A New Model for Creating Industry-ready Youth

Labs @ GSFC University

GSFC UniversityP.O. Fertilisernagar,

Dist: Vadodara - 391750

Email: info@gsfcuni.edu.in

Tel: 0265-3093740

For further information on GSFC University, please visit:

www.gsfcuniversity.ac.in

GSFC University is a unique student-focused 'teaching only' boutique university. It is designed to make students industry-ready. In order to focus on individual students and to improve their employability, student-intake is highly restricted.

The current opinion in the industry is that majority of fresh graduates are largely unfit to enter into the workforce. Education today is primarily about lecture-based, classroom teaching and students are not exposed sufficiently to practical and industry-relevant curricula. This poses a serious handicap to young graduates as they find that their degrees are not good enough to get them meaningful jobs.

As a clear departure from the prevailing norms, the learning environment and pedagogy at GSFC University is directed towards equipping the students with knowledge and skills to face the challenges of the

Mr. P. K. Taneja, IAS ( Retd. ) President, GSFC University

Mr. Sujit Gulati, IASManaging Director,Gujarat State Fertilizers & Chemicals Ltd.

Ms. Anju Shrma, IASPrincipal Secretary (Higher & Technical Education),Education Department, Government of Gujarat.

Prof. Madan Mohan Chaturvedi, Ph.D., F.N.A.ScHead & Coordinator, Centre of Advanced Study in Zoology, University of Delhi

Ms. Geeta GoradiaEminent Educationist and IndustrialistManaging Director, Jewel Consumer Care Pvt. Ltd., Vadodara

Mr. Atul ShroffManaging Director, Transpek Industry Ltd., Vadodara

Mr. Sudhir Nanavati Senior Advocate, Nanavati and Nanavati Advocates

Mr. Deepak C. MehtaChairman & Managing Director, Deepak Nitrite Limited

Mr. Rakesh AgrawalChairman, Shiva Pharma Chem, Vadodara

workplace. Courses at GSFC University are not restricted to classroom-based education. All programmes are linked with lab-based learning and industry exposure. The domain-specific internships form an integral part of the student experience. The role of the student in the learning process is thus significant as the University lays great emphasis on consistent, hands-on learning.

Board of StudiesThe Board of Studies (BOS) is a permanent body at the GSFC University, with its members appointed for a term of three years. Its role is to guide the development of the course curriculum including the internship programme for all the academic streams offered by the University. Since half of the BOS members belong to the industry, a strong guiding principle of industry-relevant curriculum underlies all courses. The reviews of the syllabus is done every six months.

Ms. Urja ShahPresident, SETCO Foundation

Mr. Rajiv Lochan JainStrategic consultant to MNCs andIndian corporates

Mr. B.B.BhayaniProvost (I/C), GSFC University

Mr. Samir BhattDirector (Admin.) & Registrar (I/C), GSFC University

Mr. R.B. PanchalChief Law Officer, GSFC University

Mr. A. G. PancholiChief Financial Officer, GSFC University GSFC University

University Management Team

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The University offers undergraduate courses in three streams - Engineering, Science and Business Administration. The academic programmes follow the Choice Based Credit System (CBCS) where courses include Core subjects and Elective subjects (with major

The GSFC University is focused on creating industry-ready workforce. This means that when students leave the University, they need to be prepared to face the demands of the real world and be the first choice of employers.

The University has adopted a unique four-pillar approach to help students take the theoretical knowledge they acquire in classrooms to workplace environment. This approach is followed for all courses from the very first semester.

B-tech Chemical Engineeringl

Mechanical Engineering l

Civil Engineeringl

B.Sc. Programme Chemical Sciencesl

Biotechnologyl

B.B.ASpecialization in Finance, Marketing, Human Resources & Office Management

and minor classification). Credits are earned through performance in test, MQC, projects, assignments, internships and clubs. Every student needs to complete at least 264 credits over four years to graduate and clear the modules with a minimum score of 40%.

