Course Structure Overview
The Education program at Mohammad Ali Jauhar University Rampur is structured over 8 semesters, with a balanced mix of core courses, science electives, departmental electives, and laboratory sessions. Each semester carries a specific credit structure designed to build foundational knowledge progressively.
| Semester | Course Code | Course Title | Credit (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | - |
| 1 | EDU102 | Educational Psychology | 3-0-0-3 | - |
| 1 | EDU103 | Sociology of Education | 3-0-0-3 | - |
| 1 | EDU104 | Philosophy of Education | 3-0-0-3 | - |
| 1 | SCI101 | Basic Mathematics | 3-0-0-3 | - |
| 1 | SCI102 | Physics for Educators | 3-0-0-3 | - |
| 2 | EDU201 | Teaching Methods | 3-0-0-3 | EDU101 |
| 2 | EDU202 | Assessment and Evaluation | 3-0-0-3 | EDU101 |
| 2 | EDU203 | Curriculum Development | 3-0-0-3 | EDU101 |
| 2 | SCI201 | Chemistry for Educators | 3-0-0-3 | SCI101 |
| 2 | EDU204 | Child Development | 3-0-0-3 | EDU101 |
| 3 | EDU301 | Educational Leadership | 3-0-0-3 | EDU201 |
| 3 | EDU302 | Policy Analysis | 3-0-0-3 | EDU201 |
| 3 | EDU303 | Comparative Education | 3-0-0-3 | EDU201 |
| 3 | SCI301 | Biology for Educators | 3-0-0-3 | SCI201 |
| 3 | EDU304 | Vocational Training | 3-0-0-3 | EDU201 |
| 4 | EDU401 | Distance Learning | 3-0-0-3 | EDU301 |
| 4 | EDU402 | Special Education | 3-0-0-3 | EDU301 |
| 4 | EDU403 | Technology in Education | 3-0-0-3 | EDU301 |
| 4 | SCI401 | Physics Lab | 0-0-3-1 | SCI102 |
| 4 | EDU404 | Adult Learning | 3-0-0-3 | EDU301 |
| 5 | EDU501 | Educational Research | 3-0-0-3 | EDU401 |
| 5 | EDU502 | Curriculum Evaluation | 3-0-0-3 | EDU401 |
| 5 | EDU503 | Learning Analytics | 3-0-0-3 | EDU401 |
| 5 | EDU504 | EdTech Innovation | 3-0-0-3 | EDU401 |
| 6 | EDU601 | Capstone Project I | 0-0-6-3 | EDU501 |
| 6 | EDU602 | Internship Program | 0-0-0-6 | EDU501 |
| 7 | EDU701 | Capstone Project II | 0-0-6-3 | EDU601 |
| 7 | EDU702 | Advanced Pedagogy | 3-0-0-3 | EDU501 |
| 8 | EDU801 | Final Thesis | 0-0-0-6 | EDU701 |
| 8 | EDU802 | Capstone Presentation | 0-0-3-1 | EDU701 |
Advanced Departmental Electives
Students in their later semesters can choose from a wide range of departmental electives tailored to their interests and career goals. These courses are designed to deepen understanding and foster specialization:
- Educational Research Methods: This course introduces students to qualitative and quantitative research methods used in education, emphasizing data collection, analysis, and interpretation techniques.
- Digital Learning Platforms: Students explore the design and implementation of digital platforms for learning, including e-learning tools, mobile apps, and virtual reality experiences.
- Learning Analytics: This course teaches students how to use big data to improve teaching effectiveness, personalize learning pathways, and enhance student engagement.
- Curriculum Mapping: A practical guide to aligning curriculum objectives with assessment criteria and learning outcomes, ensuring coherence across different levels of education.
- Inclusive Education: Focuses on creating accessible learning environments for students with diverse needs, including those with disabilities or from marginalized communities.
- Educational Policy and Governance: Explores the role of policy in shaping educational systems and evaluates the impact of various reforms on student achievement and equity.
- Play-Based Learning: Designed for early childhood educators, this course emphasizes the importance of play in child development and learning.
- Adaptive Learning Systems: Students learn how to develop and implement adaptive learning technologies that adjust content delivery based on individual learner performance.
- Cognitive Load Theory: This course delves into how cognitive processes affect learning, helping educators design instruction that minimizes cognitive overload.
- Assessment for Learning: An in-depth look at formative assessment strategies that support continuous improvement and feedback loops between teachers and students.
Project-Based Learning Philosophy
The department strongly believes in project-based learning as a means to foster critical thinking, collaboration, and creativity. Students engage in both mini-projects and capstone projects throughout their academic journey:
Mini-Projects (Semesters 3–5)
Mini-projects are short-term initiatives that allow students to apply theoretical concepts to real-world scenarios. These projects typically last 2–3 weeks and involve small groups of students working under faculty supervision. Topics may include developing a classroom activity, analyzing school policies, or designing a learning module for specific learners.
Final-Year Thesis/Capstone Project (Semesters 6–8)
The capstone project is the culmination of the student’s academic experience, requiring them to conduct an in-depth research study or implement an educational initiative. Students select topics in consultation with faculty mentors and work closely with them throughout the process. The final deliverables include a comprehensive report, presentation, and demonstration of impact.
Project Selection Process
Students begin selecting projects during their third semester by attending project workshops and interacting with faculty members. They are encouraged to choose topics aligned with their interests and career goals. Projects may be proposed by students or assigned by faculty based on current educational challenges or research opportunities.