History classes in school have always felt sterile and monotonous to me. I am not one who would voluntarily enrol into one. My primary interest is in the sciences and that is what I look forward to studying at SaiU.

Liberty, Power, and Right (LPR) was offered as an elective in the second semester of the first year. When I signed up for it little did I know that it was a lesson in history and the evolution of some of our beliefs. But this was no traditional history class. Rather than focus on the dates, places, and other bullet points required to pass an exam as was my experience with history classes in school, this elective focused on understanding the culture and politics of particular times in history. LPR viewed history and culture through the eyes of philosophers who lived during the time. Trying to understand the history and political beliefs behind a work while keeping in mind the social biases of the authors in question has been an interesting, even if challenging exercise.

We read Plato, Aristotle, and Machiavelli (among others). I came away with a deeper understanding of the political ideologies and societal norms that shaped the worldviews of these philosophers, as well as the worldviews that they helped shape through their works. Interestingly, many of the issues that they were concerned with, remain relevant to this day. Take for example, the discussion on whether a ruler or governing authority ought to be virtuous and moral or pragmatic and cunning. This age-old debate is still alive even though the world has changed dramatically since the times of Plato and Aristotle and Socrates. Examining Plato’s The Republic and Machiavelli’s The Prince from the perspective of the ideologies of the authors was edifying. It has made me conscious of the ways in which one’s ideologies come through in one’s work, even if no effort was made to reflect them.

LPR has given me greater insight into the layers of decision-making involved in politics of the past, which has, in turn, awakened me to the layers in the politics of our time. It has exposed me to the complexities of current global issues and helped with at least one other foundation course – Global Challenges, which was a nuanced study of the ongoing conflicts around the world.

Ever wondered what it means to ‘think’? Is it the same as observation? If it is not, how does it differ from it? The course on Critical Thinking explains it all. From the very basic understanding of the difference, we moved onto the different kinds of syllogisms and arguments, the fallacies in those arguments that one might encounter, cognitive biases, statistical and probabilistic reasoning, and the idea behind knowledge.

We learnt how to think and not what to think. How different is that to what we normally learn in classrooms! The interactive classes were a lot of fun. I tried to incorporate the ideas that I learnt in class in my everyday life. Initially, it was just me pointing out the fallacies in others’ arguments, but over a period of time, I noticed a change in my way of thinking. I have become an active’ thinker. I now do not consume information passively, without verifying the source and without checking the validity and soundness of every argument. And what’s more, I am now conscious of my own biases and judgements that are based on them.

The Critical Thinking course has helped me a great deal in making informed decisions. In this age of information overload, it is hard not to fall prey to misinformation. This course has led me to pause, to take a step back, and gather perspective before arriving at a decision.

Ever wondered how streetlights turn on automatically at dusk or what drives a digital watch? Although we encounter ‘embedded systems’ very regularly in our daily lives, we are seldom cognizant of their presence. When something is “electronic”, “digital” or “smart”, embedded systems are behind it.

Embedded systems are computer systems – combinations of hardware components and software – dedicated for a specific function. Visually, they appear as chips or boards embedded with minute circuitry and electronic components and connected to peripheral devices (sensors and actuators – like cameras or motors).

And what are robots then? Robots are mechanical systems in which various embedded systems, sensors and actuators are controlled and coordinated in order to provide more complex capabilities and replace human involvement.

Home appliances, wearable devices, security systems… all use embedded systems. Along with robotics, they can be applied to almost any field – healthcare, automobiles, gadgets, security, factories. Scope for innovation and new applications is limited only by one’s creativity and the laws of physics, of course. They are already ubiquitous and the applications are bound to increase exponentially in times to come.

From a pedagogical perspective, learning ‘embedded systems’ equips one with first-principles knowledge of both computer hardware and software. One learns two things simultaneously:

1) How computer hardware works and
2) Programming it to do what is intended. Synthesis of hardware and software gives a complete picture and makes the learning practical.

Robotics is a truly multidisciplinary field, integrating knowledge from all branches of engineering and yet also reaching beyond to biology, law, humanities, ethics and design. This makes both one’s education as well as career opportunities multidisciplinary. And of course, Robotics is fun!