Courses and Academic Requirements

Classroom to Workplace: The Four Pillar Approach

Finding Where They BelongOftentimes, when students select their courses, they do not really have an idea what they will be getting into. They are fresh out of school and base their choices on what others around them are doing. With industry exposure, students get a real-life perspective of industrial plants. As engineers and technocrats, when they seek jobs in major industries such as petrochemicals, pharmaceuticals, cement, paper & pulp, chemicals or fertilizers, they would know where they f it in because they have physically observed and worked inside industrial plants for upto six or eight months over their degree course. While the company they eventually join may be different, all major plant processes remain the same and only their scale and usage differs. - Akash Bhavsar, Assistant Professor, Mechanical Engineering Department

Behind the Scenes: Planning Industry ExposureTo have students come into the plants takes a lot of planning and scheduling. The staff has to be prepared, has to teach them about safety, and explain the workings of the plant. When students come to GSFC plants, the f irst thing the mentors do is orient them with the processes, flow diagrams machines & equipment on the site, and familiarise themselves with Standard Operating Procedures (SOPs). In their books, heat exchangers and cooling towers is just given a brief mention. But when they walk into the plant, they realise just how vital these are. Their perspective of industrial processes changes radically when they stand inside a plant.- K V Wani, Senior Manager, Urea and Melamine Production Plant, GSFC

The four-pillar approach places emphasis on practical learning and invites the students to experiment, question and apply the concepts they learn from the textbooks. It is a guided process where a student is made industry-ready through the four principal pillars of practical application:

1. Virtual Labs2. Conventional Labs3. Industry Visits4. Industry Internship

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Use of conventional labs constitutes the second pillar. In physical labs, students are required to perform similar experiments to those they conducted in the virtual labs, but this time with real equipment available in the laboratories.

In conventional labs, students get the first feel of experiments using all their five senses. There they observe and gather data, manipulate variables and interpret and analyze their findings on a limited scale. Some of the important capacities the students develop through lab-based learning are:

·Understanding and application of scientific concepts·Experience of basic phenomena·Critical and analytical thinking·Use of scientific apparatus·Recognition of statistical and systematic errors·Developing reporting skills

The virtual labs at GSFC University are the starting point where learning and inquiry in science and engineering is taken beyond the classroom. These labs can effectively and efficiently demonstrate complex scientific and engineering concepts. The labs have a wide range of online tools and programmes to enable students to work on scientific problems.

First Pillar: Virtual LabsOnce students begin their careers as engineers and technicians in large industries, they will be putting the skills they acquired in labs to test. They will be called upon to further sharpen and develop their practical skill sets. The physical labs are thus a stepping stone for the advanced skills students will be required to hone in professional practice.

GSFC University is laying the groundwork for offering a rich lab-based experience to its students. Nearly 60 specialist labs are being planned over the next few years.

Second Pillar: Conventional LabsWithin the safety of a virtual environment, students can simulate real equipment and experiments as often as they want to. They can investigate experiments at their own pace and abilities, without the fear of breaking or damaging something. Since the learning takes place with the aid of a computer, there are no cost or time factors that need to be considered for setting up the experiments and demonstrations.

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The third pillar is about providing exposure to students to full-scale plants and machineries. Here, what was learnt only as a theoretical concept or within the confines of a lab, is now taken to its full scale in industry environment.

The 22 plants and subsidiaries owned by GSFC are used as learning grounds to expose students to the magnitude of industrial processes. Students are taken on GSFC plant visits to get a first-hand view of the complexities and scale of industrial applications of theoretical concepts. They get to see first-hand that seemingly small and unimportant details provided in textbooks assume a different significance in industrial-scale applications.

Stepping Out of the ClassroomIndustry exposure through site visits and internships are closely linked with what happens at GSFC's plants and therefore, often, cannot be planned. The faculty and the industry personnel are routinely in contact with each other. In case any event believed to enhance the knowledge and learning of students is taking place in the plant, classes are brought to a halt and students are taken to the plant. Students also need to engage in a lot of web-research to understand what they see in the plant.

Exceptional OpportunitiesGSFC's Urea I & II, Caprolactam and Melamine Plants are very special learning grounds for students. Fresh-out-of-school youth, who have never stepped into an industry, whose exposure is limited to the few machines and equipment they see within their own backyards, are now looking at operations that produce chemicals measured in metric tonnes. They see fluid flow operations with vast quantities of gases and liquids in motion. They see ball and hammer mills, rotary driers and a huge assortment of pumps and valves. Students get exposure to a stupendous range of temperatures from those as low as -196°C in cryogenic applications to those as high as 1000°C.

