Comprehensive Course Structure
| Semester | Course Code | Course Title | Credit (L-T-P-C) | Pre-requisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | None |
| 1 | EDU102 | Psychology of Learning | 3-0-0-3 | None |
| 1 | EDU103 | Philosophy of Education | 3-0-0-3 | None |
| 1 | EDU104 | Communication Skills | 2-0-0-2 | None |
| 1 | EDU105 | Introduction to Sociology | 3-0-0-3 | None |
| 1 | EDU106 | English for Academic Purposes | 2-0-0-2 | None |
| 2 | EDU201 | Child Development | 3-0-0-3 | EDU102 |
| 2 | EDU202 | Curriculum Design and Planning | 3-0-0-3 | EDU101 |
| 2 | EDU203 | Educational Assessment | 3-0-0-3 | EDU102 |
| 2 | EDU204 | Social Foundations of Education | 3-0-0-3 | EDU105 |
| 2 | EDU205 | Research Methodology in Education | 3-0-0-3 | None |
| 2 | EDU206 | Teaching Practicum I | 1-0-0-1 | EDU104 |
| 3 | EDU301 | Learning Theories and Cognitive Psychology | 3-0-0-3 | EDU201 |
| 3 | EDU302 | Educational Technology Integration | 3-0-0-3 | EDU201 |
| 3 | EDU303 | Classroom Management Techniques | 3-0-0-3 | EDU202 |
| 3 | EDU304 | Educational Policy and Governance | 3-0-0-3 | EDU204 |
| 3 | EDU305 | Psychological Assessment Tools | 3-0-0-3 | EDU203 |
| 3 | EDU306 | Teaching Practicum II | 1-0-0-1 | EDU206 |
| 4 | EDU401 | Advanced Curriculum Development | 3-0-0-3 | EDU302 |
| 4 | EDU402 | Educational Leadership and Management | 3-0-0-3 | EDU304 |
| 4 | EDU403 | Special Education and Inclusive Practices | 3-0-0-3 | EDU201 |
| 4 | EDU404 | Educational Research Project | 3-0-0-3 | EDU205 |
| 4 | EDU405 | Capstone Project | 6-0-0-6 | EDU404 |
| 4 | EDU406 | Educational Internship | 2-0-0-2 | EDU306 |
| 5 | EDU501 | Advanced Educational Psychology | 3-0-0-3 | EDU301 |
| 5 | EDU502 | Digital Literacy in Education | 3-0-0-3 | EDU302 |
| 5 | EDU503 | Educational Data Analytics | 3-0-0-3 | EDU205 |
| 5 | EDU504 | Language Acquisition and Multilingual Education | 3-0-0-3 | EDU301 |
| 5 | EDU505 | Community-Based Education | 3-0-0-3 | EDU204 |
| 5 | EDU506 | Educational Leadership Practicum | 1-0-0-1 | EDU402 |
| 6 | EDU601 | Educational Innovation and Entrepreneurship | 3-0-0-3 | EDU501 |
| 6 | EDU602 | Educational Policy Analysis | 3-0-0-3 | EDU402 |
| 6 | EDU603 | Global Trends in Education | 3-0-0-3 | EDU502 |
| 6 | EDU604 | Advanced Research Methods | 3-0-0-3 | EDU404 |
| 6 | EDU605 | Capstone Thesis | 6-0-0-6 | EDU604 |
| 6 | EDU606 | Educational Internship | 2-0-0-2 | EDU506 |
| 7 | EDU701 | Leadership in Educational Institutions | 3-0-0-3 | EDU502 |
| 7 | EDU702 | Educational Technology Trends | 3-0-0-3 | EDU502 |
| 7 | EDU703 | Educational Research in Practice | 3-0-0-3 | EDU604 |
| 7 | EDU704 | Educational Ethics and Professionalism | 3-0-0-3 | EDU504 |
| 7 | EDU705 | Advanced Capstone Project | 6-0-0-6 | EDU703 |
| 7 | EDU706 | Educational Leadership Practicum | 1-0-0-1 | EDU704 |
| 8 | EDU801 | Educational Innovation Lab | 3-0-0-3 | EDU705 |
| 8 | EDU802 | Final Thesis Project | 9-0-0-9 | EDU705 |
| 8 | EDU803 | Educational Policy Workshop | 2-0-0-2 | EDU702 |
| 8 | EDU804 | Industry Collaboration Project | 3-0-0-3 | EDU705 |
| 8 | EDU805 | Educational Leadership Internship | 2-0-0-2 | EDU706 |
| 8 | EDU806 | Educational Innovation Final Presentation | 1-0-0-1 | EDU804 |
Detailed Course Descriptions
Introduction to Education (EDU101): This foundational course introduces students to the history, philosophy, and scope of education as a discipline. Students explore various educational theories, historical milestones, and contemporary challenges in education. The course emphasizes critical thinking and analytical skills necessary for future educators.
Psychology of Learning (EDU102): This course examines how individuals learn and develop cognitively. Students study developmental stages, learning styles, motivation theories, and the psychological factors that influence educational outcomes. Practical applications in classroom settings are emphasized.
Philosophy of Education (EDU103): Students explore philosophical perspectives on education, including idealism, realism, pragmatism, and existentialism. The course discusses the role of ethics, values, and cultural contexts in shaping educational practices and policies.
Communication Skills (EDU104): This course focuses on developing effective communication abilities essential for educators. Topics include verbal and non-verbal communication, active listening, public speaking, presentation skills, and intercultural communication.
Social Foundations of Education (EDU105): Students investigate the social forces that shape educational systems, including class, gender, race, and ethnicity. The course explores how societal structures impact access to education and equity in learning opportunities.
English for Academic Purposes (EDU106): Designed to enhance academic writing and reading comprehension skills, this course prepares students for higher-level educational discourse. Students practice essay writing, literature analysis, and critical reading techniques.
Child Development (EDU201): This course provides an in-depth study of child development from infancy to adolescence. Students examine cognitive, emotional, physical, and social developmental processes and their implications for teaching and learning environments.
Curriculum Design and Planning (EDU202): Students learn principles of curriculum design and planning based on educational goals and learner needs. The course covers curriculum development models, alignment with standards, and implementation strategies.
Educational Assessment (EDU203): This course explores various assessment methods and their application in educational settings. Students study formative and summative assessments, standardized testing, portfolio evaluations, and rubrics for measuring student progress.
Social Foundations of Education (EDU204): Students analyze the social dimensions of education, including cultural diversity, social class, gender roles, and power dynamics in schools. The course emphasizes equity and inclusion in educational contexts.
Research Methodology in Education (EDU205): This course introduces students to research design and methodology specific to education. Students learn about qualitative and quantitative methods, data collection techniques, ethical considerations, and research proposal writing.
Teaching Practicum I (EDU206): An introductory hands-on experience where students observe and participate in teaching activities under supervision. The practicum provides insight into classroom management, lesson planning, and student interaction techniques.
Learning Theories and Cognitive Psychology (EDU301): This course explores major learning theories including behaviorism, cognitivism, constructivism, and humanism. Students study cognitive processes involved in learning and how they inform instructional design.
Educational Technology Integration (EDU302): Students examine the integration of technology in education to enhance teaching and learning experiences. Topics include digital tools, multimedia presentations, online platforms, and educational apps.
Classroom Management Techniques (EDU303): This course teaches effective classroom management strategies, including creating a positive learning environment, establishing rules and routines, handling conflicts, and promoting student engagement.
Educational Policy and Governance (EDU304): Students study national and international educational policies, governance structures, and regulatory frameworks. The course explores the relationship between policy and practice in schools and districts.
Psychological Assessment Tools (EDU305): This course introduces various psychological assessment instruments used in education. Students learn to administer, interpret, and use assessments for diagnosing learning difficulties and monitoring progress.
Teaching Practicum II (EDU306): A continuation of the first practicum, this course allows students to take on more responsibility in teaching and mentoring roles. Supervised practice helps refine skills and build confidence in classroom settings.
Project-Based Learning Philosophy
At Aisect University Hazaribagh, project-based learning is at the core of our educational approach. This method encourages students to engage deeply with real-world problems, fostering critical thinking, creativity, and collaboration. Projects are designed to connect theoretical knowledge with practical applications, preparing students for careers that demand innovation and adaptability.
Mini-projects begin in the second year and evolve into comprehensive capstone projects in the final year. These projects involve extensive research, planning, execution, and presentation components. Students work in teams, simulating professional environments where interdisciplinary collaboration is key. Each project is supervised by faculty members who guide students through the process, ensuring alignment with academic standards and industry expectations.
Faculty mentors are selected based on their expertise and interest in specific areas of study. Students participate in a mentor selection process that matches them with advisors whose research interests align with their project goals. Regular check-ins and feedback sessions ensure continuous improvement and successful completion of projects.
The final-year thesis/capstone project represents the culmination of students' academic journey. It requires them to conduct original research, synthesize knowledge from multiple disciplines, and present findings in a professional format. The project is evaluated based on originality, depth of analysis, clarity of communication, and practical applicability.