Abstract: This workshop examines how institutional rules, narratives, and pedagogical practices at IIT X shape the imagination of the “socially good engineer,” tracing how ethics, character, and merit are embedded within technical education. Drawing on ethnographic encounters with students, faculty, and student-led organizations, it argues that the social good is not an abstract moral ideal but an institutional project operationalized through compulsory service requirements, leadership certifications, curricular interventions, and curated spaces of social engagement. The workshop shows how engineering education encodes not only “technical competence” but also particular forms of subjectivity oriented toward discipline, self-optimization, and moral responsibility. A central analytic of the workshop is “endurance”, understood as a sustained, embodied, and institutionalized practice through which merit is continuously produced rather than simply demonstrated at entry in IIT X. Crucially, the workshop situates caste as a constitutive axis of endurance, showing how students from marginalized caste backgrounds are req uired to endure intensified forms of academic pressure, isolation, and moral scrutiny in order to be recognized as  “meritorious.” Merit, in this sense, is not a one-time achievement but a long-term project of surviving and exiting the institution “meritoriously.” The workshop foregrounds two interlinked registers of the social good: the formation of the individual IIT subject and the moral framing of the “technical” itself. At the level of subjectivity, institutional narratives cultivate ideals of perseverance, time management, optimism, and entrepreneurial confidence. At the level of technology, the institution curates a repertoire of ethically salient problems such as rural upliftment, sustainability, sanitation, and energy access, thereby structuring how students come to imagine technical responsibility and social intervention. Ultimately, the workshop contends that IIT X does not merely transmit technical knowledge but actively produces a moral order in which endurance, merit, and social value are woven into the fabric of engineering education, aligning ethical aspiration with market and state logics.