Third Pillar: Industry Visit

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The fourth pillar is a mandatory four-week internship every semester, constituting nearly a fifth of the total course duration. Students undergo hands-on industrial training under the stewardship of an industry mentor. Every internship programme is carefully designed in consultation with the industry and faculty, and follows a structured curriculum. Specific learning outcomes are identified for each internship, and students are awarded upto two credits, depending on their performance at the factory floor. Assessments of students are done by both, the industry and faculty mentors.

At the industry internship, practical training of students is taken at an altogether different level. Their induction into the internship first begins with the learning of safety procedures. Students are required to follow the safety guidelines and carry their own safety gear on industry floors.

During the internship, students learn to relate theoretical knowledge with practical application. They are expected to delve deep and understand in greater details the practical aspects.

Since students are assigned definite tasks and responsibilities during an internship, they also learn how to get work done in a corporate environment. They learn about work ethics and discipline, managerial aspects within a company, quality control, and the challenges of plant operations.

Industry internships are what makes the GSFC University experience unique. These rigorous experiences every semester seriously prepare the students for joining the workforce and make them a cut above the rest.

Lab to IndustryIn a lab set up, students work with a miniature version of chemical and physical processes. When these very processes are taken to industrial scale, all parameters change. Technicians on factory floors have to deal with metric tonnes of production, and constantly keep a watch on any variation in parameters. If they notice any discrepancy, they make due adjustments. Students have to observe and record the readings in their log books and have to be able to explain when and why technicians made the changes. What they learn within a classroom assumes a new perspective at an industrial level.

Gaurav Saxena, Assistant Professor, Chemical Engineering Department

Plant Start Up and Maintenance ShutdownPlant start-up and maintenance shutdowns are very special occasions that one rarely gets to see. They are highly energy-intensive, fastidious events where major equipment is dismantled, inspected and brought to working condition again. When students get opportunities to see the nuts and bolts of a major plant, opened-up pumps and inspect pipes and valves, it is a major milestone in their educational experience.

The Caprolactam I plant was under maintenance shutdown for 45 days. When students came for their internship, they had some theoretical knowledge. They realised very quickly that to survive on the factory floors, their foundation had to be very strong. In an industry, all theories and concepts are at play simultaneously so a person has to be thorough. They also realised that they needed to learn industry terms and language to communicate more eff iciently with the technical staff.

Priyadarshini Lenka, Plant Engineer, Caprolactam Unit (GSFC)

Fourth Pillar: Industry Internship

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LABORATORYLABORATORY

Common Labs for Engineering Streams1. Fluid Mechanics Lab2. Engineering Mechanics Lab3. Material Science & Engineering Lab4. Engineering Drawing Lab5. Basic Electrical & Electronics Engineering Lab

Laboratory Building at an estimated cost of Rs. 22 crore are being planned in the GSFC University. These will be housed in a new, highly modern three-storey facility with a built up area of about 8,500 sq metres. The new labs will be created in

several phases, with the f irst phase scheduled for completion in 2019.

5. Dynamics of Machines Lab6. Hydraulic Machines Lab7. CAD Lab

Mechanical Engineering1. Strength of Material Lab2. Metrology Lab3. Workshop 4. Refrigeration & Air Conditioning Lab

Civil Engineering1. Concrete technology Lab2. Transportation Engineering Lab3. Material Testing Lab4. Soil Mechanics & Foundation Engineering Lab5. Mechanics of Solids Lab6. Fluid Mechanics Lab7. Hydraulic Lab8. Environmental Engineering Lab9. Surveying Lab10. Engineering Geology Lab

Chemical Engineering

1. Engineering Computation Lab2. Mechanical Operation Lab3. Fluid Flow Operation Lab4. Organic Chemistry Lab5. Physics & Inorganic Chemistry Lab6. Chemical Reaction Engineering Lab

