Guidelines for the 4-Year UG Honours

Program with Single Major and one

Minor (w.e.f. A.Y. 2023-2024)

ANDHRA PRADESH STATE COUNCIL OF HIGHER EDUCATION

 Guidelines for the 4-Year UG Honours Program with Single Major
and one Minor (w.e.f. A.Y. 2023-2024)

Table of Contents:

1. Background and Context

2. Program Overview
A. Program Name and Duration
B. Program Objectives and Goals

3. Program Structure and Curriculum

A. Credit Requirements
B. Major Courses
C. Minor Courses
D. Languages
E. Skill Courses
F. Multidisciplinary Courses
G. Common Value-Added Courses
H. Courses on Indian Knowledge Systems
I. 10-month mandatory Internship

4. Multiple Entry and Exit Options

5. Program Outcomes and Benefits

A. Knowledge and Skills Development
B. Career Opportunities and Graduate Employability
C. Further Education and Postgraduate Studies

6. Appendices
A. Curriculum framework
B. 4th year framework and guidelines
1. Background and Context
National Education Policy (NEP) 2020 recognizes that higher

The education plays an extremely important role in promoting

human as well as societal well-being and in developing India
as envisioned in its Constitution - a democratic, just, socially
conscious, cultured, and humane nation upholding liberty,
equality, fraternity, and justice for all. It notes that “given the 21st -century
requirements, quality higher education must aim to develop good, thoughtful,
well-rounded, and creative individuals”.

In accordance with the NEP 2020, the UGC has formulated a new student-
centric “Curriculum and Credit Framework for Undergraduate Programmes
(CCFUP)” incorporating a flexible choice-based credit system,
multidisciplinary approach, and multiple entry and exit options. This will
facilitate students to pursue their career path by choosing the subject/field
of their interest.

In consonance with NEP 2020 the Government of Andhra Pradesh rolled out
a redesigned CBCS curriculum for 4-year UG Honours Programmes from the
year 2020-21. With the CCFUP guidelines released in December 2022, the AP
State Council of Higher Education has taken up the task of redesigning the
curricular framework for the UG Degree Programmes.

The AP State Council of Higher Education (APSCHE) has constituted an

Expert Committee vide Procgs. No. APSCHE/AC-I/CBCS-2023-24/Review
Dt. 13.03.2023 under the Chairmanship of Prof. K. Rama Mohana Rao, Vice-
Chairman AP State Council of Higher Education. On the recommendations
of the Committee, 4-year UG Honours Program with a single Major and one
minor is introduced from the A.Y.2023-2024.

The context for the introduction of new curriculum and credit

framework

1. Changing Educational Landscape: The higher education landscape is

constantly evolving, influenced by emerging technologies, globalization,
industry requirements, and societal changes. To ensure that undergraduate
programs remain relevant and aligned with the needs of students and the job
market, it is essential for regulatory bodies to periodically review and update
the curriculum and credit framework.
2. Quality Enhancement: The APSCHE has introduced the new curriculum
and credit framework in 4-year UG Honours with Single Major and one minor
as part of its efforts to enhance the quality of undergraduate education. By
setting updated guidelines and standards, the state can promote consistency,
rigor, and alignment with global educational practices.

3. Employability and Skill Development: The APSCHE recognizes the need to

align undergraduate programs with the demands of the job market and the
evolving needs of the industry. This new curriculum and credit framework will
emphasize the development of employability skills, multidisciplinary
knowledge, and practical experiences through internships and/or industry
collaborations.

4. Flexibility and Choice: Students today seek greater flexibility and choice in
their educational journey. The new curriculum and credit framework aims to
provide students with more options to tailor their course of study, select
electives, or explore interdisciplinary subjects. This can help foster holistic
development and cater to diverse student interests and aspirations.

5. Alignment with Global Standards: The APSCHE considers aligning

undergraduate programs with international standards and best practices.
This could involve incorporating elements such as outcome-based education,
credit transferability, and flexible learning pathways to ensure compatibility
and recognition of Indian degrees in the global academic arena.
6. Technology Integration: Considering the technological innovations and
interventions in higher education, the new curriculum provides high flexibility
to apply technology in the teaching and learning process. The students can
opt for online minor courses, skill courses, multi-discipline courses, and some
of the core courses also. The use of AR, and VR is encouraged to facilitate the
HEIs to offer a number of majors and minors.
2. Program Overview
A. Program Name and Duration

4
-Year UG Honours with Single Major.
The duration of the Program is 4 years, with multiple entry and exit
options after 1st , 2nd and 3rd years of study with a certificate, diploma
and degree after the respective years of study. Honours Degree is
awarded at the end of 4-years of study.

• 4 – Year UG Honours with Research with multiple entry and exit options
after 1st, 2nd and 3rd years of study with a certificate, diploma and degree
after the respective years of study. Honours with Research Degree is
awarded at the end of 4-years of study.

B. Program Objectives and Goals of UG Honours in Single

Major

• Depth of Knowledge: Single major programs allow students to focus on

a specific discipline, enabling them to develop in-depth knowledge and
expertise in their chosen field.

• By concentrating their studies on a single major, students have the

opportunity to delve deeply into the subject matter, engage in advanced
coursework, and pursue specialized research or projects.

• Clarity and Specialization: Single major programs provide students with

a clear academic pathway and a focused direction for their studies. They
can pursue their passion and interests in a specific discipline without
the need to divide their time and attention across multiple majors. This
clarity of focus allows students to specialize in their chosen field,
potentially enhancing their future career prospects.

• Efficient Use of Resources: Single major programs can be more efficient

in terms of resource utilization for both students and institutions.
Students can allocate their time, energy, and resources towards
mastering a single subject area, maximizing their learning experience.
Institutions can streamline their course offerings, faculty resources,
and infrastructure to support single-major programs more effectively.
• Time Management and Graduation Timelines: Pursuing a single major
program can offer advantages in terms of time management and
graduation timelines. With a focused academic plan, students may have
a clearer roadmap for completing their degree requirements within the
expected timeframe. This can potentially minimize delays in graduation
and facilitate a smoother academic journey.

• Flexibility and Elective Choices: Single-major programs often provide

students with flexibility in choosing elective courses and exploring
interdisciplinary studies. By focusing on a single major, students may
have more room in their curriculum to pursue elective courses that
complement their primary area of study or explore related disciplines
that align with their interests.

• Research and Career Alignment: Single major programs can better align
with students' research interests and career goals. By immersing
themselves in a specific field, students have more opportunities to
engage in research projects, internships, and practical experiences
directly related to their major. This specialization can enhance their
expertise and make them more competitive in their chosen career path.

• Reduced Course Load and Stress: Pursuing a single major program

typically involves a lower course load compared to three major
programs. This can help reduce the stress and academic burden on
students, allowing them to focus more deeply on their coursework,
engage in extracurricular activities, and maintain a better work-life
balance.

• Ensuring Multidisciplinary and Interdisciplinary learning.

• Opportunity for learners to choose the courses of their interest in all

disciplines;

• Facilitating multiple entry and exit options with UG certificate/ UG

diploma/ or degree depending upon the number of credits secured and
period of study;

• Online learning, and hybrid modes of blended learning ensured.

• Integrated Community Service Project into the curriculum.

• Internship/On the Job Training (both in physical or virtual mode)
incorporated in two stages, one, a short-term internship during the
summer vacation between 2nd and 3rd years of study and the other a
full-semester internship, either in the V or VI semester.

• Multidisciplinary courses are made mandatory.

• Skill Enhancement courses are introduced.

• Mandatory Open Online Transdisciplinary courses are introduced.

