GU/Acad –PG/BoS -NEP/2024/116 Date: 17.05.

2024

Ref: GU/Acad –PG/BoS -NEP/2023/102/20 dated 16.06.2023

CIRCULAR

In supersession to the above referred Circular, the Syllabus of Semester III to VIII of the
Bachelor of Arts in Geography Programme approved by the Standing Committee of the
Academic Council in its meeting held on 06th, 07th and 21st March 2024 is enclosed. The sylla-
bus of Semester I and II approved earlier is also attached.

The Dean/ Vice-Deans of the D.D. Kosambi School of Social Sciences and Behavioural
Studies and Principals of the Affiliated Colleges offering the Bachelor of Arts in Geography
programme are requested to take note of the above and bring the contents of the Circular to the
notice of all concerned.

ASHWIN Digitally
by ASHWIN
signed

VYAS VYAS LAWANDE

Date: 2024.05.17
LAWANDE 11:55:49 +05'30'

(Ashwin Lawande)
Assistant Registrar – Academic-PG

To,
The Principals of Affiliated Colleges offering the Bachelor of Arts in Geography
Programme.

Copy to:
1. The Director, Directorate of Higher Education, Govt. of Goa
2. The Dean, D.D. Kosambi School of Social Sciences and Behavioural Studies, Goa
University.
3. The Vice-Deans, D.D. Kosambi School of Social Sciences and Behavioural Studies, Goa
University.
4. The Chairperson, BOS in Geography.
5. The Controller of Examinations, Goa University.
6. The Assistant Registrar, UG Examinations, Goa University.
7. Directorate of Internal Quality Assurance, Goa University for uploading the Syllabus on the
University website.
 Programme Structure for Semester I to VIII Bachelor of Arts in Geography
Total
Semester Major -Core Minor MC AEC SEC I D VAC Exit
Credits

GOG-111
Geography of
Sustainable
Development
GOG-141
(4) GOG-131
Elements of
Astronomical
I Environmental Impact
OR Geography
Assessment (EIA)
(3)
(1T+2P)
GOG-112
Geography of
Climate Change
(4)
GOG-100
Foundations in
Geography
GOG-113
(3+1) GOG-142
Application of
Introduction to the
Disaster Risk
Principles and
Reduction and
Practices of Land Use
Mitigation GOG-161 Exit
GOG-132 Planning and
(4) Course
Major World Management
II “Professional
Environments (1T+2P) (DELETED)
OR Tour Guide”
(3)
(1T+3P)
GOG-143
GOG-114
Environmental
Fundamentals of
Journalism
Tourism Geography
(1T+2P)
(4)
 GOG-211
Economic
GOG-200
Geography
Development of
(4)
Geographic GOG-231 GOG-241
Thought Google Earth: Bring Traditional
OR
(4) the World inside the Knowledge System in
III
Classroom Resource
GOG-212
GOG-201 (3) Management
Geography of
Geography of (1T+2P)
Environment and
Resources
Development
(4)
(4)

GOG-202
Principles of
Population
Geography
(4)

GOG-203 GOG-221
GOG-261
Geopolitical Spatial Planning for
Exit Course
IV Geography Tourism Operations
“GIS Analyst”
(4) (Vocational)
(1T+3P)
(1T+3P)
GOG-204
Physical
Landscape of India
(4)
 GOG-205
Physical
Geography of Goa
(2)

GOG-300
Principles
Geomorphology
(3T+1P)

GOG-301
Principles of
Remote Sensing
(3T+1P)
GOG-321
Application of Field
GOG-302
Study and Survey
Statistical
V Techniques in
Methods in
Geography
Geography
(Vocational)
(4)
(4)
GOG-303
Economic
Landscape of Goa
(2)
 GOG-304
Principles of
Climatology
(3T+1P)

GOG-305
Fundamentals of
Geographical
GOG-322: Applied
Information
Travel and Tourism
System
VI Geography
(3T+1P)
(Vocational)
(1T+3P)
GOG-306
Economic
Landscape of India
(4)

GOG-307
Project
(4)

GOG-400 GOG-411
Analytical Contemporary
Techniques in Issues in
Geography Geography
VII
(4) (4)

GOG-401 OR
Geography of
Coast (4)
 GOG-402 GOG-412
Watershed Applied Geography
Development in (4)
Geography
(3T+1P)

GOG-403 Research
Methodology in
Geography (RM)*
(4)

GOG-404
Livelihood and
Natural Resource
Management
(4) GOG-413
Geography of
GOG-405 Transport Network
Geography of and Flow Analysis
Social Well-being (4)
(4)
VIII
OR
GOG-406
Geography of GOG-414
Rural Settlement Geography of
(4) Agriculture
(4)
GOG-407
Geography of
Urban Settlement
(4)
 DOUBLE MAJOR SUBJECTS

Semester Major Core Courses Credits

II GOG-100: Foundations in Geography 3+1
III GOG-201: Geography of Resources 4
IV GOG-202: Principles of Population Geography 4
V GOG-302: Statistical Methods in Geography 4
GOG-306: Economic Landscape of India 4
VI
GOG-307: Project 4
GOG-401: Geography of Coast 4
VII
GOG-402: Watershed Development in Geography 3+1
Name of the Programme : B. A. Geography
Course Code : GOG-100
Title of the Course : Foundations in Geography
Number of Credits : 3+1
Effective from AY : 2023-24
Pre-requisites
Nil
for the Course:
Foundations in Geography is an introductory course that provide students with a
comprehensive understanding of the discipline of Geography, its fundamental
concepts and principles. This course aims to develop students' spatial thinking
Course
skills and geographic literacy by introducing them to the basic concepts of
Objectives:
geographic analysis. Further, the objective of the practical component is to equip
students with technical knowledge and computer skills necessary to pursue a
career in the field of Geospatial Technology.
No. of
Hours
1. Introduction:
• Introduction & Definitions of Geography;
• Geography: Whether Science or Social Science;
• The Changing Nature of Geography;
• Divisions of Geography and Branches of Geography and its
relations with other disciplines;
• Geography and Nationalism;
15
• Evolution of Geography from classical times to modern period;
• Career Prospects in Geography;
2. Geographical Concepts and Approaches:
• Geography as Inter-disciplinary, Intra-disciplinary and Multi-
disciplinary Science;
• Contemporary Approaches in Geography: Area, Spatial,
Locational & Geographic Systems Analysis;
• Five Themes of Geography;
Content • Four Traditions of Geography: Spatial or Locational Tradition, 15
Area Studies or Regional Tradition, Man-Land Tradition, Earth
Science Tradition;
3. Earth and it’s spatial relation:
• The Universe;
• Galaxies and Solar system;
• Origin of the Earth;
• Geological Time Scale
• Earth as a planet and celestial positions its shape and size;
• Rotation and revolution of Earth;
• Lunar and Solar Eclipses and their types 15
• Positions on Map and Globe, Geographical coordinates and its
characteristics,
• World time zones, standard and local time
4. Digital Cartography
A) Introduction to Digital Cartography:
 • Definition, concepts of cartography.
• Nature and Scope,
• History and development of Cartography,
• Characteristics of Map.
• Categories of maps.
• Methods of mapping, relief maps, thematic maps.
• Trends in Cartography 30

B) Application of Computer Cartography:

• Hardware and software for computer cartography;
• Representation of geospatial data using Open-Source Office
Management Software or MS Excel: Column charts, Bar charts,
Line charts, Pie charts, Scatter charts, Area charts, Stock charts,
Radar charts, Bubble charts, Heat maps, Waterfall charts and Tree
maps.
Note:
1. Each student is required to complete a minimum of two exercises
from the above list and maintain a journal both hard as well as soft
copy.
2. In case there are insufficient computers available in the geography
lab, the practical sessions may be conducted in the IT lab or any
other designated location within the respective college.
3. For lab sessions, students are permitted to use their own laptops.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill development.
6. Experiential learning through fieldwork and outdoor activities.
Pedagogy
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Blij, H. J. de, & Muller, P. O. (2010). Geography: Realms, Regions, and
Concepts. John Wiley & Sons.
2. Clifford, N., Cope, M., & Gillespie, T. W. (2016). Key Concepts in Geography.
Sage.
3. D. K. (2017). Geography: A Visual Encyclopaedia. DK. ▪ Dikshit R.D. (2000)
Geographical Thought - A Contextual History of Ideas, P. Hall of India Pvt.
References/ 4. Das Gupta and Kapoor. (2004) Principles of Physical geography. S. Chand,
Readings New Delhi
5. Fouberg, E. H., Murphy, A. B., & Blij, H. J. de. (2016). Human Geography:
People, Place, and Culture. John Wiley & Sons.
6. Getis, A., Bjelland, M., Getis, V. A., & Fellmann, J. D. (2015). Introduction to
Geography. McGraw-Hill Education. ▪ Goh Cheng Leong: Certificate Physical
and Human Geography, Oxford University Press, New Delhi.
7. Harvey, David. (1969). Explanation in Geography. Edward Arnold.
 8. Harvey, David. (1972). Explanation in Geography, Edward - Arnold, London.
9. Hussain, Majid (1984): Evolution of Geographical Thought, Rawat
Publications, Jaipur.
10. Knox, P. L., & Marston, S. A. (2019). Human Geography: Places and Regions in
Global Context. Pearson Education.
11. Lunn, J. (2017). Geography: A Beginner's Guide. One world Publications.
12. Matthews, J. A., & Herbert, D. T. (2015). Geography: A Very Short
Introduction. Oxford University Press.
13. McKnight, T. L., & Hess, D. (2013). Physical Geography: A Landscape
Appreciation. Prentice Hall.
14. Perpillou A (1977). Human Geography, Longman Press, London.
15. Rubenstein, J. M. (2017). The Cultural Landscape: An Introduction to Human
Geography. Pearson Education.
16. Savindra Singh (2015). Environmental Geography, Pravalika Publication,
Allahabad
17. Strahler, A., & Strahler, A. H. (2016). Introduction to Physical Geography.
John Wiley & Sons.
18. Waugh, D. (2011). Geography: An Integrated Approach. Nelson Thornes.

Reference for Practical Component:

1. Cromley, R.G.(1992): Digital Cartography, Prentice-Hall, New York.
2. Dent, B.D.(1999): Cartography- Thematic Map Design, 5th Edition, WCB Mc
Grew Hill, Boston.
3. Kraak M.J.and Ormeling.F (2004): Cartography: Visualization of Spatial Data,
Pearson Edu.pvt Ltd. (Singapore) Inelian Branch, New Delhi.
4. Mishra, R.P. (1973): Fundamentals of Cartography, Prasaranga, University of
Mysore.
5. Monkhouse, F.J.R. & Wilkinson H.R.(2000):Maps and Diagrams, Methuen
&Co. London.
6. Monmonier, M.S. (1982): Computer Assisted Cartography: Principles and
Prospects, Prentice Hall.
7. Raise, Erwin (1962): Principles of Cartography, McGraw-Hill, New York
8. Rampal, K.K.(1993): Mapping and Compilation, Concept Publishing Co. New
Delhi.
9. Robinson, H. et al (1995): Elements of Cartography, 6th Edition, John Wiley &
Sons, New York.
10. Sarkar, A (2009): Practical Geography: A Systematic Approach, Orient
Longman, Kolkatta
11. Slocum, T.A.et al.(2008): Thematic Cartography and Geovisualization, 3rd
Edition, Prentice Hall.
By the end of this course, students will be able to:
1. Analyse the historical roots of geography and its basic concepts.
2. Identify the inter-disciplinary, intra-disciplinary, and multi-disciplinary nature
of Geography
Course
3. Understand the Earth and its spatial relations to Universe, galaxies, solar
Outcomes
system, and the positions of celestial bodies
4. Develop the ability to represent geospatial data using various techniques
such as histograms, bar graphs, line graphs, scatter diagrams, pie diagrams,
trend lines etc.
 1. Every candidate shall complete the laboratory course prescribed by the
University entering all the experiment exercises in the laboratory journal,
which shall be produced at the time of Practical Examination along with a
Certificate signed both by the Course Teacher and the Head of the
Department of Geography of the concerned college to the effect that he/she
has completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 30 hours, which corresponds to 1 credit.
Each lab session is scheduled for a duration of 2 hours and cannot be divided
into two 1-hour sessions.
3. There are a total of 15 laboratory sessions scheduled, with a total duration of
30 hours.
4. Each batch will comprise of 20 students.
Instructions
5. The practical examination will be of 2 hours duration and will carry 25 marks.
6. The assessment for the practical examination also includes a total of 2.5
marks for the journal and 2.5 marks for the Viva Voce examination.
7. The practical examination is scheduled to be conducted at the end of the
semester in either the Geography Laboratory or a designated location
exclusively assigned for the purpose.
8. In the event of a University Examination, the University shall appoint the
Internal Examiner (Course Teacher) and External Examiner (Geography
faculty from any other College).
9. In case of a College Examination, the Principal of the respective College shall
appoint both the Internal Examiner (Course Teacher) and External Examiner
(any other faculty of the Department).
Name of the Programme : B. A. Geography
Course Code : GOG-111
Title of the Course : Geography of Sustainable Development
Number of Credits :4
Effective from AY : 2023-24
Pre-requisites
Nil
for the Course:
This course provides an overview of sustainable development from a
geographical perspective. It covers key concepts and themes in sustainable
development, such as economic growth, environmental protection, social equity,
Course and political governance. The course also examines the challenges and
Objectives: opportunities of sustainable development in different regions and countries, and
the role of geography in promoting sustainable development.
No. of
hours
1. Introduction to Sustainable Development
• Definition and history of sustainable development
• Key principles and concepts of sustainable development
• Sustainability challenges and opportunities 15
• The Millennium Development Goals
• Sustainable Development Goals: National Strategies and
International Experiences
2. Geography and Sustainable Development
• Geographical perspectives on sustainable development
15
• Spatial analysis and sustainable development
• Regional and local approaches to sustainable development
3. Economic Dimension of Sustainable Development
• Economic growth and development
• Sustainable economic models and strategies
• Globalization and sustainable development Environmental
15
Dimension of Sustainable Development
• Environmental protection and conservation
• Natural resource management and sustainability
• Climate change and sustainable development
Content: 4. Social Dimension of Sustainable Development
• Social equity and justice
• Poverty and inequality
• Health, education, and human development Political Dimension
15
of Sustainable Development
• Governance and institutions
• Participatory democracy and citizen engagement
• International cooperation and sustainable development
• Lectures for theoretical foundations.
• Group discussions and seminars for collaborative learning.
Pedagogy:
• Presentations and case studies for real-world application.
• Assignments and blended learning for interactive engagement.
 • Gamification and problem-solving approaches for practical skill development.
• Experiential learning through fieldwork and outdoor activities.
• Discussion-based teaching for critical thinking.
• Brainstorming sessions for idea generation.
• Flipped classroom pedagogy for active participation.
• Art Integrated Learning for creative expression.
• Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Agyeman, Julian, Robert D. Bullard and Bob Evans (Eds.) (2003) Just
Sustainabilities: Development in an Unequal World. London: Earthscan.
(Introduction and conclusion.).
2. Ayers, Jessica and David Dodman (2010) “Climate change adaptation and
development I: the state of the debate”. Progress in Development Studies 10
(2): 161-168.
3. Baker, Susan (2006) Sustainable Development. Milton Park, Abingdon, Oxon;
New York, N.Y.: Routledge. (Chapter 2, “The concept of sustainable
development”).
4. Biermann, F., & Pattberg, P. (Eds.). (2012). Global environmental governance
reconsidered. MIT Press.
5. Brosius, Peter (1997) “Endangered forest, endangered people:
Environmentalist representations of indigenous knowledge”, Human Ecology
25: 47-69.
References/ 6. Lohman, Larry (2003) “Re-imagining the population debate”. Corner House
Readings: Briefing 28.
7. Martínez-Alier, Joan et al (2010) “Sustainable de-growth: Mapping the
context, criticisms and future prospects of an emergent paradigm” Ecological
Economics 69: 1741-1747.
8. Merchant, Carolyn (Ed.) (1994) Ecology. Atlantic Highlands, N.J: Humanities
Press. (Introduction, pp 1-25.)
9. Osorio, Leonardo et al (2005) “Debates on sustainable development: towards
a holistic view of reality”. Environment, Development and Sustainability 7:
501-518. 9. Robbins, Paul (2004) Political Ecology: A Critical Introduction.
Blackwell Publishing
10. Sachs, J. (2015). The age of sustainable development. Columbia University
Press.
11. United Nations Development Programme. (2019). Human Development
Report 2019: Beyond income, beyond averages, beyond today: Inequalities in
human development in the 21st century. UNDP
By the end of this course, students will be able to:
1. Understand the concept and principles of sustainable development
2. Analyze the economic, environmental, and social dimensions of sustainable
Course development
Outcomes: 3. Examine the role of geography in sustainable development
4. Evaluate the challenges and opportunities of sustainable development in
different regions and countries
5. Develop critical thinking and analytical skills to address sustainability issues
Name of the Programme : B. A. Geography
Course Code : GOG-112
Title of the Course : Geography of Climate Change
Number of Credits :4
Effective from AY : 2023-24
Pre-requisites for
Nil
the Course:
This is an introductory course in Geography of Climate Change which is
designed
1. To introduce students to the nature and scope of climate change and its
implications for the Earth's systems.
2. To examine the scientific evidence for climate change and the causes and
consequences of this phenomenon.
3. To explore the geography of climate change, including its impacts on
biogeography, oceanography, atmospheric sciences, and earth system
sciences.
Course Objectives 4. To evaluate strategies for mitigating and adapting to climate change,
including the role of science and technology, economic and political
considerations, and international frameworks and agreements.
5. To analyze case studies of climate change impacts and responses, including
the social and economic implications of climate change.
No. of
Hours
1. Introduction to Climate Change
• Definition, nature and scope of climate change
• Historical perspective of climate change 15
• The evidence of climate change
• Causes and consequences of climate change
2. Climate Change and the Earth’s System
• The carbon cycle and the climate system
• The greenhouse effect and global warming
15
• The impacts of climate change on land, water and the
atmosphere
• The role of human activities in climate change
3. Mitigation and Adaptation
• Strategies for mitigating climate change
• Approaches to adaptation to climate change
• The role of science and technology in mitigation and 15
adaptation
• Economic and political considerations in mitigation and
adaptation
Content 4. International Frameworks and Agreements
• United Nations Framework Convention on Climate Change
(UNFCCC)
15
• Intergovernmental Panel on Climate Change (IPCC)
• Kyoto Protocol
• Paris Agreement
 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Gore, A. (2009). Our Choice: A Plan to Solve the Climate Crisis. Rodale
Books.
2. Hulme, M. (2009). Why We Disagree About Climate Change: Understanding
Controversy, Inaction, and Opportunity. Cambridge University Press.
3. Intergovernmental Panel on Climate Change. (2014). Climate Change 2014:
Impacts, Adaptation, and Vulnerability. Cambridge University Press.
4. IPCC. (2018). Global Warming of 1.5°C: Summary for Policymakers.
Intergovernmental Panel on Climate Change.
5. IPCC. (2014). Climate Change 2014: Mitigation of Climate Change.
Intergovernmental Panel on Climate Change.
References/ 6. Schneider, S. H. (2009). Science as a Contact Sport: Inside the Battle to Save
Readings Earth's Climate. National Geographic Books.
7. Stern, N. (2007). The Economics of Climate Change: The Stern Review.
Cambridge University Press.
8. UNFCCC. (2015). Adoption of the Paris Agreement. United Nations
Framework Convention on Climate Change.
9. Wilbanks, T. J., et al. (2014). Climate Change and Infrastructure, Urban
Systems, and Vulnerabilities: Technical Report for the U.S. Department of
Energy in Support of the National Climate Assessment. U.S. Department of
Energy.
10. WMO. (2019). State of the Global Climate 2018. World Meteorological
Organization.
By the end of this course, students will be able to:
1. Explain the nature and scope of climate change and its historical context.
2. Identify the scientific evidence for climate change and the causes and
consequences of this phenomenon.
3. Analyze the impacts of climate change on land, water, and the atmosphere.
Course Outcomes 4. Evaluate strategies for mitigating and adapting to climate change, including
the role of science and technology, economic and political considerations,
and international frameworks and agreements.
5. Apply geographic principles and concepts to analyze case studies of climate
change impacts and responses, and to assess the social and economic
implications of climate change.
Name of the Programme : B. A. Geography
Course Code : GOG-131
Title of the Course : Astronomical Geography
Number of Credits :3
Effective from AY : 2023-24
Pre-requisites
Nil
for the Course:
Course Astronomical Geography is an introductory course that provides a
Objectives: comprehensive overview of the science of astronomy in relation to
Geography. The course covers the historical development of astronomy,
celestial coordinates and time, the electromagnetic spectrum, imaging and
spectroscopy, the Solar System, stars and stellar evolution, galaxies and
cosmology, as well as special topics such as exoplanets, dark matter, dark
energy and gravitational waves. Throughout the course, students will have
opportunities to engage in hands-on activities and observations of the night
sky.
Introduction to Astronomy
• What is astronomy?
• Relationship of Astronomy with Geography
• Historical development of astronomy in relation to 15 Hours
Geography
• The Solar System
• The Sun and its properties
• The planets and their properties
• Dwarf planets, asteroids, comets and constellations
Stars and Stellar Evolution
• Types of stars 15 Hours
Content:
• Stellar properties and life cycle Star clusters and their
properties
• Galaxies and Cosmology
• Types of galaxies
• Formation and evolution of galaxies
• The Big Bang and the expanding universe
• Exoplanets and the search for life
• Dark matter and dark energy
Introduction to the night sky Celestial coordinates and time
Observing the Sky:
• The naked eye and telescopes during prevailing season 15 Hours
• Field Diary on Sky Observations
Pedagogy: • Lectures for theoretical foundations.
• Group discussions and seminars for collaborative learning.
• Presentations and case studies for real-world application.
• Assignments and blended learning for interactive engagement.
• Gamification and problem-solving approaches for practical skill
development.
• Experiential learning through fieldwork and outdoor activities.
• Discussion-based teaching for critical thinking.
• Brainstorming sessions for idea generation.
• Flipped classroom pedagogy for active participation.
 • Art Integrated Learning for creative expression.
• Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. Greene, Brian. The Elegant Universe. Vintage Books, 2000.
Readings: 2. Greene, Brian. The Fabric of the Cosmos. Vintage Books, 2004.
3. Hawking, Stephen. The Universe in a Nutshell. Bantam Books, 2001.
4. Hawking, Stephen. A Brief History of Time. Bantam Books, 1998.
5. Kaku, Michio. The Physics of the Impossible. Doubleday, 2008.
6. Kuhn, Thomas S. The Structure of Scientific Revolutions. University of
Chicago Press, 1962.
7. Rey, H.A. The Stars: A New Way to See Them. Houghton Mifflin, 1976.
8. Sagan, Carl. Cosmos. Random House, 1980.
9. Tyson, Neil de Grasse. Astrophysics for People in a Hurry. W.W. Norton &
Company, 2017.
10. Tyson, Neil deGrasse. Death by Black Hole: And Other Cosmic Quandaries.
W.W. Norton & Company, 2007.
Course By the end of the course, students will be able to:
Outcomes: 1. Analyze and evaluate the interconnections between astronomy and
geography, recognizing how astronomical knowledge informs geographic
understanding and vice versa.
2. Compare and contrast the planets based on their properties, categorizing
them into terrestrial (inner) planets and gas giants (outer) planets.
3. Define and classify galaxies, and discuss their formation and evolution.
4. Create and maintain a detailed field diary documenting observations of
the night sky, including celestial events, object sightings, and personal
reflections, to enhance understanding and analysis of astronomical
observations.
Name of the Programme : B. A. Geography
Course Code : GOG-141
Title of the Course : Elements of Environmental Impact Assessment (EIA)
Number of Credits : 1+2=3
Effective from AY : 2023-24
Pre-requisites for
Nil
the Course:
The course provides an introduction to Environmental Impact Assessment (EIA)
Course Objectives processes and procedures. It covers the principles and concepts of EIA,
including the identification of potential environmental impacts, the evaluation
of their significance, and the formulation of mitigation measures
No. of
hours
1. Introduction to Environmental Impact Assessment
• Definition, principles, and objectives of EIA
• Types of EIA (screening, scoping, baseline study, impact
assessment, mitigation, monitoring, and auditing)
• International frameworks and conventions (e.g., NEPA, SEA, EIA
Directive, Aarhus Convention) EIA Process
• The EIA process and its stages (initiation, screening, scoping,
impact assessment, mitigation, review, and decision-making)
• Key stakeholders and their roles (proponent, government
agencies, public, NGOs, experts) Examples of EIA process in
different sectors (e.g., energy, mining, infrastructure) Legal and 15
Institutional Frameworks
• National and international laws and regulations governing EIA
2. Practical Component 1:
• Quality assessment of soil using field kit: pH and Organic
Carbon and interpretation of the data.
• Interpretation of air quality using data from Goa Pollution
30
Control Board
• Preparation of the report
3. Practical Component 2:
Content • Preparation of questionnaire for perception survey on
environmental problems.
• Preparation of check-list for Environmental Impact Assessment
of an urban / industrial project
• Survey to be carried out of any urban or industrial project.
• Tabulation of the data 30
• Structure and contents of an EIA report
• Preparation of the report
• Review and assessment of an EIA report
Pedagogy 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
 development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. Anjaneyulu, Y., & Reddy, K. R. K. (2017). Environmental impact assessment:
Readings Methodologies and applications. Discovery Publishing House.
2. Canter, L. W. (2017). Environmental impact assessment (4th ed.). CRC
Press.
3. Glasson, J., Therivel, R., & Chadwick, A. (2012). Introduction to
environmental impact assessment (4th ed.). Routledge.
4. Krishnamurthy, C. V. (2015). Environmental impact assessment: Principles
and procedures. SAGE Publications India.
5. Lee, N., Colley, M., & Dale, P. (2006). Environmental assessment in practice.
Routledge.
6. Pandey, G. N., & Sharma, B. K. (2012). Environmental impact assessment in
India. TERI Press.
7. Petts, J. (2017). Handbook of environmental impact assessment (2nd ed.).
Wiley-Blackwell.
8. Rajagopalan, R. (2004). Environmental impact assessment: A guide to best
professional practices. Oxford University Press.
9. Ross, S., & Morrison-Saunders, A. (2014). Environmental impact
assessment and sustainability assessment: Towards a unified approach.
Edward Elgar Publishing.
10. Wood, C. (2003). Environmental impact assessment: a comparative review
(2nd ed.). Prentice Hall.
11. Zafar, S. M. (2005). Environmental impact assessment: Theory and practice.
A. P. H. Publishing Corporation.
Course Outcomes Upon completion of the course, students will be able to:
1. Understand the principles and concepts of EIA
2. Identify and evaluate potential environmental impacts
3. Understand the legal and institutional frameworks governing EIA
4. Apply EIA methodologies to real-world projects
Assessment and Evaluation of the Course:
The practical component (2 credits) of 50 marks will be assessed in the
following manner:
Intra Semester Assessment: Three ISA’s of 5 marks each, the best two scores
shall be considered.
Semester End Assessment:
1. Maintenance of Practical Record/Journal : 5 marks
2. Report Submission : 10 Marks
3. Viva Voce Examination : 5 marks
4. Written examination based on the practical syllabus : 20 marks
Name of the Programme : B. A. Geography
Course Code : GOG-113
Title of the Course : Application of Disaster Risk Reduction and Mitigation
Number of Credits :4
Effective from AY : 2023-24
Pre-requisites for
Nil
the Course:
The main objective of this paper is to orient the students to apply the
fundamental knowledge of disaster risk reduction, management and
Course Objectives mitigation from a geographical perspective. It is to develop preparedness
amongst the students as the catalyst in the Society.
No. of
hours
1. Fundamentals of Application of Disaster Risk Reduction and
Mitigation:
• Understanding the Threat,
• Mental Preparedness,
• Logistics, 15
• Coordination,
• Warning Signals,
• Communication Disaster Mitigation in Geography
2. Climate Change:
• Understanding Climate Change;
15
• Green House Gases and Global Warming;
• Global Climatic Assessment- IPCC
3. Impact of Climate Change:
• Agriculture and Water;
• Flora and Fauna;
• Human Health Adaptation and Mitigation: Global Initiatives
15
with Particular Reference to South Asia.
• National Action Plan on Climate Change; Role of Local
Content Institutions (Urban Local Bodies, Panchayats)
• Working with the Local Disaster Management Committee in
assessing local disasters.
• Participation in Disaster Drill or Mock Drill: National Disaster
Relief Force (NDRF)/ State Disaster Relief Force (SDRF)/
Emergency and Fire Extinguishing Services/Local Taluka
Authorities.
• Preparing a Disaster Management Plan for College/ Village/ 15
Panchayat/ Taluka, or any other place with the help of
Emergency and Fire Extinguishing Services or in-house
expertise
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
Pedagogy 3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
 development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Government of India. (1997) Vulnerability Atlas of India. New Delhi,
Building Materials & Technology Promotion Council, Ministry of Urban
Development, Government of India.
2. IPCC (2014) Climate Change 2014: Impacts, Adaptation, and Vulnerability.
Part A: Global and Sectoral Aspects. Contribution of Working Group II to
the Fifth Assessment Report of the Intergovernmental Panel on Climate
Change Cambridge University Press, Cambridge, United Kingdom and New
York, NY, USA.
3. Kapur, A. (2010) Vulnerable India: A Geographical Study of Disasters, Sage
Publication, New Delhi.
4. Modh, S. (2010) Managing Natural Disaster: Hydrological, Marine and
References/ Geological Disasters, Macmillan, Delhi.
Readings 5. Singh, R.B. (2005) Risk Assessment and Vulnerability Analysis, IGNOU, New
Delhi. Chapter 1, 2 and 3
6. Singh, R. B. (ed.), (2006) Natural Hazards and Disaster Management:
Vulnerability and Mitigation, Rawat Publications, New Delhi.
7. Sinha, A. (2001). Disaster Management: Lessons Drawn and Strategies for
Future, New United Press, New Delhi.
8. Stoltman, J.P. et al. (2004) International Perspectives on Natural Disasters,
Kluwer Academic Publications. Dordrecht.
9. Singh Jagbir (2007) “Disaster Management Future Challenges and
Opportunities”, 2007. Publisher- I. K. International Pvt. Ltd. S-25, Green
Park Extension, Uphaar Cinema Market, New Delhi, India
(www.ikbooks.com).
Upon completing this course, students will be able to:
1. Understand the threats posed by natural and human-induced disasters,
and the importance of disaster risk reduction and mitigation.
2. Develop mental preparedness for disasters, and understand the
importance of logistics, coordination, and warning signals in disaster
management.
3. Analyze the impact of climate change on agriculture, water, flora, and
fauna, and human health.
Course Outcomes 4. Understand the concepts of adaptation and mitigation in the context of
global initiatives, with particular reference to South Asia.
5. Analyze the National Action Plan on Climate Change, and the role of local
institutions such as urban local bodies and panchayats in disaster risk
reduction and mitigation.
6. Apply their knowledge and skills to prepare a mini project report based on
a field-based case study of a disaster, and develop a preparedness plan for
their respective college or locality. Overall, the course will equip students
with the knowledge and skills to understand the threats posed by disasters
and climate change, and to develop effective strategies for disaster risk
reduction and mitigation
Name of the Programme : B. A. Geography
Course Code : GOG-114
Title of the Course : Fundamentals of Tourism Geography
Number of Credits :4
Effective from AY : 2023-24
Pre-requisites
Nil
for the Course:
This course provides an overview of tourism geography, including the history of
Course tourism, tourist behavior, tourism planning and development, and the impacts of
Objectives tourism on destinations. Students will explore the geography of different types
of tourism, such as ecotourism, cultural tourism, adventure tourism, and beach
tourism. The course will also cover issues related to sustainable tourism, such as
ecotourism certification, sustainable tourism planning, and community-based
tourism.
No. of
hours
1. Introduction to Tourism Geography
• Definition of Tourism Geography
• Significance of Tourism Geography
15
• Historical development of tourism
• Tourist behaviour
2. Geography of Different Types of Tourism
• Ecotourism
• Cultural tourism
• Adventure tourism
Content • Beach tourism
• Community-based tourism 15
• Medical Tourism
• Pilgrimage Tourism
3. Impacts of Tourism on Destinations
• Economic impacts
• Social impacts
• Cultural impacts 15
• Environmental impacts
4. Tourism Planning and Development
• Tourism planning process
• Sustainable tourism planning
• Stakeholder analysis
• Sustainable tourism development
15
• Ecotourism certification
• Field Visit and Report (within the State/ District/ Taluka)
Pedagogy 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill development.
6. Experiential learning through fieldwork and outdoor activities.
 7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. Buckley, R. (2012). Sustainable Tourism: Research and Reality. Annals of
Readings Tourism Research, 39(2), 528-546.
2. Hall, C. M., & Page, S. J. (2014). The Geography of Tourism and Recreation:
Environment, Place, and Space. Routledge.
3. Holden, A. (2013). Environment and Tourism. Routledge.
4. Lew, A. A., & Cheer, J. M. (1999). Tourism in world cities: Theoretical
perspectives (Vol. 2). Psychology Press.
5. Page, S. J., & Connell, J. (2014). Tourism: A modern synthesis. Cengage
Learning.
6. Ritchie, J. R. B., & Crouch, G. I. (2003). The competitive destination: A
sustainable tourism perspective. CABI.
7. Ryan, C. (2017). Tourism and Leisure: Local Communities and Sustainable
Futures. Channel View Publications.
8. Tribe, J. (2017). The economics of recreation, leisure and tourism. Routledge.
9. UNWTO. (2019). UNWTO World Tourism Barometer, Volume 17, January
2019. United Nations World Tourism Organization.
10. Weaver, D. B., & Lawton, L. J. (2014). Tourism Management. John Wiley &
Sons.
11. Weaver, D. B. (2011). Sustainable tourism: Theory and practice. Channel View
Publications.
12. Williams, A. M., & Hall, C. M. (2002). Tourism and migration: New
relationships between production and consumption. Ashgate Publishing, Ltd.
Course Upon completing this course, students will be able to:
Outcomes 1. To introduce students to the concept of tourism geography and its
significance in the study of tourism.
2. To provide an overview of the history of tourism and tourist behavior.
3. To explore the geography of different types of tourism, such as ecotourism,
cultural tourism, adventure tourism, and beach tourism.
4. To understand the process of tourism planning and development, including
the role of stakeholders and the challenges of sustainable tourism.
5. To analyze the impacts of tourism on destinations, including economic,
social, cultural, and environmental impacts.
6. To examine issues related to sustainable tourism, such as ecotourism
certification, sustainable tourism planning, and community-based tourism.
Name of the Programme : B. A. Geography
Course Code : GOG-132
Title of the Course : Major World Environments
Number of Credits :3
Effective from AY : 2023-24
Pre-requisites for
Nil
the Course:
This course explores the major terrestrial environments around the world.
Students will examine the physical and biological characteristics of each
environment, the adaptations of organisms to these environments, and the
Course Objectives human impact on these environments. The course also covers conservation
strategies and policies aimed at mitigating human impact on these
environments.
No. of
hours
1. Introduction to Terrestrial Environments
• Overview of terrestrial environments
• Physical and biological characteristics of terrestrial
environments
• Ecosystem services provided by terrestrial environments
15
• Equatorial Region, Monsoon Region, Tropical Grasslands
Region (Savannas) with reference to Geographical Location and
Conditions, Physical and biological characteristics, Adaptations
of organisms to equatorial regions and Human impact on the
Region
2. Temperate Grasslands Region (Prairies), Arctic Region, Hot Desert
Region, Mediterranean Region with reference to Geographical
Location and Conditions, Physical and biological characteristics, 15
Adaptations of organisms to equatorial regions and Human impact
on the Region
Content 3. Conservation Strategies
• Principles of conservation
• Strategies for sustainable management of natural resources 15
• Contemporary Environmental Issues Global environmental
change
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
 1. Bodenhamer, D. J., Corrigan, J., & Harris, T. M. (Eds.). (2010). The spatial
humanities: GIS and the future of humanities scholarship. Indiana
University Press.
2. Chapman, J. L. (2014). Biomes and ecosystems: An encyclopedia.
Greenwood Publishing Group.
3. Cloke, P., Crang, P., & Goodwin, M. (2014). Introducing Human
Geographies. Routledge.
4. Cohen, S., & Huffman, M. (2019). The Fundamentals of Human Geography:
A Pre-Reader. Routledge.
5. Daniels, P., Bradshaw, M., Shaw, D., & Sidaway, J. (2016). An Introduction to
Human Geography. Pearson.
6. de Blij, H. J., Murphy, A. B., & Fouberg, E. H. (2018). World geography:
People, places, and global issues. Wiley. ▪ Flint, C., & Taylor, P. J. (2019).
Political Geography: An Introduction. Sage
7. Goh Cheng Leong (1995). Certificate Physical and Human Geography,
References/
Oxford University Press.
Readings
8. Hopkins, T. K., & Campbell, J. R. (2016). World regional geography. Cengage
Learning.
9. Johnston, R. J., & Sidaway, J. D. (2017). Geography since the Second World
War: An international survey. Routledge.
10. Intergovernmental Panel on Climate Change (IPCC) reports.
11. Kitchin, R., & Thrift, N. (2017). International Encyclopedia of Human
Geography. Elsevier.
12. Khullar D.R. (2016). Physical, Human and Economic Geography, Accesses
Publication
13. Marston, S. A., Knox, P. L., & Liverman, D. M. (2018). World regions in
global context: Peoples, places, and environments. Pearson.
14. Millennium Ecosystem Assessment (2005). Ecosystems and Human Well-
being: Synthesis. Island Press.
15. Woodward, S. L., & Smith, B. M. (2016). Major World Environments. John
Wiley & Sons.
Upon completion of this course, students will be able to:
1. Describe the physical and biological characteristics of major terrestrial
environments, including equatorial, tropical grasslands, temperate
grasslands, arctic, hot desert, Mediterranean, and other regions.
2. Understand the adaptations of organisms to different environments and
how they affect ecological processes.
Course Outcomes
3. Analyze the impact of human activities on these environments, including
land use changes, pollution, and climate change.
4. Evaluate conservation strategies and policies aimed at mitigating human
impact on these environments.
5. Apply critical thinking and problem-solving skills to contemporary
environmental issues.
Name of the Programme: B. A. Geography
Course Code: GOG-143
Title of the Course: Environmental Journalism
Number of Credits: 1+2= 03
Effective from AY: 2024-25
Pre-requisites Nil
for the Course:
This course is designed to offer learners a comprehensive understanding of the
fundamentals of Journalism and Environmental Reporting. Through hands-on
Course training, learners will engage in field reporting, multimedia storytelling, social me-
Objectives: dia campaigns, and investigative journalism. The primary goal is to cultivate and
enhance the journalism skills of the students, providing them with practical expe-
riences in diverse aspects of the field.
No. of
hours
1. Introduction to Fundamentals of Journalism and Environmental
Journalism
• Definition and scope of environmental journalism
• Understanding the significance of environmental journalism
• Historical development and evolution of environmental
journalism
• Role of environmental journalists in society
• Impact of environmental reporting on public awareness and
policy
• Environmental Science Essentials for Journalists: Overview of key 15
environmental issues and challenges, Basics of climate science,
ecology, and biodiversity
• Analysis of local and global environmental policies
• Investigating the impact of regulations on environmental issues
• Basics of news reporting, writing, and editing
• Interviewing techniques and ethical considerations in journalism
2. Field Reporting and Observation and Multimedia Storytelling:
Contents:
• Conducting field visits to local environmental sites
• Observing and documenting environmental issues first-hand
• Writing short field reports on the observed environmental
challenges
30
• Photojournalism session: Capturing compelling images related to
environmental topics
• Video reporting and editing: Creating short documentaries or
news clips
• Integrating multimedia elements into environmental storytelling
3. Social Media Campaign and Investigative Journalism:
• Designing and implementing a social media campaign on an
environmental issue
• Monitoring and analyzing the impact of the campaign
30
• Reflecting on the role of social media in environmental
communication
• Developing and executing investigative projects on specific
environmental topics
 • Gathering and analyzing data, conducting interviews, and fact-
checking
• Presenting findings in a compelling and objective manner

