Mumbai, a city that never sleeps, has a reputation of being one of India’s safest cities, where millions of women live independently. Not just in the morning, active participation by women in the workforce of this city is evident even at night. Though Mumbai might be one of the safest cities in India, it doesn’t change the fact that both gender roles and inequality are prevalent in Mumbai. One of the main reasons it is considered safe for women is its large female workforce (18% of total workforce, compared to Delhi's 11%). Owing to better access to public spaces like railway, metro, and bus stations, offices, market complexes, etc., more women are able to be a part of the workforce, which is the case even in other metro cities. The daily life of a working woman can be studied on various levels by focusing on certain key points and observing their impact on her daily routine. These key points can range from family background, conditions, lifestyle, current family structure, gender roles, transportation, social circle, wages, workhours, facilities, culture, language, economic status, and so on. Owing to Mumbai’s large population of immigrants, the above factors vary significantly across women coming from different cities, with those who are A woman, working or not, has multiple roles to play in society, which makes the life of working women very stressful. Building a society where women can work freely is the need of the hour to ensure a better future for the next generation, starting in Mumbai itself.

Last semester, we tried to work on a design project around comprehending Mumbai. This semester, we take a little more of a risk and interact with Maharashtra. Understanding some of Maharashtra's realities outside of the classroom was one of the project's main goals. Going to Palghar were Rishabh, Anagha, Abhijith, Atul, Drishti, and both Niharikas. They lived and dined with the villagers during their four-day visit with the Warli artists. They saw firsthand how the women had to go a kilometre each day just to get the water they needed. Additionally, they learned how to paint like the Warli people. During her week-long stay with her uncle in Solapur, Saumya discovered the challenges he encountered when cultivating pomegranates. She conducted interviews with farmers with his assistance, which aided in her understanding of the variety of crops, the challenges associated with obtaining loans, and the need for fair prices. Nidhi visited Jalgaon and spoke with folks who make a living by crafting items out of stone. Avinash investigated how a factory in Bhusaval affected the nearby farmers. Weavers were met by Prita and Medhavi at Yeola and Aurangabad. Abisek simply decided to stroll along a beach for around 100 kilometres throughout Maharashtra while Atish, Prafulla, and Kathir engaged the Koli population. At Wighavali, Tarun, Vanshaj, Aamir, and Arjun encountered potters. The goal of Arnesh, Jeremy, and Anurag's performance about the Maharashtrian Dalit movement was to give each audience member a unique voice. Rhea spent time with the local fishermen in Uttan, while Mohak and Ishaan were interested in learning about Malwan food. While attempting to comprehend conflicts between humans and animals, Pratyush made a particular companion who resides inside Borivali National Park. Sankalpo acquired toy knowledge in Sawantwadi. Ratnagiri's schools were visited by Krishna. While researching energy use in Maharashtra, Zaid had an interesting interaction with the security personnel at a nuclear power plant. He also tried to understand health and wellbeing by interacting with teenage football players from less privileged homes in Colaba. Long essays about the students' experiences were requested, and elaborate tales were preferred. Additionally, they were prompted to consider their understanding of design in relation to the environments and circumstances they had encountered. Some of their descriptions gave the impression that there weren't always simple solutions to the issues they saw. They were advised to adapt creatively to the situations they faced. As kids develop a deeper grasp of the world around them, it will be interesting to see how they will combine their sensitivity and inventiveness. It's difficult to control thirty new energies. Prasad, Arun, Amitesh, and Hemalatha provided guidance, accompanied the students on trips, and responded to their problems. We are also appreciative of the assistance from BAIF, Meena Naik, Ashok Sreenivas, and Jayant Kulkarni. Extending these engagements both within and beyond would be intriguing.

