical thinking, the openness to new domains and disciplines, the readiness to embrace new ideas and technologies ā€“ all of these help young people to evolve with the times, she said. 

ā€œLooking at the work our alumni are doing at present ā€“ from entrepreneurship to academia, and from leading change in the corporate environment to the social sector, I believe we are on the right track. These are individuals who are constantly reshaping themselves and, in the process, also their ecosystem. Our goal is for Fellows to see the future as a place of opportunity and innovation, not just challenges and struggle; that they not only survive but actually thrive,ā€ she said. 

51²č¹Ż

Inaugural Rakesh Jhunjhunwala Memorial Lecture held in Mumbai

51²č¹Ż hosted the inaugural Rakesh Jhunjhunwala Memorial Lecture in Mumbai on Wednesday, August 2. The keynote address was delivered by Mr Uday Kotak, Managing Director and CEO of Kotak Mahindra Bank. The event was attended by over 280 people from the business and finance world. 

In his address, Mr Kotak listed out 10 commandments for the country as India approaches its 100^th year of independence. The points included focus on sustainability, building world-class educational institutions, strengthening the judiciary, building a robust CSR environment, encouraging efforts to make the Indian Rupee a global reserve currency, building a strong military power, achieving a current account surplus, democratisation of technology, enhancing soft power and making India an attractive destination for global citizens. 

ā€œRakesh was great company and a man of very bold thinking. Very often, for a long time in his career, he was underestimated in terms of his insights into analysis and stocks. People in the early stages thought this is one more player in the market without realising the deep analysis and insights which were truly unique,ā€ said Mr Kotak. 

The naming of the Rakesh Jhunjhunwala School of Economics and Finance took place earlier this year to honour one of Ashokaā€™s key architects. 

During the naming of the School, Rekha Jhunjhunwala, wife of Late Rakesh Jhunjhunwala said, ā€œMy husbandā€™s dream was to build a world-class university in India for which he supported 51²č¹Ż from its inception. It is a proud moment for me to see this dream being fulfilled and realised through the naming of the top Economics School in India as the Rakesh Jhunjhunwala School of Economics and Finance. There is no better way to celebrate his legacy.ā€&²Ō²ś²õ±č;

ā€œWe are very grateful to Rakesh bhai and his family for his contribution and support, and of course, for his evangelism. We wanted to pay a tribute to him not just through the naming of the school but also through an intimate portrayal of the man himself ā€“ the investor, the philanthropist and who, above all, held an unwavering belief in India and cared passionately for the country,ā€ said Pramath Raj Sinha, Chairperson, Board of Trustees, 51²č¹Ż.Ģż

The Economics faculty at Ashoka has conducted research on a wide range of subjects in Economics, including Game Theory, Development Economics, Behavioural Economics, Econometrics, Applied Microeconomics, amongst others. The Economics department has been ranked first in research excellence in India, by Research Papers in Economics (RePEc) ā€“ the worldā€™s largest collection of scholarly information for Economics and related disciplines.ĢżĢż

ā€œThe idea of a Liberal Arts education is not just concentrated on giving students the basic skills to cope with life in whatever fields they go to, but also encourage a very broad-based education in all the branches of Social Science, Humanities and the Quantitative Sciences. Almost a third of the students at Ashoka choose subjects that are related to Economics and Finance. And this is why the Rakesh Jhunjhunwala School of Economics and Finance is so important to 51²č¹Ż,ā€ said Somak Raychaudhury, Vice-Chancellor, 51²č¹Ż. 

51²č¹Ż

Breaking the Mold: How Liberal Arts Can Open Up Infinite Avenues

Stuti Ravikumarā€™s journey epitomizes the spirit of multidisciplinarity and how a holistic, liberal arts education can open up infinite new ways of thinking and innumerable opportunities. Originating from Mysore, Stuti had spent most of her life there pursuing her education. An academically bright student in school, she was a jack of all trades as she signed up for several extracurricular activities. Stuti was always somewhat dissatisfied with the education system because it did not give her the freedom to study multiple subjects and disciplines. As she went on to pursue biotechnological engineering in Mysore, the minimal freedom she got when it came to choosing her electives was even more upsetting. Post-graduation, Stuti went on to intern at the reputed Merck Life Labs in Bangalore and started to build a niche for herself in the immunobiological space. 

Alongside pursuing her engineering degree, Stuti freelanced for a newspaper in Mysore and worked for an NGO. During her time in college, she found herself fascinated by the world of fitness and nutrition and ventured deeper into that domain as well. Despite making strides in her professional and personal life, Stutiā€™s hunger for knowledge and multidisciplinary learning remained unsatiated. ā€œI found out about the Young India Fellowship on a friendā€™s Instagram. I spent hours scrolling through their social media page and website because I found myself completely enthralled by the programme. Coming from a relatively small town, I did not know that something like a liberal arts education existed. It was as if the fellowship with its vast number of subjects and its diverse cohort was tailor-made for me,ā€ said Stuti. 

ā€œWhile I did enjoy studying biotechnology and engineering, quant-heavy subjects were not really my strength. I was interested but I was not particularly inspired. That changed momentously when I came to 51²č¹Ż for the Fellowship. The classes were designed in a way that sparked curiosity,ā€ Stuti explained. When asked about what course was her favourite, she told us that it was undoubtedly Professor Debayanā€™s The New Geography of the Information Age. The course focused on the socio-technical problems caused by humanity blindly stumbling its way into the Information Age. ā€œProfessor Debayan would just throw random trivia at you and it would be your job to go back and study more about it. I cannot remember the number of wormholes I have gone down in based on what I learned in the class,ā€ recalled Stuti. Young India Fellowshipā€™s liberal arts pedagogy pushes students to explore the multiplicity of disciplines in an effort to shape them into well-rounded individuals with a holistic understanding of the world. Other courses that left a profound impact on Stuti were Shakespeare and the World offered by Professor Jonathan Gill Harris and Professor Madhavi Menon and Economic and Public Policy offered by A.K. Shiva Kumar. 

The Experiential Learning Module (ELM) forms a core component of the YIF curriculum where the Fellows work in groups on real-world projects from diverse sectors in collaboration with partner organisations. For their ELM Stuti and her team worked with a biotech company and handled the post-production process (regulation, marketing, strategy, etc) of their new productā€”the UTI detection kit. ā€œI loved my team because not only was it composed of passionate individuals who chose the project and each other but also because my peers came from such diverse backgrounds: one was a computer science engineer, one was a literature major and the other was an economistā€, said Stuti. Over the last ten years of the YIF,  projects have spanned diverse domains and sectors, including government and policy, entrepreneurship, social development, education, art and heritage, media and communications, and research among others.