• Courses on Indian Knowledge Systems introduced.

• Multiple entry and exit options are provided.

• One Minor with 6 courses and 24 credits is compulsory.

3. Program Structure and Curriculum
A. Credit Requirements

• For UG Honours Degree the number of credits required is 160 along

with 20 additional credits assigned for Community Service Project (4
credits), Short Term Internship (4 credits) and Semester Internship
(12 credits).

• These 160 credits are apportioned as, 84 for Major Courses, 24 for
Minor Courses, 12 for Languages, 6 for Multidisciplinary Courses,
28 for Skill Courses, 4 for Open Online Transdisciplinary Courses
and 2 for Common Value-Added Courses.

• The thumb rule for assigning credits is 1 hour of theory per week is
equivalent to 1 credit. Similarly, 2 hours of practical per week is
equivalent to 1 credit. The credits assigned for
Internship/Apprenticeship/OJT are not to be equalized with the
hours of work done.

• A student can acquire a maximum of 40% of credits online.

B. Major Courses

• Major discipline is the discipline or subject of main focus and the

degree will be awarded in that discipline. Students should secure the
minimum prescribed number of credits, i.e., 84 (about 50% of total
credits) through core courses in the major discipline.

• A student of UG Honours Degree has to study 21 course papers with

84 credits in the chosen major. The eligibility for admission into a
Major will be similar to the existing eligibility for a program.
Eligibility: APSCHE will publish the eligibility criteria in
consultation with universities for all the UG programmes.

• Universities can offer new Majors in addition to those identified for

the A.Y. 2023-24 with prior permission of APSCHE.

• A student has to choose one Major for gaining in-depth knowledge

in that subject discipline.
 • All discipline-specific major courses carry a weightage of 4 credits,
irrespective of the discipline of study, viz., arts, commerce, science,
etc. Wherever practicals are involved, 3 credits are assigned for 3
hours of theory and 1 credit is assigned for 2 hours of practical. For
all courses without practicals, 4 credits are assigned for 4 hours of
theory.

• The first two courses in the Major shall be the foundation courses
for that Major and shall be pathway courses to choose their Minor
in the second semester.

• In the case of Mathematics there will be 5 hours of workload per

week which includes practice sessions (NOT PRACTICALS) and the
number of credits assigned is 4.

• In the case of [Link]., Computer Applications or for BCA or wherever

Computer Science/Applications involved subjects or courses are
offered, the courses (papers) shall have 3 hours of theory and 2
hours of practical.

C. Minor Courses

• Students have to choose a Minor in the second semester. The

student can choose a minor cutting across the disciplines or from
the allied disciplines.

• A student has to study 6 courses in the chosen minor with 24

credits. The minor courses start from the second semester onwards.

• Some minors may require eligibility to study a particular course at

the intermediate level. Such conditions, if any, will be notified
against the minor.

• A student can complete a second minor online from approved

sources during the period of study and submit the credits to the
university for inclusion in the Degree certificate.

• Minor courses can be studied offline or online or in blended mode.

• Universities can add new minors with an intimation to APSCHE.

D. Languages

• Two courses in English Language and two courses in Modern Indian

Language are to be completed in the first two semesters.

• Each language course is taught for 4 hours with 3 credits.

• A student can opt for doing the English Language Courses online
which are equivalent to IELTS/TOEFL/OET, etc. Or the minimum
required scores for qualifying in IELTS/TOEFL/OET can be
reckoned for the 6 credits assigned for English Language.

E. Skill Courses

• Enhancing student employability is the top priority for higher

education. Employability is a measure of a student’s ability to secure
their first job and remain employed throughout their working lives.

• A pool of Skill Enhancement Courses is offered in Semesters I to IV.

These Skill Enhancement Courses are contemporary in nature and
not major-specific.

• A student has to complete 6 such courses (2 credits each) in

Semesters I to IV assigned with 12 credits. Students are offered
choices for selecting skill enhancement courses of their interest.

• Major subject-specific Skill Enhancement courses with choices are

offered in Semester V/VI as two of the four major courses.

• And two Skill Enhancement courses each with choices are offered in
Semesters VII and VIII in the concerned major.

• Universities can add new Skill enhancement courses with an

intimation to APSCHE.

F. Multidisciplinary Courses
• In consonance with NEP – 2020 all UG students are required to
undergo multidisciplinary courses. These courses are intended to
broaden the intellectual experience.

• Students are not allowed to choose the courses in a major discipline

 or repeat courses already undergone at the higher secondary level or
Intermediate level or 12th class as the multidisciplinary course.

• A student has to complete 3 multidisciplinary courses each carrying

2 credits.

• Students are offered choices for selecting multidisciplinary courses

of their interest.

• Universities can add new multidisciplinary courses with an

intimation to APSCHE.

G. Common Value-Added Courses

• Common Valued Added Course includes Environmental

science/education, and shall carry 2 credits.

H. Courses on Indian Knowledge Systems

• Courses on IKS are integrated into the curricular framework. The

IKS course shall be an Audit Course which is a mandatory course
with only a Pass or Fail.

• A student has to complete 2 courses on IKS one in the VII semester

and one in the VIII semester.

• Students are offered choices for selecting IKS courses of their

interest.

• Universities can add new IKS courses with an intimation to APSCHE.

I. Open Online Transdisciplinary Courses

• Two mandatory Open Online Transdisciplinary Courses, with 2

credits per course, are to be done by the students, one in each of
Semesters VII and VIII.

• Students are free to select courses of their interest from any

discipline.
 J. 10-month mandatory Internship

Three internships are mandatory for all students irrespective of the of the
Program of study.

First internship (April-May after 1st year examinations): Community

Service Project
• To inculcate social responsibility and compassionate commitment
among the students, the summer vacation in the intervening 1st and
2nd years of study shall be for Community Service Project.
• Learning outcomes:
• To facilitate an understanding of the issues that confronts the
vulnerable/marginalized sections of the society.
• To initiate team processes with the student groups for societal
change.
• To provide students an opportunity to familiarize themselves with
urban/rural community they live in.
• To enable students to engage in the development of the
community.
• To plan activities based on the focused groups.\
• To know the ways of transforming society through systematic
programme implementation.
Universities and colleges should follow the APSCHE guidelines for the
community service project and the program book designed for the purpose.

Second Internship (April-May after 2nd year examinations): Apprenticeship /

Internship / On-the-job training / In-house Project / Off-site Project

• To make the students employable, an Apprenticeship / Internship / On

the job training / In-house Project / Off-site Project shall be undertaken
by the students in the intervening summer vacation between the 2nd
and 3rd years.

• Learning outcomes
• Explore career alternatives prior to graduation.
• Integrate theory and practice.
• Assess interests and abilities in their field of study.
• Learn to appreciate work and its function towards future .
• Develop work habits and attitudes necessary for job success.
• Develop communication, interpersonal and other critical skills in
the future job.
• Build a record of work experience.
 • Acquire employment contacts leading directly to a full-time job
following graduation from college.
Universities and colleges should follow the APSCHE guidelines for the short-
term project and the program book designed for the purpose.

Third internship (5th/6thSemester period):

During the entire 5th /6th Semester, the student shall undergo
Apprenticeship / Internship / On the Job Training. This is to ensure that the
students develop hands on technical skills which will be of great help in facing
the world of work.

• Learning outcomes
• Explore career alternatives prior to graduation.
• Integrate theory and practice.
• Assess interests and abilities in their field of study.
• Learn to appreciate work and its function towards future .
• Develop work habits and attitudes necessary for job success.
• Develop communication, interpersonal and other critical skills in
the future job.
• Build a record of work experience.
• Acquire employment contacts leading directly to a full-time job
following graduation from college.
• Acquire additional skills required for the world of work.
Universities and colleges should follow the APSCHE guidelines for the
semester term project and the program book designed for the purpose.