Assessment and Evaluation of the Course:

The practical component (2 credits) of 50 marks will be assessed in the
following manner:
Intra Semester Assessment: Three ISA’s of 5 marks each, the best two
scores shall be considered.
Semester End Assessment:
1. Maintenance of Practical Record/Journal : 5 marks
2. Report Submission : 5 Marks
(Field Reporting and Observation and
Multimedia Storytelling)
3. Report Submission : 5 Marks
(Social Media Campaign and Investigative Journalism)

4. Viva Voce Examination : 5 Marks

5. Written examination based on the practical syllabus : 20 Marks
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world applications.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill development.
6. Experiential learning through fieldwork and outdoor activities.
Pedagogy:
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Caputo, Tony. Visual Storytelling: The Art and Technique. Taylor & Francis,
2016.
2. Fletcher, Fred, and Mark Neuzil. Environmental Journalism: A Guide to the In-
formation Age. Iowa State University Press, 2008.
3. Gabrielson, Teena et al., editors. The Oxford Handbook of Environmental Politi-
cal Theory. Oxford University Press, 2016.
4. Gitner, Seth. Multimedia Storytelling for Digital Communicators in a Multiplat-
form World. Routledge, 2015.
5. Houston, Brant, and Investigative Reporters and Editors Inc. The Investigative
References/
Reporter's Handbook. Bedford/St. Martin's, 2009.
Readings:
6. Knight, Megan, and Clare Cook. Social Media for Journalists: Principles and
Practice in a New Media World. Sage Publications, 2019.
7. Kovach, Bill, and Tom Rosenstiel. The Elements of Journalism: What Newspeo-
ple Should Know and the Public Should Expect. Three Rivers Press, 2007.
8. Reitze, Arnold W., and David B. Sachsman. Global Environmental Journalism:
An Introduction. Routledge, 2017.
9. Ward, Stephen J.A. Journalism Ethics at the Crossroads: Democracy and the
Future of the Press. Routledge, 2013.
Online Resources:
 1. Poynter Institute for Media Studies - Journalism Ethics Section:
https://www.poynter.org/poynter-institute-code-ethics/
2. Columbia Journalism Review - Reporting and Editing Section:
https://www.cjr.org/
3. Environmental Reporting Resources from Society of Environmental Journalists
(SEJ): https://www.sej.org/
4. Investigative Reporters and Editors (IRE) - Resource Center:
https://www.ire.org/resources/
5. YouTube Materials:
6. https://www.youtube.com/watch?v=TkaSkTTNnwo&pp=ygUZRW52aXJvbm1lb
nRhbCBKb3VybmFsaXNtIA%3D%3D
7. https://i.ytimg.com/vi/Za9UlI5vTqg/hq720.jpg?sqp=-
oaymwEc-
CNAFEJQDSFXyq4qpAw4IARUAAIhCGAFwAcABBg==&rs=AOn4CLBOsKjIxyyWM
0Mz8H7sE0de-7l_Ag
8. https://www.youtube.com/watch?v=eC0qpB5OvP0&pp=ygUYZW52aXJvbm1lb
nRhbCBqb3VybmFsaXNt
9. https://www.youtube.com/watch?v=YE8pNtz_bfQ&pp=ygUYZW52aXJvbm1lbn
RhbCBqb3VybmFsaXNt
At the end of the successful completion of this course, students will be able to:
1. Understanding of the scope and purpose of environmental journalism and
differentiate environmental journalism from general news reporting.
2. Appreciate the concept of environmental journalism as a specialized field of
Course journalism.
Outcomes: 3. Develop keen observational skills to identify and document environmental
challenges and accurately record observations through written notes,
photographs, and other relevant documentation methods.
4. Connect investigative journalism to the broader context of addressing
environmental challenges.
Instructions
1. Every candidate shall complete the laboratory course prescribed by the University entering all
the experiment exercises in the laboratory journal, which shall be produced at the time of
Practical Examination along with a Certificate signed both by the Course Teacher and the Head
of the Department of Geography of the concerned college to the effect that he/she has
completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 60 hours, which corresponds to 2 credits. Each lab session
is scheduled for a duration of 2 hours and cannot be divided into two 1-hour sessions.
3. There are a total of 30 laboratory sessions scheduled, with a total duration of 60 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 50 marks.
6. The practical examination is scheduled to be conducted at the end of the semester in either
the Geography Laboratory or a designated location exclusively assigned for the purpose.
7. In the event of University Examination, the University shall appoint the Internal Examiner
(Course Teacher) and External Examiner (Geography faculty from any other College).
8. In case of a College Examination, Principal of the respective College shall appoint both the
Internal Examiner (Course Teacher) and External Examiner (any other faculty of the
Department).
EXIT COURSE
Name of the Programme : B. A. Geography
Course Code : GOG 161
Title of the Course : Exit Course “Professional Tour Guide”
Number of Credits : 1+3=4
Academic Year : 2024-25
Pre-requisite This course is open to Geography students who opt to exit after completing the
for the Course first year of the degree program.
This course provides a complete education for aspiring tour guides, covering not
only the historical and cultural aspects of the destinations but also emphasizing
Course
crucial skills in communication, customer service, safety, and ethical
Objectives
considerations. The internship component ensures that students have practical,
hands-on experience before entering the professional world of tour guiding.
No. of
hours
1. Introduction to Tour Guiding
• Introduction to the tourism industry
• Role and responsibilities of a tour guide
• Importance of communication and customer service skills
2. Cultural and Historical Context:
• Understanding the cultural and historical significance of tour
destinations. 15
• Researching and presenting historical facts.
• Emphasizing sensitivity to diverse cultures.
3. Destination Knowledge and Customer Interaction and
Communication

4. Practical Sessions on following aspects

• Understanding Geography of local area and identifying local
features using toposheets, Google Earth or and other Maps
• Familiarizing with landmarks, attractions, and points of interest.
• Study of flora, fauna, and local ecosystems with field visit.
• Appreciation of local art and architecture with field visit.
• Knowledge of local culinary traditions and popular dishes,
Recommendations for dining and cultural experiences.

5. Practical Sessions on Effective Communication Skills:

• Verbal and non-verbal communication techniques.
• Handling questions and concerns from tourists.
Content 30
• Interpersonal skills and group management.

