Comprehensive Course Listing Across All Semesters
| Semester | Course Code | Full Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Educational Psychology | 3-0-0-3 | - |
| 1 | EDU102 | History of Education Systems | 3-0-0-3 | - |
| 1 | EDU103 | Foundations of Learning Theory | 3-0-0-3 | - |
| 1 | MAT101 | Mathematics for Educators | 3-0-0-3 | - |
| 1 | PHY101 | Physics for Educational Applications | 3-0-0-3 | - |
| 2 | EDU201 | Curriculum Design and Evaluation | 3-0-0-3 | EDU101, EDU102 |
| 2 | EDU202 | Classroom Management Strategies | 3-0-0-3 | EDU101 |
| 2 | EDU203 | Philosophy of Education | 3-0-0-3 | EDU101, EDU102 |
| 2 | BIO101 | Biology for Educational Contexts | 3-0-0-3 | - |
| 2 | CHE101 | Chemistry in Educational Settings | 3-0-0-3 | - |
| 3 | EDU301 | Special Education Needs | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU302 | Adult Learning Theory | 3-0-0-3 | EDU201 |
| 3 | EDU303 | Educational Technology Integration | 3-0-0-3 | EDU201, EDU202 |
| 3 | PSY101 | Psychology of Learning | 3-0-0-3 | - |
| 3 | HIS101 | History of Educational Thought | 3-0-0-3 | - |
| 4 | EDU401 | Educational Leadership and Policy | 3-0-0-3 | EDU301, EDU302 |
| 4 | EDU402 | Higher Education Administration | 3-0-0-3 | EDU301, EDU302 |
| 4 | EDU403 | Educational Research and Evaluation | 3-0-0-3 | EDU301, EDU302 |
| 4 | SOC101 | Sociology of Education | 3-0-0-3 | - |
| 4 | ENG101 | English for Academic Writing | 3-0-0-3 | - |
| 5 | EDU501 | Language and Literacy Instruction | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU502 | Assessment in Education | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU503 | Educational Innovation and Change | 3-0-0-3 | EDU401, EDU402 |
| 5 | MAT201 | Statistics in Educational Research | 3-0-0-3 | MAT101 |
| 5 | BIO201 | Biological Aspects of Learning | 3-0-0-3 | BIO101 |
| 6 | EDU601 | Internship in Educational Settings | 0-0-6-6 | All previous courses |
| 6 | EDU602 | Capstone Project in Education | 0-0-12-12 | All previous courses |
| 6 | EDU603 | Advanced Topics in Educational Psychology | 3-0-0-3 | PSY101 |
| 6 | CHE201 | Chemical Principles in Teaching | 3-0-0-3 | CHE101 |
| 7 | EDU701 | Global Perspectives on Education | 3-0-0-3 | EDU501, EDU502 |
| 7 | EDU702 | Educational Data Science | 3-0-0-3 | MAT201 |
| 7 | EDU703 | Design Thinking in Education | 3-0-0-3 | EDU503 |
| 7 | PSY201 | Cognitive Psychology | 3-0-0-3 | PSY101 |
| 7 | HIS201 | Comparative Education Systems | 3-0-0-3 | HIS101 |
| 8 | EDU801 | Final Year Thesis in Education | 0-0-12-12 | All previous courses |
| 8 | EDU802 | Professional Practice in Education | 0-0-6-6 | All previous courses |
| 8 | EDU803 | Capstone Research Presentation | 0-0-3-3 | EDU801 |
| 8 | MAT301 | Advanced Statistical Methods | 3-0-0-3 | MAT201 |
| 8 | BIO301 | Neuroscience and Learning | 3-0-0-3 | BIO201 |
Advanced Departmental Elective Courses
The department offers a rich array of advanced elective courses that allow students to delve deeper into specific areas of interest within education. These courses are designed to foster critical thinking, encourage research-based learning, and provide hands-on exposure to current practices in the field.
1. Educational Technology Integration
This course explores how modern technologies can be effectively integrated into educational environments to enhance teaching and learning outcomes. Students learn about various platforms, tools, and software used in digital classrooms and gain practical experience through simulations and real-world applications.
2. Special Education Needs
Focused on understanding and addressing the unique challenges faced by students with special needs, this course covers assessment strategies, inclusive practices, and support systems that promote equitable access to education for all learners.
3. Adult Learning Theory
Designed for those interested in working with adult populations, this course examines theories of adult learning, lifelong education, and workplace training methodologies. It prepares students to design programs tailored to the needs of adult learners.
4. Language and Literacy Instruction
This course focuses on effective teaching strategies for language development and literacy skills across different age groups. Students explore phonics-based instruction, reading comprehension techniques, and writing frameworks that support diverse learning styles.
5. Educational Leadership and Policy
Students engage with contemporary issues in educational leadership and policy formulation. The course covers governance structures, strategic planning, resource allocation, and the impact of political decisions on educational outcomes.
6. Curriculum Design and Evaluation
Building on foundational knowledge, this course provides students with frameworks for designing, implementing, and evaluating curricula. It emphasizes aligning learning objectives with teaching methods and assessing student progress effectively.
7. Educational Research and Evaluation
This advanced course teaches students how to conduct rigorous research in educational settings. From hypothesis formulation to data collection and analysis, students learn the tools needed to generate evidence-based insights that inform policy and practice.
8. Educational Psychology
Examining cognitive, emotional, and social aspects of learning, this course delves into how psychological principles influence education. It provides students with the theoretical background needed to understand individual differences in learning and motivation.
9. Assessment in Education
This course explores various forms of assessment—formative, summative, diagnostic—and their role in improving instruction. Students learn about standardized tests, rubrics, portfolios, and alternative assessment methods that capture student growth comprehensively.
10. Comparative Education Systems
Students compare educational systems across countries to understand how cultural, economic, and political factors shape education policies and practices. The course includes case studies of successful reforms and challenges faced by different nations.
Project-Based Learning Philosophy
Nist University Ganjam believes in project-based learning as a transformative approach that encourages students to apply knowledge creatively and collaboratively. This philosophy is embedded throughout the curriculum, with mandatory mini-projects in each semester and a final-year thesis or capstone project.
Mini-projects are typically completed in teams and involve solving real-world problems related to education. These projects allow students to develop critical thinking, communication, and teamwork skills while gaining exposure to current challenges in the field.
The final-year capstone project is a significant undertaking that requires students to identify an educational issue, propose a solution, and present their findings to faculty and industry experts. Students work closely with assigned mentors who guide them through every stage of the process—from conceptualization to implementation.
Project selection involves a structured process where students propose ideas based on their interests and career goals. Faculty members review proposals and assign mentors accordingly, ensuring that each student receives personalized guidance throughout their project journey.