Course Profile

[BSS 203/204/205]

[PROBLEM SOLVING AND CREATIVE THINKING]

[AIBAS]

[2023-2024, Even Semester]

1. Staff Details
Position Name Email Consultation Contact Details
 times and
locations
Course Coordinator DR. NEHARSHI SRIVASTAVA nsrivastava@jpr.amity.edu Faculty room (09 9839378655
to 05 pm with
prior
appointment)
Lecturer DR. PURUSHOTTAM SHARMA psharma16@vf.amity.edu Faculty room (09 9983964884
to 05 pm with
prior
appointment)
Instructor/
Lab Technician etc.
Tutors (if any) Nil Nil Nil Nil

2. Course information
Units of credit: 01
Pre-requisite(s): Reading and writing efficiency in English
Co-requisite(s) (if any): Computer literate
Teaching times and locations: 2 hours on proposed dates.
2.1 Course summary
This course will describe the various thinking, its types and how it can be used as a tool of problem solving. It will familiarize the
students to analyse and evaluate problem, hinderances to problem solving process. It would enable students to develop their own
plan of action using creative thinking and applying it in real-life situations. Students will gain in hand experience on real-life
problems and ways to manage them.
2.2 Course aims
The aim of the course is to enable you to gain the knowledge of hinderances in problem solving, steps used in problem solving,
developing a plan of action and using various creative approaches to address problems. Students would be able to analyse and
critically evaluate the hinderance based on which they can effectively manage steps of problems solving and can develop practical
plan of action applying models of creative thinking.
2.3 Course outcomes (CO)
At the successful completion of this course you (the student) would be able to:
1. Recognize the relation critical thinking with various mental processes.
2. Identify hinderance to problem solving processes.
3. Analyse the steps in problem-solving process.
4. Create plan of action applying creative thinking.
PO
1. To give an insight about the historical and theoretical development of the discipline.
2. Develop the core skills to apply Psychology to various domains of professional and personal life.
3. Develop a scientific approach to the study of mind, brain, behavior and experience and the complex way they work
together.
4. Develop and demonstrate statistical & scientific research-oriented intellect and skills in research and projects.
5. Apply knowledge of clinical and health psychology in classification and treatment of behavioural issues.
6. Choose and excel in making a progression for higher education or proving their potential by working in industry.
7. Develop and demonstrate improved psycho-social and emotional skills to deal effectively in personal and professional
lives and remain mentally healthy.
8. Develop proficiency in reading, writing and communicating in one foreign language of choice to be ready for cross
cultural assignments.
9. Develop the skills of accuracy and precision in language needed for assertion and proficiency in professional
communication.
2.4 Relationship between course and program outcomes and assessments
Course Outcome LO Statement Program Outcome Related Tasks & Assessment
(CO) (PO)
CO 1 Recognize the relation critical thinking with [PO 6,7] Exercises/ Activity/ Group
various mental processes. Discussion
CO 2 Identify hinderance to problem solving [PO 6,7] Exercises/ Questionnaires/ Role play/
processes. Group Discussions
CO 3 Analyse the steps in problem-solving process. [PO 6,7] Exercises/ Role play/ Group
Discussions
CO 4 Create plan of action applying creative thinking. [PO 6,7] Exercises/ Activity/ Questionnaires/
Group Discussions
3. Strategies and approaches to learning
3.1 Learning and teaching activities
Each workshop session will involve different methods combination of lectures, role play, group activities, discussions, and
presentation. Workshop will include basic information’s, conceptual knowledge and its application within hand experience
related to life skill. Although all the needful reading material will made available on Amizone, it is also expected that you
read extensively and familiarise yourself with material listed in the Scheme of Work as well as from other sources. This
further exPOration and application will enable you to use the skills learned in day to day situations.
Lecture related content and reading material will be posted in advance on amizone to print them and can get aware with the course
content. Other material, both further reading and exercises for tutorial will be posted regularly. You are advised to make use of
these materials. These sessions will involve further elaboration and discussion of the lecture material, and student-led discussion
of the additional readings from each topic, activities and tasks. Student participation is encouraged and required.
3.2 Expectations of students
You are expected to attend all workshops and to participate in all individual and group activities and assignments (attend lectures,
prepare for tutorials, participate in tutorials, undertake group work, field works and complete all assignments etc). Learning at
university level is quite different from school level learning. You have to take responsibility for applying workshop-based learning
in real life situation so that you can excel in these life skills, which will assist you to successfully deal day to day situations. You
should create and maintain a clear structure to your own learning and ensure that reading, tutorial activities and assignments are
fully prepared in good time as late submission of assignments or lack of preparation for seminar activities, field works, will invoke
penalties (see Assessment criteria for more details.)

