Dassault Indus Collaborative Learning & Innovation Programme (DICLIP)



As a part of ICISC, DICLIP is initiated in Indus University in an association with Dassault Systems to facilitate students in enhancing their engineering skills and knowledge through working on projects in an industry like environment using Dassault V6 for Academia as the learning platform.


  • To provide project based learning to the students with an exposure of working on various projects
  • To enhance the technical skills of students.
  • To simulate an industrial working environment.
  • To bring students face to face with engineering challenges.
  • To provide with the knowledge to create something new out of their own ideas.
  • To provide a base for Industry Academia collaboration.
  • To develop research based approach amongst the students by innovating new technologies.
  • To make Technical Education more meaningful and enjoyable for students.

Training Time

  • Project based learning approach gives flexibility in learning modules based on the aspects of a project.
  • Three training timelines of 80, 120, & 160hrs.
  • 80 Hrs will include development of a souvenir for Indus University and will later focus on adding dynamic behaviour to the same.
  • 120 hrs program is aimed to create an E-BAJA vehicle.
  • 160 hrs mode will further include the manufacturing and dynamic simulation aspects of the project.
  • Ideas from students for their own projects can also be used.

Diclip2DICLIP is one of its kinds in India and emphasizes in bringing out the creativity in students through following a Project Based Learning approach which focuses on practical approach towards learning. The students are not bound by curriculum and the training provided is of a flexible nature. The approach enables the student to apply the knowledge of engineering principles in real life scenarios and be able to verify the issues normally observed. The training structure is divided into three categories viz. 80hrs, 120hrs, and 160hrs. The conventional method which follows a curriculum takes the students through the modules once and leaves it on them to understand after the session is over. In project based learning however the students will be taken through the modules in an iterative way through different levels of projects. The important modules for a project will be dynamically selected. The students will work in a multidisciplinary team and be given an exposure to a work experience similar to that of a real world engineering design environment. The number of modules covered depends on the lifecycle of the project and the availability of students. The end of a design cycle will lead to the next design cycle with more complexities and will bring students face to face with newer challenges usually faced by the research and design departments.

All the training modes will be carried out on projects which may be brought to a tangible form to complete the experience of working with advanced engineering tools.

The key learning objectives for the 80 hrs training schedule include training in the following domains:

  • Collaborative Design Platform
  • 2D Designing
  • 3D Shape Design
  • Part Design
  • Assembly Design
  • Sheetmetal Design
  • Plastic part Design
  • Validation of Assembly through dynamic simulations
  • Structural Analysis of components to validate the design requirements

For 120 hrs the additional learning outcomes will include

  • Project Management Fundamentals
  • Dynamic System Behavior Based Modeling
  • Complex Structure Design
  • Thermal and Frequency Analysis

The 160 hrs will again have additional exposure on

  • Digital Manufacturing
  • Systems Engineering and Architecture Design
  • Lean Manufacturing

The key learning objectives however are not fixed onto a specific batch and can be shuffled to suit the project requirements. The amount of experience a student gains is based on the complexity of design challenges he/she will face.

Diclip1The list of specific workbenches is vast and the learning material will be available to the enrolled students at the lab which allows them to explore the capabilities of the software at their own will in an unrestricted manner. The students are allowed to experiment with all the modules as they like beyond the dedicated training duration.

The project based learning approach is based on development of higher order thinking skills. This not only imparts the knowledge of engineering design tools but also gives a practical experience often found lacking in largely theoretical engineering learning environments.

The level of project complexity in the 160 hr batch would be in the order of developing a SAE E-BAJA vehicle which matches the guidelines as specified in their official documentation.

Furthermore if the 80 hr batch and 120 hr batch completes the projects before the end of their lifecycle, the modules available in the later batch will be briefed to them as well.

It should be noted that there is no specific rules as to the sequence of modules which is itself set by the type of project being carried out. The scopes of the projects are the true drivers of the training program.