COURSE PACK

SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students out into the real
world. This will give what a course entails.

Course Title Course Type Comprehensive

Course Code Class
Activity Credits Credit Hours Total Number of Assessment in
Classes per Semester Weightage
Lecture
Instruction Tutorial

Practical
Tutorial
Theory
delivery

study
Self-

SEE
Practical

CIE
Self-study
Total
50% 50%
Course Lead Course
Coordinator
Names Theory Practical
Course
Instructors

COURSE OVERVIEW
It is an outline of why students learn what they learn. This will provide all of its details like why a course
is to be studied, what is its market share, its professional circles, where knowledge gained is applied, and
who the business players both in India and Abroad are.

PREREQUISITE COURSE

PREREQUISITE COURSE YES /NO

REQUIRED
If, yes please fill in the Details Prerequisite Prerequisite course name
course code

COURSE OBJECTIVE
Provides insight into why students learn what they learn before beginning a course.

COURSEPACK | FORMAT
COURSE OUTCOMES (COs)

A detailed description of what a student must be able to do at the completion of a course. There can be 3-6
statements/outcomes for every course (suggestiVe of at least one outcome per credit). A detailed description
of what a student must be able to do at the completion of a course.
While writing outcomes, it is helpful to use Verbs that are measurable or that describe an obserVable action.
Such Verbs help faculty and students AVoid misconceptions and misinterpretations as well. The best
outcomes will include a description of the conditions and the acceptable performance lEVEL to be achieVed
by the learners/students.

COURSEPACK | FORMAT
After the completion of the course, the student will be able to:

CO No. Course Outcomes

201.1
201.2
201.3
201.4
201.5

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom's taxonomy is a set of hierarchical models used for the classification of educational learning
objectives into levels of complexity and specificity. The learning domains are cognitive, affective, and
psychomotor.

COMPREHENSIVE
Remember Understand Apply Analyse Evaluate Create
CO No.
KL1 KL 2 KL 3 KL 4 KL 2 KL 6
201.1 √
201.2 √
201.3 √
201.4 √
201.5 √
201.6 √

PROGRAM OUTCOMES (POs): AS DEFINED BY CONCERNED THE APEX BODIES

COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and Program
Outcomes and their expected strength of mapping in three levels (low, medium, and high).

COs#/
PSO1

PSO2
PO10

PO11

PO12

POs
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

201.1
201.2
201.3
201.4

COURSEPACK | FORMAT
 201.5
Note: 1-Low, 2-Medium, 3-High

COURSE ASSESSMENT
The course assessment patterns are the assessment tools used both in formative and summative
examinations.

CIE
Total
Assessment Tools QUIZ CAT1 QUIZ2 CAT2 LAB LAB Course- CIE
1 AAT EXAM based marks SEE
/AAT Project

X X X X
Comprehensive
0 30 0 30 20 0 20 100 100

Assignment, Quiz, Class test, SWAYAM/NPTEL/MOOCs and etc.

COURSE CONTENT
(THEORY + PRACTICAL)

CONTENT

COURSEPACK | FORMAT
LESSON PLAN FOR COMPREHENSIVE COURSES
FOR THEORY 15 weeks * 3 Hours = 45 Classes) (1credit = 1 Lecture Hour)
FOR PRACTICAL 15 weeks * 2Hours = 30 Hours lab sessions (1 credit = 2 lab hours)
FOR COURSE - BASED PROJECT 15 weeks * 3 Hours = 45 Hours lab sessions
(1 credit = 3 self-Learning hours) (Not to mention in lesion plan)

L- Topic for Delivery Tutorial/ Practical Plan Skill Competency

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

45

BIBLIOGRAPHY

 Text Book (One Text Book which covers 80% and more syllabus)
COURSEPACK | FORMAT
  Reference Books (Two reference Books, one should be international)
 Journals/Magazines/Govt. Reports/Gazette/Industry Trends (Two Numbers)
 Webliography (Two electronic documents or websites that relate to the Course)
 SWAYAM/NPTEL/MOOCs Certification (One from Each Platform, Max 3 Platforms)

PROBLEM-BASED LEARNING

Exercises in Problem-based Learning (Assignments) (Min 45 Problems*)

S No Problem KL
1
2
3
4
5
6
7
8
9
10
11

45

STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-

LONG-LEARNING)

Self-Learning (it’s a typical course-based project to be carried out by a whole class in groups of four
students each; they should exhibit higher level KLs)

The students, in a group, are expected to conceive an idea based on the content (objectives/outcomes) and
apply the suitable knowledge to demonstrate their learning.

A list of 30-40 project statements can be offered to the students to choose or students can conceive their
own ideas (teamwork), design and develop the product/process/service and implement the same.

COURSEPACK | FORMAT
COURSE-BASED PROJECT (Psychomotor skills) (Min 45 Projects*)

To enhance their skill set in the integrated course, the students are advised to execute course-based
Design projects. Some sample projects are given below:

A) COURSE-BASED PROJECT (Psychomotor skills)

S No Suggested Projects KL
1
2
3
4
5
6
7
8
9
10
11
12
13

45

SELF-LEARNING THROUGH MOOCs (Cognitive Skills): Certification

COURSEPACK | FORMAT