For complete details visit [Link]

4. Multiple Entry and Exit Options
• Purpose:
Flexibility is important to choose one’s academic pathway to the award
of certificate, diploma, and degree. There are occasions when learners
have to give up their education mid-way for various reasons. The
academic records/marks/credits for such incomplete academic
programmes remain unaccounted. In order to address such issue, the
curriculum framework paves way for multiple entry and exit in to the
degree programme.

• The purpose of Multiple Entry and Exit Options shall meet the following
objectives -
o An initiative to curtail the dropout rate and improve GER.
o Offers flexibility in making choice between continuing of
education at a stretch for 4 years and exiting and taking up job
and returning back to the learning system.
o Offers different designs of programmes of study, viz., certificate,
diploma, degree and degree with honours.
o Ensures scaling up from certificate level to degree with honours
level.
o Enables credit accumulation and transfer of credits.
o Ensures zero-year-loss to students in the event of exiting in
between the 4-year programme of study.

• Operative Details of ME-ME

• 1st year
o Entry 1: The entry requirement for the 1st year of 4-year Degree
(Level – 4.5 of National Credit Framework (NCrF) of UGC) is
Intermediate/12th class of CBSE/ or any other equivalent
certificate approved by the Board of Intermediate Education.
o Exit 1: A Certificate will be awarded when a student exits at the
end of the year 1 (Level 4.5).
o Certificate in Sciences/Arts & Humanities/Commerce/Business
Management/Business Administration / Computer Applications
/ Hotel Management is to be awarded if students exit after
successful completion of 1 year of study in [Link] / B.A / [Link] /
BBA / BBM / BCA / BHM respectively. However, the students
are required to pass all courses, Languages, Multidisciplinary,
Skill Enhancement and Core Courses in Major and Minor along
 with completion of Community Service Project in the summer
term.

• 2nd year:
o Entry 2: The entry requirement for 2nd year of 4-year Degree
(Level – 5 of NCrF of UGC) is a Certificate obtained after
completing the first two semesters of the undergraduate
programme. A student can seek entry into the 2nd year of study
in a college, provided there are vacancies in that particular
programme in that college. The transfer admission shall be
within the intake permitted to the college.
o Exit 2: A Diploma will be awarded when a student exits at the
end of the 2nd year (Level 5 of NCrF).
o Diploma in Sciences / Arts & Humanities / Commerce /
Business Management / Business Administration / Computer
Applications / Hotel Management is to be awarded if students
exit after successful completion of 2nd year of study in [Link] / B.A
/ [Link] / BBA / BBM / BCA / BHM respectively. However, the
students are required to pass all courses, Languages,
Multidisciplinary, Skill Enhancement and Core Courses in Major
and Minor along with completion of Community Service Project
in the summer term between 1st and 2nd year and short-term
internship in the summer term between 2nd and 3rd year.

• 3rd year:
o Entry 3: The entry requirement for 3rd year of 4-year Degree
(Level – 5.5 of NCrF of UGC) is a Diploma obtained after
completing two years (4 semesters) of the undergraduate
programme. A student can seek entry into the 3rd year of study
in a college, provided there are vacancies in that particular
programme in that college. The transfer admission shall be
within the intake permitted to the college.
o Exit 3: A Degree will be awarded when a student exits at the end
of the 3rd year (Level – 5.5 of NCrF). Bachelor’s Degree in
Sciences / Arts & Humanities / Commerce / Business
Management / Business Administration / Computer
Applications / Hotel Management is to be awarded if students
exit after successful completion of 3rd year of study. However, the
students are required to pass all courses, Languages,
Multidisciplinary, Skill Enhancement and Core Courses in Major
and Minor along with completion of Community Service Project
in the summer term between 1st and 2nd year and short-term
 internship in the summer term between 2nd and 3rd year and a
full-semester internship.
o The Degree awarded shall include the Major and Minor/s in
parenthesis. For Ex., [Link] (Zoology with Chemistry Minor)

• 4th year:
o Entry 4: The entry requirement for 4th year of 4-year Degree
(Level – 6 of NCrF of UGC) is a degree obtained after completing
three years (6 semesters) of the undergraduate programme. A
student can seek entry into the 4th year of study in a college,
provided there are vacancies in that particular programme in that
college. The transfer admission shall be within the intake
permitted to the college.
o Exit 4: A Degree with Honours will be awarded when a student
exits at the end of the 3rd year (Level – 6 of NCrF). Bachelor’s
Degree with Honours in Sciences/Arts & Humanities/
Commerce/Business Management/Business Administration /
Computer Applications /Hotel Management with Honours is to
be awarded if students exit after successful completion of 4th
year of study.
o The name of the Major/s shall be indicated in parenthesis and
the name of the Minor/s. For ex., [Link] Honours (Zoology with
Chemistry as Minor) or [Link] Honours (History with Political
Science as Minor) and so on.
o If the student completes the 4th year with courses in research
methodologies and a rigorous research project in one of the major
of study, a Bachelor degree (Honours with research) is awarded.
5. Program Outcomes and Benefits
A. Knowledge and Skills Development
• Knowledge and skills development can be explained as a crucial
program outcome and benefit of a 4-year Honours Degree Program. As
students progress through the program, they acquire a wide range of
subject-specific knowledge and general skills that prepare them for
success in their chosen field and beyond.
• Subject-Specific Knowledge:
In-Depth Understanding: The 4-year Honours Degree Program
provides students with an opportunity to develop a deep understanding
of their chosen major. Through advanced coursework and specialized
study, students gain expertise in their field of interest.
Critical Analysis: Students learn to critically analyze complex
concepts and theories within their major. They acquire the ability to
evaluate and apply knowledge to real-world scenarios, fostering
problem-solving skills.
• Interdisciplinary/Multidisciplinary Knowledge:
Holistic Perspectives: Honours Degree Programs often encourage
interdisciplinary learning, allowing students to explore connections
between different fields of study. This broadens their perspectives and
promotes a well-rounded education.
Integrative Learning: Students develop the ability to integrate
knowledge from various disciplines, enabling them to address
multifaceted challenges with a comprehensive approach.
• Communication Skills:
Written Communication: Students enhance their written
communication skills by preparing reports, essays, and research
papers. They learn to articulate complex ideas clearly and effectively.
Oral Presentation: Through presentations and seminars, students
develop strong oral communication skills, enabling them to present
ideas confidently and persuasively.
• Research and Analytical Skills:
Research Experience: Honours Degree Program with Research typically
include research components such as a capstone project or thesis.
Students engage in research methodologies, data analysis, and
independent inquiry, honing their research skills.
Critical Thinking: Through research and coursework, students cultivate
critical thinking abilities, enabling them to analyze data, evaluate
evidence, and form well-founded arguments.
B. Career Opportunities and Graduate Employability
• Career options and graduate employability are the significant program
outcomes and benefits of the 4-year Honours Degree Program. The
program equips students with the necessary knowledge, skills, and
experiences to pursue diverse career paths and enhances their potential
for successful employment after graduation.
• The 4-year Honours Degree Program provides students with specialized
knowledge and expertise in their chosen field of study through
advanced coursework and in-depth study.
• Graduates possess a deep understanding of their subject, making them
more attractive to employers seeking candidates with specialized
knowledge and skills.
• Throughout the program, students develop a range of industry-relevant
skills such as critical thinking, problem-solving, data analysis,
research, and communication skills.
• Graduates are well-prepared to meet the demands of the job market
and can apply their skills effectively in professional settings.
• Honours Degree Program incorporate mandatory internships; hence
graduates gain valuable practical experience during their studies,
enhancing their employability by demonstrating hands-on skills and
industry exposure.
• Honours Degree Program emphasizes critical thinking and adaptability,
preparing students for the rapidly changing job market.
• Graduates are equipped to navigate and thrive in dynamic work
environments, and they possess a strong foundation for continuous
learning and skill development.
• As a result of the specialized knowledge, skills, and experiences gained,
graduates are highly sought after by employers. And enjoy enhanced
employability and marketability, increasing their chances of securing
rewarding job opportunities and career advancement.