I used to read a lot of books when I was younger and loved reading and listening to stories. As a child, I would sit with my grandmother and listen to her narrate stories for hours. After my grandmother passed away, stories held a special place in my heart. When an Indian Short Stories course was offered in the first year as an elective, I jumped at the chance to rediscover my passion for stories.

When I signed up for the course, I expected that we would read different kinds of stories and discuss them. What I did not expect, however, was for it to change my entire perspective about stories. This course has allowed me to see the social aspects that authors address through their stories. One example of this would be partition literature, in which authors addressed the challenges faced by different kinds of people during the time of the India-Pakistan partition. It made me understand that stories are like vessels that carry experiences. One story that I found particularly interesting was, ‘The Sound of Falling Leaves’ by Qurratulain Hyder. The story, which was about how a young Muslim woman dealt with the hardships she faced during the time of partition.

Throughout the semester, as we read many stories of different genres, I understood how to read closely and look for the details in the stories – the details that help us understand the characters better or explore what the author strives to say through the story. Earlier when I read a story, it was just a storyline and characters. I would almost never think about the author or what exactly the author might be trying to express. After taking up this course, however, I learnt that there are finite details in a story that bring out the essence of the author as well as the message that is being conveyed by the author.

The Global Challenges course sheds light on the problems ailing our planet and the consequences they have on people in different regions and on the human race as a whole. It made me think about a range of issues such as liberty, human rights, women’s rights, nuclear energy, cyber technology and taxation. Seldom are these issues discussed beyond their applicability or relevance in the context of development. However, such issues require in depth study to ensure that they are employed to indeed create a just world. The talks by the subject experts in Global Challenges were the spark that kindled my thoughts and broadened my perspective. The course has been that important first step — the introduction to contentious issues – that has laid the foundation for the development of my own thoughts and opinions on several important issues, which is what will define me in the years to come.

A particular talk that stands out in memory was by Mr. Mitch Orenstein, the S. Richard Hirsch Associate Professor of European Studies at Johns Hopkins University, on the Ukraine – Russia relations. It was just a few days after this talk that Russia waged war on Ukraine. Naturally, we followed the war closely through the duration of the course. Over the semester we argued over the ideals of Putin and the responses of the West prior to and after the start of the war. Towards the end of the semester, we had a heated debate over India’s position in the war and were exposed to passionate arguments relating to the hypocrisy of the West, to the irrationality of Putin and his actions and to the future trajectory of territorial disputes. I can say with confidence that I have a far deeper understanding now of the war than I would have had, had I only followed it in the news.

Another lecture that I now recall was by Mr. Juan Enriques, the author of Right/Wrong: How Technology Changes Ethics, on the effects of technology on the societal ethics. While we did cover the doubts and hopes related to technological advancements, we also pondered over the possibility of artificial intelligence launching a war against humanity. The discussions extended as far as to consider the possibilities of creating and incubating foetuses in the lab, thus relieving women of the pains of bearing and being delivered of babies.

Global Challenges is no ordinary introduction to the issues of the world. It is a look at the issues through different prisms. Both in the choice of issues and in their analysis, it transgresses disciplinary boundaries. It is foundational in that it gets us not merely to think about the several issues that plague us, but also to look at them from uncommon perspectives, thus training us to take critical look at the world around us.

Communication has always been one of the crucial life skills that aids people in all aspects of their lives, be it personal or professional. Communication plays a key role in sustaining collaborations and building a strong profile for the professional world. Building good communication skills should be a cornerstone for every education system as it not only prepares students for the future, but it also enables them to be confident and gain an edge in the world of work.

Some of the fun and fruitful ways of developing communication skills are honing one’s debating, presentation, public speaking skills etc., that act as effective tools for youngsters to become future leaders. Apart from it being just fun, debating (which encompasses many aspects of public speaking) offers a lot of value for a youngster’s growth.

At Sai University (SaiU), active learning is a critical component of our multidisciplinary and interdisciplinary education system that allows students to gradually develop their communication skills, critical thinking capabilities, research skills, among others. SaiU positions itself as a proud bearer of unique teaching methodologies that aim to instill the above-mentioned life skills and much more to students.

