COURSEPACK

FRAMEWORK

The Course Pack is a comprehensive and complete pedagogical guideline document that describes the components of
instruction delivery by a faculty member. It consists of the scheme of the course, Course Overview, Course Objectives,
Prerequisite course, Program-specific Outcomes (PSOs), Course outcomes (COs), Bloom’s taxonomy (Knowledge Levels),
Types of Courses, Course articulation matrix, Course assessment patterns, Course content, Lesson Plan, Bibliography,
Problem-based learning/case-studies/clinical, and Student-Centered learning (self-learning towards life-long-learning). It not
only provides a uniform design of Course delivery across the University but also ensures freedom and flexibility to introduce
innovations in learning and teaching and create vivid kinds of assessment tools (alternate assessment tools) by a faculty
member.
The course pack is developed by the faculty member teaching a course. If more than one faculty teaches the same course, all
the faculty members teaching the course shall be formed as a cluster, and a senior faculty member (Course-lead) lead the
Course delivery design in a team effort. The Course Pack provides ample scope and opportunity to bring innovations in
teaching pedagogies in a school/department.
Hence, the Course pack is a comprehensive learning-teaching strategy framework to be followed by all the faculty members
in schools/departments in the university. It is not only a tool for measuring the learning of a class but also analyses the
achievement levels (learning outcomes of the course) of all the students in a class in a continuous manner.

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 1. THE 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 Design Thinking Course Type Theory
Course Code R1UC301L Class B. Tech CSE IV Semester

Activity Credits weekly Hours Total Number of Classes Assessment in

Lecture 1 1 per Semester Weightage
Tutorial

Self-study
Instruction 0 0

Practical
Tutorial
Theory

SEE
CIE
delivery Practical 0 0

Self-study 0 3

Total 1 4
30 0 0 90 50% 50%
Course
Course Lead Ms. Isha Chopra Ms. Greeshma G.S.
Coordinator
Theory
1. Abhishek Kumar Pandey 19. Neha Bagwari
2. Akhilesh Kumar Singh (32563) 20. P Selvaraj
3. Amit Kumar (32170) 21. P Sudhakar
4. Amit Yadav 22. R Radha Krishnan
5. Arunendra Mani Tripathi 23. R. Sathiya Priya
6. Arvind Panwar 24. Rakesh Bharati
7. Balbindar Kaur 25. Ruchi Sharma
Names Course 8. Brajmohan Singh 26. Sandeep Kumar M
Instructor 9. C. Ramesh Kumar 27. Satheesh Kumar
10. Damodharan D. 28. Sheo Kumar
11. Geeta Gayatri Bahera 29. Sugan Patel
12. Greeshma G.S. 30. Suman Devi
13. Hradesh Kumar 31. Sunil Kumar (33043)
14. Isha Chopra 32. Tarun Kumar
15. K. Baskar 33. Urvashi Sugandh
16. Maheshwari Niranjan 34. V. Janakiraman
17. Manikant Panthi 35. Vipin Rai
18. Namrata Kumari 36. Yashwant Soni

2. COURSE OVERVIEW
Design Thinking is a human-centered approach to innovation and problem-solving that emphasizes
empathy, ideation, prototyping, and testing. This course provides students with the tools and
methodologies to tackle complex challenges, foster creativity, and develop innovative solutions across
various domains.

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COURSEPACK
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3. PREREQUISITE COURSE
PREREQUISITE COURSE REQUIRED No

Course code Course Title

If, yes please fill in the Details
NA NA

4. PROGRAM OUTCOMES (POs):

In general, the Program Outcomes are defined by the respective apex body or council. In the event the POs are not
prescribed by a Council, then the concerned school offering the program to design and develop the POs based on the PEOs.
This has to be approved by the concerned BOS and submitted to the Academic Council for approval. After the completion of
the course, the student will be able to:

PO No. Description of the Program Outcome

PO1 Computing Science knowledge: Apply the knowledge of mathematics, statistics, computing science and information
science fundamentals to the solution of complex computer application problems.
PO2 Problem analysis: Identify, formulate, review research literature, and analyze complex computing science problems
reaching substantiated conclusions using first principles of mathematics, natural sciences, and computer sciences.
PO3 Design/development of solutions: Design solutions for complex computing problems and design system
components or processes that meet the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
PO4 Conduct investigations of complex problems: Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.
PO5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern computing science
and IT tools including prediction and modeling to complex computing activities with an understanding of the
limitations.
PO6 IT specialist and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety,
legal and cultural issues and the consequent responsibilities relevant to the professional computing science and
information science practice.
PO7 Environment and sustainability: Understand the impact of the professional computing science solutions in societal
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.
PO8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the computing
science practice.
PO9 Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
PO10 Communication: Communicate effectively on complex engineering activities with the IT analyst community and with
society at large, such as, being able to comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
PO11 Project management and finance: Demonstrate knowledge and understanding of the computing science and
management principles and apply these to one’s own work, as a member and leader in a team, to manage projects
and in multidisciplinary environments.
PO12 Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-

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 long learning in the broadest context of technological change.

5. PROGRAM SPECIFIC OUTCOMES (PSOs):

Program Specific Outcomes (PSO) are statements that describe what the graduates of a discipline-specific program should be
able to do. Two to Three PSOs per program should be designed.

PO No. Description of the Program-Specific Outcome

PSO1 Have the ability to work with emerging technologies in computing requisite to Industry 4.0.

PSO2 Demonstrate Engineering Practice learned through industry internship and research project to solve live
problems in various domains.

6. COURSE CONTENT (THEORY)

CONTENT (Syllabus)
An Insight to Learning
Understanding the Learning Process, Kolb’s Learning Styles, Assessing and Interpreting Remembering
Memory Understanding the Memory process, Problems in retention, Memory enhancement techniques
Emotions: Experience & Expression Understanding Emotions: Experience & Expression, Assessing
Empathy, Application with Peers Basics of Design Thinking Definition of Design Thinking, Need for Design
Thinking, Objective of Design Thinking, Concepts & Brainstorming, Stages of Design Thinking Process
(explain with examples) – Empathize, Define, Ideate, Prototype, Test.

Being Ingenious & Fixing Problem

Understanding Creative thinking process, Understanding Problem Solving, Testing Creative
Problem Solving Process of Product Design Process of Engineering Product Design, Design Thinking
Approach, Stages of Product Design, Examples of best product designs and functions, Assignment –
Engineering Product Design Prototyping & Testing What is Prototype? Why Prototype? Rapid Prototype
Development process, Testing, Sample Example, Test Group Marketing

Celebrating the Difference

Understanding Individual differences & Uniqueness, Group Discussion and Activities to encourage the
understanding, acceptance and appreciation of Individual differences Design Thinking & Customer
Centricity Practical Examples of Customer Challenges, Use of Design Thinking to Enhance Customer
Experience, Parameters of Product experience, Alignment of Customer Expectations with Product Design

Feedback, Re-Design & Re-Create

Feedback loop, Focus on User Experience, Address “ergonomic challenges, User focused design, rapid

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prototyping & testing, final product, Final Presentation – “Solving Practical Engineering Problem through
Innovative Product Design & Creative Solution”.

7. COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:
CO No. Description of the Course Outcome

Compare and classify the various learning styles and memory techniques and apply them in
CO1
their engineering education.
Analyze emotional experience and inspect emotional expressions to better understand users
CO2
while designing innovative products.
Develop new ways of creative thinking and learn the innovation cycle of Design Thinking
CO3
process for developing innovative products.
Propose real-time innovative engineering product designs and choose appropriate
CO4
frameworks, strategies, techniques during prototype development.