C. Further Education and Postgraduate Studies

• After completion of the first 3 years of study in the Honours Degree
Program, if a student exits, he/she is awarded a Degree and is eligible
to pursue a 2-year Postgraduate Program.
• A student getting a UG Honours Degree can do 1-year Postgraduate
Program.
• A student awarded with UG Honours Degree with Research is eligible
to get direct admission into Ph.D. program provided the student secures
75% and above marks.
6. Appendices
A. Curriculum framework
[Link] (Honours) with Single Major
Skill
Multi
Major* Minor Languages Enhanceme Env. Edn
Semester Disny’ OOTC Total
(4 Cr) (4 Cr) (3 Cr) nt Courses (2 Cr)
(2 Cr)
(2Cr)
C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr
Sem 1 2* 10 8 2 8 6 1 2 2 2 4 4 7 24 20
Sem 2 2 6+4 8 1 3+2 4 2 8 6 2 4 4 7 27 22
Community Service Project of 180 hours with 4 Credits.
Student is eligible for Exit Option-1 with the award of Certificate in respective discipline
Sem 3 4 12+8 16 1 3+2 4 1 2 2 1 2 2 7 29 24
Sem 4 3 9+6 12 2 6+4 8 1 2 2 1 2 2 7 29 24

Short-Term Internship/Apprenticeship/OJT of 180 hours with 4 Credits.

Student is eligible for Exit Option-2 with the award of Diploma in respective major with minor

Sem 5 4 12+8 16 2 6+4 8 1 2 2 7 32 26

Semester Internship/Apprenticeship/OJT with 12 Credits.
Sem 6
Student is eligible for Exit Option-3 with the award of Degree in respetive major with
IKS#
Sem 7 3 9+6 12 2* 6+4 8 1 2 2 1 2 0 6 29 22
Sem 8 3 9+6 12 2* 6+4 8 1 2 2 1 2 0 6 29 22
21 84 6 24 4 12 3 6 6 10 32 28 2 4 4 2 4 0 47 160
20 Additional Credits for 10 month mandatory Internship/OJT/Apprenticeship
C Courses H Hours Cr Credits OOTC Open Online Transdisciplinary
IKS# Indian Knowledge Systems - Audit Course
B.A/[Link]/BBA (Honours) with Minor
Multi Skill Env.
Semest Major* Minor Languages
Disny’ Enhancement OOTC Edn Total
er (4 Cr) (4 Cr) (3 Cr)
(2 Cr) Courses (2Cr) (2 Cr)
C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr
Sem 1* 2 8 8 2 8 6 1 2 2 2 4 4 7 22 20
Sem 2 2 8 8 1 4 4 2 8 6 2 4 4 7 24 22
Community Service Project of 180 hours with 4 Credits.
Student is eligible for Exit Option-1 with the award of Certificate in respective
discipline
Sem 3 4 16 16 1 4 4 1 2 2 1 2 2 7 24 24
Sem 4 3 12 12 2 8 8 1 2 2 1 2 2 7 24 24
Short-Term Internship/Apprenticeship/OJT of 180 hours with 4 Credits.
Student is eligible for Exit Option-2 with the award of Diploma in respective major with
Sem 5 4 16 16 2 8 8 1 2 2 7 26 26
Semester Internship/Apprenticeship/OJT with 12 Credits.
Sem 6 Student is eligible for Exit Option-3 with the award of Degree in respetive major
with minor
IKS#
Sem 7 3 12 12 2* 8 8 1 2 2 1 2 0 6 24 22
Sem 8 3 12 12 2* 8 8 1 2 2 1 2 0 6 24 22
21 84 6 24 4 12 3 6 6 10 32 28 2 4 4 2 4 0 47 160
20 Additional Credits for 10 month mandatory Internship/OJT/Apprenticeship
C Courses H Hours Cr Credits OOTC Open Online Transdisciplinary
IKS# Indian Knowledge Systems - Audit Course
B. Guidelines for UG Honours with research

UG Honours with Research

1. Students have to choose after the completion of the third year of study,
the Honours program for the fourth year of study.
2. They can pursue Honours program in the major/minor domain of
joining in Honours with the research programme.
3. If the student wants to join in Honours with research, he/she should
pass all the courses in the first three years of the UG program and
secure 75% or more marks.
4. For Semester 7, the curricular structure includes 3 common courses
on Research Methodologies and 2 discipline-specific courses in the 7th
semester.
5. In the 8th Semester, the student has to complete an individual research
project in one of the three subjects of his/her study in the first three
years.

6. Courses on Research Methodology (7th Semester):

The course structure for the 7th Semester shall be as follows:
B.A./[Link]./BBA/BCA,etc:
1. Course 7.1 (7th Semester Course 1)
Research Methodology: Conceptual and Theoretical Perspectives
2. Course 7.2
Research Methodology: Observational and Empirical Perspectives
3. Course 7.3
Statistical Analysis using Computer Packages for Research Methodology
4. Course 7.4
Introduction to Social Science Research
5. Course 7.5
Quantitative Approach to Social Science Research

[Link] (Statistics/Mathematics/Computer Science)

1. Course 7.1
Research Methodology: Conceptual and Theoretical Perspectives
2. Course 7.2
Research Methodology: Observational and Empirical Perspectives
3. Course 7.3
Statistical Analysis using Computer Packages for Research Methodology
4. Course 7.4
Advanced Statistical Methods for Data Analysis (For Statistics students)
5. Course 7.4
Advanced Areas of Computer Science (For Computer Science students)
6. Course 7.4
Advanced Mathematics for Research (For Mathematics students)
NOTE: For Statistics students, apart from Courses 7.1, 7.2 and 7.3 being
mandatory courses, sl no.4 is compulsory and they can opt for sl no.5 or 6
as their 5th Course.

For Computer Science students, apart from Courses 7.1, 7.2 and 7.3 being
mandatory courses, sl no.5 is compulsory and they can choose between sl.
nos. 4 and 6 as their 5th Course.

In case of Mathematics students, apart from Courses 7.1, 7.2 and 7.3 being
mandatory courses, sl no.6 is compulsory and there will be a choice
between sl nos. 4 and 5 as their 5th Course.

[Link] (Physical Sciences/Chemical Sciences)

1. Course 7.1
Research Methodology: Conceptual and Theoretical Perspectives
2. Course 7.2
Research Methodology: Observational and Empirical Perspectives
3. Course 7.3
Statistical Analysis using Computer Packages for Research Methodology
4. Course 7.4
Advanced Analytical Techniques for Science Research
5. Course 7.5
Materials Science

[Link] (Biological Sciences)

1. Course 7.1
Research Methodology: Conceptual and Theoretical Perspectives
2. Course 7.2
Research Methodology: Observational and Empirical Perspectives
3. Course 7.3
Statistical Analysis using Computer Packages for Research Methodology
4. Course 7.4
Advanced Analytical Techniques for Science Research
5. Course 7.5
Advanced Techniques in Biological Sciences

7. Open Online Courses

A Student shall do TWO Open Online Transdisciplinary Courses, in
Semesters 7 & 8. The Online Courses can be of students’ choice, either in
the same domain/related domain or multidisciplinary in nature. The
 Online Courses can also be done either in SWAYAM or NPTEL or
COURSEERA or from any other resources recognized by the APSCHE and
the competent authority of the respective Universities. The Open Online
Courses shall carry 4 Credits each. Students shall have a choice of
choosing either two online courses of 2 credits each or one course of 4
credits or can acquire a greater number of credits. If a student is desirous
of choosing Open Online Courses offered by industry or a recognized online
course provider, the duration shall be not less than 60 hours for a 4-credit
course.