The field of design straddles the arts, humanities, and sciences. It is a concept that is applied in a wide range of situations, including the "design" of moon and Mars expeditions, tiny chips for smartphones, passenger and military planes, as well as products, communication, animation, interaction, mobility, and vehicles (which is how we understand design at the IDC School of Design). Design is a "holistic" field that aims to combine several fields of expertise, unlike many other specialised fields. Such holistic designers are exposed to the arts, sciences, philosophy, sociology, economics, the environment, and other fields, as well as colour, shape, materials, and methods. Therefore, it is the responsibility of design educators to facilitate this shift from competitive-examination-oriented minds to minds that have a holistic vision. The coordinator's role includes attempting to comprehend the challenges faced by a young student who is away from home for the first time and who, as a result, wishes to skip a few days of a crucial course. The coordinator's work includes realising that open-ended experimentation with a pencil, or with clay, wood, metal, or paint, has rarely been fostered in schools. The coordinator's responsibility includes educating students about the potential excitement and unease of hostel living as well as the possibility of unrequited love. There are many other difficulties, some of which are shockingly particular to individual kids. It's remarkable how the term "industrial" from the center's name was incorporated into the brand identity for IDC School. When working with students today, the post-industrial environment (even as the country works to create a better industrial culture) compels us to try a personal approach in addition to the earlier systems-approach. It has been important to pose questions that assist pupils in discovering their interests (and bliss). One challenge has been the program's four years and the almost complete lack of integration between courses. Without it, design won't be holistic in the slightest. In these tense and divisive times, it is possible to overcome this obstacle by having more communication.

Despite the pandemic uncertainty, 37 young students from the Batch of 2024 enrolled in the first year of the undergraduate programme at the IDC School of Design in November of 20. Although the virtual classroom is a poor substitute for actual interactions, the unprecedented online mode made sure that students did not miss a year. The courses started off with a lively orientation. It's interesting to note that adding a drawing requirement to qualifying exams greatly aided in attracting the greatest talent. The term "design" is used in a wide variety of situations, including the "design" of the Moon and Mars missions, tiny chips for smartphones, passenger and military planes, products, communication, animation, interaction, mobility, and vehicles (which is how we understand design at the IDC School of Design). Design is a "holistic" field that aims to combine various disciplines, unlike many other narrowly focused fields of study. Such holistic designers are exposed to the humanities and sciences, including colour, shape, materials, and processes, as well as philosophy, sociology, economics, the environment, and other subjects. Therefore, the goal of design educators is to facilitate this shift from competitive examination-oriented brains (a sobering reality of the Indian educational landscape) to minds that have a holistic perspective. A part of the coordinator's responsibility is to try to comprehend how tough it is for a young student to adjust to a new learning style with a varied range of relatively new courses. A part of the coordinator's responsibility is to recognise that open-ended experimentation with a pencil or materials like clay, wood, metal, and paint has not historically been encouraged in our classrooms. The long hours of online classes can be boring and exhausting; one of the coordinator's responsibilities is to manage all of these chores. The list of difficulties is extensive and may call for solutions tailored to a given learner. It's interesting to note that the word "industrial" from the name "Industrial Design Centre" has been incorporated into the brand design of the IDC School of Design. When working with students, the postindustrial environment necessitates that we try both the previous systems approach and the personal approach (even as the country works to create a better industrial culture). A question that inspires students to discover their passions (and pleasures) has been a crucial undertaking for Seed. One challenge has been the program's four years and almost complete lack of integration. The design won't be holistic without this. In these tense and divisive times, it is possible to overcome such a challenge by engaging in more discourse.

Despite the pandemic uncertainty, 37 young students from the Batch of 2024 enrolled in the first year of the undergraduate programme at the IDC School of Design in November of 20. Although the virtual classroom is a poor substitute for actual interactions, the unprecedented online mode made sure that students did not miss a year. The courses started off with a lively orientation. It's interesting to note that adding a drawing requirement to qualifying exams greatly aided in attracting the greatest talent. The term "design" is used in a wide variety of situations, including the "design" of the Moon and Mars missions, tiny chips for smartphones, passenger and military planes, products, communication, animation, interaction, mobility, and vehicles (which is how we understand design at the IDC School of Design). Design is a "holistic" field that aims to combine various disciplines, unlike many other narrowly focused fields of study. Such holistic designers are exposed to the humanities and sciences, including colour, shape, materials, and processes, as well as philosophy, sociology, economics, the environment, and other subjects. Therefore, the goal of design educators is to facilitate this shift from competitive examination-oriented brains (a sobering reality of the Indian educational landscape) to minds that have a holistic perspective. A part of the coordinator's responsibility is to try to comprehend how tough it is for a young student to adjust to a new learning style with a varied range of relatively new courses. A part of the coordinator's responsibility is to recognise that open-ended experimentation with a pencil or materials like clay, wood, metal, and paint has not historically been encouraged in our classrooms. The long hours of online classes can be boring and exhausting; one of the coordinator's responsibilities is to manage all of these chores. The list of difficulties is extensive and may call for solutions tailored to a given learner. It's interesting to note that the word "industrial" from the name "Industrial Design Centre" has been incorporated into the brand design of the IDC School of Design. When working with students, the postindustrial environment necessitates that we try both the previous systems approach and the personal approach (even as the country works to create a better industrial culture). A question that inspires students to discover their passions (and pleasures) has been a crucial undertaking for Seed. One challenge has been the program's four years and almost complete lack of integration. The design won't be holistic without this. In these tense and divisive times, it is possible to overcome such a challenge by engaging in more discourse.