6. Practical Sessions on Multilingual Communication:

• Basic phrases in commonly spoken languages.
• Utilizing translation tools.
• Addressing language barriers with sensitivity.
7. Practical Sessions in Tour Planning, Logistics & Safety and
Emergency Procedures
• Itinerary Design: Planning and structuring tour itineraries, Time
Management and flexibility, Integrating local events and
festivals into the itinerary.
 • Transportation and Logistics: Coordination with transportation
providers. Understanding public transportation options,
Addressing unforeseen challenges during a tour.
• Safety Guidelines: Ensuring the safety of tourists during the
tour, Emergency procedures and first aid basics. 30
• Communication with local authorities in case of emergencies.
• Cultural Sensitivity and Conflict Resolution: Handling cultural
misunderstandings, Conflict resolution strategies.
• Sensitivity training for diverse groups of tourists.
8. Practical Sessions on Legal and Ethical Considerations
• Regulations and Permits: Understanding local tourism
regulations.
• Securing necessary permits for guided tours.
• Legal responsibilities of a tour guide.
• Responsible Tourism Practices: Environmental and cultural
impact considerations, Encouraging responsible and
sustainable tourism, Promoting ethical behavior among
tourists.
9. Internship and Practical Training; 30
• Conducting guided tours under supervision.
• Practical experience in managing tourist groups.
• On-site training in real-world settings.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill development.
6. Experiential learning through fieldwork and outdoor activities.
Pedagogy
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Buckley, R. (2019). The Routledge Handbook of Tourism and Sustainability.
Routledge.
2. Goeldner, C.R., & Ritchie, J.R.B. (2019). Tourism: Principles, Practices,
Philosophies. John Wiley & Sons.
3. Kajala, L., & Pouta, E. (2019). Tourist guides and their ethical dilemmas: A
review of the literature. Tourism Management Perspectives, 31, 33-41.
4. McRobbie, D., & Quayle, M. (2018). Tourism and cultural change in Costa Rica:
Pitfalls and possibilities. Routledge.
References
5. National Tour Association. (n.d.). About NTA. Retrieved from
https://www.ntaonline.com/about-nta/
6. Sharpley, R. (2014). Tourism and development: Concepts and issues. Channel
View Publications.
7. Tourism Industry Association of Canada. (n.d.). About TIAC. Retrieved from
https://tiac-aitc.ca/About_TIAC.html
8. UNWTO. (2019). Global Report on Adventure Tourism. UNWTO.
9. Weaver, D. (2019). Sustainable tourism: Theory and practice. CABI.
 10. World Federation of Tourist Guide Associations. (n.d.). About WFTGA.
Retrieved from https://www.wftga.org/about-wftga/
Upon completing the "Introduction to Tour Guiding" module, students will be able
to:
1. Outline the primary duties and responsibilities of a tour guide.
Course 2. Explain the significance of local geography in shaping the destination.
Outcomes 3. Develop well-organised and engaging tour itineraries and integrate cultural,
historical, and leisure elements into the itinerary.
4. Gain exposure to real-world settings and challenges faced during guided tours
and implement learned skills in dynamic and unpredictable situations.
Name of the Programme : B. A. Geography
Course Code : GOG-200
Title of the Course : Development of Geographic Thought
Number of Credits : 04
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course:
The course aims to impart a comprehensive understanding of the historical
evolution of geography, covering ancient (Greek and Roman), medieval
(Arab), and modern periods. Key objectives include exploring the
classification of knowledge, the nature of geography, and the foundational
contributions of Varenius, Kant, Humboldt, and Ritter. Students will delve
into core geographical concepts, dichotomies in geography (physical vs.
Course
human, systematic vs. regional), and spatial dynamics, including the
Objectives:
quantitative revolution and positivist explanations. The course also
introduces diverse perspectives in geography, such as behavioral, humanistic,
and social relevance, including welfare, radical, and feminist perspectives, as
well as an exploration of postmodernism's impact on the discipline. Through
these objectives, students will gain a holistic understanding of geography's
evolution, concepts, and contemporary perspectives.
No. of
hours
1. Geography during Ancient Period:
• Classification of knowledge
• Nature of geography and its place among sciences.
• Nature of geographic knowledge during ancient (Greek,
Roman and Indians) and medieval (Arab) periods
• Foundation of modern geography - contributions of Varenius, 15
Kant, Humboldt and Ritter.
2. Geographical Concepts:
• Emergence of geography as a study of (i) physical features (ii)
chronology (iii) landscapes.
• Concepts in geography: environmental determinism and
15
possibilism, areal differentiation.
• Dichotomy and dualism in Geography: Physical vs Human
Geography and Systematic vs Regional Geography
Contents:
3. Spatial Dynamics:
• Definition and scope of spatial dynamics
• Evolution of spatial thinking in geography
• Role of spatial dynamics in understanding geographic
phenomena 15
• Quantitative revolution - emergence of geography as spatial
science.
• Application of spatial analysis techniques in Geography
• Inductive and deductive logic in geographic explanations.
4. Perspectives in Geography:
• Behavioral and humanistic perspectives in geography.
• Social relevance in geography - Welfare, Radical and Feminist
Perspectives. 15
• Postmodernism and Geography
 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Bhaduri, Amit. The Promise of the Metropolis: Bangalore's Twentieth
Century. Oxford University Press, 2005.
2. Chakraborty, Rabin, and Sharmistha Chakraborty. Explorations in
Geographical Thought. Rawat Publications, 2017.
3. Dutt, Ashok K. Geographical Thought: An Introduction to Ideas in Human
Geography. Macmillan India Ltd, 1993.
4. Harvey, David. Spaces of Global Capitalism: A Theory of Uneven
Geographical Development. Verso, 2006.
5. Humboldt, Alexander von. Cosmos: A Sketch of a Physical Description of
the Universe. Harper & Brothers, 1845.
6. Jain, Ravindra K. Indian Geographical Thought: A Century of Development.
Vikas Publishing House, 1974.
7. Kant, Immanuel. Geography and the Nature of Understanding.
Enlightenment Press, 1784.
8. Menon, Dilip M. Geographical Thought in India: Theoretical Constructs
and Methodological Innovations. Sage Publications, 2009.
9. Mitra, Ashesh Kumar. Geographical Thought: An Introduction. New
Central Book Agency, 2008.
References/ 10. Pandey, Satish C. Understanding Geographical Thought: An Introduction
Readings: to Early Ideas in the History of Geography. Concept Publishing Company,
2012.
11. Radcliffe, Sarah A. "Feminist Geopolitics." Area, vol. 38, no. 2, 2006, pp.
128-132.
12. Ritter, Carl. Comparative Geography. Cambridge University Press, 1865.
13. Sen, R.K. Geographical Thought: A Praxis Perspective. Sage Publications,
2003.
14. Singh, Rana P.B. Geographical Thought: A Critical Introduction. Chand
Publishing, 2015.
15. Smith, John. "Geographical Concepts Through the Ages." Journal of
Geography Studies, vol. 25, no. 2, 2015, pp. 45-62.
16. Smith, Neil. "The Welfare Perspective in Geography." Annals of the
Association of American Geographers, vol. 79, no. 2, 1989, pp. 228-233.
17. Online Resources:
18. Environmental Determinism and Possibilism: Exploring Geographical
Concepts. National Geographic Society,
www.nationalgeographic.org/encyclopedia/environmental-determinism-
and-possibilism/.
19. World History Encyclopedia. Arab Contributions to Geography.
 WorldHistory.org, www.worldhistory.org/arab-geography/.
At the end of the successful completion of this course, students will be able
to:
1. Acquire a comprehensive understanding of the historical development of
geography, recognizing its evolution from ancient times to the modern
era.
2. Develop the ability to critically analyze the foundational contributions of
Course
key figures and movements in shaping modern geography.
Outcomes:
3. Develop skills in spatial analysis through an exploration of the
quantitative revolution, positivist explanations, and logical reasoning in
geography.
4. Evaluate different perspectives in geography, including behavioral,
humanistic, social relevance, and postmodernism, understanding their
impact on the discipline's theories and methodologies.
Name of the Programme : B.A. Geography
Course Code : GOG-201
Title of the Course : Geography of Resources
Number of Credits : 04
Effective from AY : 2024-25
Prerequisites
Nil
for the Course:
This course aims to provide students with a thorough understanding of natural
resources and their economic significance. Students will delve into the
concepts, classifications, and global distribution of various resources, including
minerals, fuels, renewables, fisheries, forests, and agriculture. The course seeks
to foster an in-depth exploration of key resources, their extraction methods,
Course and environmental implications. Additionally, students will analyze the
Objectives: economic importance, regional distribution, and processing methods of major
crops. The course extends its focus to human resources, examining population
characteristics, migration dynamics, and occupational structures. By the end of
the course, students will have the knowledge and analytical skills necessary to
assess, manage, and propose sustainable strategies for utilizing diverse natural
resources in different regions.
No. of
hours
Natural Resources:
Meaning, Concepts, Classification and Economic Significance,
Distribution and Development,
15
Mineral Resources: Major and allied
Metallic: Ferrous - Iron Ore, Non-Ferrous–Bauxite.
Fuel Resources: Coal & Petroleum.
Renewable Resources:
Fish: Types, fishing seasons, factors affecting, regional distribution,
major fishing grounds, conservation.
Forest Resources: Types, Study of Tropical & Temperate Forest,
Conservation of Forest 15
Renewable: Hydel power. Non-Conventional Energy Resources, Merits
and distribution.
Livestock as a resource, Types, Products and spatial distribution,
Contents:
Place in economy,
Agriculture Resources:
Concepts, significance, factors affecting, classification and, regional
seasonal and global pattern
15
Major Crops: Cereals - Rice & Wheat;
Major Cash Crops: Tea & Coffee;
Major processing based Crops: Cotton & Sugarcane.
Human Resources:
Definition, nature and scope, growth, regional concentration of
population, factors influencing.
Distribution, Density, Age-sex structure, 15
Literacy, Rural- Urban composition
Migration: Intra-state, Interstate and International.
Occupational structure:
Pedagogy: 1. Lectures for theoretical foundations.
 2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
• Bengston, G. H. Royan. Fundamentals of Economic Geography. Prentice Hall,
1988, New Delhi.
• Chapman, J. D. Geography and Energy. Longman, 1989, London.
• Hartshorne, T. N., and Alexander, J. W. Economic Geography. Prentice Hall,
1988, New Delhi.
• Jones, C. F., and Darkenwald, G. G. Economic Geography. Macmillan & Co,
1975, New York.
• Khullar, D. R. Indian-A Comprehensive Geography. Kalyani Publishers, 2011,
New Delhi.
• Leong, G. C., and Morgan, G. H. Human & Economic Geography. Oxford
University Press, 1982, New York.
• Mandal, R. B., Uyanga, J., and Prasad, H. Introductory Methods in Population
Analysis. Concept Publishing Company, 2007, New Delhi.
• Shivkumar, A. K., Panda, P., and Ved, R. R. Handbook of Population and
References/ Development in India. Oxford University Press, 2013, Oxford.
Readings: • Singh, J. India-A Comprehensive & Systematic Geography. Gyanodaya
Prakashan, 2003.
• Singh, J., and Dhillon, S. S. Agricultural Geography. Tata McGraw Hill
Education, 2004, New Delhi.
• Singh, R. L. India: A Regional Geography. National Geographical Society,
India, 1971, Varanasi.
• Smith, D. M. Industrial location: An Economic Geographical Analysis. John
Wiley, 1971, New York.
• Spate, O. H. K., and Learmonth, A. T. A. India and Pakistan - Land, People and
Economy. Methuen & Co, 1967, London.
• UN. The Determinants and Consequences of Population Trends, Vol. I,
ST/SOA/SER.A/50, Population Studies No. 50. 1973, New York.
• Weddell, B. J. Conserving Living Natural Resources in the Context of a
Changing World. Cambridge University Press, 2002, Cambridge.
• Young, A. Land Resource: Now and Future. Cambridge University Press, 2000.
At the end of the successful completion of this course, students will be able to:
1. Comprehend the economic significance of various natural resources and
their global distribution patterns.
2. Apply knowledge to analyze the extraction methods, economic importance,
Course
and distribution of mineral and fuel resources.
Outcomes:
3. Examine the economic importance of forests and agricultural resources
based on global and regional patterns.
4. Develop strategies for the sustainable management of natural resources,
fisheries, forests, and agriculture.
Name of the Programme : B.A. Geography
Course Code : GOG-211
Title of the Course : Economic Geography
Number of Credits : 04
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course:
The Economic Geography course seeks to provide students with a thorough
understanding of how economic activities are organized in different locations
influencing global, regional, and local environments. Students will explore
fundamental concepts, such as the impact of resources on economic
Course
development and locational theories guiding industrial choices. The course also
Objectives:
covers the spatial organization of agriculture and the dynamics of global trade
and connectivity through transportation systems. By the end, students should
be able to analyze how economic geography shapes our world and critically
assess regional economic planning.
No. of
hours
◆ Introduction to Economic Geography
• Introduction, Concepts and Approaches in Economic
Geography
• Nature, Scope and Branches of Economic Geography.
• Significance of resources in Economic development 15
• Relationship between Geography and Economic activities
• Locational Theories. Least Cost Theory, Profit Maximization
Theory, Behavioral Location Theory, Break Point Theory,
Industrial location - Weber.
◆ Spatial Organization of Economic Activities
• Resource Distribution and Allocation
• Agriculture: Types of Agriculture: Subsistence vs. commercial
agriculture.
• Agricultural Regions
• Agro-Ecological Zones: Impact of climate on agricultural 15
practices.
Contents:
• Industry and Manufacturing: Types of Industries
• Importance and locational factors of Manufacturing Industry:
Iron and Steel, Sugar, Shipbuilding, Tele-communication and
Software industries.
◆ Global Connectivity and Trade Dynamics
• Transport: Meaning and Importance
• Distribution and Development of transport
• Major Roads & Railway, Air, Ocean & Canal Routes (North
Atlantic & Indian Ocean) (Suez & Panama Canals) and Ports 15
• Problems of transport system, future prospects.
• Trade: Meaning, Importance,
• Types of World Trade: Bi-lateral, Multi-lateral, and Free Trade
• Trade Blocks: WTO, EU, G-20, BRICS, & SAARC.
◆ Regional Economic Development
• Regional Disparities: Causes and Consequences 15
• Policies for Regional Development
 • Case Studies in Regional Economic Planning (Silicon Valley,
California, USA; Technology Cluster Development, Hyderabad,
India: Information Technology Hub)
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Bagchi-Sen, Sharmistha, and Helen Lawton Smith (eds.). Economic
Geography: Past, Present, and Future. Routledge, 2006. USA.
2. Bengston, & Van, G. H. Royan. Fundamentals of Economic Geography.
Prentice Hall, 1988. New Delhi.
3. Berry, J. L. Geography of Market Centres and Retail Distribution. Prentice
Hall, 1967. New York.
4. Chatterjee, S. P. Economic Geography of Asia. Allied Book Agency, 1984.
Calcutta.
5. Chorley, R. J., and Haggett, P. (eds.). Network Analysis in Geography. Arnold,
1969. London.
6. Combes, Pierre-Philippe, Thierry Mayer, and Jacques-François Thisse.
Economic Geography: The Integration of Regions and Nations. Princeton
University Press, 2008. Princeton and Oxford, Princeton, New Jersey, USA.
7. Dreze, J., & Sen, A. India-Economic Development & Social Opportunity.
Oxford, 1996. New Delhi.
8. Eckarsley, R. (ed.). Markets, the State and the Environment. McMillan, 1995.
References/ London.
Readings: 9. Garnier, B. J., and Delobez, A. Geography of Marketing. Longman, 1979.
London.
10. Hanink, Dean M. Principles and Applications of Economic Geography:
Economy, Policy, Environment. John Wiley & Sons, 2012.
11. Jovanovic, Miroslav N. Evolutionary Economic Geography: Location of
Production and the European Union. Routledge, 2009. London and New
York.
12. Leong, G. C., & Morgan, G. H. Human and Economic Geography. Oxford
University Press, 1982. New York.
13. Pachura, Piotr. The Economic Geography of Globalization. InTech Pub, 2011.
14. Rodrigue, Jean-Paul, Claude Comtois, and Brian Slack. The Geography of
Transport Systems. Routledge, 2013. London.
15. Siddhartha K. Economic Geography. Kitab Mahal, 2016. New Delhi.
16. Singh, S. Industrial Geography. ABD Publisher, 2011.
17. Smith, D. M. Industrial Location: An Economic Geographical Analysis. John
Wiley, 1971. New York.
18. Sokol, M. Economic Geography: Undergraduate Study in Economics,
 Management, Finance, and the Social Sciences. University of London, 2011.
At the end of the successful completion of this course, students will be able to:
1. Describe the relationship between geography and economic activities.
Course 2. Apply spatial organization concepts to analyze resource distribution.
Outcomes: 3. Evaluate the impact of trade patterns on regional and global
economies.
4. Develop insights into the spatial organization of economic activities.
Name of the Programme : B.A. Geography
Course Code : GOG-212
Title of the Course : Geography of Environment and Development
Number of Credit : 04
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course
This course aims to provide students with a comprehensive understanding of the
intricate relationship between environment and development. Through an
Course exploration of key concepts such as environment, development, and sustainable
Objectives: development, students will gain foundational knowledge. Overall, the course
seeks to cultivate a holistic perspective, critical thinking, and practical skills for
addressing complex environmental and developmental issues.
No. of
hours
1. Introduction to Environment and Development:
A) Meaning, Nature and Scope of:
• Environment
• Development
• Sustainable Development
B) Recent Approaches to Environment and Development:
15
• Circular Economy
• Ecosystem-Based Approaches
• Green Growth
• Participatory and Inclusive Development
• Technology for Sustainable Development
• Environmental Justice
2. Challenges, Causes and Consequences of Environment and
Development:
Positive and Negative impacts on the Environment due to the following
developmental issues:
• Dams (High Dams and Large Dams)
Contents:
• Deforestation (Changing Landscape)
15
• Transportation (Hill Cutting, Tunnel Disasters)
• Agriculture (Air Pollution due to stubble burning)
• Tourism (Coral Reef effects)
• Wars (Recent Wars of Syria, Ukraine, Israel)
• Housing Projects (Slums)
• Industrial Hubs (Sub-Urban Expansion)
3. Environment Management and Role of Global and National Policies
and Laws:
• Stockholm 1972
• Montreal Protocol
• Rio 1992, 2012
15
• IPCC
• Kyoto Protocol
• Conference of Parties (COPs)
• Paris Agreement
• Millenium Development Goals (MDGs) and Sustainable
 Development Goals (SDGs): Their Role and Credibility of
Achievements.
4. Role of Information Technology in Environmental Development:
Environment Impact Assessment (EIA) and Its Need for Environment
Management and Planning.

Role of GIS in:

• Land Use Management 15
• Watershed Management
• Disaster Management
• Waste Management (Municipal waste, Bio-medical Waste, Bio-
waste and E-waste)
• Urban Management (Slum Area Development, City Planning)
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill development.
6. Experiential learning through fieldwork and outdoor activities.
Pedagogy
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Chandra, R. C (2002), Environmental Geography, Kalyani Ludhiana.
2. Cunningham, W. P and Gunningham, M. A. (2004), Principle of Environmental
Science: Inquiry and Application, Tata Macgrow Hill, New Delhi.
3. Down To Earth, Science and Environment Fortnightly Tulkabad, New Delhi.
4. Elliot, Jennifer (2002), Sustainable Development Routledge Publisher.
References/
5. IPCC Reports, Govt. of India, Ministry of Environment and Forests.
Readings:
6. MoEF (2006), National Environmental Policy - 2006, Ministry of Environment
and Forests, Govt. of India.
7. Sharma, P. (2011), Ecology and Environment, Rastogi Publication.
8. Singh, S. (2013), Environmental Geography, Prayag Pustak Bhawan Allahabad.
9. UNEP (2012) Recent Reports.
At the end of the successful completion of this course, students will be able to:
1. Understand the role of global and national policies in environmental
management.
Course 2. Apply recent approaches to analyze and propose solutions for environmental
Outcomes: and developmental challenges.
3. Analyze the causes, consequences, and challenges associated with various
developmental issues.
4. Evaluate the impact of recent approaches on global development.
Name of the Programme : B.A. Geography
Course Code : GOG-231
Title of the Course : Google Earth: Bring the World inside the Classroom
Number of Credits : 03
Effective from AY : 2024-25
Pre-requisites Nil
for the Course:
This course is designed to provide learners with an in-depth understanding of
Google Earth, a powerful tool for exploring and visualizing spatial data. The
course will cover the basics of navigating and exploring locations using Google
Course
Earth's features and tools. Learners will also learn how to use Google Earth to
Objectives:
analyze and visualize spatial data, create customized maps and visualizations
using Google Earth's API, and develop interactive applications using Google
Earth's API and other web technologies.
No. of
hours
1. Introduction to Google Earth
• What is Google Earth and what can it be used for?
• Overview of the Google Earth interface
• How to navigate the 3D view of Earth
• How to search for specific locations
2. Importing and Exporting Data with Google Earth
15
• How to import data into Google Earth from other sources
• How to export data from Google Earth to other software
• How to use KML files to share data with others
3. Exploring Places with Google Earth
• How to use the search function to find a specific location
• How to use the layers function to view different types of data
• How to use the measurement tool to measure distances and
areas
• How to use the historical imagery function to view changes in
Contents: a location over time
4. Advanced Navigation with Google Earth 15
• How to use the tilt and rotation functions to view a location
from different angles
• How to use the Street View function to view a location at
street level
• How to use the 3D buildings function to view a location in 3D
5. Creating a Tour with Google Earth
• How to create a tour of a location in Google Earth
• How to add placemarks, photos, and videos to a tour
• How to record a tour and share it with others
6. Creating 3D Models with Google Earth
• How to create a 3D model of a building or other structure us- 15
ing Google Earth
• How to add textures and colors to a 3D model
• How to share a 3D model with others
1. Lectures for theoretical foundations.
Pedagogy: 2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
 4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Google Earth User Guide,
https://support.google.com/earth/answer/166438?hl=en&ref_topic=43815
25
2. Google Earth API Developer Guide,
References/
https://developers.google.com/earth/documentation/
Readings:
3. Google Earth Outreach, https://www.google.com/earth/outreach/
4. Google Earth Education, https://www.google.com/earth/education/
5. Google Earth for Science Teachers,
https://sites.google.com/site/scienceteacherstraining/google-earth
At the end of the successful completion of this course, students will be able to:
1. Navigate and explore locations using Google Earth's features and tools
Course 2. Use Google Earth to analyze and visualize spatial data
Outcomes: 3. Create customized maps and visualizations using Google Earth's API
4. Develop interactive applications using Google Earth's API and other web
technologies
Name of the Programme : B.A. Geography
Course Code : GOG-241
Title of the Course : Traditional Knowledge System in Resource Management
Number of Credits : 1+2=3
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course:
This course is designed to provide exposure to traditional knowledge systems
that evolved over time with harmonious co-existence with the surroundings.
Course The students will be able to understand the peculiar characteristics of resource
Objectives: management of tribal groups and the sustainability of such practices. Interactive
field visits will motivate the learners to the need to recognise and integrate
indigenous knowledge systems in the current resource management practices.
No. of
hours
1. Introduction to Indigenous Knowledge:
Concept of Traditional knowledge system, difference between
indigenous knowledge and western knowledge, need and priority
Methodology and approaches: ethnographic, comparative, integrated, 15
Traditional ecological knowledge, traditional technical knowledge,
traditional values and ethics
2. Case studies and Field Work I:
⚫ The Velip Community of Goa and its unique eco-cultural practices
and traditions
⚫ Saura Tribe of Odisha
⚫ Water Management of Johad, Rajasthan

3. Project and outreach:

A) Field Visit:
Field visit to a village in your or neighbouring taluka inhabited by an
indigenous community and study their practices using the
ethnographic approach with reference to the following: Traditional
Contents: Occupations, Forest Management, Water Management, Soil
Management, Biodiversity Conservation, Dress and Attire, Housing
and Settlements, Language and Communication, Social Structure,
Religious Practices, Festivals and Celebrations, Music and Dance and
30
other socio-cultural practices. Also, analyse the impact of the
environment on their lifestyle.

B) Submission of Report on field visit:

Writing a field visit report on indigenous communities using an
ethnographic approach involves documenting your observations and
experiences during the visit. Here are steps to guide you through the
process:

Introduction, Objectives of the Field Visit, Preparation and

Permissions, Arrival and Initial Impressions, Participant Observation,
Interactions and Interviews, Cultural Practices and Traditions,
Community Dynamics, Challenges Faced During the Field Visit,
Reflections on Cultural Sensitivity, Ethical Considerations, Photographs
 and Visual Materials, Findings and Emerging Themes, Impact on
Understanding, Recommendations, Conclusion, References and
Citations
4. Case Studies and Field Work II:
⚫ Zabo in Naga Community
⚫ Surangas in Kerela, Agriculture and Forest Management
⚫ Kodava tribe of Karnataka : Impact of forest conservation policies
on tribal communities.

5. Field Visit:
Visit to a Sacred Groves to undertake a study with reference to
following aspects:
Ecological Significance
Cultural and Religious Practices
Challenges and Threats
Conservation Initiatives
Documentation of Traditional Knowledge
Impact of Modernization
Other aspects

6. Report submission:
Visiting sacred groves for a study provides a unique opportunity to
explore the intersection of culture, environment, and spirituality. Here
are steps to help you write a comprehensive report on your study of
sacred groves: 30

Introduction, Objectives of the Study, Background Information, Study

Area:, Purpose and Significance of the Sacred Grove, Community
Involvement, Observations and Findings, Community Perspectives,
Challenges and Threats, Cultural and Environmental Conservation,
Reflections and Personal Insights, Recommendations, Conclusion:,
References, Photographs and Visuals, and Appendices.

7. Assessment and Evaluation of the Course:

The practical component (2 credits) of 50 marks will be assessed in the
following manner:
Intra Semester Assessment: Three ISA’s of 5 marks each, the best two
scores shall be considered.