4. Course schedule and structure

Week Topic [Module] Activity [Learning Related CO Assessment
[Date/Session] opportunity]
Day 1 Module I: Thinking as a tool Lecture/ Group discussion CO1 Assessment 5
for Problem Solving (presentation/ written test)
What is thinking: The
Mind/Brain/Behaviour
Thinking skills
Critical Thinking and Learning:
 Making Predictions
and Reasoning
 Memory and Critical
Thinking
 Emotions and Critical
Thinking
Day 2 Module I: Thinking as a tool Lecture/ Group discussion CO1 Assessment 5
for Problem Solving (presentation/ written test)
What is thinking: The
Mind/Brain/Behaviour
Thinking skills
Critical Thinking and Learning:
 Making Predictions
and Reasoning
 Memory and Critical
Thinking
 Emotions and Critical
Thinking
Day 3 Module II: Hindrances to Lectures and Class Room CO2 Assessment 5
Problem Solving Discussions (presentation/ written test)
 Perception
 Expression
 Emotion
 Intellect
 Work environment
Day 4 Module II: Hindrances to Lectures and Class Room CO2 Assessment 5
Problem Solving Discussions (presentation/ written test)
 Perception
 Expression
 Emotion
 Intellect
 Work environment
Day 5 Module III: Problem Solving Classroom Activities / class CO3 Assessment 5
 Process discussion/ audio -video aids/ (presentation/ written test)
 Recognizing and Activities
Defining a problem
 Analyzing the problem
(potential causes)
 Developing possible
alternatives
 Evaluating Solutions
 Resolution of problem
 Implementation
Day 6 Module III: Problem Solving Classroom Activities / class CO3 Assessment 5
Process discussion/ audio -video aids/ (presentation/ written test)
 Recognizing and Activities
Defining a problem
 Analyzing the problem
(potential causes)
 Developing possible
alternatives
 Evaluating Solutions
 Resolution of problem
 Implementation
Day 7 Module IV: Plan of Action Lecture/ Class Activities on CO4 Assessment 4
 Construction of POA developing POA for specific (Individual Assignment)
 Monitoring problems/ group discussions.
 Reviewing and
analyzing the outcome
Day 8 Module IV: Plan of Action Lecture/ Class Activities on CO4 Assessment 4
 Construction of POA developing POA for specific (Individual Assignment)
 Monitoring problems/ group discussions.
 Reviewing and
analyzing the outcome
Day 9 Module V: Creative Thinking Lecture/ Videos and Classroom CO4 Assessment 4
Definition and meaning of activities (Individual Assignment)
creativity
The nature of creative thinking
Convergent and Divergent
thinking
Idea generation and evaluation
(Brain Storming)
Image generation and
evaluation
Debating
Day 10 Module V: Creative Thinking Lecture/ Videos and Classroom CO4 Assessment 4
Definition and meaning of activities (Individual Assignment)
creativity
The nature of creative thinking
Convergent and Divergent
thinking
Idea generation and evaluation
(Brain Storming)
Image generation and
evaluation
Debating
Week 11 Module V: Creative Thinking Classroom Activities of model in CO4 Assessment 5
real life problems. (Group discussion and Roles
The six-phase model of Play)
Creative Thinking: ICEDIP
model
Week 12 Module V: Creative Thinking Classroom Activities of model in CO4 Assessment 5
real life problems. (Group discussion and Roles
The six-phase model of Play)
 Creative Thinking: ICEDIP
model

5. Assessment
5.1 Assessment tasks
Assessment task Length Weight Mark Due date
Assessment 1: Attendance Throughout the semester 5% 05 End of the semester
Assessment 2: Journal for Success 10% 10 January third week
Assessment 3: Individual Assignment 15% 15 February First Week
Assessment 4: Workshop Assessment 45% 45 February Third week
(presentation/ role play/ written test)
Assessment 5: Social Awareness Program (SAP) 25% 25 March First Week
5.3 Assessment criteria and standards
Assessment 1:
Attendance will be evaluated based on the following:
Attendance (%) Marks
100-96 05
95-91 04
90-86 03
85-81 02
80-75 01

