Course Structure Overview
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | PSY101 | Introduction to Psychology | 3-0-0-3 | None |
| 1 | PSY102 | Research Methods in Psychology | 3-0-0-3 | None |
| 1 | PSY103 | Biological Bases of Behavior | 3-0-0-3 | None |
| 1 | PSY104 | Cognitive Processes | 3-0-0-3 | None |
| 2 | PSY201 | Developmental Psychology | 3-0-0-3 | PSY101, PSY103 |
| 2 | PSY202 | Social Psychology | 3-0-0-3 | PSY101 |
| 2 | PSY203 | Abnormal Psychology | 3-0-0-3 | PSY101, PSY104 |
| 2 | PSY204 | Personality Theory | 3-0-0-3 | PSY101 |
| 3 | PSY301 | Psychopathology | 3-0-0-3 | PSY203 |
| 3 | PSY302 | Clinical Assessment | 3-0-0-3 | PSY201, PSY203 |
| 3 | PSY303 | Counseling Techniques | 3-0-0-3 | PSY201, PSY203 |
| 3 | PSY304 | Quantitative Methods | 3-0-0-3 | PSY102 |
| 4 | PSY401 | Cognitive Neuroscience | 3-0-0-3 | PSY201, PSY104 |
| 4 | PSY402 | Behavioral Economics | 3-0-0-3 | PSY101, PSY104 |
| 4 | PSY403 | Industrial-Organizational Psychology | 3-0-0-3 | PSY201, PSY202 |
| 4 | PSY404 | Health Psychology | 3-0-0-3 | PSY201, PSY203 |
| 5 | PSY501 | Advanced Research Project | 4-0-0-4 | All core courses |
| 5 | PSY502 | Special Topics in Psychology | 3-0-0-3 | PSY401 or PSY402 |
| 5 | PSY503 | Internship | 3-0-0-3 | All core courses |
| 6 | PSY601 | Final Year Project/Thesis | 6-0-0-6 | PSY501, PSY503 |
Advanced Departmental Electives
Neuroscience of Memory: This course explores how memory is encoded, stored, and retrieved in the brain. Students will learn about hippocampal mechanisms, neuroplasticity, and memory disorders such as Alzheimer’s disease.
Behavioral Genetics: Focuses on the genetic basis of behavior and psychological traits. Students examine twin studies, genome-wide association studies, and epigenetic influences on cognition and emotion.
Cultural Psychology: Examines how cultural contexts shape psychological processes including identity formation, emotion expression, and decision-making patterns across different societies.
Positive Psychology: Studies the science of well-being, resilience, optimism, and human flourishing. Topics include gratitude, mindfulness, strengths-based approaches, and interventions for mental health promotion.
Educational Assessment and Evaluation: Covers principles and practices of assessing student learning outcomes in educational settings, including standardized testing, curriculum mapping, and formative evaluation techniques.
Environmental Psychology: Investigates the relationship between people and their physical environments. Students explore how architecture, urban planning, and climate change affect behavior, stress levels, and mental health.
Psychology of Leadership: Analyzes leadership styles, influence tactics, team dynamics, and organizational behavior from psychological perspectives. Case studies from Fortune 500 companies provide practical insights.
Cognitive Modeling: Introduces computational models of cognition including neural networks, symbolic reasoning, and embodied cognition theories used in artificial intelligence research.
Psychology of Decision Making: Explores cognitive biases, heuristics, and irrational behaviors in decision-making contexts. Students apply these concepts to real-world scenarios involving finance, healthcare, and public policy.
Mindfulness and Meditation: Reviews scientific evidence supporting mindfulness practices for reducing stress, improving focus, and promoting emotional regulation. Includes guided meditation sessions and self-report measures.
Project-Based Learning Philosophy
The Psychology program at Iilm University Gurugram strongly advocates for project-based learning as a means of integrating theory with practice. Students are encouraged to engage in both individual and collaborative projects that reflect current research trends or societal needs.
Mini-projects (1st year) focus on foundational skills like literature reviews, experimental design, and data collection using simple tools such as surveys or interviews. These projects culminate in presentations and peer feedback sessions designed to build communication skills.
The final-year thesis or capstone project requires students to propose a research question, conduct an independent investigation, analyze data, and communicate findings through a formal report and oral defense. Faculty mentors guide students throughout this process, ensuring academic rigor and professional development.
Students select projects based on personal interest, faculty expertise, and available resources. Mentorship is matched based on alignment between student goals and faculty research areas. Projects often involve collaboration with industry partners or NGOs, providing valuable real-world exposure.