This is the second group of students who enrolled in the IDC School of Design during the pandemic and started their design studies online. New students typically enrol on campus in the month of July, when the Mumbai monsoon season is at its height and the campus charms them with its verdant allure. According to research, the setting in which students learn the curriculum counts just as much as the curriculum itself. It would not be wrong to note that what remains on Google Drive after taking learning, the pleasures of hostel life, the lakes and trees, the studios, and in-person interactions into account is a collection of folders within folders within folders containing posted assignments. Online technologies have undoubtedly helped us to overcome physical distance, but they have also done away with the backbenchers; it has been remarked that in a zoom class, everyone is seated in the first row. Does it reveal anything about the new-age colonisation that is no longer physical but mental when a boisterous classroom morphs into a set of tiled black windows with white names and a few faces with virtual backgrounds that remind us of Van Gogh's starry evenings or the Golden Gate Bridge? Even if studies detail the severe challenges brought on by the pandemic, young kids' examples of the human spirit's resiliency deserve appreciation. In the months to come, it will be lovely to welcome them to school and watch how they maintain their authenticity in a time that appears obsessed with mediated realities and artificial intelligence.

This is the second group of students who enrolled in the IDC School of Design during the pandemic and started their design studies online. New students typically enrol on campus in the month of July, when the Mumbai monsoon season is at its height and the campus charms them with its verdant allure. According to research, the setting in which students learn the curriculum counts just as much as the curriculum itself. It would not be wrong to note that what remains on Google Drive after taking learning, the pleasures of hostel life, the lakes and trees, the studios, and in-person interactions into account is a collection of folders within folders within folders containing posted assignments. Online technologies have undoubtedly helped us to overcome physical distance, but they have also done away with the backbenchers; it has been remarked that in a zoom class, everyone is seated in the first row. Does it reveal anything about the new-age colonisation that is no longer physical but mental when a boisterous classroom morphs into a set of tiled black windows with white names and a few faces with virtual backgrounds that remind us of Van Gogh's starry evenings or the Golden Gate Bridge? Even if studies detail the severe challenges brought on by the pandemic, young kids' examples of the human spirit's resiliency deserve appreciation. In the months to come, it will be lovely to welcome them to school and watch how they maintain their authenticity in a time that appears obsessed with mediated realities and artificial intelligence.

This is the feedback taken by the B.Des batch of 2019–2023 regarding the B.Des course and course-related topics.They have mostly concentrated on the advantages of the course, choosing project themes for the latter semesters, and the students' enthusiasm for design. Here,a questionnaire has been constructed, and the replies from the students have been gathered and summarised.

This is the feedback taken by the B.Des batch of 2018–2022 regarding the B.Des course and course-related topics.They have mostly concentrated on the advantages of the course, choosing project themes for the latter semesters, and the students' enthusiasm for design. Here,a questionnaire has been constructed, and the replies from the students have been gathered and summarised.

The Design and Degree Show (DDS) is an annual design festival at the Industrial Design Centre of IIT Bombay. This is the DDS yearbook for 2022. This edition of DDS 2022 contains all the relevant details about the IDC School of Design, like the courses provided by IDC, student work, faculty details, etc. The IDC School of Design at the Indian Institute of Technology (IIT) Bombay offers an excellent environment for academics, research, and applications in the field of design. IDC has academic programmes in the areas of Industrial Design, Visual Communication, Interaction Design, Animation and Mobility and Vehicle Design. The courses are consistently redesigned to include emerging design practises, shaped by newer technologies, ideologies, and philosophies. Seeking to achieve a balance between theory and project-based learning, several areas have been identified for research. Faculty members, along with students and other research and design staff, work together on these issues.