Semester End Assessment:

• Maintenance of Practical Record/Journal : 5 marks
• Report Submission (Field Work I) : 5 Marks
• Report Submission (Field Work II) : 5 Marks
• Viva Voce Examination : 5 Marks
• Written examination based on the practical syllabus : 20
Marks
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
Pedagogy:
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
 5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Antons, Christoph, and Sanya Reid Smith. Traditional Knowledge, Traditional
Cultural Expressions, and Intellectual Property Law in the Asia-Pacific Region.
2009.
2. Basso, Keith H. Wisdom Sits in Places: Landscape and Language Among the
Western Apache. 1996.
3. Berkes, Fikret. Sacred Ecology. 2008.
4. Charles R Menzies (2006) .Traditional Ecological Knowledge And Natural
ResourceManagement , University Of Nebraskas Press
5. Dooling, D. M. The Spirit of the First Peoples. 2006.
6. Kabasa, John M. D. (ed.). Indigenous Knowledge Systems and Sustainable
References/
Development: Relevance for Africa. 2005.
Readings:
7. Julian T Inglis (1993) Traditional Ecological Knowledge ,Concepts And Cases,
In-ternational Development Research Centre .
8. Kimmerer, Robin Wall. Braiding Sweetgrass: Indigenous Wisdom, Scientific
Knowledge, and the Teachings of Plants. 2013.
9. Pomfret, David M. (ed.). Indigenous Knowledge and the Environment in
Africa and North America. 2012.
10. Ross, Anne, et al. Indigenous Peoples and the Collaborative Stewardship of
Nature: Knowledge Binds and Institutional Conflicts. 2011.
11. Williams, Nancy M., and Ellen R. Field (eds.). Traditional Ecological
Knowledge: Wisdom for Sustainable Development. 2002.
At the end of the successful completion of this course, students will be able to:
1. Understand the concept of indigenous knowledge and its significance in
resource management.
2. Comprehend the methodology and approaches used in the study and
Course
application of Indigenous Knowledge (IK),
Outcomes:
3. Recognize the need and priority of integrating indigenous knowledge
systems into contemporary resource management practices.
4. Analyze and evaluate the eco-cultural practices and traditions of the Velip
Community in Goa.
Instructions
1. Every candidate shall complete the laboratory course prescribed by the University entering
all the experiment exercises in the laboratory journal, which shall be produced at the time
of Practical Examination along with a Certificate signed both by the Course Teacher and the
Head of the Department of Geography of the concerned college to the effect that he/she
has completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 60 hours, which corresponds to 2 credits. Each lab
session is scheduled for a duration of 2 hours and cannot be divided into two 1-hour
sessions.
3. There are a total of 30 laboratory sessions scheduled, with a total duration of 60 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 50 marks.
6. The practical examination is scheduled to be conducted at the end of the semester in either
the Geography Laboratory or a designated location exclusively assigned for the purpose.
7. In the event of University Examination, the University shall appoint the Internal Examiner
(Course Teacher) and External Examiner (Geography faculty from any other College).
8. In case of a College Examination, Principal of the respective College shall appoint both the
Internal Examiner (Course Teacher) and External Examiner (any other faculty of the
Department).
Name of the Programme : B.A. Geography
Course Code : GOG-202
Title of the Course : Principles of Population Geography
Number of Credits : 04
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course
The course Principles of Population Geography will help students to gain
knowledge about concepts in Population Geography. Thus, provides students
with a comprehensive understanding of the discipline, fundamental concepts
Course
and principles. This course aims to develop students thinking, skills and
Objectives:
geographic literacy by introducing them to the concepts of spatial distribution
and density of population, population characteristics, growth and decline of
population, migrations etc.
No. of
hours
Introduction to Population Geography:
Definition, Nature and Scope, Historical development.
Approaches to the study of Population Geography, relation with other
branches. 15
Methods and sources of population data with reference to India.
Recent trends in Population Geography, Research Areas in Population
Geography.
Population Structure and Characteristics:
Population size, Population distribution pattern with reference to
World, India and Goa, density zones, population growth –
15
determinants and patterns.
Theories of population growth and their application- Malthusian
Theory, Demographic Transition Model (DTM).
Contents: Population Dynamics:
Fertility, Mortality and Migration: Measures, determinants and
implications. Migration as a global challenge, Brain drain and Brain
gain, Migration crises - World and India 15
Population composition and change - age sex composition, rural-
urban composition, religious composition, literacy levels, occupational
structure, income inequality.
Threats to Population:
Aftermath of calamities on population (Natural calamities, pandemic,
wars, political instability, diseases, accidents etc). Contemporary
Issues- Ageing Population (Japan), Declining Sex ratio, One Child Policy 15
(China) - Implications and consequences, Gender inequality.
Population Policies: Perspectives from developing and developed
world, National Population Policy of India.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
Pedagogy 4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
 7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Barrett H.R. (1992): Population Geography, Oliver and Boyd Longman
House, Harlow.
2. Bhende A., Kanitkar T. (2011): Principles of Population Studies, Himalaya
Publishing House, Mumbai. 18th Edition revised.
3. Birdsell N., Kelley A.C., Sinding S. (2003): Population Matters: Demographic
Change, Economic Growth and Poverty in Developing Countries. Oxford
University Press.
4. Bruce Newbold, K. (2010): Population Geography: Tools and Issues. Rowman
& Littlefield Publishers, Inc., UK.
5. Clark, J. I. (1972): Population Geography. Pergamon Press, Oxford.
6. Crispin J., Jegede J. (2000): Population, Resource and Development.
Harpercollins Education; 2nd edition.
7. Chandana, R.C. (2013): Population Geography, Kalyani Publishers, Delhi.
8. Dyson T. (2010): Population and Development: Demographic Transition. Zed
Books Ltd.; 1st edition.
9. Ehrlich, P.R. and Ehrlich, A.H. (1996): Ecoscience: Population, Resources
Environment. 6th edition, W.H. Freeman and Company, San Francisco.
10. Gould WTS. (2009): Population and Development: Perspective on
Development. Routledge: 1st edition.
11. Garnier, J.B. (1976): Geography of Population, Longman Group Ltd., London.
12. George, J. Demko et.al. (1970): Population Geography: A Reader, McGraw
Hill Book Co. New York.
References/
13. Hausier, Philip M & Duncan (Eds.) (1959): The Study of Population,
Readings:
University Press, Chicago.
14. Davis K. (1951): Population of India and Pakistan, Princeton University Press,
Princeton.
15. Meadow, D.H., Meadows D.L., Randers J., and Behrens W.W. III. (1973): The
Limits to Growth. I Report of the Club of Rome. The New American Library,
New York.
16. Meadows, D.H., Meadows, D.L. and Randers, J. (1992): Beyond the Limits.
Confronting Global Collapse, Envisioning a Sustainable Future.(A sequel to
The Limits to Growth).Chelsa Green Publishers, Post Mills VT, USA.
17. Newell C. (1990): Methods and Models in Demography. The Guilford Press;
1st edition.
18. Pacione M. (2011): Population Geography: Progress and Prospects.
Routledge; Reissue edition.
19. Peters G.L., Larkin R.P. (2008): Population Geography: Problems, Concepts
and Prospects. 9th edition.
20. Dubuque, IA: Kendall Hunt Publishing.
21. Preston S., Heuveline P., Guillot M. (2000): Demography: Measuring and
Modelling Population Processes.
22. Wiley-Blackwell; 1st edition.
23. Rowland DT. (2003): Demographic Methods and Concepts. Oxford
University Press, USA.
24. Swanson DA., Siegel JS. (2004): Methods and Materials of Demography.
 Emerald Group Publishing; 2nd edition.
25. Smith, T.L (1960): Fundamental of Population Studies. Lipineott, London.
26. Srinivasan, K, and Vlassoff, M. (2001): Population Development Nexus in
India: Challenges for the New Millennium. Tata McGraw Hill, New Delhi.
27. Trewartha,G.T.(1959): A Geography of Population-World Patterns. John
Wiley & Sons Inc. New York.
28. Todaro MP, Smith S. (2011): Economic Development. 11th edition Printice
Hall.
29. United Nation Development Program (UNDP) (2012): Human Development
Reports (1990-2012)
30. http://hdr.undp.org/en/.
31. Weeks JR. (2004): Population: An Introduction to Concepts and Issues.
Wadsworth Publishing; 9th edition.
32. Woods, R. (1979): Population Analysis in Geography. Longman, London.
33. Zelinsky, M. et. al. (1970): Geography and Crowding World, Oxford
University Press New York.
34. Zelinsky, W (1966): A Prologue of Population Geography, Prentice Hall Inc,
M.J.
At the end of the successful completion of this course, students will be able to:
1. Understand the subject matter and basic concepts of population geography.
Course 2. Analyse the spatial distribution of human population and its characteristics.
Outcomes: 3. Appreciate the variations in population dynamics and processes such as
fertility, mortality and migration.
4. Evaluate the recent trends in population studies.
Name of the Programme : B.A. Geography
Course Code : GOG-203
Title of the Course : Geopolitical Geography
Number of Credits : 04
Effective from AY : 2024-25
Pre-requisites for the
Nil
Course
This course aims to foster a deep understanding of geopolitical concepts,
theories, and their real-world applications. It delves into the intricate
relationship between geography, politics, and international relations,
unraveling the complex dynamics that shape global landscapes. Through
a spatial and temporal lens, students will engage in the critical analysis of
Course Objectives:
geopolitical issues and regional conflicts, gaining insights into their
evolution over time. The course also emphasizes the exploration of
practical solutions to contemporary geopolitical challenges, fostering a
holistic approach to addressing complex issues in the ever-changing
global arena.
No. of
Hours
Introduction to Geopolitical Geography
Definition, Scope and Historical evolution of Geopolitical
Geography
Basic Conceptual Issues: Territoriality, Sovereignty, State. 15
Geopolitical Theories: Classical geopolitical theories (Mackinder,
Spykman, Mahan, and Haushofer)
Geo-economics and Energy Politics
Economic dimensions of geopolitics
Resource geopolitics (oil, gas, minerals) 15
Economic integration and trade blocs,
• Geopolitical Conflicts
Contents:
Contemporary Issues: Global Environment Issues, Geopolitics of
Energy
Ethnic and religious conflicts
Globalization and Geopolitics
15
Boundary Issues
Global Governance and Institution.
Geopolitical Risk and Future Trends
Geopolitics of climate change and sustainable development
Emerging powers and new geopolitical dynamics
15
Technological advancements and their geopolitical implications
Geopolitics in the 21st century.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
Pedagogy 5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
 9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Agnew, John (2003), Geopolitics- Revisioning World Politics,
Routledge: London
2. Agnew, John (ed.)(1997), Political Geography: A Reader, Arnold:
London
3. Blacksell, Mark(2006), Political Geography, Routledge: London
4. Blouet, Brian W. (2001), Geopolitics and Globalization in the
Twentieth Century, Reaktion Books: London
5. Cohen, Saul B. (2003), Geopolitics of the World System, Rowman and
Littlefield: Lanham
6. Dodds, Klaus (2000), Geopolitics in a Changing World, Prentice Hall:
Essex, England
7. Dodds, Klaus and David Atkinson (eds.)(2000), Geopolitical Traditions:
A Century of Geopolitical Thought, Routledge: New York
8. Glassner, Martin Ira and Chuck Fahrer (2004), Political Geography,
John Wiley: Danvers, Massachusetts
9. Harvey, David (1990), The Condition of Postmodernity, Blackwell:
Oxford
10. Jones, Michael, Rhys Jones and Michael Woods (2004), An
References/Readings: Introduction to Political Geography: Space, Place and Politics,
Routledge: London
11. Kupchan, Charles A. (ed.)(2001), Power in Transition: The Peaceful
Change of International Order, United Nations University Press: Tokyo
12. Nayar, Baldev Raj (2005),Geopolitics Of Globalization, Oxford
University Press: New Delhi
13. Paret, Peter (ed.)(1986), Makers Of Modern Strategy: from
Machiavelli to the Nuclear Age, Princeton University Press: Princeton
14. Prescott, J.R.V. (1987), Political Frontiers and Boundaries, Allen and
Unwin: London
15. Sassen, Saskia (2006), Territory, Authority, Rights: From Medieval to
Global Assemblages, Princeton University Press, Princeton, New Jersey
16. Tuathail, Gearoid O. and Dalby, Simon (1998) (eds.), Rethinking
Geopolitics, Routledge: London
17. Waltz, Kenneth N. (1983), Theory of International Politics, Addison-
Wesley: Massachusetts
18. Wolch, Jennifer and Michael Dear (eds.)(1989), The Power of
Geography: How Territory Shapes Social Life, Unwin and Hyman:
London
At the end of the successful completion of this course, students will be
able to:
1. Develop comprehensive understanding of geopolitical concepts,
theories, and their practical applications.
2. Explore the interplay between geography, politics, and
Course Outcomes:
international relations.
3. Analyse geopolitical issues and regional conflicts with spatial and
temporal aspect.
4. Examine and find practical solutions to the contemporary
geopolitical challenges.
Name of the Programme : B.A. Geography
Course Code : GOG-204
Title of the Course : Physical Landscape of India
Number of Credits : 04
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course
Course This course aims to provide students with a concise understanding of India's
Objectives: geographical and physical features.
No. of
hours
1. Physiography of India
• Location: India and its neighbours, Frontiers of India, States
and their position, States with international boundaries
• Physical divisions of India:
• The Himalayas – geological formation, climate, vegetation, soil,
biodiversity, physiographic divisions, major passes, significance
• The Great North Indian Plains – geological formation, 15
physiographic divisions, climate, vegetation, soil, biodiversity,
significance
• Peninsular Plateau – geological formation, Central Highlands,
Deccan Plateau, Western Ghats, Eastern Ghats
• Indian Desert
• Coastal plains and islands
2. Drainage System of India
• Himalayan Drainage System: Indus river system, Ganga River
System, Brahmaputra river system
• Peninsular Drainage System: Flowing Towards East: Krishna,
Godavari, Kaveri, Mahanadi, Subarnarekha, Vagai, Pennar 15
• Flowing Towards West: Narmada, Tapti/Tapi, Mahi, Sabarmati,
Contents:
Luni and Sharavati
• Hydropower projects, major dams: Tehri Dam, Bhakra Nangal
Dam, Sardar Sarovar Dam, Hirakud Dam, Krishna Sagar Dam
3. The Indian Climate
• Factors influencing the climate of India
• Monsoon and its mechanism
• El-Nino and La-Nina & their impacts
15
• The rhythm of Seasons: The cold weather season, the hot
weather season, the southwest monsoon season, and the
retreating monsoon season
• Climatic Regions of India
4. Soils and Natural Vegetation in India
• Classification of Soils
• Issue of Soil degradation & Soil Erosion,
• Soil Conservation 15
• Natural Vegetation of India: Forest Cover in India, Types of Hours
Forest in India, Biosphere reserves, national parks of India,
Forest Conservation, Forest and Indigenous Communities and
their problems in India.
Pedagogy 1. Lectures for theoretical foundations.
 2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Deshpande C.D, (1992): India-A Regional Interpretation Northern Book
Centre, New Delhi.
2. Dhara, M.K., Basu, S.K., Bandyopadhyay, R.K., Roy, B., Pal, A.K., (Eds.) (1999):
Geology and Mineral Resources of the States of India, Part-1: West Bengal,
Geological Survey of India, Miscellaneous Publication.
3. Ghurey, G.S., (1963): The Scheduled Tribes of India, 1980 reprint,
Transaction Books.
4. Husain, M., (2014): Geography of India, Tata McGraw-Hill Education, New
Delhi.
References/
5. Johnson, B.L.C., (Ed) (2001): Geographical Dictionary of India, Vision Books.
Readings:
6. Kale, V.S., (2014): Landscapes and Landforms of India, Springer.
7. Khullar, D.R., (2011): Indian-A Comprehensive Geography, Kalyani
Publishers, New Delhi.
8. Krishnan, M.S., (1949): Geology of India and Burma, The Madras Law Journal
Press, Chennai
9. Learmonth, A.T.A., et.al(ed): Man and Land of South Asia Concept, New
Delhi.
10. Mamoria, C.B.,(1995): Economic and Commercial Geography of India, Shiv
Lal Agarwal & Co,
By the end of this course, students will be able to:
1. Develop critical thinking skills to evaluate the significance of various
physiographic features in shaping India's landscape and influencing human
activities.
Course
2. Recognize the interconnected nature of India's drainage systems and their
Outcomes:
impact on the overall geography and socio-economic aspects of the country.
3. Demonstrate the comprehensive understanding of India's climatic diversity.
4. Evaluate the importance of forest and soil conservation and their impacts on
maintaining ecological balance.
Name of the Programme : B.A. Geography
Course Code : GOG-205
Title of the Course : Physical Geography of Goa
Number of Credits : 02
Effective from AY : 2024-25
Pre-requisites
Nil
for the Course
This course provides an in-depth exploration of the physical geography of Goa,
covering its landforms, climate, natural resources, ecosystems, and
Course
environmental challenges. Through a combination of lectures, readings, field
Objectives:
trips, and assignments, students will gain a comprehensive understanding of the
physical characteristics and processes shaping the region.
No. of
hours
1. Introduction to Goa's Physical Geography
• Geographic location, size, and administrative divisions
• Physical Divisions of Goa
• Geological history of Goa 15
• Landforms and their formation processes
• Climate of Goa and impact of monsoons on the region
Contents:
• Soils of Goa
2. Natural Resources of Goa
• Overview of minerals and mining activities
• Forest resources and biodiversity 15
• Rivers, water bodies and irrigation projects of Goa
• Water management and challenges
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Angle, P. S. "An Economic Review of Goa."
2. Claude Alvares, Fish Curry and Rice. An Eco-Farm Publication, 2002
3. Coastal Zone Management Plans, Govt. Of Goa,
4. Daily newspapers published from Goa (Publication House) and Television
News covering Goa.
References/
5. Economic Survey of Goa, DPSE publication, Govt. Printing Press, Panaji. 2000-
Readings:
2022
6. Gazetteer of Goa, Daman & Diu, Govt. of India. Govt. Printing Press, Panaji
7. Gomes, Olivinho J. F. "Goa." National Book Trust India, New Delhi. 2004
8. Larsen, Karin, Faces of Goa, Gyan Publishing House, 1998.
9. Regional Plan for Goa 2001, Govt. Printing Press, Panaji, Goa, 1988.
 10. Regional Plan for Goa 2021. Govt. Printing Press, Panaji, Goa, 2008.
11. Statistical Pocket Books, Govt. Printing Press, Panaji. 1986-2018
12. Techno Economic Survey of Goa, NCAER, Govt. Printing Press, Panaji.1972
13. Thirty years of Economic Development, Goa Chamber of Commerce &
Industry, Panaji, 1992.
At the end of the successful completion of this course, students will be able to:
1. Understand the distinct physical divisions within Goa, including coastal
areas, plains, hills, and any significant geographical features that shape the
region.
Course
2. Compare and contrast the Climate of Goa with that of the rest of the country
Outcomes:
3. Identify and analyze the key challenges faced in water management in Goa
4. Develop an integrated perspective on the management of natural resources
in Goa, considering the interconnectedness of minerals, forests, rivers, and
water bodies, and recognizing the importance of sustainable practices.
Name of the Programme : B.A. Geography
Course Code : GOG-221
Title of the Course : Spatial Planning for Tourism Operations (Vocational)
Number of Credits : 1+3=4
Effective from AY : 2024-25
Pre-requisites Nil
for the Course:
Course The course aims to provide students with a comprehensive understanding of the
Objectives: travel and tourism industry by exploring its key components, sectors, and the
significant role of geography in shaping travel experiences. Through the
development of basic customer service skills, including effective communication
and cultural sensitivity, students will be prepared for successful interactions
within the industry. Additionally, the course seeks to equip students with the
ability to identify and analyse popular tourist destinations, considering
geographical features and cultural attractions.
No. of
hours
1. Introduction to Travel and Tourism Operations
Contents: • Overview of the travel and tourism industry
• Role of Geography in shaping travel experiences
• Basic customer service skills in tourism (Communication Skills,
Cultural Sensitivity, Product Knowledge, Problem-Solving 15
Abilities, Empathy, Time Management, Adaptability, Customer
Focus, Teamwork, Positive Attitude)
• Identifying and analyzing popular tourist destinations
• Understanding the geographical features that attract tourists
2. Sustainable Tourism Practices
• Introduction to sustainable tourism
• Implementing eco-friendly practices in travel operations
• Case studies on successful sustainable tourism initiatives
[Costa Rica-Sustainable Tourism Pioneers, Bhutan-Gross
30
National Happiness (GNH) and Tourism, Palau-Coral Reef
Conservation and Ecotourism, Namibia-Community-Based
Wildlife Conservation, Sikkim-India's First Fully Organic State]
• Field visit to eco-tourism site in Goa to understand its eco-
friendly practices
5. Practical: Travel Planning and Itinerary Design
• Introduction to travel planning software (TripGo, Road Trip
Planner, Open Trip Planner, Itinero)
• Conducting basic destination assessments 30
• Creating sample travel itineraries
• Budgeting and cost estimation for travel packages
(The help of local tour operator/agency may be sought)
Practical: Customer Interaction and Communication
1. Effective communication skills for travel professionals
2. Dealing with customer inquiries and concerns
3. Role-playing scenarios for customer interactions 30
4. Booking and managing travel tickets
5. Handling travel logistics and emergencies
(The help of local tour operator/agency may be sought)
Pedagogy: 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. Bhatia, K.K. Geography of Travel and Tourism in India. Concept Publishing
Readings: Company, 2007.
2. Dhar, P.N. International Tourism: Emerging Challenges and Future Prospects.
Kanishka, New Delhi, 2006.
3. Dube, R.C. Tourism in India. Sterling Publishers Pvt. Ltd, 2007.
4. Dixit, Manoj. Tourism: Concepts and Practices. Aavishkar Publishers, 2006.
5. de Blij, Harm J., Peter O. Muller, and Jan Nijman. Geography: Realms,
Regions, and Concepts. Wiley, 2017.
6. Hall, M. and Stephen, P. Geography of Tourism and Recreation –
Environment, Place and Space. Routledge, London, 2006.
7. Kamra, K. K. and Chand, M. Basics of Tourism: Theory, Operation and
Practise. Kanishka Publishers, Pune, 2007.
8. Liu, Harvey Y. H., and Linda D. K. Nozick. GIS for Travel and Tourism. Springer,
2004.
9. Page, S. J. Tourism Management: An Introduction. Butterworth-Heinemann-
USA, 2011. Chapter 2.
10. Page, Stephen, and Joanne Connell. Tourism Management: An Introduction.
Routledge, 2018.
11. Pike, Steven. Destination Marketing: An Integrated Marketing
Communication Approach. Routledge, 2008.
12. Raj, R. and Nigel, D. Morpeth Religious Tourism and Pilgrimage Festivals
Management: An International perspective. CABI, Cambridge, USA, 2007,
www.cabi.org.
13. Shafi, M. Tourism and Cultural Development in India. Kanishka Publishers,
2005.
14. Sharpley, Richard, and David J. Telfer. Tourism: Principles and Practice.
Channel View Publications, 2015.
15. Singh Jagbir. Eco-Tourism. Published by I.K. International Pvt. Ltd., S-25,
Green Park Extension, Uphaar Cinema Market, New Delhi, India, 2014.
16. Tiwari, Alok R. Tourism Management in India. Kanishka Publishers, 2006
Course At the end of the successful completion of this course, students will be able to:
Outcomes: 1. Explain how geographical features contribute to the attractiveness of tourist
destinations.
2. Apply budgeting and cost estimation techniques to create sample travel
itineraries.
3. Analyze the factors that make certain destinations popular among tourists.
4. Develop and propose eco-friendly practices for a travel operation.
Name of the Programme: B.A. Geography
Title of the Course: Exit Course “GIS Analyst”
No. of Credits: 1+3=4
Course Code: GOG 261
Academic Year: 2024-25
Pre-requisite This course is open to Geography students who opt to exit after completing the
for the Course second year of the degree program.
The GIS Analyst course provides a comprehensive understanding of Geographic
Information Systems, covering foundational concepts, practical skills, and
specialized applications. Learners will gain hands-on experience with leading GIS
Course
software, allowing them to analyze spatial data, create visually compelling
Objectives:
maps, and solve real-world problems. The curriculum is designed to balance
theoretical knowledge with practical skills, preparing participants for careers in
various fields such as environmental science, urban planning, and data analysis.
No. of
hours
Introduction to GIS
Overview of GIS: Definition and components of GIS, Historical
development and evolution
Spatial Data and Coordinate Systems: Types of spatial data (vector and
raster, Coordinate systems and map projections
Data Sources and Acquisition: Remote sensing, GPS data collection,
Cartography and map design principles 15
Introduction to GIS Software: Overview of popular GIS software,
Understanding the user interface of QGIS
Basic GIS Operations: Data input and management, Spatial analysis
techniques, Attribute data manipulation
Advanced GIS Operations: 3D modeling and analysis, Geostatistics and
spatial interpolation
Spatial Analysis using QGIS
Spatial Queries and Analysis: Overlay analysis, Proximity analysis,
Spatial statistics
Content:
Network Analysis: Routing and shortest path analysis, Service area
analysis 30
Terrain Analysis: Digital Elevation Models (DEMs), Slope and aspect
analysis
Map Design Principles: Cartographic elements and layout, Color theory
in map design
Interactive Mapping: Web-based mapping tools, Creating dynamic and
interactive maps
GIS in Specialized Fields: Applications in environmental science, Spatial
analysis for ecological studies, Land-use planning, Infrastructure
development and analysis
30
Professional Development
GIS Ethics and Standards: Ethical considerations in GIS, Compliance
with industry standards
Career Development: Building a GIS portfolio, Job search strategies
and interview preparation
 Real-world Application
Apply GIS skills to solve a real-world problem
Present findings and project outcomes 30

