Recently, I noticed a professor complaining that he is a master in another subject, yet the college assigned him to teach ENPP — Engineering Professional Practice — a subject outside his expertise. I wonder why the college didn’t give him the subject aligned with his specialization.
ENPP is a new subject for students. Many of them don’t even bother to Google or research its importance. They see it as a low-credit, 2-credit exam subject and quickly label it “bullshit” simply because of that. These students, mostly in their 7th semester, have minimal knowledge about ENPP and even less patience to understand its motive or relevance.
On the other hand, the professor assigned to this subject, as mentioned earlier, is also not very interested in it. This sets a worrying stage.
My question to students is: how can you judge a subject without knowing enough about it? How can the advice of a senior, who might not be interested in the subject, yet secured a top CGPA and a dream placement, be your sole reason to dismiss the course? Maybe you only glance at the surface and miss out on the subject’s depth and real-life applications. What would you lose if this subject wasn’t taught?
ENPP is designed to prepare you for professional practice, a skill vital for your career beyond exams and grades. But that requires effort, curiosity, and an open mind to explore beyond what’s immediately visible.
Now, to the professor: perhaps the college didn’t do justice to you by assigning a subject outside your domain. However, what’s more concerning is what happens to the students. By showing disinterest or complaining, you might unknowingly kill the curiosity, enthusiasm, and exploratory spirit of students who come to class genuinely hoping to learn something new.
I understand how frustrating it can be to teach a subject you’re not passionate about. But as a professor, you have the tools and methods to learn from various sources. You can find different ways to access resources, understand the subject deeply, and even teach it in a way that sparks interest — both for yourself and the students who otherwise expect the subject to be useless.
When you say, “This is not my domain, I am an expert in another field,” it feels like you’re limiting your own brain’s capacity to learn and grow. You are, in essence, diminishing the meaning of being a professor.
A professor is someone who knows how to teach, no matter the subject. It might take more effort than teaching your usual favorite topics, but you can do it. What it takes is the willingness to put in that effort honestly and do justice to the students who rely on you.
Would polymaths like Leonardo da Vinci or Johannes Kepler have complained if asked to study or teach outside their original domains? Certainly not. They embraced the unknown, learned relentlessly, and contributed immensely across disciplines.
As educators and learners, we should embody that spirit of curiosity and openness.
In the end, both students and professors need to move beyond superficial judgments. Students should try to understand the true value of subjects like ENPP. Professors should rise to the challenge of teaching new subjects with enthusiasm and dedication.
Together, this can transform a “low credit” subject into a meaningful learning experience that prepares students for real-world professional practice.