‘Pandemic contributed to student mental health issues’: IIT Madras director on suicides

Q. Even as IIT Madras has topped NIRF year on year, it’s not among the world’s top 200…

We are dedicated to improving our international rankings, but it’s important to recognise the substantial differences in evaluation criteria of the QS World University Rankings and NIRF. The QS ranking places significant weight on the perception parameter, accounting for 40% of the overall score. QS also considers diversity in terms of international student enrolment.

Conversely, NIRF is designed to align with the specific context of Indian higher education. The framework takes into account an institution’s outreach and inclusivity efforts, acknowledging the social responsibility of higher education institutions in India. Therefore, when we focus on improving our performance on NIRF parameters, such as admitting students from economically weaker sections, we are simultaneously fulfilling our institute’s social responsibility. While we are not running away from international rankings, the NIRF parameters contribute to our overarching goals.

Q. Do you find yourself conflicted internally as an academic, balancing the pursuit of rankings with other academic priorities?

Rankings do not dictate our work and priorities. In mathematics, there are concepts like “theorem” and “corollary.” In my perspective, the theorem for IIT Madras is to cater to the academic requirements of the nation. This entails focusing on increasing the gross enrollment rate. Ranking follows as a corollary.

Q. IIT Madras has outperformed others in the online education ranking parameter. Does your four-year online degree programme hold the same merit and rigour as a full-time degree offered by an IIT, or is it mainly complementary to a traditional degree?

We are very clear that when we award a degree with the IIT Madras seal, our standards are upheld. The (online) Bachelor of Science degree in data science and electronic systems are full-fledged programmes. While entry is relatively easier, clearing the eligibility test remains mandatory. This test includes thought-provoking questions. Moreover, the grading system for the online program follows a bell-curve distribution. It’s important to note that our exams cannot be taken from home; they are conducted under physical proctoring at designated test centers. Consequently, the exit criteria for our online programs are as challenging as any other IIT Madras program.

Q. How will you address the challenge of having more foreign students and faculty, which has impacted IIT Madras’ global rankings?

IIT Tanzania is the answer. The recruitment of foreign faculty and student enrollment at the Tanzania campus will be counted as part of our overall faculty and student body. Additionally, establishing this campus will improve our international reputation. However, the decision to set up the Tanzania campus is driven by more than just these considerations. Our criteria for establishing campuses abroad include demand for an IIT in the country, support from the host government, and a strong school education system that cultivates talented candidates. Tanzania meets all three requirements, with an exceptional education system and the potential to attract outstanding candidates. We anticipate that IIT Tanzania will draw students from across Africa.

Q. Could you please clarify whether IIT Tanzania will be an independent IIT or a branch of IIT Madras?

This will be a branch of IIT Madras.

Q. Where will the Tanzania campus be located and which programmes are you planning to start there?

IIT Madras plans to establish its campus in Zanzibar, an island near Tanzania. This will be known as IIT Madras’ Zanzibar campus. The campus will offer Bachelor of Science (BSc) degrees in Data Science and AI (Artificial Intelligence), along with M.Tech programs in Energy Systems and Cyber-Physical Systems. Over the next five years, we aim to introduce a minimum of four undergraduate and five postgraduate programs tailored to the needs and interests of Tanzania. Initially, we expect to admit around 200 to 300 students in the first year.

Q. Do you expect the entry of foreign universities in India to make it more challenging for you to recruit foreign faculty here?

If a reputable institution establishes a campus here, it will benefit our country. We see this as an opportunity. Annually, we have 15 lakh students taking the JEE Main exam, with 20,000 securing a place in the IITs and 5,000 joining IIT Madras. However, what about the remaining 14,95,000 students? There is a high demand for quality educational institutions in our country. It is perfectly acceptable if prestigious institutions like MIT consider establishing a campus here. As long as IIT Madras continues its outstanding work, it will gain recognition.

Q. In a recent interview, you called an OTT series on Kota an “eyeopener”. How has engineering education evolved since your own student days?

I don’t believe this level of parental pressure was there earlier. My father wanted me to study well, but he allowed me to pursue what I wanted. However, nowadays, not getting into an IIT is seen as the end of the road. Many of my friends made it to IIT, but I didn’t because I didn’t prepare for the JEE. But I had other options. However, now there is immense pressure; students start preparing for JEE Advanced as early as Class 5. When they arrive here, they are like robots. Once they enter an IIT, they encounter even more rigour and hard work.

