Agnikul Cosmos, the Chennai-based spacetech startup, recently made headlines with the successful launch of its indigenously developed rocket, marking a significant milestone in India’s private space sector.
Behind this remarkable achievement is a story rooted in the College of Engineering, Guindy (CEG), at Anna University, where Agnikul’s CEO and co-founder Srinath Ravichandran first nurtured his passion for innovation while doing his BE in electrical and electronics engineering.
CEG, one of India’s oldest engineering institutions, has for long been known for fostering an ecosystem that empowers students to transform their ideas into ventures.
Established by the East India Company in 1794 as a school of survey at Fort St George in erstwhile Madras, CEG moved to its current 185-acre campus in Guindy in 1920.
Among its distinguished alumni are India's first women engineers: Ayyalasomayajula Lalitha, Leelamma George Koshie, and PK Thressia. The university also worked on Anusat, the first microsatellite built by an Indian university, developed under the ISRO's guidance by CEG’s students and faculty.
From classrooms to rocket launches
Ravichandran's journey at CEG from 2002 to 2006 highlights the flexibility and freedom the college offers its students. According to Ravichandran, CEG stands out for allowing students to explore projects outside their formal curriculum.
"No one is stopping you from doing work that you're interested in," he recalls, emphasising the college's open environment that encouraged him to engage in projects across various engineering disciplines.
This cross-disciplinary collaboration was crucial in broadening his perspectives. It also helped him develop a well-rounded understanding of different fields, he said.
This sentiment is echoed by retired professor Uma Maheshwari, who noted that CEG students are given "full freedom to try whatever they want."
"This freedom is not just a matter of policy but a cultural norm at CEG, where students are encouraged to explore, experiment, and innovate," she said.
The college's emphasis on practical, hands-on learning enables students to work on projects, often in collaboration with other departments.
Collaborative culture
Ravichandran said that he used to work with students from different departments —whether it was to build small cars that detect obstacles, or develop a control system for efficient power distribution.
This culture of collaboration is further reinforced by the various societies and clubs at CEG, such as the CEG Tech Forum, which brings together students from different branches to showcase their skills and work on joint projects, he recalls.
Maheshwari also emphasised the importance of interdisciplinary collaboration in projects like Anusat, a student-built satellite that was the product of combined effort across multiple departments.
"For Anusat, we formed teams across disciplines. The main structure of the satellite was handled by the avionics department, while the complete electronics was managed by our electronics department. The power system was taken care of by my team in the electrical department, and the control system was handled by the instrumentation department," she said.
"The project was driven primarily by students. Each year, a new set of students would come in, and we had to train them, which made the process longer, but it was invaluable in giving them hands-on experience in real-world engineering challenges," she added.
"Every branch... knows the strength of each and every discipline, and they try to work with other students," she explained. This approach not only enhances the learning experience but also prepares students for the challenges of working in diverse teams.
Mentorship
Maheshwari highlighted how undergraduate students often engage with postgraduate and PhD candidates, as well as faculty members, to work on research projects. This exposure to advanced research and the opportunity to contribute to significant projects, such as the Anusat satellite, helps students develop a deeper understanding of their field and inspires them to pursue innovative ideas.
Ravichandran, too, benefited from this environment, which allowed him to explore his passion for hardware, even though it was not directly related to his curriculum.
"No one was questioning my choices", he noted, which gave him the confidence to pursue his interests in hardware and later, in space technology.
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