Freshly out of the Fellowship, Stuti has been selected for the prestigious Unileverā€™s Future Leaders Programme (UFLP). An accelerated development programme designed to prepare future leaders for business roles, it gives graduates the opportunity to learn all about Unileverā€™s 400 diverse brands, business and sustainability efforts. Over a span of 12 months, Stuti will be placed in different roles across India to get experience in different sectors. ā€œThe Young India Fellowship quite literally prepared me for this. In a professional setting, you cannot just be like ā€˜Oh I don't know this so I wonā€™t do thisā€™. That kind of attitude does not work in leadership positions. UFLP is sort of like an extended liberal arts education but in the business worldā€ said Stuti. She asserts that liberal arts education has given her the required confidence to work across different roles and disciplines in an efficient and informed manner.  ā€œComing from an engineering background, I never thought that I could ace a filmmaking course at YIF ā€“ but I did! This taught me so much about my own self and how if I put my heart and soul into something, there is no way I will not be able to achieve itā€, she proudly exclaimed. 

As Stuti looks back on her year-long journey, she says that the most important thing she is taking back is the newfound community that YIF has given her. ā€œWhen driven individuals from across professional domains and geographical locations come together in one placeā€”it is a powerhouse! Unlike my time at engineering school, the only homogenized experience that existed here was the sense of ā€˜familyā€™ we felt towards each other. I know that wherever I go, I would be able to contact a YIF and they will welcome me with open arms.ā€

(Written by: Saairah Mehta, a rising second-year student studying Political Science and International Relations at 51²č¹Ż)

51²č¹Ż

Inspiring Possibilities and Empowering Voices

The 'Spirit of YIF' Award celebrates Fellows who have gone above and beyond the call of duty, demonstrating creativity, energy, and an unwavering commitment to improving the programme. This year the award was bestowed upon Anil Bahariya and Dharani Dhavamani, whose outstanding leadership and inclusive nature have left an indelible mark on the YIF community. 

Anil's peers passionately expressed their admiration for his transformative contributions. His dedication to sparking conversations and challenging the status quo had a profound impact on the YIF community. Through his thought-provoking actions and inspiring initiatives, Anil created the space for important conversations and impacted the fellowship in more ways than one. Anil's initiative, the Social Justice Forum, provided a platform to address critical issues that were previously overlooked.Ģż

Anil in his speech acknowledged the unexpected path that led him to the YIF Fellowship. Grateful for the opportunity, he reflected on the beauty and tragedy he encountered during his time in the programme. He passionately advocated for doing away with one-dimensional thinking and recognizing that true inclusivity required challenging societal biases.

Dharani Dhavamani's journey at YIF has been nothing short of remarkable. Her peers describe her as someone deeply dedicated to every facet of the program, be it academics or extracurricular activities. As a member of the Academic Committee, Dharani skillfully balanced the needs of her cohort with administrative constraints, ensuring a seamless experience for all. Her unique talent for bringing people together has fostered an inclusive environment where diverse voices are not only heard but valuedā€”a testament to her remarkable ability to connect with others.

In her speech, Dharani expressed her gratitude to her fellow Fellows for this priceless honour. She acknowledged how the YIF Fellowship represents a diverse mix of experts, amateurs, rule-breakers, path-makers, and individuals from all walks of life. Despite their differences, this collective strives for a common purposeā€”a purpose that unites them and drives them to create a meaningful impact. Dharani highlighted the strength of unity and the power of a group of people who not only know how to get things done but are also passionate about making a difference.

As the YIF community continues its journey of growth and transformation, their inspiring journey serves as a reminder of the power of individual actions in shaping a more inclusive and equitable future. They have exemplified the core values of the Young India Fellowship and shown to us that unity, passion, and a collective drive for positive change can create a profound impact.

51²č¹Ż

Celebrating Excellence: Recognizing Outstanding ELM Teams at YIF

The Outstanding ELM Award recognises the brilliant achievements of teams in the Experiential Learning Module (ELM) at the Young India Fellowship (YIF). These are teams that have demonstrated exceptional dedication, innovation, and impact in their respective projects, leaving a lasting impression on both the YIF community and their clients.

The first team to receive this award from the batch of 2023 was Team Number 4, which worked with the Centre for Studies in Gender and Sexuality (CSGS) at 51²č¹Ż. Composed of Aliya Fathima Sheriff, Kuhoo Tiwari, Nishita Singh, Shreya Kaul, and Sonakshi Grover, this team embarked on the crucial task of analysing significant judgments that challenged mainstream norms on sexual justice over the past five decades. Their efforts resulted in the delivery of an annotated bibliography of 100 judgments and a comprehensive judgment repository encompassing all the reviewed cases. Moreover, they launched the groundbreaking The Sexual Justice Project on Spotify, presenting a limited podcast series on Indian Sexual Jurisprudence since the 1970s. The client lauded the teamā€™s interdisciplinary strengths, critical thought, and dedication to continuous learning, highlighting their project as a valuable resource for engaging with the themes of law, gender, and sexuality

The second team to win this award is Team Number 5, who worked with the Paint it Red Foundation. Adwitya Sinha, Meera Amit Trivedi, Prabhleen Singh, Shahana Abbas Khan, and Sona Solgy worked diligently to develop a curriculum handbook specifically tailored for educators working with visually impaired menstruators. Their handbook pioneers a focus on making menstrual health education accessible to people with visual disabilities across India. In addition to the handbook, the team compiled a comprehensive repository of schools and NGOs to further enhance the clientā€™s outreach efforts. The client commended the teamā€™s creation of Indiaā€™s first visually impaired-centric content and teaching methodology for menstrual education, highlighting its potential to empower visually impaired menstruators worldwide. This invaluable resource serves as a guide for teaching body literacy to the visually impaired community.

Acknowledging the exceptional work in the Experiential Learning Module (ELM), it is important to highlight the remarkable contributions of two additional teams. ELM Team 1, consisting of Arijeet Singh, Dharani Dhavamani, Saroj Muthukumaran, Stuti Yeliyur Ravikumar, and Yaswanth Kumar Rayapati, who were involved with Module Innovations to develop a strategy for deploying UTI test kits in the B2C segment in India, the US, and the EU. Their comprehensive primary research data and insights into the adaptability of test kits to Indian regulations exceeded client expectations. ELM Team 13, composed of Raunaq Saraswat, Ritoban Das, Saumya Sharma, Siddhima Sirohi, and Tejasvini S, collaborated with Pratham Education Foundation on a diverse range of projects. They designed learning materials and wrote advertisement scripts for Pratham's YouthNet Programme PRA tool, which evaluates reading-comprehension competencies across various sectors. Through extensive interviews with students in Bihar, Maharashtra, Uttar Pradesh, and Rajasthan, the team provided valuable insights during the pre-pilot and post-pilot phases.

