Achieving excellence in engineering education through improved teaching-learning process

Policies of engineering education system, learning styles of most engineering students, and teaching practices of engineering professors are incompatible in several dimensions. These mismatches lead to poor student performance, professorial frustration, and the society looses many potentially talented engineers. Most of the students focus on the results and recruitments. Unfortunately, focus towards acquiring knowledge takes a back seat. In consequence, students become bored and inattentive in class which further affects the quality of the student. Towards improving the quality of engineering graduates, this paper advocates for a paradigm shift in the mindset of education providers, policy makers, recruiters, parents, and future technocrats, and proposes a few practices for strengthening the knowledge acquisition process.