7. Mass Transfer Operation 1 & 2 Lab8. Heat Transfer Operation Lab9. Chemical Process Industries Lab10. Instrumentation & Process Lab

Other Labs1. Physics Lab2. Chemistry Lab3. Computer Programming Lab

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Student Experiences Current Industry Tie-ups for InternshipFrom Virtual Labs to Industry FloorsWe were studying Industrial Chemistry and used the Virtual Lab for studying electrolysis. In a real Lab, you get to use only certain metal samples for electrodes, but in the virtual Lab, I could experiment with many different electrodes. When we moved onto the Quality Control Lab and Polymer Unit of GSFC, everything changed for me. Nothing looked familiar. In textbooks, processes were described in a very simplistic way. But when I looked at different models and techniques at GSFC, I found myself reflecting on very basic questions - what is happening, why is this particular process being done, what are we getting from it? Ishita Rani, Second Year, Chemical Sciences

Insider's ViewIn Mechanical Engineering, we are very interested in maintenance aspects of plants. It was exciting to be in the Urea Plant at GSFC which was under shutdown for maintenance for a whole month. All the machinery was laid out in front of us and I could see every detail of the machinery. I even got the chance to clean one of them! This is definitely not something you see every day. On Google, I can easily check out the exterior of a machine. But to see it from the inside is a privilege. Himal Shah, Third Year, Mechanical Engineering

Conf idence to Join the Workforce

At the internship, I got to learn many new aspects of mechanical engineering which I may not have been able to learn through academics. I began to decipher which of my skills were most practical in the real world and the ones I needed to develop further. I also had the opportunity to network with potential future employers and gain insight into the types of employees they look for. I believe the greatest value of the Internship is that it provided a unique and exciting experience that is unparalleled in the classroom. It gave me the opportunity to step outside of the classroom and transition directly into the workforce. I gained knowledge, contacts, experience, and most importantly, confidence in my abilities as a student and as a valuable member of the workforce. Parth Hemant Purandare, Second Year, Mechanical Engineering

The Difference Between Chemical Engineering and ChemistryWhen I saw huge machines at the GSFC plant, I was completely confused. We had studied the Sulphuric Acid plant in the fourth semester. We learnt about reactors and furnaces in books, but at the plant, we got to see how it was constructed. We discovered areas we had never even considered within our classrooms - such as dealing with Labour, time management, techno-commercial aspects and bringing down costs. Most of all, I realised chemical engineering is not about chemistry. It is about scaling up what we learn in our courses. Dhanraj Salvi, Third Year, Chemical Engineering

The Value of Small InnovationsI plan to take up a research-based career in Biotechnology. We were taken to GSFC's Urea plant and I saw that the urea was coated with Neem oil to increase its absorbency. It never occurred to me that such innovations could be done and a window of new possibilities opened up for me. Aarushi Zinzuwadia, Second Year, Biology

The Labs at GSFC University will support academic research & development (R&D) initiatives applicable to industry. The University is a partner with GSFC Limited for providing academic support and is involved with four projects estimated to cost a total of Rs. 5 crore. Work on these projects is in the planning stage. The four R&D Projects are related to:1. Liquid Fertilizer;2. Seed Coating;3. Fertilizer Vending Machine; and 4. Pilot Plant for Mono-Ammonium Phosphate (MAP)

The GSFC University has partnered with the following institutions for its student internship programme:

・Gujarat State Fertilizers & Chemicals Limited (GSFC), Vadodara・Gujarat Alkalies and Chemicals Limited (GACL), Ranoli and Dahej・GSFC Agrotech Limited (GATL), Vadodara・Shroffs Foundation Trust (Workshop Practices)・Gujarat State Electricity Corporation Limited (GSECL), Ukai, Wanakbori and Kutch・Gujarat Industries Power Company Limited (GIPCL), Surat Lignite Power Plant, Nani Naroli・Deepak Nitrite Limited, Ranoli and Dahej・Transpek Industry Private Limited, Vadodara・Transpek Silox Industry Limited, Vadodara・Corps of Electronics and Mechanical Engineers (EME School), Vadodara・Indian Oil Corporation Limited, Vadodara

R & D Initiatives

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