8. TAXONOMY 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.
Mapping of COs with Bloom’s Level
Remember Understand Apply Analyse Evaluate Create
CO No.
KL1 KL 2 KL 3 KL 4 KL 2 KL 6

CO1 √ √

CO2 √ √

CO3 √ √ √

CO4 √

9. 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).
CO/PO Mapping (1 / 2 / 3 indicates strength of correlation) 3 - Strong, 2 - Medium, 1 – Low
Programme Outcomes (POs)
PO PO
Cos PO2 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
1 3
CO 1 3 2 - - - - - - - - - - - -
CO 2 - 2 - - 2 - - - - - - - - -
CO 3 - - - - - - - 2 - 3 - - - -
CO 4 2 - 2 3 1 - - - - - - - - -
CO 1 3 2 - - - - - - - - - - - -

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Note: 1-Low, 2-Medium, 3-High \ *first semester first course and first Course Outcome

10. TYPICAL EXAMPLE OF COURSES, CREDIT HOURS AND TEACHING HOURS

Credits Hours Hours of engagement/ Week 15 weeks/

semester

Tota

Tota
Type of Course Remarks
Tutoria

Tutoria
Practical

Practical
Theor

Theor
Self-study

Self-study
Total no.
l

l
of classes
y

y
l

l
Theory Course 3 0 0 0 3 3 0 0 0 3 45 45 classes for theory
Theory Course 45 classes for theory and
3 1 0 0 4 3 1 0 0 4 60
with Tutorial 15 for tutorial
Lab Course 0 0 1 0 1 0 0 2 0 2 30 30 hours lab sessions
45 classes for theory and
Integrated Course 3 0 1 0 4 3 0 2 0 5 75
30 hours of lab sessions
Comprehensive 45 classes for theory &
3 0 1 1 5 3 0 2 3 5+3* 75
Course 30 hours of lab sessions
Seminar/Project/
0 0 0 0 1 0 0 0 0 0 0 -
Internship Course
*1 credit = 3 self-learning hours (Not to mention in the lesson plan)

11. LESSON PLAN FOR COMPREHENSIVE COURSES

FOR THEORY ( weeks * Hours = Classes) (1credit = 1Lecture Hour)

L.No. Topics for Delivery Theory / Skills Competency

Tutorial
1 Learning Process, Kolb’s Learning Styles, Theory Understanding learning, CO1, CO2
Assessing and Interpreting design thinking & stages,
2 Understanding the Memory process, Problems in Theory concepts of brain storming
retention, Memory enhancement techniques
3 Problems in retention, Memory enhancement Theory
techniques, Understanding Emotions: Experience
& Expression
4 Assessing Empathy, Application with Peers Theory
5 Design Thinking, Need for Design Thinking, Theory
Objective of Design Thinking, Concepts &
Brainstorming

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6 Concepts & Brainstorming, Stages of Design Theory

Thinking Process – Empathize, Define, Ideate,
Prototype, Test

7 Stages of Design Thinking Process– Empathize, Theory

Define, Ideate, Prototype, Test
8 Revision & Assignment Theory
9 Revision & Assignment Theory
10 Creative thinking process, Understanding Theory Understanding the thinking C02, CO3
Problem Solving, Testing Creative process, solution of problem,
11 Problem Solving Process of Engineering Product Theory design stages & testing
Design, Design Thinking Approach,,
12 Stages of Product Design, Examples of best Theory
product designs and functions
13 Stages of Product Design, Examples of best Theory
product designs and functions
14 Prototype, importance or need of Prototype, Theory
Rapid Prototype Development process
15 Rapid Prototype Development process
16 Testing, Sample Example, Test Group Marketing Theory
17 Revision & Assignment Theory
18 Revision & Assignment Theory
19 Understanding Individual differences & Theory Product design & know about CO3, CO4
Uniqueness, Group Discussion and Activities to customer expectation
encourage the understanding,
20 Activities to encourage the understanding, Theory
acceptance and appreciation of Individual
differences
21 Practical Examples of Customer Challenges Theory
22 Use of Design Thinking to Enhance Customer Theory
Experience
23 Parameters of Product experience, Alignment of Theory
Customer Expectations with Product Design
24 Revision & Assignment Theory
25 Revision & Assignment Theory
26 Feedback loop, Focus on User Experience Theory Feedback, final presentation CO5, CO6
27 Address “ergonomic challenges, User focused Theory of product
design, rapid prototyping & testing, final product
28 Final Presentation – “Solving Practical Theory
Engineering Problem through Innovative Product
Design & Creative Solution”
29 Final Presentation – “Solving Practical Theory
Engineering Problem through Innovative Product

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 Design & Creative Solution”
30 Revision & Assignment Theory

12. BIBLIOGRAPHY
TEXT BOOKS:
1. Karmic Design Thinking by Prof. Bala Ramadurai, available at Amazon (paperback), Amazon (e book), Flipkart, Pothi,
halfpricebooks.in.

REFERENCE BOOKS:
1. Design: Creation of Artifacts in Society by Prof. Karl Ulrich, U. Penn
2. Change by Design by Tim Brown

LINKS :
1. https://youtu.be/4nTh3AP6knM?si=rNnDPaZ1B80oY9IY
2. https://youtube.com/playlist?list=PLsh2FvSr3n7ctIa1TY50t5jP7_gLmfgvE&si=uwuztLCwck_OfoIW
3. https://youtube.com/playlist?list=PLsh2FvSr3n7ctIa1TY50t5jP7_gLmfgvE&si=sR3rMo4QJbze_YB_

MOOCs Courses :
1. https://onlinecourses.nptel.ac.in/noc19_mg60/preview

13. COURSE ASSESSMENT

Assessment forms an integral part of curriculum design. A learning-teaching system can only be effective if the student’s
learning is measured at various stages which means while the student processes learning (Assessment for Learning) a given
content and after completely learning a defined content (Assessment of Learning). Assessment for learning is referred to as
formative assessment, that is, an assessment designed to inform instruction.
The ability to use and apply the knowledge in different ways may not be the focus of the assessment. With regard to
designing assessments, the faculty members must be willing to put in the time required to create a valid, reliable assessment,
that ideally would allow students to demonstrate their understanding of the information while remaining. The following are
the five main areas that assessment reporting should cover.
1. Learning Outcomes: At the completion of a program, students are expected to know their knowledge, skills, and
attitude. Depending on whether it is a UG or PG program, the level of sophistication may be different. There should be
no strict rule on the number of outcomes to be achieved, but the list should be reasonable, and well-organized.
2. Assessable Outcomes: After a given learning activity, the statements should specify what students can do to
demonstrate. Criteria for demonstration are usually addressed in rubrics and there should be specific examples of work
that doesn’t meet expectations, meets expectations, and exceeds expectations. One of the main challenges is faculty
communication whether all faculty agreed on explicit criteria for assessing each outcome. This can be a difficult
accomplishment when multiple sections of a course are taught or different faculty members. Hence there is a need for
common understanding among the faculty on what is assessed and how it is assessed.
3. Assessment Alignment: This design of an assessment is sometimes in the form of a curriculum map, which can be
created in something as easy as an Excel spreadsheet. Courses should be examined to see which program outcomes they
support, and if the outcome is assessed within the course. After completion, program outcomes should be mapped to
multiple courses within the program.

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4. Assessment Planning: Faculty members need to have a specific plan in place for assessing each outcome. Outcomes
don’t need to be assessed every year, but faculty should plan to review the assessment data over a reasonable period of
time and develop a course of action if the outcome is not being met.
5. Student Experience: Students in a program should be fully aware of the expectations of the program. The program
outcomes are aligned on the syllabus so that students are aware of what course outcomes they are required to meet,
and how the program outcomes are supported. Assessment documents should clearly communicate what is being done
with the data results and how it is contributing to the improvement of the program and curriculum.
6. Designing quality assessment tools or tasks involves multiple considerations if it is to be fit for purpose. The set of
assessments in a course should be planned to provide students with the opportunity to learn as they engage with
formative tasks as well as the opportunity to demonstrate their learning through summative tasks. Encouraging the
student through the use of realistic, authentic experiences is an exciting challenge for the course faculty team, who are
responsible for the review and quality enhancements to assessment practices.

14. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

a) Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by Course
Faculty to improve their teaching and by students to improve their learning. More specifically, formative assessments help
students identify their strengths and weaknesses and target areas that need work, and faculty members recognize where
students are struggling and address problems immediately. Examples of formative assessments include Mid Term Exam
(MTE) as well as asking students to:
 Draw a concept map in class to represent their understanding of a topic
 Submit one or two sentences identifying the main point of a lecture
 Turn in a research proposal for early feedback

b) Summative assessment
The goal of summative assessment is to evaluate student learning at the end of a Course by comparing it against some
standard or benchmark. Examples of summative assessments include:
 a final project
 a paper
 Semester-End Examination (For courses running in Semester mode)
 End-Term Examination (For courses running in Annual Mode)
Information from summative assessments can be used formatively when students or faculty use it to
guide their efforts and activities in subsequent courses.

c) Weightage
The formative and summative assessments are given 50-50 weightage to ensure proper learning levels among the students.

14.1 Assessment Pattern for Theory Course:

CIE Total Marks
Type of Course (T) Final Marks CIE*0.5+SEE*0.5
IA1# MTE IA2# CIE SEE

THEORY 25 50 25 25 75 100

#
Typical Rubric for the Internal Assessments
Type of Assessment Tools QUIZ AAT$/MOOC Certifications

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0
 Internal Assessments 25 75
$
AAT is Literature survey, Seminar, Assignment, Term Paper, Slip Test (or) MOOC Certificate relevant to the course

14.2Assessment Pattern for Integrated (Blended) Course:

CIE Total Marks
Type of Course (B) Final Marks CIE*0.5+SEE*0.5
LAB Work@ + Record MTE LAB EXAM* CIE SEE

INTEGRATED 25 50 25 100 100 100

@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

14.3Assessment Pattern for Comprehensive Course:

CIE Total Marks
Final Marks
Type of Course (C) LAB@(Work+ Course-based CIE*0.5+SEE*0.5
MTE CIE SEE
Record) Project^
COMPREHENSIVE 25 50 25 100 100 100
@
Lab Work-15 marks + Lab Record-10 marks

^Typical Rubric for the Course-based project

Technical Seminar
Type of Assessment Tools Preliminary Project Plan TRL-1 Viva-voce

Course-based Project Work 05 05 10 05

PPP (Preliminary Project Plan): The preliminary project plan (PPP) provides an initial, overview of the project and all of its
known parameters. It outlines the project’s objectives, relevance to the program, merit, and conformity to current industry/
government policy, proposed methodology, and expected outcomes. It should also include any known constraints related to
the time frame (Gantt Chart), budget, etc.
TRL (Technology Readiness Level)-1: Basic Research: Initial scientific research has been conducted. Principles are
qualitatively postulated and observed. Focus is on new discovery rather than applications.

14.4Assessment Pattern for Two Credit MOOC Courses (Online/Self-Paced Learning)

Type of Course (M) CIE Total Marks Final Marks
IA1 IA2 CIE* SEE CIE+SEE

2 CREDIT MOOC COURSES 25 25 50 50 100

*
from MOOC portal

14.5 Assessment Pattern for Lab Course:

CIE Total Marks

Final Marks
Type of Course (L)
LAB Work + @
CIE+SEE
LAB TEST CIE SEE LAB EXAM*
Record

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COURSEPACK
FRAMEWORK

LABORATORY 25 25 50 50 100
@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

14.6 Assessment Pattern for Seminar/Minor Project/Internship Course:

Type of Course (V) CIE Total Marks Final Marks
IA1@ IA2@ CIE SEE CIE+SEE

SEMINAR/PROJECT/INTERNSHIP 25 25 50 50 100
@
Rubric to be specified by the concerned Faculty

14.7Assessment Pattern for Final Year Student Capstone Project:

CIE Total Marks

FinalMarks
CIE+SEE
Conclusion
Experimental/

ResultAnalysis
Identificatio

/ Findings
Methodolog
LiteratureReview

Type of Course (R)

Proble

/ Applicabilit

CIE SEE%
m
n

y
y

CAPSTONE PROJECT 10 10 10 10 10 50 50 100

%Typical Rubric for SEE

Formulation of
Problem TRL (Technology Readiness Level) Presentation Viva Voce
Statement
20 (TRL-1 to TRL-4)
10 10 10
0 marks for 5 marks for 10 marks 15 marks 20 marks for
no TRL TRL-1 for TRL-2 for TRL-3 TRL-4
TRL 1 Basic Initial scientific research has been conducted. Principles are qualitatively postulated and
Research observed. Focus is on new discovery rather than applications.

Initial practical applications are identified. Potential of material or process to solve a problem,
TRL 2 Applied Research
satisfy a need, or find application is confirmed.
TRL 3 Critical Function or
Applied research advances and early stage development begins. Studies and laboratory
Proof of Concept
measurements validate analytical predictions of separate elements of the technology.
Established
TRL 4 Lab Testing/
Validation of Alpha Design, development and lab testing of components/processes. Results provide evidence that
Prototype Component/ performance targets may be attainable based on projected or modelled systems.
Process
Note: Council Driven Programs can follow their own assessment pattern.

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15. PASSING STANDARDS
High standards are maintained in all aspects of the examination. The relative grading method is followed. The minimum
standard of passing in respect of CIE and SEE for each course as shown in the table shall be effective from the academic
session 2022-23 onwards.
Note: The programs running with the approval of respective councils shall follow the passing standards as defined by the
respective councils.
Passing Criteria for Different Course Types Effective from AY 2022-23 Onwards
S.No. Course Type Passing Criterion
1. Theory Course (T) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE) and 40% of aggregate marks in the
course including Continuous internal examination (CIE) and SEE/ETE marks.
i.e., the minimum Passing Grade is “P”.

2. Integrated course (B) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE), 30% of the maximum marks in the LAB
EXAM, and 40% of aggregate marks in the course Continuous internal
examination (CIE) and SEE/ETE marks i.e., minimum Passing Grade in a course
is “P”.

3. Comprehensive Course (C) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE) and 40% of aggregate marks in the
course Continuous internal examination (CIE) and SEE/ETE marks i.e.,
minimum Passing Grade in a course is “P”.

4. Lab Course (L) A student shall secure a minimum of 30% of the maximum marks in the SEE
LAB EXAM and 40% of aggregate marks in the course Continuous internal
examination (CIE) and SEE/ETE marks i.e., minimum Passing Grade in a course
is “P”.

5. Seminar/Project/ A student shall secure a minimum of 40% of aggregate marks in the

Internship Course (R) Continuous internal examination (CIE) and SEE/ETE marks i.e., minimum
Passing Grade in a course is “P”.
Note: Students unable to meet the overall passing criteria as mentioned in Sr. No-1, 2 & 3 shall be
eligible for the following options to clear the course:
 Appear in the Back Paper Examinations and have to meet the criteria to score 40% in marks
overall  appear in summer examinations (internal +External) to meet the criteria as per Sr. No-1, 2
& 3.

17. STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-

LONGLEARNING)
Self-Learning, self-doing, and application of the knowledge acquired through the course after gaining adequate knowledge
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 Knowledge Levels (Bloom’s Revised Taxonomy). To enhance their skill set in the integrated course, the students
are advised to execute course-based Design projects.
The students, in a group not exceeding 4, are expected to conceive an idea based on the content (objectives/ outcomes) and
apply the suitable knowledge to demonstrate their ability to learn.

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A list of 30-40 project statements can be offered to the students to choose or develop their own ideas (teamwork) to define a
problem statement, design and develop a product/ process/service/application, and provide a suitable solution (design
thinking). They may also upload this Idea on the Yukti Portal (contact the University IIC Team) and also patent the same.

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