With the exuberant growth of new design schools in the last decade and the increasing acknowledgement of design and designers by the Indian industry, a discourse on contemporary design pedagogy would prove helpful for charting a new course and vision for Indian design education in institutes of technology. Therefore, in light of the emerging Design departments in the various new IITs, IIITs and other technical institutes, one of the key objective of the proposed workshop is to explore how the overall impact of engineering pedagogy can be enhanced by Design; how can one position Design as a part of the cognitive thinking process among technologists and scientist.

With the aim of envisaging a new wave of Indian design, a conscious deliberation on the changing design pedagogy for the needs of the Indian situation from the point of view of learning, upgrading and at times reviving could help focus on a discourse that is relevant to all stakeholders of Design. Thus, this workshop proposes the design intelligentsia to deliberate on how, what and why of design education in India, that will have a national as well as global impact. The points for discussion mentioned below are only suggestive and by no means comprehensive.

• Approaches to design thinking as a cognitive tool that is shared by multiple disciplines in education at all levels.
  
  
• Deliberate upon possible frameworks in which Design education could be situated in technical institutes.
  
  
• Design as a route to technology innovation.
  
  
• Design thinking in non-Design disciplines.
  
  
• How can design be made impacting?
  
  
• Discuss content of a design curriculum from the Indian perspective, as well as, the world in general.
  
  
• Brainstorm on how to reduce the divide between engineering and design education/thinking.
  
  
• Pedagogy of studio based hands-on practices
  
  
• Any other aspect that could elevates design pedagogy and creation of a design ecosystem.
  
  

It is hoped that deliberations on these themes will indicate different approaches to design and encourage an analysis of their comparative interpretations, so that given borders can be challenged and new relationships and possibilities of re-designing design education may unfold to address inter-contextual and multi-perspectival design problems.