Keeping SaiU’s unique education model as the foundation, War of Words, our very first international interschool debate competition, was created. The preliminary round of the event saw robust participation of 38 students from 13 schools in India and 3 schools in UAE. Students debated it out on all aspects of the theme and covered a variety of topics like climate change, public water utilities, indiscriminate tourism among others.

As we relish the victory of War of Words, here are a few reasons as to why debating helps students in the long run:

Boosts critical thinking skills

Debates urge students to evaluate a subject matter and look at it from different perspectives. It also lets them evaluate a viewpoint that appeals more to them and develop a rationale to back it up. As a result, instead of passive intake of information, they engage with a topic and think about it in a constructive manner.

Fosters strong communication skills

Debates enhance the oral communication skills of students. Their language, vocabulary, delivery, and diction will improve, and they will also learn to put forth points in a succinct fashion. Debates encourage students to listen and articulate their thoughts effectively.

With innovative and interesting teaching models emerging day by day, team teaching is now being pursued to make the classroom space dynamic and all encompassing. In a liberal education setup, when students are encouraged to take up courses across disciplines and indulge in Active Learning, team teaching is one such means to the end. So, what is Team Teaching and what does this mode of education entail? Let us dive right in!

Team Teaching, an idea that perfectly complements the nature of a collaborative classroom, ideally means more than one teacher or professor collaborating towards one course for the same group of students. In team teaching, a group of teachers, work and plan class activities and evaluate students on an integrated level. Team teaching brings to students the ideas and potentials of many thought leaders towards courses that require a holistic perspective.

Here are some of the reasons for why team teaching will benefit students:

Enhance student learning: In a team-teaching system, the expectations of one professor may be different from another. However, the sheer variations in this system will enable a student to learn subjects from different angles. Students benefit by enjoying better retention of ideas, diversity, better interpersonal skills etc. Their learning outcomes will be vastly influenced by a convergence of strong teaching voices towards their subject. The combination of team teaching and active learning working in synergy is bound to benefit students for life.

A multidisciplinary focus on the curriculum: With global challenges increasing by the day, a course material that is specifically engineered towards the future also needs expert handling. A liberal education system will focus on providing courses that tackle the Big Problems of today and tomorrow. As a result, through team teaching, thought leaders who are experts from their fields, take part in shaping the dissemination of that curriculum. Each of these aspects of the course material gains focus on this system. Due to the multitude of teachers, no part of the curriculum is left without attention.

Young and ambitious students leave high school and walk into the portals of universities with myriad hopes, goals, and aspirations. As with any life change, this phase can be challenging and at the same time exciting at every step of the way. While some students adapt quickly, others are overwhelmed by the changes and challenges. Here are a few tips to make university life enjoyable and memorable.

Asking for help is a sign of strength.

While it is necessary to learn how to be self-dependent, there is no shame in asking for help and seeking guidance, advice, and coaching to navigate unknown terrains easily. It will also save time by helping to avoid possible mistakes that others have made before. Parents, professors, friends, or an expert on campus are there to help and provide support. Preparation helps survive life-altering changes, and proper guidance can go a long way in making transitions easier.

Deriving strength from failures.

Everyone goes through their share of failures, but how to face them without getting discouraged is what matters. Every failure is an opportunity to learn lessons and move on to a position of strength. Instead of brooding over failures, it is essential to learn to be kind to oneself, avoid taking failures personally and keep the confidence level up. Embracing the idea of productive failure would mean drawing the lesson out of it and remembering it to avoid it in future

Taste the fare before finalizing the major and minor.

SaiU prides itself in exposing students to a range of subjects – Arts and Sciences, Technology, and Law – and gives them the flexibility to design their degrees. Hence, an open-minded approach will help in making the right choices.

At the core of liberal education are choice and freedom. SaiUians have chosen this institution to avoid the trodden path of a predetermined course of study. The recommended way forward is to make the most of the first year, attend all the classes, and engage extensively with the content and faculty. It will help make considered decisions in the years that follow.