Comprehensive Course Listing
The following table outlines all core, departmental elective, science elective, and lab courses across the eight semesters of the Education program at Gyanveer University Sagar.
| Semester | Course Code | Full Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | - |
| 1 | EDU102 | Human Development and Learning Theories | 3-0-0-3 | - |
| 1 | EDU103 | Foundations of Pedagogy | 3-0-0-3 | - |
| 1 | EDU104 | Introduction to Educational Psychology | 3-0-0-3 | - |
| 1 | SCI101 | Basic Mathematics for Education | 3-0-0-3 | - |
| 1 | SCI102 | Science and Technology in Society | 3-0-0-3 | - |
| 1 | EDU105 | Teaching Skills Lab | 0-0-3-2 | - |
| 2 | EDU201 | Curriculum Design and Planning | 3-0-0-3 | EDU101, EDU102 |
| 2 | EDU202 | Classroom Management Techniques | 3-0-0-3 | EDU101, EDU103 |
| 2 | EDU203 | Educational Assessment and Evaluation | 3-0-0-3 | EDU101, EDU104 |
| 2 | EDU204 | Child Psychology and Development | 3-0-0-3 | EDU101, EDU104 |
| 2 | SCI201 | Statistics for Educational Research | 3-0-0-3 | SCI101 |
| 2 | EDU205 | Instructional Strategies Lab | 0-0-3-2 | EDU201, EDU202 |
| 3 | EDU301 | Special Education and Inclusive Practices | 3-0-0-3 | EDU201, EDU204 |
| 3 | EDU302 | Digital Learning Tools and Platforms | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU303 | Educational Leadership and Administration | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU304 | Educational Policy and Reform | 3-0-0-3 | EDU201, EDU202 |
| 3 | SCI301 | Research Methodology in Education | 3-0-0-3 | SCI201 |
| 3 | EDU305 | Community Engagement and Outreach | 0-0-3-2 | EDU301, EDU302 |
| 4 | EDU401 | Advanced Curriculum Design | 3-0-0-3 | EDU301, EDU302 |
| 4 | EDU402 | Educational Innovation and Change Management | 3-0-0-3 | EDU301, EDU303 |
| 4 | EDU403 | Global Perspectives in Education | 3-0-0-3 | EDU302, EDU304 |
| 4 | EDU404 | Educational Ethics and Professional Practice | 3-0-0-3 | EDU301, EDU303 |
| 4 | SCI401 | Data Analytics in Education | 3-0-0-3 | SCI201, SCI301 |
| 4 | EDU405 | Capstone Project Lab | 0-0-6-4 | EDU301, EDU302 |
Detailed Overview of Departmental Electives
Below are descriptions of key departmental elective courses that provide advanced knowledge and specialized skills to students in the Education program.
- Advanced Curriculum Design: This course delves into contemporary approaches to curriculum development, focusing on integrating national standards with local needs. Students engage in designing comprehensive curricula for different age groups and subject areas, incorporating feedback from stakeholders.
- Educational Innovation and Change Management: Designed to prepare students for leadership roles, this course explores how innovation can be effectively implemented within educational institutions. Topics include change theory, strategic planning, and managing resistance to new initiatives.
- Global Perspectives in Education: This elective provides a comparative analysis of educational systems worldwide, examining policy frameworks, pedagogical practices, and cultural influences on learning outcomes across different regions.
- Educational Ethics and Professional Practice: Students explore ethical dilemmas faced by educators, including issues related to equity, privacy, and professional responsibility. The course emphasizes the development of moral reasoning and decision-making skills in complex educational contexts.
- Special Education and Inclusive Practices: This course focuses on understanding diverse learning needs and implementing inclusive strategies in classrooms. Students learn about assessment tools, intervention techniques, and collaboration with families and community resources.
- Digital Learning Tools and Platforms: An exploration of modern educational technologies, including LMS platforms, interactive media, and virtual reality applications. Students gain hands-on experience in creating digital content and designing immersive learning experiences.
- Educational Leadership and Administration: This course provides an overview of organizational structures within schools and educational institutions, focusing on leadership theories, resource management, and strategic decision-making processes.
- Educational Policy and Reform: Analyzes current policies and their impact on educational outcomes. Students study the process of policy formulation, implementation challenges, and methods for evaluating effectiveness using empirical data.
- Data Analytics in Education: Utilizing statistical software and databases, students learn to analyze student performance data, identify trends, and make informed decisions about instructional improvements.
- Community Engagement and Outreach: Focuses on strategies for building partnerships between schools and communities. Students develop skills in project planning, resource mobilization, and community-based learning initiatives.
Project-Based Learning Philosophy
The Education program at Gyanveer University Sagar places a strong emphasis on project-based learning (PBL), recognizing its effectiveness in developing critical thinking, problem-solving, and collaboration skills. The approach is grounded in the belief that real-world challenges drive meaningful learning experiences.
Mini-projects are integrated throughout the curriculum, beginning in the first year. These projects allow students to apply theoretical concepts in practical settings, often involving community engagement or school-based research. Each project has specific learning objectives aligned with course outcomes and is evaluated using rubrics that assess both content mastery and skill development.
The final-year thesis/capstone project serves as a culmination of the student's academic journey. It requires students to identify a significant educational issue, conduct original research or design an intervention, and present findings to faculty and peers. Students select their projects in consultation with faculty mentors based on interests, expertise, and available resources.
Evaluation criteria for these projects include clarity of purpose, depth of analysis, innovation in approach, and the ability to communicate complex ideas effectively. The process encourages students to engage in reflective practice, ensuring they not only produce high-quality work but also develop self-awareness as learners and educators.