1. Lectures for theoretical foundations.

2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. George Joseph: Fundamentals of Remote Sensing, Second Edition,
Universities Press, Hyderabad
2. Jensen J. R.: Remote Sensing of the Environment: An Earth
Resource Perspective, Pearson Education, Singapore.
3. Lillesand, Kiefer and Chipman: Remote sensing and Image Interpretation. 5
Ed. Wiley& sons.
4. Reddy Anji M.: Text Book of Remote Sensing and Geographical
References/ Information System, BS Publications, Hyderabad, AP
Readings: 5. Rees, W. G.: Physical Principles of Remote Sensing, Second Edition,
Cambridge University Press, UK.
6. Robinson A. H., Sale, R. D., Morrison, J. L., Muehrcke, P. C.:
Elements of Cartography, John Wiley & Sons, New York.
7. Sarkar A,: Practical Geography: A Systematic Approach, Orient
BlackSwan (Revised edition), Kolkata
8. Schowengerdt, Robert A.: Remote Sensing; Models and Methods for
Image Processing, Academic Press, San Diego, California, USA
Upon completion of the GIS Analyst course, participants will be able to:
1. Understand the core principles and components of Geographic Information
Systems.
Course
2. Perform basic GIS operations, including data input, management, and spatial
Outcomes:
analysis techniques.
3. Design effective maps using cartographic principles and elements.
4. Plan and execute GIS projects.
Name of the Programme : B.A. Geography
Course Code : GOG-300
Title of the Course : Principles of Geomorphology
Number of Credits : 3+1=4
Effective from AY : 2025-26
Pre-requisites
Nil
for the Course:
The course aims to provide students a thorough understanding of
Geomorphology, covering fundamental concepts, historical development, and
key contributors to the field. Topics include the meaning and scope of
geomorphology, basic principles, Earth's structure, internal and external
processes, and the classification of landforms. Special emphasis is placed on
coastal and marine landforms, fluvial landforms, and their shaping processes.
Course The course also explores human impacts on landscapes, including
Objectives: anthropogenic geomorphology, effects of land use changes, and strategies for
managing geomorphic hazards like floods and landslides. The goal is to provide
students with a holistic perspective on how Earth's surface evolves through
natural processes and human interactions. Similarly, practical component of the
syllabus aims to provide learners with a comprehensive understanding of
topographical maps, imparting skills in map reading, interpretation, and
practical application.
No. of
hours
1. Introduction
• Meaning, Definitions, Scope and Nature of Geomorphology
• Basic Concepts and Principles of Geomorphology
• Historical Development of Geomorphology
• Contributions of Hutton, Strahler, and King to Geomorphology
2. Earth Materials and Processes 15
• Overview of Earth's structure and composition
• Internal processes: Plate tectonics, Mountain Building,
Volcanicity, Seismicity, and Tsunami
• External processes: Weathering and Erosion
3. Landforms and Landscapes
• Classification of landforms: (Topographic Classification, Struc-
tural Classification, Process-Based Classification, Tectonic Land-
Contents: forms)
• Coastal and marine landforms and their Process:(Erosional
Coastal Landforms, Depositional Coastal Landforms, Submarine
Landforms, Coral Reefs, Estuarine Landforms, Tidal Processes, 15
Sea Level Changes, Human Interaction with Coastal Landforms)
• Fluvial landforms and processes and their process: (River
Channel Morphology, River Valley Formation, River Erosion
Processes, River Transportation, River Depositional Landforms,
Fluvial Erosion Features, Human Interaction with Rivers)
4. Human Impact on Landscapes
• Anthropogenic Geomorphology
• Land use changes and their geomorphic effects
• Mitigation and management of geomorphic hazards (Flood, 15
Landslides, Avalanches)
5. Practicals in Geomorphology
A) Introduction to Topographical Maps
• Understanding topographical maps, Symbols, Legends, Map
Series and Scales
• Indexing of Indian Topo-sheets
• Reading, Drawing, and interpreting contour lines and profiles
• Practical application of map-reading skills in the field
• Identifying and locating key features on a local topographical
map
• Measuring distances and calculating elevations using contour
lines
B) Interpretation of Topographical Maps
Study and interpretation of Indian Topographical maps of Survey of
India (Series-1: 50000 or 1: 25000) with reference to following (Study
of any Three Region is compulsory)
1. Coastal Region: a. Exercise 1: Coastal Landforms Analysis - Identify
and analyze coastal landforms such as beaches, cliffs, and estuaries. -
Interpret the influence of wave action and sea currents on the
coastline. - Explore the spatial distribution of coastal features on the
topographical map.
b. Exercise 2: Coastal Zone Management - Evaluate the suitability of
the coastline for human activities. - Identify areas prone to erosion
and potential sites for development. - Develop a coastal zone
management plan based on the topographical map.
2. Hilly Region: a. Exercise 1: Mountainous Terrain Interpretation -
Analyze the topographical map to identify mountain ranges, peaks,
and valleys. - Examine the drainage patterns and watershed
boundaries in the hilly region. - Interpret the impact of elevation on
landforms and vegetation.
b. Exercise 2: Slope Analysis and Land Use - Assess the steepness of
slopes in the hilly terrain using contour lines. - Identify areas suitable
for agriculture, forestry, and settlement. - Propose land use strategies
based on slope analysis and accessibility.
3. Desert Region: a. Exercise 1: Dune Fields and Wind Erosion - Identify
and analyze sand dune fields on the topographical map. - Interpret the 30
role of wind erosion in shaping desert landscapes. - Evaluate the
potential impact of dune migration on surrounding areas.
b. Exercise 2: Water Sources and Settlements - Locate and analyze
water sources such as oases, rivers, or aquifers. - Identify patterns of
human settlement and infrastructure in desert regions. - Propose
strategies for sustainable water management in arid environments.
4. Plains Region: a. Exercise 1: River Systems and Floodplains - Identify
major rivers and their tributaries on the topographical map. - Analyze
the characteristics of floodplains and meandering channels. - Assess
the vulnerability of plains to river-related hazards.
b. Exercise 2: Agricultural Land Use - Interpret patterns of agricultural
land use in the plains. - Identify key factors influencing crop
distribution and irrigation. - Propose improvements for sustainable
agriculture in the region.
5. Plateau Region: Guidelines for interpreting a topographical map of a
 plateau:
• Elevation and Contour Lines: Identify contour lines to
understand the elevation variations. Locate high points
(plateau surface) and areas of elevation changes, such as
escarpments or cliffs.
• Plateau Surface Characteristics: Look for flat or gently
undulating areas representing the plateau surface.
• Escarpments and Cliffs: Identify escarpments or cliffs that mark
the edges of the plateau.
• Drainage Patterns: Analyze the drainage patterns to understand
how water flows on the plateau. Look for rivers and streams
cutting through the plateau, forming valleys. Identify whether
the rivers flow radially outward from a central high point or
follow the general slope of the plateau.
• River Valleys: Locate River valleys that have incised into the
plateau. Examine the depth and width of these valleys and the
pattern of meandering.
• Human Settlements: Locate towns, villages, and roads on the
plateau surface and along its edges. Consider how human
settlements utilize the plateau's topography.
• Vegetation and Land Use: Identify vegetation types and land
use patterns on the plateau.
• Plateau Features: Look for specific plateau features such as
mesas, buttes, or tablelands. These may be represented by flat
areas on the map at higher elevations.
One day field visit (within Goa including home taluka) for Orientation
of Toposheet: The primary objective of this field visit is to acquainting
students with topographic sheets (toposheets) include sharpening
skills in reading and interpreting toposheets, keen observation and
identification of geographical features, and the subsequent
preparation of a concise report summarizing key findings from the
field. In the field visit students will actively engage in hands-on
learning to enhance their understanding of topographical mapping and
geographical features.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Ahmed, E. Geomorphology. Kalyani Publishers, 2005.
References/
2. Bloom, Arthur L. Geomorphology – A Systematic Analysis of Late Cenozoic
Readings:
Landforms. Prentice Hall, 2008.
 3. Chorley, Richard J. Spatial Analysis in Geomorphology. Harper and Row
Publishers, 2002.
4. Dayal, P. A Textbook of Geomorphology (2nd edition). Shukla Book Depot,
2006.
5. Huggett, R. J. Fundamentals of Geomorphology. Routledge, 2007.
6. Lal, D. S. Oceanography. Prayag Pustak Bhavan, 2004.
7. Sharma, H. S., editor. Perspectives in Geomorphology, Vol. I & IV. Concept,
2002.
8. Sharma, V. K. Geomorphology, Earth Surface, Process and Forms. Tata
McGraw Hill, 2006.
9. Singh, S. Physical Geography. Prayag Pustak Bhawan, 2005.
10. Sparks, B. W. Geomorphology (2nd edition). Longman, 2000.
11. Strahler, A. N. Dynamic Basis of Geomorphology. G. Bell and Sons, 1952.
12. Strahler, A. N. Physical Geography (3rd Ed.). Wiley Publications, 2005.
13. Thornbury, W. D. Principles of Geomorphology. John Wiley & Sons, 1954.
14. Thornbury, W. D. Principles of Geomorphology. Wiley International, 2004.
15. Wooldridge, S. W., and Morgan, R. S. The Physical Basis of Geography (First
published in 1937). Longman, 2008.
16. Worcestor, P. G. A Textbook of Geomorphology (2nd Ed.). Van Nostrand,
2005.

References for Practicals

1. Cuff, J. D., and Mattson, M. T. Thematic Maps: Their Design and Production.
Methuen Young Books, 1982.
2. Dent, B. D., Torguson, J. S., and Holder, T. W. Cartography: Thematic Map
Design (6th Edition). Mcgraw-Hill Higher Education, 2008.
3. Gupta, K. K., and Tyagi, V. C. Working with Maps. Survey of India, DST, New
Delhi, 1992.
4. Kraak, M. J., and Ormeling, F. Cartography: Visualization of Geo-Spatial Data.
Prentice-Hall, 2003.
5. Mishra, R. P., and Ramesh, A. Fundamentals of Cartography. Concept, New
Delhi, 1989.
6. Sarkar, A. Practical Geography: A Systematic Approach. Orient Black Swan
Private Ltd., New Delhi, 2015.
7. Singh, R. L., and Singh, R. P. B. Elements of Practical Geography. Kalyani
Publishers, 1999.
8. Slocum, T. A., McMaster, R. B., and Kessler, F. C. Thematic Cartography and
Geovisualization (3rd Edition). Prentice Hall, 2008.
9. Tyner, J. A. Principles of Map Design. The Guilford Press, 2010.
At the end of the successful completion of this course, students will be able to:
1. Classify landforms based on topography, structure, processes, and tectonic
origin.
2. Apply knowledge of geomorphological principles to analyze and interpret
Course specific landforms and landscapes.
Outcomes: 3. Develop mitigation and management strategies for geomorphic hazards,
synthesizing understanding and critical analysis.
4. Demonstrate proficiency in reading and interpreting topographical maps
and Develop sustainable strategies for different geographic regions based
on topographical map data.
1. Every candidate shall complete the laboratory course prescribed by the
Instructions
University entering all the experiment exercises in the laboratory journal,
 which shall be produced at the time of Practical Examination along with a
Certificate signed both by the Course Teacher and the Head of the
Department of Geography of the concerned college to the effect that he/she
has completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 30 hours, which corresponds to 1 credit.
Each lab session is scheduled for a duration of 2 hours and cannot be divided
into two 1-hour sessions.
3. There are a total of 15 laboratory sessions scheduled, with a total duration of
30 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 25 marks.
6. The assessment for the practical examination also includes a total of 2.5
marks for the journal and 2.5 marks for the Viva Voce examination.
7. The practical examination is scheduled to be conducted at the end of the
semester either in the Geography Laboratory or a designated location
exclusively assigned for the purpose.
8. In the event of a University Examination, the University shall appoint the
Internal Examiner (Course Teacher) and External Examiner (Geography
faculty from any other College).
9. In case of a College Examination, the Principal of the respective College shall
appoint both the Internal Examiner (Course Teacher) and External Examiner
(any other faculty of the Department).
Name of the Programme : B.A. Geography
Course Code : GOG-301
Title of the Course : Principles of Remote Sensing
Number of Credits : 3+1=4
Effective from AY : 2025-26
Pre-requisites
Nil
for the Course:
This course is designed to provide a comprehensive introduction to the
fundamental principles and applications of remote sensing. The course will
cover the basic concepts, technologies, and techniques used in remote sensing,
Course with a focus on understanding the principles behind the collection and analysis
Objectives: of spatial data. The The Practical component of the course serves as an
introduction to geospatial data analysis, focusing on fundamental concepts and
practical skills. Participants will gain proficiency in utilizing key tools and
techniques for interpreting and analyzing geospatial data.
No. of
Hours
Introduction to Remote Sensing
• Definition and principles of remote sensing
• History and evolution of remote sensing
• Types of remote sensing (active vs. passive, aerial vs.
satellite)
• Electromagnetic spectrum: wavelengths, energy interactions
• Platforms: satellites, aircraft, drones, ground-based sensors
• Types of sensors (optical, thermal, radar, LiDAR) 15
• Characteristics and specifications of common remote
sensing sensors
Remote Sensing Data Acquisition
• Image resolution and pixel size
• Georeferencing and spatial resolution
• Data formats (raster vs. vector) 15
• Data acquisition methods (pushbroom vs. whiskbroom)
Applications of Remote Sensing
Contents:
• Agriculture and crop monitoring
• Environmental monitoring and assessment
• Coastal Zone Management
15
• Urban planning and land use/land cover mapping
• Disaster management and response
Practicals in Remote Sensing
• Creating accounts in (Bhuvan, GLOVIS portals) and data
downloads.
• Importing raster data and Georeferencing (Geographic and
Projected Coordinate System).
• Elements of interpretation, Layer stacking and Band combi-
nation (True Color Composite) (TCC) and (False Color Com-
posite) (FCC). 30
• Radiometric and Atmospheric Corrections.
• Mosaic raster dataset.
• Creation of AOI and subset (AOI & Viewer)
 • Creation of Maps (Hillshade, Viewshade, Aspect, Slope and
Raster Contours).
• Pan Sharpening/Resolution Merge.
• Spectral Signature Curve using Semi-Automatic Classification
Plugin.
• Calculation of Indices (NDVI, NDWI, MNDWI, NDBI, SAVI)
• Focal Analysis on Distorted Data
Note: The aforementioned exercises can be conducted utilizing
open-source software like QGIS etc.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Campbell, James B., and Randolph H. Wynne. Introduction to Remote
Sensing. Guilford Press, 2011.
2. Jensen, John R. Introductory Digital Image Processing: A Remote Sensing
Perspective. Pearson, 2016.
3. Jensen, John R. Remote Sensing of the Environment: An Earth Resource
Perspective. Pearson, 2016.
4. Lillesand, Thomas M., and Ralph W. Kiefer. Remote Sensing and Image
Interpretation. Wiley, 2015.
5. Maune, David F. Digital Elevation Model Technologies and Applications: The
DEM User’s Manual. ASPRS Publications, 2007.
6. Ramachandra, T. V., Uttam Kumar, and K. S. Rajasekara Murthy. Remote
Sensing Applications in Environmental Research. Capital Publishing Company,
2007.
References/ 7. Richards, John A. Remote Sensing Digital Image Analysis: An Introduction.
Readings: Springer, 2006.
8. Richards, John A. Remote Sensing with Imaging Radar. Springer, 2010.
9. Ridd, Merrill K., and John D. Wood. The Science of Remote Sensing: A Primer.
Routledge, 2008.
10. Thenkabail, Prasad S., John G. Lyon, and Alfredo Huete. Hyperspectral
Remote Sensing of Vegetation. CRC Press, 2012.
Remote Sensing Data Acquisition:
1. ESRI Learn GIS - Remote Sensing Training: ESRI Learn GIS
2. UNAVCO SAR Training Materials: UNAVCO SAR Training
Image Interpretation and Analysis:
1. USGS Earth Resources Observation and Science (EROS) Center: USGS EROS
Center
2. Google Earth Engine: Google Earth Engine
Applications of Remote Sensing:
 1. FAO - Remote Sensing for Agriculture: FAO Remote Sensing for Agriculture
2. NASA Applied Remote Sensing Training (ARSET): NASA ARSET
3. UNEP - Remote Sensing for Environmental Monitoring: UNEP Remote Sensing
General Remote Sensing Resources:
1. Remote Sensing and GIS Resources by ISRO (Indian Space Research
Organisation): ISRO Remote Sensing Resources
2. European Space Agency (ESA) - Remote Sensing Data: ESA Earth Online
3. Open Course Ware (OCW) - MIT Introduction to Remote Sensing: MIT OCW
Remote Sensing
References for Practical:
1. Gupta. R.P., (2005). Remote Sensing Geology (2nd Edition), Springer India,
New Delhi.
2. Imagine (2009). Tour Guide Imagine, Leica Geosystem GIS & Mapping,
Atlanta.
3. Jensen, J. R., (2007). Remote Sensing of the Environment: An Earth Resource
Perspective, 2nd Edition, Prentice-Hall Inc., New Jersey.
4. Jude Hemant (2020). Artificial Intelligence Techniques for Satellite Image
Analysis Remote Sensing and Digital Image Processing, Springer, India.
5. Lillisand. T.M., and Kiefer, P.W., (1998). Remote Sensing and Image
Interpretation, John Wiley & Sons, New York.
6. Michael Law (2021) Getting to Know ArcGIS Pro 2.8 Fourth Edition, ESRI
Press, U.S.A
7. Paul Gibson, and Clare H. Power, (2000). Introductory Remote Sensing:
Digital Processing and Applications, Routledge Publisher, London.
8. Richards, J. A. and Jia Xiuping (2005). Remote Sensing Digital Image Analysis:
An Introduction, 4th Edition, Springer –Verlag, Berlin.
9. Sarkar A. K. (1997) Practical Geography: A Systematic Approach, Oriental
Longman, Calcutta.
10. Singh, R.L. and Dutt, P.K. (1979) Elements of Practical Geography, Kalyani
Publishers, New Delhi.
At the end of the successful completion of this course, students will be able to:
1. Comprehend the fundamental principles underlying remote sensing tech-
nology.
2. Relate the concepts of data acquisition to the characteristics of different
remote sensing platforms and sensors.
Course 3. Develop skills in visually interpreting features and patterns in remote sens-
Outcomes: ing imagery as well as in the application of remote sensing data in making in-
formed decisions in agriculture, environmental management, urban plan-
ning, and disaster response.
4. Demonstrate a working knowledge of Remote Sensing tools and functionali-
ties for basic geospatial analysis and Develop critical thinking skills for ana-
lyzing geospatial data
1. Every candidate shall complete the laboratory course prescribed by the
University entering all the experiment exercises in the laboratory journal,
which shall be produced at the time of Practical Examination along with a
Certificate signed both by the Course Teacher and the Head of the
Instructions Department of Geography of the concerned college to the effect that he/she
has completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 30 hours, which corresponds to 1 credit.
Each lab session is scheduled for a duration of 2 hours and cannot be divided
into two 1-hour sessions.
3. There are a total of 15 laboratory sessions scheduled, with a total duration of
30 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 25 marks.
6. The assessment for the practical examination also includes a total of 2.5
marks for the journal and 2.5 marks for the Viva Voce examination.
7. The practical examination is scheduled to be conducted at the end of the
semester in either in the Geography Laboratory or a designated location
exclusively assigned for the purpose.
8. In the event of University Examination, the University shall appoint the
Internal Examiner (Course Teacher) and External Examiner (Geography
faculty from any other College).
9. In case of a College Examination, Principal of the respective College shall
appoint both the Internal Examiner (Course Teacher) and External Examiner
(any other faculty of the Department).
Name of the Programme : B.A. Geography
Course Code : GOG- 302
Title of the Course : Statistical Methods in Geography
Number of Credit : 04
Effective from AY : 2025-26
Pre- requisites
Nil
for the course:
The course provides an introduction to statistical methods in Geography. It
Course
equips students with statistical methods such as descriptive statistics, absolute
Objectives:
and relative measures, bivariate analysis.
No. of
hours
1. Introduction to Statistical Methods in Geography:
• Significance of Statistical Methods in Research and Data
Collection
• Sources of Statistical Data Collection 15
• Methods of Statistical Data Collection (Census vs Sampling)
• Classification and Tabulation of Data
• Graphical Representation of Data.
2. Statistical Methods in Geography-
Descriptive Statistics:
• Histogram and Frequency Distribution Curve
15
• Calculation of Arithmetic Mean, Median and Mode; their
comparison
• Quartile and Deciles
Contents:
3. Measures of Dispersion-
A) Absolute Measures:
• Range
• Quartile Deviation
15
• Mean Deviation
• Standard Deviation
B) Relative Measures:
• Coefficient of Variation
4. Bivariate Analysis:
• Scatter Diagram
• Correlation Analysis 15
• Spearman’s Rank Correlation
• Karl Pearson’s Correlation Coefficient
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy:
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
 experience.
1. Alvi, Zamir. Statistical Geography: Methods and Application. Rawat
Publication, 2002.
2. Aslam, Mahmood. Statistical Methods in Geographical Studies. Rajesh
Publications, 1999.
3. Das, N.G. Statistical Methods, Combined Edition (Volumes I & II). Mc Graw
Hill Education, 2017.
4. Gheyas, Muhammad. Measures of Dispersion: Absolute and Relative
Measures. Kindle Edition, 2020.
References/ 5. Singh, Dr. L.R. Fundamentals of Practical Geography. Sharda Pustak
Readings: Bhawan, Prayagraj, 2022.
6. Singh, Gopal. Map Works and Practical Geography. Vikas Publishing House
Pvt. Ltd, 2007.
7. Wrigley, N., & Bennett, R.J. Quantitative Geography. British View,
Routledge and Kegan Paul, London, Boston and Henley, 1981.
8. Dr. Mahesh Pratim Barman, Prof. Jiten Hazarika, Dr. Toralima Bora.
Statistical Methods, As Per CBCS Syllabus. Mahaveer Publication, 2021.
9. Meher, Manoj Ku. Statistical Methods in Geography, Kalahandi University.
2023.
At the end of the successful completion of this course, students will be able to:
1. Understand the basic concepts, methods, types and formats of data.
2. Develop critical thinking skills to draw meaningful conclusions from
descriptive statistics in a geographical context, contributing to informed
decision-making and interpretation of spatial data.
Course
3. Develop effective communication skills to convey the results of dispersion
Outcomes:
analyses clearly, making use of appropriate visualizations and reports to
enhance the interpretation of spatial data variability.
4. Apply scatter diagrams and correlation analyses to real-world geographical
phenomena, such as the relationship between population density and
environmental factors, to enhance the understanding of spatial patterns.
Name of the Programme : B.A. Geography
Course Code : GOG-303
Title of the Course : Economic Landscape of Goa
Number of Credits : 02
Effective from AY : 2025-26
Pre-requisites
Nil
for the Course:
The course aims to provide a holistic understanding of Goa's economic
landscape, covering key sectors such as agriculture, animal husbandry, fishing,
mining, manufacturing, tourism, transport, and demography. Students will
Course
analyze the interdependencies and challenges within these sectors. Effective
Objectives:
communication and critical thinking skills will be emphasized, preparing
students for informed decision-making and active participation in Goa's
economic and regional development initiatives.
No. of
hours
Agriculture, Fishing & Mining
Agriculture: Significance of agriculture to the State’s economy.
Factors affecting agriculture in Goa: physical, economic, social and
technological.
Farming Types: Kharif & Rabi, humid farming, horticulture, plantation;
Vaingan, Puran Xeti, Kumeri, Kulagar.
Methods of cultivation, distribution and production: cereal crops (rice,
millets), cash crops (cashew, sugarcane), garden crops (coconut, beetle
nut) 15
Fishing: Types (shore and inland fisheries), species, fishing seasons,
fishing jetties, production, marketing, changes, problems and future
prospects.
Mining: History of mining in Goa, mining methods, production and
trade of minerals (iron ore, manganese, bauxite), Positive and
Negative Impacts of mining, Issues related to illegal mining, Banning of
mining activity and its impact on people and environment
Contents: Manufacturing, Tourism, Transport, Demography:
Manufacturing: Industrial scenario in pre and post-liberation of Goa,
Role of GIDC, Industrial Estates, Types of Industries
Study of Industries: Chemicals and Fertilizers, Pharmaceutical,
Shipbuilding, Importance of Industries to Goa, Problems associated
with Industrialization in Goa, Environmental movements and their
impact on Industrialization of Goa.
Tourism: Meaning, types of tourists; tourist seasons and arrivals.
Factors promoting tourism in Goa (natural, historical, religious-socio-
15
cultural), leading tourist destinations and tourism infrastructural
facilities in the State. Positive and negative impacts of tourism in Goa
Transport: Development of transport network, modes and their
functional significance (air, roadways, railways and waterways),
problems of transport system
Demographic Profile of Goa: Population size, growth and distribution,
Age and sex structure, Urbanization in Goa, Migration Patterns, Future
Trends and Challenges in Population.
Pedagogy: 1. Lectures for theoretical foundations.
 2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Angle, P. S. "An Economic Review of Goa."
2. Daily newspapers published from Goa (Publication House) and Television
News covering Goa.
3. Fish Curry and Rice. An Eco-Farm Publication.
4. Faces of Goa. Larsen, Karin. Gyan Publishing House, 1998.
5. Gomes, Olivinho J. F. "Goa." National Book Trust India, New Delhi.
6. Govt. of Goa. "Economic Survey of Goa." DPSE publication, Govt. Printing
Press, Panaji.
7. Govt. of Goa. "Regional Plan for Goa 2001." Govt. Printing Press, Panaji, Goa,
References/
1988.
Readings:
8. Govt. Of Goa, Regional Plan for Goa 2021. Govt. Printing Press, Panaji, Goa,
1988.
9. Govt. Of Goa, Coastal Zone Management Plans
10. Govt. of Goa. "Statistical Pocket Books." Govt. Printing Press, Panaji.
11. Govt. of India. "Gazetteer of Goa, Daman & Diu." Govt. Printing Press, Panaji-
Goa.
12. Goa Chamber of Commerce & Industry. "Thirty years of Economic
Development by 1992." Panaji.
13. NCAER. "Techno Economic Survey of Goa." Govt. Printing Press, Panaji.
At the end of the successful completion of this course, students will be able to:
1. Apply critical thinking skills to propose sustainable solutions to challenges
faced by the agricultural, fishing, and mining sectors in Goa.
2. Analyze the impacts of the banning of mining activity on both people and
Course
the environment
Outcomes:
3. Engage in discussions and presentations demonstrating a comprehensive
understanding of the interplay between manufacturing, tourism, transport,
and demography.
4. Critically assess the sustainability of Goa's tourism industry
Name of the Programme : B.A. Geography
Course Code : GOG-321
Title of the Course : Application of Field Study and Survey Techniques in Geography
(Vocational)
Number of Credits : 1+3=4
Effective from AY : 2025-26
Pre-requisites Nil
for the Course:
Course This course is designed to provide undergraduate students with theoretical
Objectives: knowledge and practical skills necessary for conducting field studies and surveys
in geography. Students will learn about various field study and survey
techniques commonly used in geographical research, including their application,
advantages, and limitations. Through practical exercises and fieldwork, students
will develop hands-on experience in data collection, analysis, and interpretation.
No. of
hours
Contents: 1. Fundamentals of Geography and Field Work:
• Importance of Field Work in Geographical and Societal
Studies
• Role, Value and Ethics of Field-Work.
• Factors Influencing the Fieldwork and Survey
• Scope of Field Work in the Society, Market Govt. and Non-
Govt. agencies 15
• Importance and objectives of field studies and surveys
• Limitations of Field Work and Field Surveys
• Types of field study and survey methods
• Planning and designing a field study or survey
• Ethical considerations in geographical research
• Data analysis and interpretation techniques
2. Fieldwork Preparation and Data Collection
• Overview of fieldwork equipment and tools: Measuring In-
struments, Navigation Tools, Sampling Tools, Recording and
Data Collection
• Techniques for selecting study sites and sampling
30
• Fieldwork logistics and safety protocols
• Data collection methods: observation, interviews, question-
naires, and measurements
• Hands-on practice in data collection: field trips
•
3. Practical Unit - Data Analysis and Interpretation
• Quantitative data analysis techniques: descriptive statistics,
inferential statistics, and spatial analysis
• Qualitative data analysis methods: thematic analysis, con-
tent analysis, and narrative analysis
30
• Visualization of geographical data using maps, graphs, and
charts
• Interpretation of field study and survey results
• Case studies for practical application of data analysis tech-
niques
4. Practical Unit - Reporting and Presentation 30
 • Principles of writing field reports
• Structure and format of a field report
• Data presentation techniques: tables, figures, and diagrams
• Presentation skills: oral presentations and poster presenta-
tions
Pedagogy: 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. Dikshit, R. D. The Art and Science of Geography: Integrated Readings,
Reading: Prentice-Hall of India, 2003, New Delhi.
2. Evans, M. "Participant Observation: The Researcher as Research Tool" in
Qualitative Methods in Human Geography, edited by J. Eyles and D. Smith,
Polity, 1988.
3. Mukherjee, Neela. Participatory Learning and Action: with 100 Field
Methods, Concept Publs. Co., 2002, New Delhi.
4. Robinson, A. "Thinking Straight and Writing That Way" in Writing Empirical
Research Reports: A Basic Guide for Students of the Social and Behavioral
Sciences, edited by F. Pryczak and R. Bruce Pryczak, Publishing, 1998, Los
Angeles.
5. Special Issue on “Doing Fieldwork” The Geographical Review, vol. 91, no. 1-2,
2001.
6. Stoddard, R. H. Field Techniques and Research Methods in Geography,
Kendall/Hunt, 1982.
7. Wolcott, H. The Art of Fieldwork, Alta Mira Press, 1995, Walnut Creek, CA
Course At the end of the successful completion of this course, students will be able to:
Outcomes: 1. Comprehend the importance and objectives of field studies and surveys in
geographical research.
2. Develop a fieldwork plan outlining sampling methods, data collection
protocols, and safety measures.
3. Synthesize field study findings and survey results to generate
comprehensive reports or presentations, effectively communicating their
research outcomes.
4. Deliver an oral presentation summarizing the methodology, results, and
implications of a field study to peers and faculty members.
Name of the Programme : B.A. Geography
Course Code : GOG-304
Title of the Course : Principles of Climatology
Number of Credits : 3+1=4
Effective from AY : 2025-26
Pre-requisites
Nil
for the Course
This paper intends to introduce students to the rationale underlying
climatological studies in geography. It seeks to bring understanding about basic
Course
concepts of atmospheric phenomena and their relevance in addressing climatic
Objectives:
issues. It also tries to bring appreciation about the inter-relative and correlative
nature of weather and climate.
No. of
hours
Introduction:
Definition and Scope of Climatology.
Weather and Climate: Meaning, Elements and Factors
Atmosphere: Origin, Composition & Structure.
15
Insolation and Temperature: Factors and Distribution, Heating and
cooling of atmosphere, Heat Budget, Temperature Inversion.
Atmospheric Pressure and Wind: Pressure belts, General circulation in
atmosphere, Factors affecting winds, Planetary wind system.
Dynamic Atmosphere:
Jet streams: Development and Significance.
Monsoon - Origin and Mechanism.
15
Atmospheric moisture: Evaporation, Humidity, Condensation, Fog and
Clouds, Precipitation Types, Stability and Instability.
Air masses and Fronts: Origin, classification and significance.
Atmospheric disturbances:
Cyclones and Anti-cyclones (Tropical & Temperate) - origin and
development, Thunderstorms.
15
Extreme Climatic Events: Climate change, Global warming, Acid rain,
Contents: Ozone layer depletion, Cloud burst.
Climate classification (Koppen).
Practicals in Climatology
• Weather Measurement: Measurement of temperature, wind
direction and velocity, humidity and cloud cover.
• Simple line and bar graph, Water balance graph,
Ombrothermic graph.
• Hythergraph, Climograph (Taylor), Wind rose diagrams,
Ergograph.
• Isopleth maps (for temperature and rainfall data)
30
• Preparation of weather station model.

Interpretation of Indian Daily Weather Reports for summer, winter,

rainy and retreating monsoon seasons with reference to temperature,
air pressure, wind (direction & velocity), cloud cover, precipitation,
other weather phenomena and sea condition.

Study tour to be conducted & report writing with reference to

 weather, drainage, climate, soil, topography cultural landscape &
economic activities outside the state for minimum of 03 days
exclusive of travel time.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Barry, R. G., and Carleton, A. M. Synoptic and Dynamic Climatology.
Routledge, 2001.
2. Barry, R. G., and Corley, R. J. Atmosphere, Weather and Climate. Routledge,
1998.
3. Barua, A. K. Climatology. Dominant Publishers and Distributors, 2005.
4. Bryant, Richard H. Physical Geography. Rupa & Co., 1976.
5. Critchfield, H. J. General Climatology. Prentice-Hall of India, 1987.
6. Das, P. K. The Monsoon. National Book Trust, India, 2000.
7. Husain, Majid. Climatology. Anmol Publications Pvt. Ltd., 1994.
8. Lal, D.S. Climatology. Sharda Pustak Bhawan, 2018-19.
9. Leong, Goh Cheng. Certificate Physical and Human Geography. Oxford
University Press, 1974.
10. Lutgens, F. K., Tarbuck, E. J., and Tasa, D. The Atmosphere: An Introduction to
Meteorology. Prentice-Hall, 2009.
11. Oliver, J. E., and Hidore, J. J. Climatology: An Atmospheric Science. Pearson
Education, 2002.
12. Trewartha, G. T., and Horne, L. H. An Introduction to Climate. McGraw-Hill,
References/
1980.
Readings
13. Siddhartha, K. Atmosphere, Weather And Climate. Kisalaya Publications Pv.
Ltd., 2000.
14. Siddhartha, K., Mahapatra, S., and Mukherjee, S. Basic Physical Geography.
Kisalaya Publications Pv. Ltd., 2013.
15. Sindhu, P. S. Chemistry of Atmosphere. New Age International (P) Limited
Publishers, 2007.
16. Singh, Savindra. Climatology. Pravalika Publication, 2020.
17. Varkey, M. J. Science of Asian Monsoon. National Institute of Oceanography
(C. S. I. R.), 2007.
References for Practicals:
• Kannan, Monika and Yadav, Shilpi, (2022): Practical Geography, Rawat
Publications, Jaipur.
• Khan, Z. A.: Textbook of Practical Geography, Concept publishing Company,
New Delhi.
• Khullar, D.R. (2018): Essentials of Practical Geography, New Academic
Publishing Co., Jalandhar.
• Saha, Pijushkanti and Basu, Partha (2014): Advanced Practical Geography,
 Book & Allied (P) Ltd., Kolkata.
• Sarkar, Ashis (2015): Practical Geography – A Systematic Approach, Orient
Black Swan, New Delhi.
• Singh, Gopal, (1998): Map Work and Practical Geography, Vikas Publishing
House Pvt. Ltd., New Delhi.
• Singh, L.R. (2006): Fundamentals of Practical Geography, Sharda Pustak
Bhawan, Allahabad.
• Singh, R.L.and Singh, Rana P.B. (2012): Elements of Practical Geography,
Kalyani Publishers, Ludhiana.
At the end of the successful completion of this course, students will be able to:
1. Demonstrate a comprehensive understanding of climatology, weather, and
climate.
2. Interpret the dynamics of atmospheric circulation, including jet streams and
Course monsoons.
Outcomes: 3. Develop critical thinking skills to analyze environmental challenges related
to climate change and global warming.
4. Measure the weather elements by using meteorological instruments and
Interpret weather situation and project possible impacts upon human
activities.

Instructions
1. Every candidate shall complete the laboratory course prescribed by the University entering all
the experiment exercises in the laboratory journal, which shall be produced at the time of
Practical Examination along with a Certificate signed both by the Course Teacher and the Head
of the Department of Geography of the concerned college to the effect that he/she has
completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 30 hours, which corresponds to 1 credit. Each lab session is
scheduled for a duration of 2 hours and cannot be divided into two 1-hour sessions.
3. There are a total of 15 laboratory sessions scheduled, with a total duration of 30 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 25 marks.
6. The assessment for the practical examination also includes a total of 2.5 marks for the journal
and 2.5 marks for the Viva Voce examination. 5 marks for Field visit report and viva
7. The practical examination is scheduled to be conducted at the end of the semester in either in
the Geography Laboratory or a designated location exclusively assigned for the purpose.
8. In the event of University Examination, the University shall appoint the Internal Examiner
(Course Teacher) and External Examiner (Geography faculty from any other College).
9. In case of a College Examination, Principal of the respective College shall appoint both the
Internal Examiner (Course Teacher) and External Examiner (any other faculty of the
Department).
10. If certain students are unable to partake in field visits outside Goa due to medical or genuine
reasons, they may be granted permission to carry out fieldwork within Goa. Such students
must submit their documentary evidence in writing to the College Principal to obtain
permission.In such instances, the course teacher is tasked with assigning topics or specific
places of visit for report writing to accommodate these students.
 Field Visit Reporting Format

Title Page 1.Title of the Report

2.Student Name
3.Date of Submission
4.Institution Name
5.Certificate of Participation by the HoD
Abstract A brief summary of the report, highlighting the main objectives, methodology,
and key findings. Keep it concise, around 100-150 words.
Introduction 1. Background information on the field visit, including the purpose and ob-
jectives.
2. Explanation of the study area and its significance.
3. Overview of the methodology used during the field visit.
Study Area (Place Describe the geographical location, physical features, and any relevant
of Visit) information about the place of visit.
Methodology Explain the methods and techniques used during the field visit
Analysis 1. Analyze the data and provide interpretations and relate them to the
objectives of the field visit.
2. Use maps, charts, and graphs to illustrate data.
3. Include observations about landforms, climate, vegetation, human
activities, or any other relevant aspects.
4. Compare those conditions with Goa
Findings Present the main findings of your field visit.
Challenges and Identify any challenges or limitations faced during the field visit that may
Limitations have affected the data or results
Conclusion Summarize the key points of your report.
References Include a list of all the sources cited in the report
Acknowledgments Express gratitude to individuals or organizations that contributed to the
success of the field visit.
Name of the Programme : B.A. Geography
Course Code : GOG-305
Title of the Course : Fundamentals of Geographical Information System
Number of Credits : 3+1=4
Effective from AY : 2025-26
Pre-requisites
Nil
for the Course:
Course This course provides an introduction to the fundamental concepts and
Objectives: applications of Geographical Information Systems (GIS). Students will learn the
principles of spatial data, GIS technology, data analysis, and cartographic
representation. Through a combination of lectures, hands-on exercises, and
projects, students will develop practical skills in utilizing GIS tools for spatial
analysis and decision-making.
No. of
Hours
Contents: Introduction to GIS
• Definition of GIS
• Evolution and history of GIS
• Components of GIS: Hardware, software, data, procedures, 15
and people
• Objectives of GIS
• GIS Applications
Data Types & Models
• Spatial Data: Concept, Sources;
• Data Models – Raster & Vector
15
• Non-spatial Data: Concept, Sources;
• Data Models – Relational, Network, Hierarchical & Object
orientated
Coordinate Systems, Map Projections and GIS Software and Tools
• Understanding coordinate systems
• Overview of map projections and their implications 15
• Introduction to popular GIS software (e.g., ArcGIS, QGIS)
• Basic operations: Data input, editing, and visualization
Geospatial Data Management and Cartographic Techniques with
QGIS -I
• Creating accounts in (DIVA-GIS, Naksha SOI portals) and data
downloads
• Understanding and exploring tools in QGIS.
• Understanding and Manage plugins.
• Importing raster data and Georeferencing (Geographic and
Projected Coordinate System).
30
• Creation of Vector dataset and various databases.
• Basic Digitization and Error Identification.

Geospatial Data Management and Cartographic Techniques with

QGIS -II
• Correction and Topology Building.
• Symbology (Simple Feature, Graduated, Categorized).
• Geoprocessing tools (Spilt, Merge, Dissolve, Clip, Intersect)
 • Handling Attribute data and basic queries.
• Field Calculations
• Map Layouts (Title, Scalebar, Legend, North Arrow, Grids).
Pedagogy: 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. George Joseph: Fundamentals of Remote Sensing, Second Edition,
Readings: Universities Press, Hyderabad
2. Jensen J. R.: Remote Sensing of the Environment: An Earth
Resource Perspective, Pearson Education, Singapore.
3. Lillesand, Kiefer and Chipman: Remote sensing and Image Interpretation.
5 Ed. Wiley& sons.
4. Reddy Anji M.: Text Book of Remote Sensing and Geographical
Information System, BS Publications, Hyderabad, AP
5. Rees, W. G.: Physical Principles of Remote Sensing, Second Edition,
Cambridge University Press, UK.
6. Robinson A. H., Sale, R. D., Morrison, J. L., Muehrcke, P. C.:
Elements of Cartography, John Wiley & Sons, New York.
7. Sarkar A,: Practical Geography: A Systematic Approach, Orient
BlackSwan (Revised edition), Kolkata
8. Schowengerdt, Robert A.: Remote Sensing; Models and Methods for
Image Processing, Academic Press, San Diego, California, USA
Course At the end of the successful completion of this course, students will be able to:
Outcomes: 1. Understand the primary objectives of GIS in terms of spatial data
management, analysis, and visualization.
2. Apply knowledge of spatial and non-spatial data models to solve real-world
problems in various domains.
3. Integrate knowledge of coordinate systems and map projections to ensure
accurate and meaningful spatial analysis.
4. Identify the methods of map creation and Create map using different
elements of map making
Instructions
1. Every candidate shall complete the laboratory course prescribed by the University entering all
the experiment exercises in the laboratory journal, which shall be produced at the time of
Practical Examination along with a Certificate signed both by the Course Teacher and the Head
of the Department of Geography of the concerned college to the effect that he/she has
completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 30 hours, which corresponds to 1 credit. Each lab session is
scheduled for a duration of 2 hours and cannot be divided into two 1-hour sessions.
3. There are a total of 15 laboratory sessions scheduled, with a total duration of 30 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 25 marks.
6. The assessment for the practical examination also includes a total of 2.5 marks for the journal
and 2.5 marks for the Viva Voce examination.
7. The practical examination is scheduled to be conducted at the end of the semester in either in
the Geography Laboratory or a designated location exclusively assigned for the purpose.
8. In the event of University Examination, the University shall appoint the Internal Examiner
(Course Teacher) and External Examiner (Geography faculty from any other College).
9. In case of a College Examination, Principal of the respective College shall appoint both the
Internal Examiner (Course Teacher) and External Examiner (any other faculty of the
Department).
Name of the Programme : B.A. Geography
Course Code : GOG-306
Title of the Course : Economic Landscape of India
Number of Credits : 04
Effective from AY : 2025-26
Pre-requisites for
Nil
the Course:
1. To acquaint students with the basic principles and concepts of economic
geography of India
2. To enable the students with the applications to economic geography for
Course
development in different areas.
Objectives:
3. The main aim is to integrate the various factors of economic development
and to acquaint the students with this dynamic aspect of economic
geography of India.
No. of
hours
1. Indian Agriculture and Land Resource:
• Introduction to Indian agriculture
• Salient features of Indian Agriculture Types of agriculture in
India
• Major crops:
15
• Cereal crops-Rice & Wheat
• Cash crops- Cotton & Sugarcane
• Plantation crops: Tea & Coffee, Problems and prospects of
Indian Agriculture
• Agricultural regions of India
2. Industries:
• Industries: Types, locational factors and importance of
industries in economic development
• Detailed study of Iron and steel industry, Sugar industry, 15
Contents: Cotton textile industry, Jute Industry, Chemical Industry, IT
Industry
• Major industrial regions of India
3. Indian transport system:
• Modes of transport- Roads, Railways, Airways & Waterways;
• Factors affecting,
15
• Development and growth of Indian transport network
• Major ports of India
• Current problems related to Indian transport.
4. Trade system in India
• Domestic & International trade of India;
• Salient features of foreign trade of India;
15
• Trends in India’s foreign trade
• Composition of import/export trade of India;
• Current problems related to India’s foreign trade
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
Pedagogy: 3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
 development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Bansal, S.C. (2014): Advanced Geography of India, Meenakshi Prakashan,
Meerut.
2. Gautam, Alka (2006) : Advanced Geography of India, Sharda Pustak
Bhawan, Allahabad.
3. Husain Majid (2008), Geography of India McGraw Hills education pvt.
Limited
4. Khullar, D.R. (2010): India : A Comprehensive Geography : Kalyani
Publishers, Ludhiana.
5. Nag Prithvish and Sengupta, Smita (1992) Geography of India, concept
Publishing Company, New Delhi.
References/
6. National Atlas and Thematic Mapping Organization (NATMO) 1982, Na-
Readings:
tional Atlas of India.
7. Spate, O.H.K. and Learmonth, A.T.A. (1967) India and Pakistan : A General
and Regional Geography, Methuen, London.
8. Saxena H.M. (2013) Economic Geography, Rawat Publications, Jaipur
9. Sharma, T.C. (2003) India: An Economic and Commercial Geography, Vikas
Publishing House, New Delhi.
10. Singh, R.L. (Ed) (1971) India : A Regional Geography, National Geographical
Society of India, Varanasi.
11. Tirtha Ranjit, Krishnan Gopal (1996), Geography of India Rawat
Publications, Jaipur
At the end of the successful completion of this course, students will be able
to:
1. Understand the fundamental concepts of Economic Geography of India.
2. Analyse the past, presents and future utility and potentials of natural
Course
resources.
Outcomes:
3. Evaluate the challenges and opportunities of economic development in
India
4. Develop critical thinking and analytical skills to address sustainability
issues
Name of the Programme : B.A. Geography
Course Code : GOG-322
Title of the Course : Applied Travel and Tourism Geography (Vocational)
Number of Credit : 1+3=4
Effective from AY : 2025-26
Pre- requisites Nil
for the course:
This course aims to provide students with a comprehensive understanding of
the interplay between travel and tourism operations and geographical factors.
Course It emphasizes the application of geographical knowledge in planning,
Objectives: managing, and enhancing travel experiences. The course also seeks to bridge
the gap between theory and practical applications through the integration of
geographical tools and real-world experiences.
No. of
hours
1. Introduction to Applied Travel and Tourism Geography
• Definition and scope of applied travel and tourism geography
• Importance and relevance of geographical perspectives in the
tourism industry
• Overview of key concepts and theories in travel and tourism ge-
ography
• Factors influencing tourism destination development and at-
tractiveness
15
• Spatial patterns of tourism demand and supply
• