Course Structure Overview
The curriculum for the B.Tech in Education at Arunodaya University Papum Pare is meticulously structured to ensure a comprehensive understanding of both foundational and advanced concepts. It spans eight semesters, with each semester comprising core courses, departmental electives, science electives, and laboratory sessions designed to foster hands-on learning and practical application.
| Semester | Course Code | Course Title | Credit (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-1-0-4 | - |
| 1 | EDU102 | Teaching Methodologies | 3-0-0-3 | - |
| 1 | EDU103 | Educational Psychology | 3-0-0-3 | - |
| 1 | SCI101 | Basic Science for Educators | 3-0-0-3 | - |
| 1 | LAB101 | Teaching Practice Lab | 0-0-2-2 | - |
| 2 | EDU201 | Curriculum Design | 3-0-0-3 | EDU101, EDU103 |
| 2 | EDU202 | Educational Assessment | 3-0-0-3 | EDU101 |
| 2 | EDU203 | Learning Technologies | 3-0-0-3 | EDU101 |
| 2 | SCI201 | Mathematics for Educators | 3-0-0-3 | SCI101 |
| 2 | LAB201 | Technology in Teaching Lab | 0-0-2-2 | - |
| 3 | EDU301 | Educational Leadership | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU302 | Child Development | 3-0-0-3 | EDU103 |
| 3 | EDU303 | Special Education | 3-0-0-3 | EDU201 |
| 3 | SCI301 | Statistics for Education | 3-0-0-3 | SCI201 |
| 3 | LAB301 | Research Lab | 0-0-2-2 | - |
| 4 | EDU401 | Global Education Policy | 3-0-0-3 | EDU301 |
| 4 | EDU402 | Educational Research Methods | 3-0-0-3 | SCI301 |
| 4 | EDU403 | Adult Learning Theory | 3-0-0-3 | EDU202 |
| 4 | SCI401 | Data Science for Education | 3-0-0-3 | SCI301 |
| 4 | LAB401 | Capstone Project Lab | 0-0-2-2 | - |
| 5 | EDU501 | Advanced Curriculum Design | 3-0-0-3 | EDU401 |
| 5 | EDU502 | Educational Technology Integration | 3-0-0-3 | EDU203 |
| 5 | EDU503 | Learning Analytics | 3-0-0-3 | SCI401 |
| 5 | LAB501 | Technology Innovation Lab | 0-0-2-2 | - |
| 6 | EDU601 | Research Capstone | 3-0-0-3 | EDU402 |
| 6 | EDU602 | Policy and Reform | 3-0-0-3 | EDU401 |
| 6 | EDU603 | Teaching Internship | 0-0-2-2 | - |
| 7 | EDU701 | Specialized Elective I | 3-0-0-3 | EDU501 |
| 7 | EDU702 | Specialized Elective II | 3-0-0-3 | EDU502 |
| 7 | EDU703 | Advanced Teaching Lab | 0-0-2-2 | - |
| 8 | EDU801 | Final Capstone Project | 0-0-4-6 | EDU601 |
| 8 | EDU802 | Internship & Reflection | 0-0-2-2 | - |
Detailed Course Descriptions
The following are detailed descriptions of selected departmental elective courses:
- Educational Technology Integration (EDU502): This course explores the effective integration of digital tools and technologies into educational settings. Students learn how to select, design, and implement technology-based learning experiences that enhance student engagement and achievement.
- Learning Analytics (EDU503): Designed to equip students with skills in analyzing data to improve learning outcomes, this course covers topics such as predictive modeling, learner behavior analysis, and dashboard creation for educators.
- Research Capstone (EDU601): This course involves conducting an original research project under the guidance of a faculty mentor. Students must present their findings in both written and oral formats, demonstrating critical thinking and analytical skills.
- Educational Leadership (EDU301): This course prepares students to lead educational institutions effectively by exploring leadership theories, organizational behavior, and strategic planning within the context of education.
- Special Education (EDU303): Students study strategies for teaching learners with diverse needs, including those with disabilities. The course includes practical components such as creating inclusive classroom environments and developing individualized education plans.
Project-Based Learning Philosophy
The department's philosophy on project-based learning is centered around active engagement, collaboration, and real-world relevance. Students are encouraged to work in teams on projects that address actual educational challenges or opportunities. These projects begin with problem identification and progress through planning, implementation, reflection, and presentation stages.
Mini-projects are introduced in the second year, allowing students to apply theoretical concepts in a controlled environment. These projects typically last 4-6 weeks and are assessed based on criteria such as clarity of purpose, creativity, collaboration, and impact.
The final-year capstone project is more extensive, spanning several months and requiring students to propose, design, execute, and report on an original contribution to the field of education. Faculty mentors provide guidance throughout the process, ensuring that students develop both technical and professional competencies.