An educational institution is defined by its faculty; student intake and infrastructure are largely dependent on the faculty. Any educational system, therefore, has to focus on educating the faculty on an ongoing basis. While ample research has been reported on the requirements of the 21 st century engineers, its deployment is not satisfactory, especially in the Indian engineering education system. This has to be addressed as India is endowed with impressive demographic dividend, as compared to many developed economies and is poised to become a major workforce supplier in the coming decades. Being of Indian origin with international experience, we have designed, developed and delivered a two-day workshop for educating the educators in the emerging Indian economy. The objectives of the workshop were a) to introduce the participants to the changing needs of engineering education, and b) to illustrate an approach that we have developed over the past decade to address the needs. In this paper, we present the design and implementation of the workshop. The context of the workshop is set by Richard Riley's beautifully articulated statement: "we are currently preparing students for jobs that don't exist using technologies that haven't been invented in order to solve problems we don't even know are problems yet". While we cannot list technologies and problems; we can envision some basic themes around which the future may revolve. To enable a focused discussion of topics, we imagine a future in which individuals are empowered to participate in the global value network where geographically distributed people ( including engineers) collaboratively develop, build, and test solutions to complex socio-technoeco problems in wired and interconnected world. We posit that to be successful in the future, our engineering students need to be empowered to develop white-space competencies and learn to realize sustainable engineering systems. The workshop was designed to be highly interactive. We used a model course developed over the past 15 years, which embodies threshold concepts such as the 'question for the semester' (Q4S), self-evaluation and learning communities, relying on developing competencies to fulfill the learning objectives, etc. The model course embedded all the concepts espoused in the workshop. The approach was based on the principles from mass customization and competency-based learning rather than one-size-fits-all content delivery. The workshop started with identifying competencies and meta-competencies required for the 21 st century Indian engineers. Methods for identifying white-space competencies, dilemmas and managing them were discussed. The participants discussed many issues such as developing the Q4S for educating the 21 st century Indian engineer and concluded with the course that they would like to develop with the concepts learnt in the workshop. The participant pool consisted of 32 Indian educators from different parts of the country. The workshop received positive feedback and the participants went back with a resolve to deploy the knowledge that they acquired at least in a course. The paper includes the design, implementation, and key learning of the authors from the workshop.