Assessment for Online Courses:

If the Online Course is done from among the Online courses offered in
SWAYAM or UGC MOOCs or NPTEL, the credits and marks awarded shall
be recognised and calculated for the SGPA and CGPA. The same shall be
the case if any service provider conducts an online examination (proctored).
If no online examination is conducted either on SWAYAM or UGC MOOCs
or NPTEL or proctored examination by the service provider, a pen and paper
examination be conducted by the university.

Year Semester Course Code Type of Course Hrs/Week Credits

4 VII VII.1.8 Common Course 5 5
4 VII VII.2.9 Common Course 5 5
4 VII VII.3.10 Common Course 5 5
4 VII.4.11 Discipline Specific
VII 5 5
Course
4 VII.5.12 Discipline Specific
VII 5 5
Course
4 VII.6.13 Transdisciplinary
VII 15 Weeks 2
Online Course
4 VII VII. 7.14 IKS 15 Weeks 0
4 VIII
4 VIII
Research Project in
4 VIII VIII.1.14 15 Weeks 25
major/minor
4 VIII
4 VIII
4 VIII.2.15 Transdisciplinary
VIII 15 Weeks 2
Online Course
4 VIII VIII.3. 16 IKS 15 Weeks 0

8. Individual Research Project in Semester 8 for students of

Commerce, Arts, Management, Languages, etc:
Guidelines for the Research Project to be done during VIII Semester

Objectives:
The purpose of this course is to introduce students to the process of
conducting social science research projects. The students will be helped to
conceptualise, design and execute a research project by a teacher guide.

Structure:
Most of the sessions in this semester will be designed in a seminar format.
This will be supplemented by individual / group conference/supervision. The
focus will be on discussions and analysis of assignments.
Learners will be encouraged to read books and research journals related to
his/her research topic and share them in the seminars.
Learners will be initiated to think about research issues throughout the
semester, debate these issues with teachers and classmates and synthesize
these issues mentally to develop as a researcher.
Being a research degree, this course will entail (1) a much higher workload
than any bachelor’s degree course studied so far (2) a heavy dose of readings,
and (3) a substantial amount of critical thinking.

Duration of the Project: 15 Weeks

Method of Assessment:
Continuous Internal Evaluation 100 marks (spread across the semester)
Semester End External Evaluation shall be conducted at the end of the
Semester.
Dissertation 200 marks
Seminar 100 marks
Viva voce 100 marks

There shall be a panel of three Examiners for the Semester End External
Evaluation, comprising of Faculty Supervisor, one faculty member-internal
examiner and one external examiner.
Research Project Work Schedule:
A. Individual Research Project in Semester VIII for students of BA,
[Link], BBA, BCA, etc :

Week 1 : Research Seminar

Learners will be helped to select a topic of his/her choice and prepare a paper
(3-4 pages) and present it in a seminar organised by the department in the
end of the week.
Method of Internal Assessment: Two faculty members (Faculty supervisor and
the faculty member who is teaching research methodology papers)
Week 2 : Research Proposal
In this week using the learning of the previous semester about the research
process learners would prepare a research proposal.
Learners will select a research problem of his/her choice for this proposal and
submit it at the end of the week. This proposal will be 5 to 6 pages. It would
include (1) research problem and significance, (2) literature review, (3)
theory and hypotheses, (4) research design (5) Sampling (6) tool of data
collection (7) data processing and analysis and (8) plan of research report. The
learner will be required to present his/her research proposal at the end of the
week in 15-20 minutes in the classroom.

Method of Internal Assessment: Two faculty members (the Faculty supervisor

and the faculty member who is teaching research methodology courses) will
assess the proposal.

Week 3: Data Collection

In order to collect the requisite data for research study, learners are required
to and use the tools of data collection devised/selected during the last
semester. Learners are advised to go for pre-testing of tool of data collection
selecting 5 to 10 respondents and revise or modify their tool.

Week 4: Data Collection

In this week the learners will go to the field and collect data from the
respondents selected for the study in the previous semester.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 5: Data Processing using SPSS

Once the data are collected, the learners will be helped to process it. They will
be required to prepare a Code Book and a Master Chart. This is essential to
process the data using SPSS. Learners will be helped to define data, enter
data in Data Editor of SPSS.

Method of Internal Assessment: Faculty supervisor will assess the method

and procedures used by learner in data collection.

Week 6: Data Analysis using SPSS

In this week the learners will be helped to prepare a plan of tabulation and
execute it. The tabulation plan may include a list of independent and
dependent variables, univariate tables, bivariate tables, trivariate tables and
a list of statistical procedures to be applied. Accordingly, the learners will
generate Tables and Statistical test results.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 7 and Week 8 : Writing of Chapter I : Introduction

The research report starts with the ‘Introduction’ of the research problem. It
introduces the topic or research under investigation and its importance. The
introductory chapter gives the background to the specific area of
investigation. This is followed by a brief statement of the problem under study.
It is also necessary to explain the significance of the present problem. Here
researcher is expected to describe precisely and clearly the objective(s) of the
research study. This is followed by the statement of the proposed hypotheses
of the study that would be tested through statistical procedures.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 9: Writing of Chapter II : Review of Literature

The next task of the researcher is to present a review of the relevant literature.
This includes a critical analysis of earlier research studies. As such, while
reviewing the literature, it should be kept in mind that literature has been
critically examined in terms of agreements and disagreements among the
researchers in order to justify the necessity for conducting the research study.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 10 and Week 11: Writing of Chapter III : Research Methodology

This is followed by a description of the design of a study. This section provides
a detailed overview of “how” the study was conducted. The various sub-
sections include: i) description of the research design of the study, ii)
variables: the independent, dependent and control variables with their
operational definitions; iii)sampling procedures: defining the population, and
drawing of sample for the present study; iv) listing and describing methods
and tools of data collection used in the study, like questionnaires, attitude
scales, etc., their reliability, validity and administration etc.; v) describing the
statistical procedures used in the analysis of data including the rationale of
the use and method of data analysis.

Method of Internal Assessment: Faculty supervisor will assess the method

and procedures used by learner in data collection.
Week 12 and Week 13: Writing of Chapter V: Data Analysis and
Interpretation
The outcome of the research is presented in tabular form with the help of
statistical procedures. The data are analysed and interpreted and presented
in the form of a research report. If necessary, the findings are also presented
graphically. The figures do not necessarily; repeat the tables, but present data
visually for easy understanding and easy comparisons.

Method of Internal Assessment: The faculty supervisor will assess the quality
of analysis and interpretation of data.

Week 14 and Week 15: Writing of Chapter VI: Major Findings,

Conclusions and Discussions
This is usually the fifth chapter of a research report. The major findings of the
study analyzed and interpreted in the preceding chapter are precisely and
objectively stated in this chapter. The fourth chapter contains such
presentations as only a trained researcher can understand because of the
complexities involved, but in the fifth chapter, the major findings are
presented in a non-technical language so that even non-trained researchers
such as a planner or an administrator in the field can make sense out of them.

The major findings are followed by a discussion of the findings. The major
findings are compared with the findings of other related research studies
which have already been reviewed in the second chapter of the report.
Accordingly, the hypotheses formulated in the first chapter are either
accepted or rejected. In case the null-hypotheses are rejected, alternative
hypotheses are accepted. If the findings do have any discrepancy in
comparison with those of other researches, or if the findings do not explain
sufficiently the situation or problem under study, or if they are inadequate for
generalizations, explanations with proper justification and explanation have
to be provided.

Method of Internal Assessment: The faculty supervisor will assess the

presentation of major findings, conclusions and discussions and will give a
grade.

Though the Research Project is completed in the VIII Semester, the

work could be initiated in the VII Semester itself.

B. Individual Research Project in Semester VIII for Students of

Science:
Guidelines for the Research Project to be done during VIII Semester

Identification of Research Project:

The student has to select a topic which is interesting to him/her and related
to subject which is relevant to society or industry. The title of the topic can be
designed with the consultation of the research supervisor.

Objectives:
The purpose of this course is to introduce students to the process of
conducting science research projects. The students will be helped to
conceptualise, design and execute a research project by a teacher guide. The
students have to identify the objectives related to the topic of the research
project proposed.

Structure:
Most of the sessions in this semester will be designed in a seminar format.
This will be supplemented by individual / group conference/supervision. The
focus will be on discussions and analysis of assignments.
Learners will be encouraged to read books and research journals related to
his/her research topic and share them in the seminars.
Learners will be initiated to think about research issues throughout the
semester, debate these issues with teachers and classmates and synthesize
these issues mentally to develop as a researcher.
Being a research degree, this course will entail (1) a much higher workload
than any bachelor’s degree course studied so far (2) a heavy dose of readings,
and (3) a substantial amount of critical thinking.

Duration of the Project: 15 Weeks

Method of Assessment:

Continuous Internal Evaluation 100 marks

(spread across the semester)

Semester-End External Evaluation

Dissertation 200 marks
Seminar 100 marks
Viva voce 100 marks
(shall be conducted at the end of the Semester)
There shall be a panel of three Examiners for the Semester End External
Evaluation, comprising of Faculty Supervisor, one faculty member-internal
examiner and one external examiner.
Research Project Work Schedule:

Week 1 : Research Seminar

Learners will be helped to select a topic of his/her choice and prepare a paper
(3-4 pages) and present it in a seminar organised by the department at the
end of the week.
Method of Internal Assessment: Two faculty members (Faculty supervisor and
the faculty member who is teaching research methodology papers)

Week 2 : Research Proposal

In this week using the learning of the previous semester about the research
process learners would prepare a research proposal. Learners will select a
research problem of his/her choice for this proposal and submit it at the end
of the week. This proposal will be 5 to 6 pages. It would include (1) an
Introduction of the research problem, (2) Review of the literature related to
the problem, aims and objectives of the proposed research problem (3)
Materials and Methods related research problem (4) Results related to the
methods by using with suitable statistical tools, (5) Discussion, Summary and
Conclusion of the research findings on basis of the proposed problem, submit
some of the significant references as a bibliography. Learners will be required
to present his/her research proposal at the end of the week in 15-20 minutes
in the classroom.

Method of Internal Assessment: Two faculty members (the Faculty supervisor

and the faculty member who is teaching research methodology courses) will
assess the proposal.

Week 3: Literature Collection

In order to collect the requisite literature for the research study, learners are
required to and use various methods of information through review articles/
research journals/ various web links. Learners are advised to prepare a review
of the literature related to the research proposal through the recent literature
information. This will strengthen the design of the Aim and objectives of the
research proposal.

Week 4: Designing of the Methodology

In this week the learners will collect the literature related to the methodology
to be used in the present proposed research proposal by using different SOPs.
The interpretation of the data obtained from the results also can be selected
for the present study.

Method of Internal Assessment: Faculty supervisor will assess the method

and procedures used by learner in data collection.
Week 5: Results Processing and analysis
Once the results are obtained, the learners will be used various methods in
the representation of figures, tabular, and graphical methods to process it.
The analysis of the results will be processed by using various data packages.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 6: Discussion on the interpretation of the results, summary and

conclusion
In this week the learners will be helped to discuss the results obtained in the
previous week and interpret the results by using the supporting literature
published earlier. After thorough discussion, the summary can be obtained
with the respective results obtained earlier. Finally, it will be concluded the
findings of the present proposed research proposal. It will be followed by
adding the references as a bibliography and also appended the preparation of
solutions, buffers, media etc.,

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 7 and Week 8: Writing of Chapter I : Introduction

The research report starts with the ‘Introduction’ of the research problem. It
introduces the topic or research under investigation and its importance. The
introductory chapter gives the background to the specific area of
investigation. This is followed by a brief statement of the problem under study.
It is also necessary to explain the significance of the present problem.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 9: Writing of Chapter II : Review of Literature

The next task of the researcher is to present a review of the relevant literature.
This includes a critical analysis of earlier research studies. As such, while
reviewing the literature, it should be kept in mind that literature has been
critically examined in terms of agreements and disagreements among the
researchers in order to justify the necessity for conducting the research study.
Here researcher is expected to describe precisely and clearly the Aim(s) and
objective(s) of the research study.

Method of Internal Assessment: Faculty supervisor will assess the method

and procedures used by learner in data collection.
Week 10 and Week 11: Writing of Chapter III : Materials and Methods
related research problem
This is followed by a description of the design of a study. This section provides
a detailed overview of “how” the study was conducted. The various sub-
sections include: i) description of the research design of the study, ii)
variables: the independent, dependent and control variables with their
operational definitions; iii)sampling procedures: defining the population, and
drawing of sample for the present study; iv) listing and describing methods
and tools of data collection used in the study, like questionnaires, attitude
scales, etc., their reliability, validity and administration etc.; v) describing the
statistical procedures used in the analysis of data including the rationale of
the use and method of data analysis.

Method of Internal Assessment: The faculty supervisor will assess the method
and procedures used by the learner in data collection.

Week 12 and Week 13: Writing of Chapter IV: Results processing and
analysis related to the methods by using suitable statistical tools
The findings of the results will be presented in the form of figures/photos,
tabular and graphically. The outcome of the research is presented in tabular
form with the help of statistical procedures. The results are analysed and
interpreted and presented in the form of a research report. The figures do not
necessarily; repeat the tables, but present data visually for easy
understanding and easy comparisons.

Method of Internal Assessment: The faculty supervisor will assess the quality
of analysis and interpretation of data.

Week 14 and Week 15: Writing of Chapter V: Discussion, Summary and

Conclusion of the research findings on the basis of the proposed
problem
The fifth chapter in the research report deals with the discussion based on
results which are analysed with the interpretation of the literature.
Depending on the interpretation of the discussion with the correlation of the
results the summary of the research problem can be narrated in a
chronological way. The Conclusion will be given depending on the research
finding of the proposed problem. After conclusion, the references will be added
as a bibliography and followed by the appendix as preparation of solutions,
buffers and media or any other information related to the research proposal.
If possible, the faculty supervisor may advise the student to submit the
plagiarism certificate, which will be useful to the candidate to understand the
writing skills of the research report.
Method of Internal Assessment: The faculty supervisor will assess the
presentation of major findings depending on the methodology used,
presentation of results, interpretation of the results with discussion,
summary of the proposed research problem and conclusion.

Though the Research Project is to be completed in the VIII Semester,

the work could be initiated in the VII Semester itself.

@@@
 B.A/[Link]/BBA (Honours) with Minor
Multi Skill Env.
Semest Major* Minor Languages
Disny’ Enhancement OOTC Edn Total
er (4 Cr) (4 Cr) (3 Cr)
(2 Cr) Courses (2Cr) (2 Cr)

C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr
Sem 1* 2 8 8 2 8 6 1 2 2 2 4 4 7 22 20
Sem 2 2 8 8 1 4 4 2 8 6 2 4 4 7 24 22
Community Service Project of 180 hours with 4 Credits.
Student is eligible for Exit Option-1 with the award of Certificate in respective
discipline
Sem 3 4 16 16 1 4 4 1 2 2 1 2 2 7 24 24
Sem 4 3 12 12 2 8 8 1 2 2 1 2 2 7 24 24
Short-Term Internship/Apprenticeship/OJT of 180 hours with 4 Credits.
Student is eligible for Exit Option-2 with the award of Diploma in respective major with
Sem 5 4 16 16 2 8 8 1 2 2 7 26 26
Semester Internship/Apprenticeship/OJT with 12 Credits.
Sem 6 Student is eligible for Exit Option-3 with the award of Degree in respetive major
with minor
IKS#
Sem 7 3 12 12 2* 8 8 1 2 2 1 2 0 6 24 22
Sem 8 3 12 12 2* 8 8 1 2 2 1 2 0 6 24 22
21 84 6 24 4 12 3 6 6 10 32 28 2 4 4 2 4 0 47 160
20 Additional Credits for 10 month mandatory Internship/OJT/Apprenticeship
C Courses H Hours Cr Credits OOTC Open Online Transdisciplinary
IKS# Indian Knowledge Systems - Audit Course
 [Link] (Honours) with Single Major
Skill
Multi
Major* Minor Languages Enhanceme Env. Edn
Semester Disny’ OOTC Total
(4 Cr) (4 Cr) (3 Cr) nt Courses (2 Cr)
(2 Cr)
(2Cr)
C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr C H Cr
Sem 1 2* 10 8 2 8 6 1 2 2 2 4 4 7 24 20
Sem 2 2 6+4 8 1 3+2 4 2 8 6 2 4 4 7 27 22
Community Service Project of 180 hours with 4 Credits.
Student is eligible for Exit Option-1 with the award of Certificate in respective discipline
Sem 3 4 12+8 16 1 3+2 4 1 2 2 1 2 2 7 29 24
Sem 4 3 9+6 12 2 6+4 8 1 2 2 1 2 2 7 29 24

Short-Term Internship/Apprenticeship/OJT of 180 hours with 4 Credits.

Student is eligible for Exit Option-2 with the award of Diploma in respective major with minor

Sem 5 4 12+8 16 2 6+4 8 1 2 2 7 32 26

Semester Internship/Apprenticeship/OJT with 12 Credits.
Sem 6
Student is eligible for Exit Option-3 with the award of Degree in respetive major with
IKS#
Sem 7 3 9+6 12 2* 6+4 8 1 2 2 1 2 0 6 29 22
Sem 8 3 9+6 12 2* 6+4 8 1 2 2 1 2 0 6 29 22
21 84 6 24 4 12 3 6 6 10 32 28 2 4 4 2 4 0 47 160
20 Additional Credits for 10 month mandatory Internship/OJT/Apprenticeship
C Courses H Hours Cr Credits OOTC Open Online Transdisciplinary
IKS# Indian Knowledge Systems - Audit Course
 Guidelines for Evaluation of the Foundational Level Courses of the 1st
Semester in the 4-year UG Honours Programs w.e.f 2023-24

1. Background:
Commencing in the academic year 2023-24, a 4-year undergraduate (UG)
Honors Program, is launched. This unique program encompasses both a Single
Major and a Minor.

Within the first semester of this 4-year UG program, two fundamental courses
have been designed. These courses fall into four distinct categories: one category
is consistent across all arts and social sciences majors, another is tailored for
commerce and business administration majors, a third category is designed for
biological sciences majors, and the fourth category is intended for students
majoring in mathematics, statistics, physical sciences, chemical sciences, and
computer science.

It's important to note that these courses are foundational in nature.

2. Objectives of designing the first two courses:

The courses in the first semester of graduate programs serve various objectives,
with the primary goal of providing students with the necessary skills, knowledge,
and preparation to succeed in their chosen field of study. The specific objectives
of introducing pathway courses include:

1. Prepare Students for Advanced Study in a Major or for choosing a Minor:

One of the primary objectives is to prepare students for the rigor of advanced
graduate-level coursework by bridging any knowledge or skill gaps they may
have. The courses shall also help the students in choosing a particular Minor of
his/her interest.

2. Ensure a Strong Foundation:

Help students build a strong foundational understanding of the core concepts
and principles in their field, ensuring that they have the necessary background
to succeed in more specialized courses.
3. Address Diverse Backgrounds:
Accommodate students with diverse academic backgrounds and experiences,
allowing them to come up to speed regardless of their prior education.

4. Promote Interdisciplinary Understanding:

Encourage a holistic understanding of the subject matter, especially in
understanding the multidisciplinary or interdisciplinary nature of the chosen
domain of study, by covering a broad range of topics and perspectives.

5. Foster a Growth Mindset:

Instill a growth mindset and a commitment to lifelong learning, encouraging
students to understand and adapt to new challenges and opportunities in their
field.

6. Ensure Compliance with Program Requirements:

Ensure that students meet the minimum requirements for admission into the
graduate program, especially in cases where students may lack prerequisites for
their desired program.

7. Enhance Retention and Graduation Rates:

Improve retention and graduation rates by giving students the tools they need to
succeed, reducing attrition due to unpreparedness.

8. Customize Learning Experiences:

Allow students to choose their minor and online courses to align with their
individual needs and career goals, ensuring a more personalized educational
experience.

9. Provide Transitional Support:

Offer academic and transitional support services to help students acclimate to
the demands of graduate-level education.

Thus, these courses are designed to support students' academic and

professional development, ensuring they are well-equipped to excel in their
chosen graduate programs and make meaningful contributions to their
respective fields.
 3. List of courses designed –

For Arts and Social Sciences:

1. Fundamentals of Social Sciences
2. Perspectives on Indian Society

For Commerce/Business Administration:

1. Fundamentals of Commerce
2. Business Organization

For Biological Sciences

1. Introduction to Classical Biology
2. Introduction to Applied Biology

For Mathematics/Physical/Chemical/Computer Sciences:

1. Essentials and Applications of Mathematical, Physical and Chemical
Sciences
2. Advances in Mathematical, Physical, and Chemical Sciences.
Universities are also given the freedom to devise such types of courses wherever
necessary, meeting the stated objectives.

4. Evaluation Methodology:

As these courses have been structured with distinct and individualized goals,
there is a recognized need for a standardized evaluation approach. Consequently,
it is suggested that the assessment of these courses will adopt an objective
format, encompassing multiple choice questions, completion exercises, matching
exercises, concise one-word responses, and succinct one-sentence responses.

5. Objective Format of Evaluation

The main aims of having an objective format in the evaluation methodology of

these courses which are at the foundation level are -

1. Consistency and Fairness: Objective formats, such as multiple-choice

questions, provide a standardized and consistent method of assessment. This
helps ensure that all students are evaluated based on the same criteria,
promoting fairness in the evaluation process.
2. Efficiency: Objective assessments can be efficiently administered and graded,
particularly in larger classes. This saves time and resources for both faculty and
students.

3. Objective Measurement: Objective assessments offer a more objective and

quantifiable measure of a student's knowledge and skills. The results are less
susceptible to subjectivity or bias on the part of the grader.

4. Assessment of Diverse Learning Objectives: Objective formats can assess a

wide range of learning objectives, from basic recall of facts (remembering) to more
complex skills like analysis, application, and evaluation. This versatility makes
them suitable for various courses and learning outcomes.

5. Alignment with Learning Objectives: Objective questions can be carefully

aligned with specific learning objectives, ensuring that the assessment directly
measures what students are expected to know and be able to do.

6. Reliability: Objective assessments tend to have higher reliability because they

are less prone to subjective interpretation. Reliable assessments consistently
measure a student's knowledge and skills.

7. Validity: Properly designed objective assessments are often considered to have

high content validity because they can cover a broad range of content areas. They
can also be designed to measure other forms of validity, such as construct or
criterion-related validity.

8. Scalability: Objective formats are easily scalable to accommodate larger

student populations, making them suitable for both small and large classes.

9. Data Analysis: Objective assessment results can be subject to quantitative

data analysis, which can be valuable for program evaluation, improvement, and
accreditation purposes.

10. Feedback for Course Improvement: By analyzing the results of objective

assessments, instructors and institutions can identify areas where students may
be struggling and make curriculum adjustments to improve student learning
outcomes.

11. Assessment of Fundamental Concepts: Objective assessments are

particularly effective for evaluating fundamental concepts that serve as a
foundation for more advanced coursework.
 6. Aligning the evaluation with Bloom’s Taxonomy:

Bloom's Taxonomy of educational objectives is a framework that categorizes

different levels of cognitive learning and thinking skills. The taxonomy includes
six major levels, organized from the lowest order of thinking to the highest order:

Remembering:
At this level, learners demonstrate the ability to recall facts, information, or
concepts from memory. This involves recognizing or recalling previously learned
material.

Understanding:
At this level, learners grasp the meaning of information. They can explain ideas,
concepts, or theories in their own words, demonstrating comprehension and
interpretation.

Applying:
Applying refers to using knowledge or concepts in new situations or contexts.
Learners demonstrate their ability to take what they've learned and apply it to
solve problems or complete tasks.

Analyzing:
At this level, students break down information into its constituent parts and
examine the relationships between those parts. They identify patterns,
connections, and structures within the material.

Evaluating:
This level involves making judgments or assessments about the value or quality
of ideas, theories, solutions, or products. Learners use criteria to make informed
decisions and justify their opinions.

Creating:
Creating is the highest level of Bloom's Taxonomy. At this level, students
generate new ideas, products, or solutions. They combine elements to form a
coherent whole and use their creativity to produce something original.

These levels are hierarchical, with each level building upon the skills and
knowledge developed at the previous level. Bloom's Taxonomy is widely used in
education to develop learning objectives, design curricula, and create
assessments that target specific levels of cognitive development. It helps
educators ensure that their teaching and assessment methods align with the
desired learning outcomes.
 7. Designing an Objective Test Format:

Designing objective questions for evaluating these foundation courses involves

creating questions that effectively assess students' understanding and
knowledge of the fundamental concepts and skills taught in the course.
Designing objective questions, including multiple-choice questions (MCQs), true
or false questions, and fill-in-the-blank questions, by aligning them with the
different levels of Bloom's Taxonomy is desirable. The focus shall be on -

1. Understanding the Learning Objectives:

Start by thoroughly understanding the learning objectives of the foundation
course. These objectives should guide the question design.

2. Determining Question Types:

Decide on the types of objective questions that are to be included in the
evaluation. Common types include MCQs, true or false questions, and fill-in-the-
blank questions, matching, one-word or one-sentence responses.

3. Categorizing by Cognitive Level:

Categorizing the learning objectives and topics based on the cognitive levels of
Bloom's Taxonomy, which include, Remembering, Understanding, Applying,
Analyzing, Evaluating, and Creating.

4. Balancing the Cognitive Levels:

A balanced distribution of questions across the cognitive levels, with a focus on
assessing different levels of understanding needs to be ensured. This will help
evaluate whether students have grasped the foundational knowledge and can
apply it appropriately.

5. Writing MCQs:
- For Remembering: Creating MCQs that assess students' recall of basic facts
and concepts.
- For Understanding: Designing MCQs that evaluate comprehension of
principles or theories.
- For Applying: Formulating MCQs that challenge students to use their
knowledge to solve problems or make decisions.
- For Analyzing, Evaluating, and Creating: These higher-order levels may be
more challenging with MCQs, but still, questions can be framed that involve
critical thinking. For instance, asking students to choose the best solution
among options, evaluating the correctness of statements, or completing
scenarios.
6. Writing True or False Questions:
True or false statements shall also align with the learning objectives. These
questions are particularly suitable for assessing understanding and recalling
factual information.

7. Writing Fill-in-the-Blank Questions:

Fill-in-the-blank questions shall be used to assess students' ability to complete
sentences, definitions, or statements. These questions can be effective for testing
knowledge recall.

8. Avoid Ambiguity:
It is to be ensured that all questions and statements are clear and free from
ambiguity. Each question should have a single correct answer.

9. Balancing and Sequencing:

Distributing questions evenly throughout the evaluation and arranging them
logically in terms of difficulty and cognitive levels needs to be ensured.

10. Grading Rubrics:

If applicable, provide grading rubrics for open-ended questions and clear
guidelines on how to evaluate answers may be provided.

The process of creating objective questions to assess these foundational courses

necessitates thoughtful reflection on the course's objectives and the cognitive
levels that need to be appraised. It is essential to develop an efficient evaluation
instrument that accurately gauges whether students have acquired the vital
knowledge and competencies taught in these foundational courses.

8. Semester End Evaluation & Internal Assessment:

70 marks for Semester End Examination and 30 marks for Internal Assessment.
Proportionate changes could be made if there is a change in the marks assigned
for Semester End and Internal Assessments. The examination will have a
maximum duration of 2 hours.
 9. Question Paper Pattern:

QUESTION PAPER TAXONOMY

Level of Bloom's
Type of Question & m Assigned
Taxonomy
MCQs FIB VSQ MC T/F
CIA SEE CIA SEE CIA SEE CIA SEE CIA SEE
Remembering 3 m 10 m
Understanding 3 m 10 m
Applying 4 m 10 m
Analyzing 5 m 10 m
Evaluating 5 m 10 m 5 m 10 m
Creating 5 m 10 m

MCQs: Multiple Choice Questions 1 mark per question. 1.5 minutes to answer

FIB: Fill in the blanks. 1 mark for question. 1.5 minute to answer

VSQ: Very short answer questions. 1 mark per question. 1.5 minute to answer

MC: Matching. 5 marks for matching of 5 items. 2.5 minutes to answer

T/F: True or False. 1 mark per question. 1.5 minutes to answer

(m: marks; CIA: Continuous Internal Assessment; SEE: Semester End
Examinations)

10. Each University shall prepare a Question Bank as per the Question
Paper Taxonomy suggested above.

11. Universities shall prepare 4 series of Question Paper cum Answer

Booklets marked A, B, C, and D with the questions jumbled, with equal
weightage for all units of the syllabus.

12. The seating plan of the examination hall shall be prepared for students
in multiples of 4 plus 2 or 8 plus 2 in a column as is done in the conduct
of competitive examinations.

13. The question paper cum answer booklet shall bear the Register number
of students and the question paper code (A or B or C or D) of that
particular candidate.
14. For very short answer questions answers shall be given in one sentence
and grading rubrics shall be provided for evaluation.

15. The key for the question paper series shall be provided and shall be in
the custody of the Controller of Examinations.

16. It is desirable to conduct these examinations online.