Traditional academic systems may have limited exposure to industry partnerships and real- world applications hampers their ability to align coursework with practical skills sought by employers, hindering students' readiness for the professional world.

Bridging the gap between academia and industry is of paramount importance for experiential learning and cultivating industry-ready graduates. As the professional landscape evolves rapidly, academic institutions must align their curricula with current Industry needs, providing students with practical experiences, hands-on skills, and exposure to real-world challenges.

The Course Facilitator concept was strategically implemented to elevate experiential learning in higher education. Industry members are uniquely positioned to teach experiential learning due to their first-hand knowledge and practical experience in the field. Unlike traditional educators, industry professionals bring real-world insights, current industry practices, and hands-on expertise into the classroom.

The decision to choose facilitators from experts affiliated with MAANG/FAANG companies and prestigious academic institutions indicated a strategic approach to bringing real-world expertise into the learning environment. This ensured that students were exposed to industry-relevant insights and perspectives.

The decision to allocate 20 percent of the course content to course facilitators struck a balance, ensuring that the industry insights complemented the core academic curriculum. This integration maintained a benchmark for effective implementation, preventing the dilution of academic rigor while still reaping the benefits of experiential learning.

The collaboration between course handling faculty members and course facilitators was vital. This joint effort in determining course content, teaching methods, assessment strategies, and rubrics ensured a cohesive and integrated learning experience. It leveraged the strengths of both academia and industry to provide a well-rounded education.

The course facilitators' integration of industry knowledge, authentic case studies, tools, designs, and real-time examples enhanced higher-order thinking skills. This approach not only connected theoretical concepts to practical applications but also exposed students to the latest trends and challenges in their respective fields, preparing them for the dynamic nature of the professional world.

The incorporation of assignments after each session and the active involvement of course facilitators in reviewing and providing feedback contributed to the effectiveness of the experiential learning model. This iterative feedback loop not only reinforced the knowledge gained but also allowed for continuous improvement and adaptation.

The emphasis on collecting feedback from both students and course facilitators demonstrated a commitment to continuous improvement. This feedback-driven approach ensured that the experiential learning model remained responsive to the evolving needs of students and aligned with industry expectations. It fostered a culture of openness and adaptability.

Jagadeesh B & Reshmaraj R, Design Thinking, Center for Learning & Teaching, SNS Institutions, TN

Dr. Karthik Soman, Specialist, Department of Neurology, California San Francisco, USA