These remarkable teams exemplify the spirit of the Young India Fellowship, combining academic rigour, interdisciplinary collaboration, and a commitment to making a positive impact in society. Their exceptional contributions during the ELM highlight the transformative power of experiential learning and the potential for young leaders to effect meaningful change.

51²č¹Ż

Illuminating Paths of Empathy and Excellence

The Young India Fellowship (YIF) recognizes exceptional individuals who embody the spirit and ideals of the programme. The Torchbearer Award is a significant accolade given to the Fellow who not only achieves academic excellence but also demonstrates outstanding extracurricular abilities and a genuine concern for their peers. This year, Aadya Vatsa has been honoured as the Torchbearer of the Young India Fellowship Class of 2023. Her commitment, enthusiasm, and compassionate nature have made a lasting impact on her fellow Fellows. 

To cite directly from her many nominations, ā€œAadya has consistently demonstrated a wholehearted commitment to every aspect of the YIF experience. From academics to the Alumni in Residence programme and crossover sessions, her commitment has been very inspiring. Aadya has constantly been available to every member of the cohort and has facilitated connections cutting across the usual patterns of groupings that happen by default. She has encouraged and motivated fellows to be more confident about the skills and talents they have and to share them with others. She brings a certain energy to the room - one of positivity, unrelenting enthusiasm and the will to accomplish whatever is asked. It requires a lot of courage to be radically kind, and it can be argued that it is one of the most potent ways to bring positive change in the world. Formally recognising her through the Torchbearer Award, would inspire each and everyone in the cohort also to follow her lead and embody the same values as much as possible.ā€&²Ō²ś²õ±č;

In her acceptance speech, Aadya expressed her heartfelt gratitude to the people who have been part of her YIF journey. She acknowledged the impactful role of professors, who have imparted knowledge and challenged her to reimagine the world through interdisciplinary perspectives. Aadya extended her gratitude to the YIF Programme Team, who tirelessly ensured a unique educational experience, and the entire Ashoka community for providing a platform for quality education. She recognised the invaluable support of the YIF support staff and expressed her appreciation to her family for their trust and belief in her decision-making.

However, Aadya's deepest gratitude was reserved for her peersā€”the 98 other Fellows who have created an environment of growth and authenticity. She acknowledged their shared perspectives, which challenge societal norms and dare to address the most difficult problems. Aadya emphasized the collective courage of the YIF Class of 2023, a group unafraid of uncertainty and willing to ask difficult questions that propel positive change. With unwavering support for one another, both in success and failure, Aadya believes that the Class of 2023 will continue to make a difference wherever they go.

She says, ā€œI believe that we are the people who are not scared of choosing the most difficult problems to work with, we are the people who want to challenge ourselves - amidst uncertainty and never be afraid of it, which is why we are sitting in this room today. I believe that we are each other's biggest cheerleaders and will give one another unconditional support not only in our successes but more importantly, in our failures. I want to end by saying that no matter where we go, we will continue to ask questions, questions that nobody asks and questions that are the most difficult to bring up in a room full of people. Thank you for seeing each other in ways we had not imagined before.ā€

Aadya Vatsa's recognition as the Torchbearer of the Young India Fellowship Class of 2023 is a testament to her exceptional qualities, leadership, and commitment to the YIF community. Her journey embodies the ideals of the programme, fostering a supportive and intellectually stimulating environment. Aadya's heartfelt acceptance speech serves as a reminder of the transformative power of the Young India Fellowship, where academic excellence, personal growth, and collective vision intertwine.

51²č¹Ż

Reflections and Celebrations: A transformative academic year at the Young India Fellowship

Thirteen years ago, the Young India Fellowship was established as the flagship programme and precursor to 51²č¹Ż. The YIF is a one-year postgraduate diploma in Liberal Studies and is open to graduates from any discipline who want to explore their full potential. We welcomed the first batch of 57 Fellows in 2011, and now we have a class size of 99 Fellows graduating today. They come from 60 cities and towns across India and beyond and represent more than 73 undergraduate institutions. 

Academic Excellence and Multidisciplinary Learning:

The YIF academic year is structured into eight terms, emphasizing a broad range of courses taught by Ashoka Faculty and leading intellectuals from India and abroad. Fellows engage in the YIF Critical Writing course and the Experiential Learning Module, which allows them to work on real-world projects throughout the year. 

With 25 courses offered, including 17 core courses, special seminars and five new additions such as ā€œClimate Change and the Future of Health, Food and Agricultureā€, ā€œUsing Behavioural Economics to address Global Policy Challengesā€, ā€œThe Universe and Usā€, ā€œKhayal, North Indian Classical Music and the Modern Songā€ and ā€œLanguage, Politics and Society in Indiaā€, YIF provides a rich and diverse academic experience. Additionally, the program offers cross-listed courses in collaboration with Ashoka's Centres, enabling Fellows to earn credits in areas like entrepreneurship and psychology. These included courses on Entrepreneurship, Business Analysis and Strategy, and Living with Purpose: Tools for Life from Psychology, Neuroscience and Cognitive Wellbeing. 

YIF values immersive interactions with accomplished individuals from various fields. Through initiatives like the Crossover series, Fellows have had the opportunity to engage with stalwarts such as renowned musician Shubha Mudgal; Shaheen Mistri, founder of Teach for India; former Foreign Secretary of India Shyam Saran; media professional and founder of Lallantop Saurabh Diwedi; and Biharā€™s first lady IPS officer Manjari Jaruhar, among others. 

The Alumni-in-Residence program further facilitates meaningful connections, as accomplished alumni share their expertise through masterclasses, office hours, and fireside chats. The guidance and mentorship provided by these experienced individuals widen the horizons and expose the Fellows to multiple opportunities. 

Real-World Projects: 

The Experiential Learning Module at YIF enables Fellows to collaborate on real-world projects across diverse sectors. This year, 20 teams undertook projects ranging from government offices to corporate and development sectors, tackling issues in education, data and technology, gender/law, healthcare, and more. The programme also enables Fellows to build meaningful connections with Mentors from diverse sectors. This year, we had 54 Mentors coaching and advising Fellows on their personal as well as professional development. 

Career Opportunities:

YIF is also committed to helping Fellows build successful careers post-graduation. Over 250 organizations participated in 51²č¹Ż's recruitment process, with Fellows securing positions in renowned companies like Bain & Capital, Deloitte US, Deutsche Bank, The Tata Group and many others. 