Q. Over the past six months, IIT Madras has witnessed a series of suicides. Has the institute been able to identify the underlying causes behind these incidents?

We conducted a mental wellness workshop and identified four causes: personal, health, financial, and academic pressure. To address this, we have established an independent network of counselors who visit hostels daily and spend one hour at a predetermined time. We facilitate meetings between faculty and students, and conducted a mental wellness survey with the National Health Authority under the government of Tamil Nadu. The pandemic has also played a role. During the pandemic, students were unable to be on campus for two years, leading to a lack of socialisation with their peers. When they returned, they discovered that some of their peers had taken extra classes or acquired additional skills at home, which helped them secure internships. This realisation created a sense of being left behind and intensified the pressure on students. This situation could have been different if all students were present on campus and had the opportunity to stay informed about each other’s activities and achievements.

Q. Have you noticed any changes in learning patterns due to the prolonged period of remote learning during the pandemic?

Yes, students’ attention span has decreased to 15 minutes. So when I’m teaching a class, I reset every 15 minutes. By that, I mean switching topics every 15 minutes to recapture their attention, discussing subjects like movies or IPL. Maintaining their focus for the entire 50-minute class is challenging.

Q. Did discrimination come up as a cause in your wellness survey and workshops? And what is the institute doing to address that?

Discrimination comes in various forms: region/language, intellectual capability, financial circumstances, and caste. Whether I feel discriminated against is completely subjective. We have created a lot of awareness about rank-based discrimination. Teachers never ask students about their ranks once they are on campus. However, students may inquire about ranks, leading to scrutiny based on category. That kind of discrimination can happen and we are sensitising students against these issues.

Addressing family/wealth-related discrimination is challenging, as imposing uniformity is not feasible. As for caste discrimination, we take it very seriously. High-powered committees handle SC/ST and OBC complaints, with the option to escalate to the director if needed. Notably, there have been no caste discrimination complaints in the past one-and-a-half years.

Q. Geoffrey Hinton recently warned of the dangers of AI. What potential threats and opportunities do you believe we are encountering?

Artificial intelligence with robotics, holds great potential. If used constructively, it can do very good things. However, I don’t believe it will entirely replace jobs. Its success lies in low-stakes scenarios where the cost of misprediction is low. If an AI tool incorrectly predicts rain, no one is going to go to court over that. In situations with high stakes, such as those involving human lives, AI will serve as a decision-making aid rather than being a sole determinant. In the field of healthcare, for example, AI will act as an aid in decision making.

Q. So you only see opportunities, no threats..

I see only opportunities. While there may be threats, such as the potential havoc caused by robotic soldiers, I remain confident that AI won’t replace jobs. Take the example of automated manufacturing using robots. Even in such scenarios, there will still be a demand for skilled individuals to maintain those robots. Let’s consider the role of bank cashiers. In the past, their performance was evaluated based on their speed in counting notes. Nowadays, we have counting machines, but someone still needs to operate those machines. Did the cash counting machine render all cashiers unemployed? No, it simply improved their performance by providing assistance.

Q. Does the high prevalence of non-engineering career choices among IIT students, as highlighted in a recent research paper published by IIT Bombay faculty, concern you?

I am deeply concerned about the current situation. With India’s increasing number of infrastructure and aviation projects, I worry about the availability of civil and aerospace engineers. Recently, during my travels, I have met alumni from IIT Madras who pursued careers in big four companies, such as marketing or high-frequency trading. When asked about their (engineering) background, it becomes apparent that their career choices are completely unrelated to what they have studied. It’s a waste of resources.

Q. Why do you think this happens though?

Two aspects stand out: pay and work environment. The higher pay and the comfort of working from home, even while attending to household chores, make these opportunities appealing. Remote work allows me to enjoy the comforts of home, including home-cooked meals, and the flexibility to watch Netflix while completing tasks. In contrast, as a civil engineer, I would work on-site under the sun, facing physical discomfort and receiving lower compensation.

Q. So can the institute or the IIT ecosystem do something about this?

At IIT Madras, we encourage solutions and innovation. Instead of discouraging high-frequency trading, we urge students to nurture their own ideas and entrepreneurship. Our focus is on fostering innovation and empowering individuals to start their own startups. AgniCool, our startup, has hired 16 students who now work in their core engineering fields. The key is to make individuals deeply connected to their own ideas, deterring them from solely pursuing high salaries. My mantra is to either become an employer or join an IIT Madras incubated company, ensuring a strong personal connection to your alma mater and your own venture. Develop a genuine love for it.