Assessment 2: SAP (Social Awareness Program)

Students in the group of 3-5 would be required to take up an extension activity of social benefit and submit a report along with
photogenic evidences.
Assessment 3: Journal of Success
Each student must fill this journal of success throughout the semester and submit at the end of semester to the respective faculty. It
contains information about self and the BS course being taught.
Assessment 4: Student Assignment
Each student must submit an assignment of some interesting and important information, other than covered in workshop. The
assignment will be judged on the basis of their originality and utility.
The assignments will be evaluated based on the following parameters
Criteria Sophisticated Competent Needs Work Fail
(100-80) (79-60) (59-34) (33-0)
Introduction Position and exceptions, if Position is clearly stated. Position is vague. Organization Introduction is
any, are clearly stated. Organization of argument is of argument is missing, vague, unclear,
Organization of the argument clear in parts or only partially or not consistently maintained. unorganised and
is completely and clearly described and mostly inconsistent.
outlined and implemented. implemented.
Marks Range (30-26) (25-20) (19-12) (11-0)
(0-30)
Main body of Body of the written Body of the written Body of the written assignment Body of the written
Written assignment is coherently assignment is generally well is poorly organized and assignment is
assignment organized and the logic is organized and most of the difficult to read – does not flow completely
easy to follow. There are no argument is easy to follow. logically from one part to disorganized and
spelling or grammatical There are only a few minor another. There are several illogical with too
errors and terminology is spellings or grammatical spelling and/or grammatical many spelling
clearly defined. Writing is errors, or terms are not errors; technical terms may not and/or grammatical
clear and concise and clearly defined. Writing is be defined or are poorly errors. Writing has
persuasive. mostly clear but may lack defined. Writing lacks clarity no clarity at all.
conciseness. and conciseness.
Marks Range (40-31) (30-22) (21-15) (14-0)
(0-40)
Conclusion Conclusion is clearly stated. Conclusion is clearly stated. Conclusion is not clear without Conclusion is
The underlying logic is Some aspects may not be explanation. totally unclear.
explicit. connected or minor errors in Underlying logic
logic are present. has major flaws.
Marks Range (30-26) (25-20) (19-12) (11-0)
(0-30)

Assessment 5: Workshop Assessment

 Exceptional Admirable Acceptable Marginally Fail
Criteria (100-85) (84-70) (69-55) Acceptable (33-0)
(54-34)
 Information is  Information is  Information is  Information  Presentation is
accurate mostly accurate somewhat accurate is inaccurate off topic
Understanding
 Indicates a clear  Good  Fair understanding
of Topic
understanding of understanding of of topic
topic topic
Marks Range (30-26) (25-21) (20-16) (15-12) (11-0)
(0-30)
 Accepts ideas of  Accepts most ideas  Unwilling to  Group does  No team
others; able to without negative compromise not work coordination at
compromise comments; able to  Few members together all
Team Work
 All members compromise contribute  One person
contribute  Some members does all the
contribute work
(30-26) (25-21) (20-16) (15-12) (11-0)
Marks Range
(0-30)

 Shows confidence  Shows some  Unsure of  Lacks  Lack of

 Informative confidence responsibility information confidence
Presentation  Entertaining; engages  Presents some  Somewhat  Audience  extremely
Skills audience information informative bored limited
 Speaks loudly and  Engages audience  Engages audience  Mumbles knowledge
clearly  Can be heard intermittently  Body  Inappropriate
 Appropriate use of  Some use of body  Hard to hear language is body language
body language language  Some movement lacking
Marks Range (40-35) (34-30) (29-25) (24-15) (14-0)
(0-40)
After every session of the workshop, assessment in the form of written test, viva, PPT presentation or role play will be done and
marks will be allotted accordingly.
Criteria for skit or role play and PPT presentation