Beyond the Fellowship:

Several Fellows have chosen to pursue further education internationally. Through academic collaboration with Sciences Po, Paris, Aliya Fatima Sheriff, Divyesh Rajendra Patil, Mukul Bhatt, and Tanmay Sarkar were chosen to represent the YIF at Sciences Po for the semester. Also, a partner, the Salzburg Academy on Media & Global Change conducts an Annual Global Seminar; Shreya Kaul will represent the Fellowship at the seminar this year.

Sonakshi Grover is headed to Oxford University for an MPhil in Development Studies. Aakansha Saraf is headed to Duke University for a Master's in Environmental Management, and Simran Bajaj for a Masterā€™s in Industrial Design at the Rhode Island School of Design. Dharani Dhavamani has been accepted into the English PhD programme at Concordia University and for an MA in English and Media Studies at Rutgers University.

Samya Verma has been accepted to the Masters programme in International Affairs and Development Studies at the Graduate Institute of Geneva. Siddhima Sirohi has been accepted to the Master of Public Policy program at the Hertie School in Berlin. Pragya Agarwal has received offers from Universities in the UK to pursue a Master's in psychology. Manan Batra has received offers from the University of Chicago for a Masters in Public Policy and from Bocconi University for a Masters in Economics and Management of Innovation and Technology.

Several Fellows from this batch will also be joining the Masters of Liberal Studies programme at Ashoka to pursue their research under various departments. 

Publications and Artistic Achievements:

Over the last year, Fellows have had their work published in diverse forms such as policy papers, academic articles, or even music. Aashna Anandaniā€™s paper was part of Delhi Universityā€™s Journal of Applied Research in Humanities, Language and Social Sciences; and Samya Vermaā€™s article was published on the Gender Security Project, a digital platform with a focus on gender, security, justice, and peace. Manan Batra attended the Shape South Asia event in Kathmandu this year, organised by the Global Shapers Community, an initiative of the World Economic Forum (WEF). He has contributed to the climate advocacy paper, "Shaping Climate Resiliency towards a Great Himalayan Future for All". Dharani Dhavamani was a member of the 'Literature across Borders' initiative of the Green Literature Festival - a collaboration between Bath Spa University (UK) and Ashoka. Her prose piece is in the process of being published. 

Pranjal Joshi made it to the semifinals of the International Narrative Category of the 49th Student Oscar Awards for his short film, ā€˜Melaā€™. Arvind Mohan was inducted into The International Society of Caricature Artists, a non-profit trade organisation dedicated to elevating the art and artists of caricature. 

Shlok Mishraā€™s single ā€˜Out of Wordsā€™ has been released on all streaming platforms and has crossed thirty-five thousand streams. Siddharth Agarwalā€™s song ā€˜Banja Beimaanā€™ has been featured on three Spotify editorial playlists. Among the entrepreneurs, Tanmay Sarkar and Nawaf Faraaz Ahmedā€™s entrepreneurial venture aims to be Indiaā€™s first technology-enabled B2B marketplace that will make affordable eco-friendly products accessible to businesses. Arvind Mohan and Yaswanth Kumar Rayapati are building ā€˜Hashmintā€™, a creator subscription platform that enables creators and fans to build communities. 

Fellows consistently strive to do more and do better, and this year has been no different

Celebrating Accomplished Alumni:

As you may have heard us say, ā€œThe Fellowship never endsā€ and it would only be right to talk briefly about the alumni and their accomplishments 

The YIF Alumni community comprises over 12 Civil servants. They also count multiple Fulbright, Chevening, Erasmus Mundus, and Schwarzman Scholars in their ranks. Tanita Abraham now becomes the 17th Fellow to be awarded the Fulbright Nehru Master's Fellowship. There have also been several German Chancellorā€™s Fellows, a Rhodes, a Yenching, a Humboldt, a Helmut Schmidt, a Knight- Hennessey, a CommonWealth and a Gates Cambridge scholar over the years. 

• Eight YIF Alumni will be joining Harvard University this fall. They will be headed to graduate programmes at the Harvard Graduate School of Education, Harvard Kennedy School and Harvard Business School.
• Srishti Sardana from the Founding Class was appointed the student speaker at Columbia Universityā€™s doctoral hooding ceremony.
• Ashwini Ashokkumar, YIF 2015 will join NYU Psychology this fall as an Assistant Professor and Director of the Identity & Language lab. Arpitha Kodiveri, YIF 2012 will be joining Vassar College as Assistant Professor in Political Science. Abhilasha Kumar YIF 2015 has started as Assistant Professor of Psychology at Bowdoin (boh-dun) College in Maine.
• Vishnupriya Rajgarhia, YIF 2016 has been selected as one of the Forbes 30 under 30 Asia in the Arts.
• Varsha Varghese, YIF 2015, won the Scholastic Asian Book Award 2023 for her children's book manuscript "The Summer Avisha Turned Detective".
• Simranpreet Oberoi, YIF 2013 has been named one of the top 5 social innovators by the Schwab Foundation for Social Entrepreneurship at the World Economic Forum, Davos.
• Aafaque Raza Khan, YIF 2014 was awarded the Grant for Future Investigators in NASA Earth and Space Science and Technology.
• Chamba Tsetanā€™s Adventure Sports Foundation of Ladakh created a Guinness World Record for the highest frozen lake half marathon to promote environmental responsibility through sports.
• Many of our Alumni are in leadership positions in renowned organisations across the world. Shreya Mathai, YIF 2013 was appointed Associate Partner at McKinsey & Company. 

As we reflect on the journey of the Young India Fellowship over the past decade, we are filled with pride for the growth and achievements of its Fellows and alumni. The program's commitment to multidisciplinary learning, real-world experiences, and mentorship has paved the way for remarkable accomplishments in academia, entrepreneurship, and social impact. We celebrate the YIF community, both past and present, for their dedication to knowledge and making a positive difference in the world.

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Championing Plural Scholarship and Inspiring Change

The Young India Fellowship (YIF) is known for its rigorous academic programme and commitment to nurturing future leaders. Each year, the YIF Scholar Award is presented to the Fellow who achieves the highest academic standing in their class while demonstrating an unwavering dedication to learning. In a groundbreaking achievement, Sonakshi Grover, a remarkable individual with a CGPA of 3.93 out of 4, the highest CGPA across all YIF batches, has been bestowed with this prestigious honour. This outstanding achievement not only recognizes Sonakshi's exceptional academic prowess but also highlights her passion for knowledge and commitment to making a difference.

Sonakshi Grover is an Economics graduate from St. Stephen's College, which is known for its academic excellence. With a strong foundation in the field of economics, she embarked on a one-year consulting experience at Bain and Company, gaining valuable insights into the world of business and strategy. However, Sonakshi's hunger for knowledge and desire to effect meaningful change led her to pursue the Young India Fellowship.

During her time at YIF, Sonakshi's commitment to learning and her belief in the power of stories became apparent. In her graduation speech, she emphasized that stories matter the most to her in the world, challenging the notion of a single story and the dangers it poses. Sonakshi passionately argued for an intersectional lens through which to view academic scholarship and morality. She highlighted the limitations of singular narratives and advocated for a deeper understanding of complex issues, recognising the importance of considering multiple perspectives. Excerpted below is her speech, which is both inspiring and admirable.

ā€œMy answer to the YIF Application question "What matters to you most" a year ago started with the sentence "Stories are what matters most to me in the world" and my first class here with Professor Satyendra introduced me to Adichie's warning of the danger of a single story. Over the last 10 months, I have recognised that the academic world often defines morality in single stories. Beauvoir's theory on housework yields little recognition for a woman who considers cooking with love as resistance, the Indian judiciary's definition of cruel behaviour barely allows space for a married woman's want of space from her in-laws. How do we respond to the seemingly harmless singularities? How do we breathe with an intersectional lens? I posit that it is among other things, by actively practising the ethic of love.

I had naively reached a stage earlier this year when I felt that everything in the domain of my research interest had been said. I felt like I was at a dead end. But the stagnant needle moved. It moved me when I had goosebumps over my peer's passionate appeal for caste-inclusive education when I was unable to authentically defend my own favourite 'feminist' novel. The thinking needle moved due to stories that pulled down the guards of my heart. Plural scholarship is rooted in the heart, in feeling intensely as much as thinking rationally.

I hope to become a scholar who one day says something unsaid that is worth saying. If this does happen, it would be because of---in a remarkable way---the community of YIFs and mentors who opened their hearts, entrusted their stories to me and heard mine. It is the community that makes the scholar. Our love for each other has the power to outgrow singular stories and personhoods. We make each other sensitive researchers, entrepreneurs and emotionally rounded individuals. Our stories have a role to play but the future of our world hinges on the love with which they are written and shared. The love we practise for each other, and that's probably what matters the most.ā€

Sonakshi is all set to pursue her MPhil in Development Studies from the University of Oxford and make a meaningful impact in the world.

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From Circuits to Cinematics: The Multifaceted Journey of Ravi Ranjan

Hailing from a humble background and upbringing in Patna, Ravi Ranjan was always one with big dreams ā€“ ones which he has successfully given flight to through his immense hard work and dedication. He was admitted to an NGO called Shoshit Samadhan Kendra, a completely free residential school for economically disadvantaged children. It was here where he discovered his scientific temperament. He was named the ā€˜chota engineerā€™ in his school as he would often be found opening up electrical appliances to analyze their circuits, attempting to repair computers and inverters, and making material out of waste.  

Ravi Ranjan is a man of many talents. A skilled filmmaker with an eminent Filmfare nomination, he found his interest piqued in the world of cinema when he started to participate in theatrical productions and nukkad nataks during high school. The recognition and appreciation he got for playing the modest role of a beggar motivated him to continue being in front of the screen. He soon transitioned from acting to being behind the camera because became enthralled by the story writing process and wanted to see his stories adapted onto the screen. 

Two of Raviā€™s films, namely Zindagi Ek Deal and Apun ka Cinema have already been released and have gained meaningful recognition. Apun ka Cinema was also nominated in the category of Best Short Film for the prestigious Filmfare awards. With another film already in the post-production process, Raviā€™s filmmaking journey has just begun. ā€œWhenever I am behind the camera, it feels like all my worries and stresses go away! I lose myself in the processā€, he exclaims. 

Raviā€™s tryst with YIF started way before he was selected for the programme. It was in 2013 that a YIF alum, Simranpreet Singh Oberoi joined his school as a Chief Project Officer. Within minutes of being around him, Ravi was in awe of his work ethic and the repertoire of knowledge that he possessed by virtue of his liberal arts education. At a time when his school needed serious improvements, Mr. Oberoi was its saving grace! Years later when Ravi found himself freshly out of college and confused about his future, he was reminded of the Young India Fellowship and decided to apply.  ā€œOver the course of the fellowship, I learned so much and got to meet so many people from different backgrounds. Although I studied so many things, ranging from Shakespeare to AI, YIF pushed me to realize my true potential as a filmmaker. Whenever there were group projects, I was always the one who was designated the role of a filmmaker. It was here that I gained clarity about my futureā€, said Ravi. 

For his Experiential Learning Module (ELM), Ravi and his group launched ā€˜A-podsā€™ which is the official 51²č¹Ż podcast. He was in charge of recording, editing, and collating audio. A-pods has multiple verticals such as ā€˜Bookmarkedā€™ where professors would discuss their publications and ā€˜Retrospectā€™ where guests would speak about movies and other media. 

ā€œComing from a completely different background, my first few days at 51²č¹Ż were spent trying to assimilate and figuring out the academics. As an introvert, I thought I would find it tough to navigate life at Ashoka. But my peers and the faculty at Ashoka made this such a fulfilling yearā€, proclaims Ravi when asked about his life on campus. Additionally, Ravi and his peers launched their own filmmaking club on campus called Khayal where members were taught how to read, shoot, and direct films. He describes his time at Ashoka as one that inspired him to give wings to his dreams. 

After his year at 51²č¹Ż, Ravi will be joining Quiditch Innovation Labs and pursuing filmmaking on the side.

(Written by Saairah Mehta rising second-year student studying Political Science and International Relations at 51²č¹Ż)

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Exploring New Frontiers: A Journey of Multidisciplinary Learning at the Young India Fellowship

As one of the youngest students in the Young India Fellowship, Arav Shah (YIFā€™23) describes his year-long journey at 51²č¹Ż as one that has significantly helped him carve out his career trajectory and given him uncountable memories. A science student in school, Arav pursued liberal arts and sciences at Jindal Global University where he specialised in Psychology and Economics. When most of his fellow undergraduate students were either sitting for placements or going for master's programmes, Arav decided to apply to YIF to better understand his interests and prepare himself for his advanced studies. 

From studying Astrophysics to Statistical Inferences, Arav claims that YIFā€™s multidisciplinary curriculum helped him learn about things from so many different perspectives and introduced him to new ways of approaching a problem. ā€œHaving studied economics during my undergraduate programme, I never thought I would enjoy a basic ā€˜Introduction to Applied Microeconomicsā€™ course as much as I did. The course taught by the esteemed professor A.K. Shiva Kumar made me learn so much about Indian Development and Foreign Policy. His class provided me with a novel angle to approach developmental studies and has been one of the highlights of my YIF journey.ā€ An experienced content writer, the Critical Writing course helped polish his writing prowess and became one of the formative experiences. For his Experiential Learning Module (ELM), Arav worked with the Indian School of Development Management (ISDM) to build a maturity model aimed at social purpose organizations. This 8-month-long journey turned out to be transformative for him as it was one of his first formal professional experiences and gave him the opportunity to him to work on a real-world project, designing relevant and impactful solutions. 

Having spent a year and a half attending lectures on Zoom during the lockdown, YIF gave Arav the opportunity to immerse himself in a multitude of activities and extracurriculars beyond the classroom. As a passionate footballer, he would regularly be found on the football field practising with the team or partaking in events like the Ashoka Premier League (APL), an annual intra-university football tournament. Arav was also a part of two student-produced plays, Amar and Chaya and Comma along with being a staff writer for The Edict, an independently run student newspaper at 51²č¹Ż. 

The Mentorship Programme and the Alumni-in-Residence Programme had a profound impact on his YIF journey. They provided him with the avenues to seek guidance and support from many established, experienced, and driven individuals who have achieved remarkable feats and are well on their way to becoming top names in their respective domains. The Alumni-in-Residence programme helped him network and build lasting connections with many successful alumni. 

ā€œYIFā€™s diverse cohort taught me a lot about the life that lies beyond an undergraduate education. All of my peers came from such interesting backgrounds, carving out a niche for themselves. Interacting with them and learning about their unique experiences gave me immense clarity about what I want to do in my own career.ā€ says Arav. 

(Written by Saairah Mehta, a rising second-year student studying Political Science and International Relations at 51²č¹Ż)

51²č¹Ż

Igniting Possibilities: Ashoka 2023 Graduates Reflect on Their Graduate Journey

51²č¹Ż

Ashoka Alum Chamba Tsetan established foundation creates Guinness Record for the highest frozen lake half marathon

Chamba Tsetan, YIF'19 established the Adventure Sports Foundation of Ladakh to promote environmental responsibility through sports and instill sustainable behavioral changes. Chamba is an Ice Hockey player, a changemaker, and an entrepreneur.

On February 20, 2023, the foundation made history by successfully conducting its maiden 21.99-km trail running event in sub-zero temperatures at 14,019 feet high Pangong Tso. The run was symbolic as it was organized to raise awareness about rapidly melting Himalayan glaciers. It was called ā€œthe last runā€ implying this could be the last run on a frozen lake as glaciers are melting rapidly due to global climate change. The event was registered in the Guinness World Record as the worldā€™s highest frozen lake half marathon. The four-hour-long race started from Lukung and ended at Maan village on Monday, with no injuries reported to any of the 75 participants, as confirmed by Leh District Development Commissioner Shrikant Balasaheb Suse to PTI.

51²č¹Ż

Two Ashoka UG students complete Global Competence Certificate programme with New Zealand

In the 2022 monsoon semester GESP partnered with Education New Zealand (ENZ) for its new Global Competence Certificate programme for students from universities in India and New Zealand. This programme trained students with competency skills to tackle issues of the 21^st century, such as sustainability, globalization and climate change. The virtual exchange programme was sponsored by ENZ and Massey University. It offered students a fantastic opportunity to gain knowledge and skills and build life-long friendships with students from New Zealand.

The modules were covered online through four facilitated sessions of 90 minutes each. On completion, the students received a Global Competence Certificate from Massey University and endorsed by ENZ. 

From Ashoka, Padmaja Gaikwad & Harsh Rokade were nominated to be part of a cohort of 40 students and took part in the programmes took place in August - September 2022. 

Congratulations to Padmaja Gaikwad & Harsh Rokade for being nominated from 51²č¹Ż to represent and participate in New Zealand-India Global Competence Certificate Scholarship programme

Here is a report that both Padmaja Gaikwad & Harsh Rokade wrote on their experience.
ā€œThe Global Competence Certificate scholarship programme was very insightful and helpful for us to explore and understand the different cultures across India and New Zealand. Through this online intercultural learning journey with fellow students from all around the world, we were able to think, reflect and share our thoughts regarding different issues that we face commonly in our societies. With the advancing of technology, careers in different fields, there are still, however, some loopholes of miscommunication, misunderstandings, inequality, stereotypes, lack of empathy which holds us back to interact and have effective communication with people around us. Often unintentionally as well, we tend to be judgmental towards people without verifying the details based on their identity, we fail to understand and respect disagreements and we fail to move out of our comfort zones to seek new learnings from differences. Throughout the online modules, we got to know about the different factors that shape our identity (religion, gender, socio-economic background, education, sexuality, and many more). We got to know about the learning styles, communication styles that differ from place to place, cultural value dimensions (individualistic-collectivism, hierarchy-egalitarianism), polarization of societies, micro aggressions. Understanding the diversity and differences in the way people from different backgrounds communicate, we got to know about what it feels to be in the mainstream and marginalized. Reflecting and connecting these issues with our own personal experiences we shared and heard each other's thoughts in the discussion forums. The DIVE tool (describe, interpret, verify, evaluate), different coping strategies (involving stress management), active listening skills, and active communication skills helped us improve ourselves to interact without being judgmental in the society. The programme encouraged us to embrace differences in all forms in society that might be challenging to accept from our own beliefs. It pushed us to move out of our comfort zone to acquire new skills of interacting with people of different backgrounds around us. The programme also made us aware of the different 21^st century skills involving critical thinking, problem solving, emotional intelligence, judgment, decision making, cognitive flexibility, people management and creativity. The program also encouraged us to build new friendships with students from New Zealand and other parts of the world.ā€&²Ō²ś²õ±č; 

51²č¹Ż

First Impressions of UGā€™ 25 batch at Ashoka Campus

The moment I stepped onto the Ashoka campus, I was captivated by how vibrant it was. Being able to interact with myriad people from all over the world was an all the more invigorating experience after the pandemic.Ģż

In my opinion, it was worthwhile to have a checklist at the beginning that not only kept us at the edge of our seats but also made the complex task of the registration process much easier. In some senses, all of us learnt the importance of how systematising can prove effective when there is too much to do.ĢżĢż

As we were new to the campus, we often ended up getting lost in the uniqueness of Ashokaā€”the red brick walls, the greenery, and the people in constant motion. Eventually, as time passed, we were able to understandĢż the campus somewhat better, by incessantly asking people for directions.Ģż

Throughout this new phase, we have had our seniorsā€™ backs to guide us in gaining a better sense of what Ashoka life would look like once classes begin, what courses we should opt for and how we can manage our time efficiently. As helms of the ship, they have been extremely accommodating and approachable for whenever we need any assistance.Ģż

The O-week was filled with an array of activitiesā€”from ice breakers to coffee chats; there was excitement all around. Even though attending countless events was enervating, it left us with memories that we would reminisce for a lifetime. With the days that followed, we had an academic expo, sports town halls, cohort meetings, club fairs, speaker sessions and experiential workshops. This helped us gain a sense of the future and also have a comprehensive overview on how to navigate our lives at Ashoka.Ģż

Furthermore, each club planned their own refreshing activities. While the sessions they conducted were wonderful, they also uniquely conveyed the very purpose that those were meant to satiate. From face painting to baking mug cakes to playing the game of headā€™s up, I cherished every bit of the meetings. These sessions gave us an opportunity to socialize and get acclimatized to the Ashoka environment.Ģż

So, my first impression of 51²č¹Ż is that it is a perfect blend of joy and hardships. You meet different people, unlearn, re-learn and grow as a person. I loved exploring interconnections among various venues of learning, courses, labor, service, research, etc. To me, it was a real world setting with warmth.ĢżFrom what I have perceived in my time at Ashoka until now, You can never get bored at Ashoka!

The night before I moved in, I was very excited. However, as time passed and the University seemed only within a handā€™s reach, I started feeling a little restless. I was anxious and uncertain, with countless questions looming large over my head. How would the people be? How would my roommate be? Did I pack everything I would need? Will I be able to make friends?

The next day I arrived at the 51²č¹Ż campus that I had only seen on the virtual tours through the website. I came to my designated room and was pleasantly surprised. The room was pretty nice. After helping me unpack, my family left. It was then that it finally hit meā€”my college life had officially started.

The initial few days were quite overwhelming. There were too many events, workshops and tasks while countless emails lay unread in my inbox. Meeting so many new people, having the same introductory conversation with each of them got too much at times. But, the best part of it wasā€”out of every ten people I met, there was always someone who could relate to what I was going through. They would ask how I am doing and if I am able to keep up with the pace of things. They would also assure me that I could turn to them if I needed someone to talk to. After each such interaction, I would think to myself that maybe these long-winded introductions and small talk are worth it, if I am able to meet people who make me feel like I belong.

Gradually I started to adapt to my surroundings. I got used to meeting new people everyday, sometimes forgetting their names and meeting them again to reintroduce ourselves only to remember that we had met already. I found people to play badminton with as well as people with whom I could share both conversations and silences. 51²č¹Ż has now become home.

My roommate is pretty coolā€”we have great times together and also respect each otherā€™s boundaries. Yes, I had packed everything I needed. Whatever I did not have, I bought from the Tuckshop.

All in all, the first few weeks at 51²č¹Ż have been fun. It has been challenging but also very enjoyable. I was compelled to step out of my comfort zone but that only provided me an opportunity to grow. Life at Ashoka has started out great and hopefully it will only continue to get even better.

The one word that defines my Ashokan experience would beā€“different. The campus was teeming with diverse people all around. My first step into 51²č¹Ż now seems like a whirlwind. A campus tour, a sit-down in the library, lunch in the messā€”everything went swimmingly even though I was so nervous.

My first night away from home was sad, but the company of all the friends I had made kept me happy. It was very different from my hometown, Guwahati. From the weather and the people to the foodā€”everything was in stark contrast to what I had been used to. 

After the two years of lockdown, everything suddenly seemed too bright, too loud, too much. But then, the best thing about Ashoka is its people. I was surprised to see it almost completely student-run, with seniors always available to assist and guide us on every step of the way. It does not just end there. The juniors share a beautiful bond with the seniors, which was quite surprising for me to witness. 

I met people from all over the world and beyond. I now have friends from Tamil Nadu as well as Togo. It opened up my eyes to so many different ideas, perspectives, cultures and traditions. 

Interactions with the various centres for well-being, learning support, academic affairs was a holistic way for all of us new students to integrate better with the Ashoka community and feel more included. 

I feel very well supported both by the faculty and seniors. Needless to say, I am loving every bit of the Ashokan experience.

51²č¹Ż

Pitfalls and pitstops of my well-being journey so far

Mental health was never a topic of discussion at home while I was growing up. Sometime in high school, I remember a counsellor being introduced during the morning assembly and that was it. I would pass the "Counselling Room" while walking across the corridor and wonder what transpired within those walls. It was during my undergraduate years that I first met someone who openly spoke about their psychiatric medication. Over the next few years, I'd come to realise my own self-harm tendencies and acknowledge the trauma I carried with me.

So, when I eventually arrived at Sonipat in 2017, I believed that I was fairly well-versed in the topic. It definitely was quite heartwarming to see how well-being was foregrounded from week one starting with the ACWB introduction. It was so inspiring that I was at the Centre for an appointment in the very next slot I could find.

The conversations with my counsellor and interactions with my peers within the fellowship made me realise that I had barely scratched the surface of this nuanced domain. The everyday nature of mental health discourse at Ashoka was definitely a departure from the private exchanges I was used to previously.

As I transitioned from being a student to a staff member, the buzzword on Plot No 2 was definitely self-care and it has continued to be so to date. But it was only last summer when a colleague shared an that made me question the popular perception of this important life lesson. Both on professional and personal fronts, it was important for me to be aware of the distinction that Deanna Zandt highlighted considering how easy it was to confuse the two. It also played a significant role in drawing my attention to how the community and larger structures are crucial to building an effective well-being framework for any environment.

The last few months have been hard for me as work fatigue and strained interpersonal relationships often meant sleepless nights on the trot. But for the few wonderful people I have found at Ashoka, it would have been impossible to even attempt to work through the issues. Their encouragement has helped me realise how important it is to establish healthy boundaries and have difficult conversations in a timely manner.

As my therapist reminds me regularly, we are all beings of emotion and there are no right or wrong feelings. But it isn't easy to remember this always and I falter often, letting down everyone else but especially my own self. I find myself wondering if this is even worth it if being better only means hardships and heartbreaks. Then I remember my cheerleaders, each of them struggling with their own demons, but equally affirming my honest efforts and calling out my improper transgressions.

When I was approached for this article, my first reaction was to laugh it off and wonder if there was some mixup in communication. When I finally sat down to type this out, it dawned on me that perhaps the very reason I dismissed this idea initially is the exact same reason I should be writing this piece - being a work-in-progress matters.

Before I close I do want to acknowledge the many privileges that my gender, class, and caste identities accord me and how an intersectional approach to well-being is the need of the hour. I am grateful for this opportunity to share my thoughts with you and look forward to building a community that does not shy away from its vulnerabilities.

(Geo Ciril Podipara is a Manager with the Office of Student Affairs at 51²č¹Ż. He is a former Young India Fellow from the Class of 2018.)

51²č¹Ż

An International Studentā€™s Journey of Refreshing Change and Growth at 51²č¹Ż

I first heard about 51²č¹Ż through a Princeton fellow in Zambia who worked for an NGO which I belonged to in high school. As someone who still had a lot of doubts about my future academic specialization, I had always been attracted to Liberal Arts. 51²č¹Żā€™s liberal arts programme fascinated me and that coupled with its need-based scholarship which offered 100 per cent on tuition and residence made the university my first choice over all the other universities I was accepted into. 

The first year of university was spent learning in the online setup. It proved to be a challenge for me because my social interactions were minimal and I had barely known anybody. Nonetheless, Ashokaā€™s vast online resources and receptiveness of the professors made it easier for me.

I was delighted when I finally received my approval to travel to campus in the early Spring of 2021. Even though I had been a boarding school student throughout high school, I was quite nervous about being away from home for a very long time with no hopes of regular visits. I was also anxious about the culture shock and whether or not I would be able to adjust in a completely new environment. 

To my surprise, I was able to settle in with ease and having now been in India for over a year, my experience has been quite extraordinary. I have made some wonderful friends who make my stay at Ashoka worthwhile both academically and socially. 

From the fantastic Dhaba meals (especially mixed paratha) and the choley bhature served at the mess to the enriching classroom discussions, I have never felt out of place.

The classroom experience is extremely rewarding, enabled by approachable professors who frequently hold office hours. Another reason I love studying in India is that unlike studying in the West, I am able to access works done by scholars from both the Global North and the Global South. As someone who has been very critical of consuming western information this has been very insightful for me.

One of the highlights of my experience has been the opportunity to work with the International Students Association (AUISA) as the Secretary. This has allowed me to be at the forefront of the team which assists international students at 51²č¹Ż in having a campus experience like no other. Not only has the club helped me blend well into 51²č¹Ż by giving me points of contacts in the student body through the buddy program for freshers, but it also acts as a contact with administration to provide international students with documentation and other assistance. In late April, we organized the AUISA Food Fest, which was near impossible to pull off, and which is why, looking back on the event's success, I feel even more connected to the team that made it possible. 

So far, my experience at Ashoka has been extremely comfortable and enjoyable and the university has definitely aided my growth as a person. I am looking forward to spending my final year on campus as well. 

(Edited excerpts from a conversation with Juhi Negi)

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Honā€™ble CM Manohar Lal felicitated the sixth batch of CMGGA

A graduation ceremony for Chief Ministerā€™s Good Governance Associates (CMGGA) Programme batch of 2021-22 was chaired by Hon'ble Chief Minister of Haryana in the presence of PD CMGGA Dr. Amit Agrawal (IAS), Vineet Gupta, Trustee, 51²č¹Ż, Ashish Dhawan, Chairman, Board of Trustee, 51²č¹Ż, Mohit Soni, Chief Coordination Officer, CMGGA programme and CMGGAs from all districts at Haryana Niwas, Chandigarh.

The CMGGA programme is a strategic collaboration between 51²č¹Ż and the Government of Haryana since 2016 to leverage the energy, creativity and skill of the youth to work on state priorities and push for good governance. Every year, the selected candidates are placed across 22 districts of Haryana and work directly with the Deputy Commissioners and district administration to streamline the system and provide innovative solutions to revamp existing structures for increased productivity and enhanced citizen delivery.

The interaction at the graduation ceremony started with progress updates on multiple flagship initiatives across agriculture, poverty alleviation, e-governance, education, and service delivery running in the districts where Associates presented a status of milestones achieved and shared their insights from the ground.

Honā€™ble CM Shri Manohar Lal awarded the associates with the Certificate of Completion upon successful completion of the one-year experiential learning programme. Honā€™ble CM interacted with associates about their learnings and contributions over the past year and their future plans.

The Hon'ble CM expressed his appreciation ā€œI am pleased to see another successful year, the 6th year, being completed by CMGGAs. It is the only youth participation-based governance programme in the country which has lasted this long. I believe it is because of the programmeā€™s fundamentally strong design and structure and relentless work from you all that makes it a success. The zeal and enthusiasm that Associates show in their one year of tenure with the CMGGA programme are unparalleled. Their initiatives and ideas have aided the District Administration in the process of reengineering various schemes.ā€

APSCM Dr. Amit Agrawal, PDCMGGA says, ā€œThis year, we are successfully graduating our sixth batch (2021-22). These 24 young Associates chosen from various States, with diverse academic backgrounds and professional expertise have worked closely under the valued guidance of their respective District Administrations to ensure the success of welfare schemes on the ground.ā€

Vineet Gupta, Founder and Trustee, 51²č¹Ż, says, ā€œUnder the leadership of the Hon'ble Chief Minister of Haryana, who is a continuous source of motivation and leadership to us, this programme was able to contribute to the weakest sections of the population of the State. I wish all the luck to this cohort of 2021-22. I believe these Associates would be valuable assets for any corporate or organization.ā€

Progress across the government's flagship programs was also highlighted.

For instance, in Mukhya mantri Parivaar Utthan Yojna, associates assisted the administration in increasing the sanction of Loans to 26000 + till date and disbursal of 10,000+ loans. They were instrumental in training and onboarding of the over 330 counseling desk members that helped increase the scheme selection rate from 56% to 89% in Antyodaya Melas.

Similarly, in Welfare Schemes delivery, associates recommended 12 suggestions under 4 themes were presented in the Feb review meeting. These recommendations span across Policy Changes, strengthening of delivery. 25 recommendations across 150 + schemes under 6 themes are being presented. The same is being published launched by Honā€™ble CM through the report Strengthening Welfare Delivery in Haryana - Citizen Feedback and recommendations on Schemes.
Honā€™ble CM also launched the CMGGA yearbook that summarizes the achievements of the programme in the sixth year run.

It is noteworthy that the associates facilitated 700+ trainings to cover all the 24,000 Anganwadi Workers in Haryana strengthening the Samarth Haryana across state. Since 2016, the CMGGA work domain has expanded. From citizen service delivery, women safety, health and nutrition, education, sanitation, and now COVID, agriculture, poverty alleviation, welfare schemes feedback, and skills & employment. Associates (or CMGGAs as they are referred to) have worked efficiently to bring about the best in governance.

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Get a birdā€™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 51²č¹Ż. 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 ā”€ English, Biology, History, Psychology, Sociology & Anthropology, Environmental Science, Physics, Computer Science, and Economics ā”€ the Centre is the most cross-disciplinary centre at 51²č¹Ż. 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 Ashokaā€™s research and policy expertise, led by Ashokaā€™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 Centreā€™s flagship programme in this area, launched in partnership with the Ashoka Centre for Translation (ACT), and two media partners ā€” 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 peopleā€™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 ā€” 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 ā€” Healing Earth ā€” 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 ā€˜ā€™ 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.

Weā€™re excited about the work weā€™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 51²č¹Ż.)

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