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Fostering Social Responsibility & Community Engagement in Higher Education Institutions in India 15

the classroom and laboratories. Therefore, new approaches to learning based on dialogical,
co-learning, participatory and problem- oriented methods are required for teaching existing
curriculum. If a part of the theory is complemented with field-based application, the
value and usability of the theory increases manifold. This will improve quality of learning
through application of classroom theory in the field realities. It will also contribute to
deeper sensitisation of students and faculty to the socio-economic realities of our nation.
The wisdom, knowledge and expertise of local communities and practitioners will also thus
become accessible to students and their teachers alike.

BPS University (www.bpswomenuniversity.ac.in) in Haryana adapted their teaching
methods to promote community engagement of students. From such an engagement,
students developed field projects on rural energy, self-employment, and women’s
livelihood. Teaching methods included practice of knowledge gained in classroom with
local women’s groups and panchayats.

Amrita University has introduced rural field-based learning in several courses where science
and engineering students make field projects on rural tourism, energy, housing and sanitation
(www.amrita.edu.in).

Students in the Village Placement program at GRI,Dindigul. An example of community mapping exercise
http://www.ruraluniv.ac.in/ Best Practices? content=VPP

Students from Delhi School of Social Work undertaking a Legal Services Clinic by NLSIU Bangalore
field study in Sualkauchi Village -Silk Industry (https://www. (https://www.nls.ac.in/index.php?option=com_
facebook.com/UniversityofDelhi/photos/a.878264495531132/88 content&view=article&id=571%20&Itemid=85)
1874968503418/?type=3&theater)