Criteria Excellent Satisfactory Needs Improvement Unsatisfactory Fail

(100-86) (85-66) (65-46) (45-34) (33-0)
Visual Appeal There are no errors in There are some errors There are many errors in There are many No visual appeal.
(PPT) spelling, grammar in spelling, grammar spelling, grammar and errors in spelling,
and punctuation. and punctuation. Too punctuation. Too much grammar and
Information is clear much information on information was contained punctuation. The
and concise on each two or more slides. on many slides. slides were difficult
slide. Significant visual Minimal effort made to to read and too much
Visually appeal. make slides appealing or too information had been
appealing/engaging. much going on. copied onto them.
Marks Range (20-17) (16-14) (13-10) (9-8) (7-0)
(0-20)
Comprehensi Extensive knowledge Most showed a good Few members showed good Presenters didn’t Lack of
on of topic. understanding of understanding of some parts understand topic. knowledge of
Members showed topic. of topic. Majority of questions topic. Presenters
complete All members able to Only some members answered by only one were unable to
understanding of answer most of accurately answered member or majority answer questions
assignment. audience questions. questions. of information put up by the
Accurately answered incorrect. audience.
all questions posed.
Marks Range (20-17) (16-14) (13-10) (9-8) (7-0)
(0-20)
Presentation Regular/constant eye Most members spoke Members focused on only Minimal eye contact Inappropriate
Skills contact, The audience to majority of part of audience. by more than one speaking volume
was engaged, and audience; steady eye Sporadic eye contact by member focusing on and body
presenters held the contact. more than one presenter. small part of language.
audience’s attention. The audience was The audience was distracted. audience. Audience was not
Appropriate speaking engaged by the Speakers could be heard by The audience was not engaged by the
volume & body presentation. only half of the audience. engaged. presentation
language. Majority of presenters Body language was Majority of
presenters spoke too
 spoke at a suitable distracting. quickly or quietly
volume. making it difficult to
Some fidgeting by understand.
member(s).
Marks Range (20-17) (16-14) (13-10) (9-8) (7-0)
(0-20)
Content The presentation was The presentation was The presentation was The presentation was Most important
a concise summary of a good summary of informative but some a brief look at the information was
the topic with all the topic. elements went unanswered. topic but many not covered;
questions answered. Most important Some of the information questions were left majority of the
Comprehensive and information covered; was irrelevant; coverage of unanswered. information was
complete coverage of little irrelevant info. some of major points. Quite a lot of irrelevant
information. information was
irrelevant and
significant points left
out.
Marks Range (20-17) (16-14) (13-10) (9-8) (7-0)
(0-20)
Preparedness/ All presenters knew Slight domination of Significant controlling by Unbalanced Presenters did not
Participation/ the information, one presenter. some members with one presentation or know the
Team Work participated equally, Members helped each minimally contributing. tension resulting information and
and helped each other other. Primarily prepared but with from over-helping. were not at all
as needed. Very well prepared. some dependence on just Multiple group prepared
Extremely prepared reading off slides. members not
and rehearsed. participating.
Evident lack of
preparation/rehearsal.
Dependence on
slides.
Marks Range (20-17) (16-14) (13-10) (9-8) (7-0)
(0-20)
5.3 Submission of assessment tasks
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence and carries penalties
varying from a 0 grade on an assignment.
There will be a 5% deduction for each day your assignment is late. Assignments more than one week late will NOT be accepted.
Attendance
If any student has an attendance of less than 75%, he will be debarred from appearing in the end semester exam.
5.4. Feedback on assessment
Feedback for all assignments will be available two weeks after the date of submission. Feedback will be attached with the
submitted assignment using the marking tool sheet and will include feedback on the submitted work (summative) and feedback on
how future submissions can be improved (formative).
6. Academic integrity, referencing and plagiarism
Referencing is a way of acknowledging the sources of information that you use to research your assignments. You need to provide
a reference whenever you draw on someone else's words, ideas or research. Not referencing other people's work can constitute
plagiarism.
Further information about referencing styles can be located at https://apa.org
Academic integrity is fundamental to success at university. Academic integrity can be defined as a commitment to six
fundamental values in academic pursuits: honesty, trust, fairness, respect, responsibility and courage.At Amity, this means that
your work must be your own, and others’ ideas should be appropriately acknowledged. If you don’t follow these rules, plagiarism
may be detected in your work.
Further information about academic integrity and plagiarism can be located at:
 The Current Students site: https://amity.edu/jpr
7. Readings and resources
Text Books:
1. Michael Steven: How to be a better problem solver, Kogan Page, New Delhi, 1999
2. Geoff Petty: How to be better at creativity; Kogan Page, New Delhi, 1999
3. Phil Lowe Koge Page: Creativity and Problem Solving, New Delhi, 1996
4. Bensley, Alan D: Critical Thinking in Psychology – A Unified Skills Approach, (1998), Brooks/Cole Publishing
Company.
8. Administrative matters
Contact AIBAS office or course coordinator for any administrative matters.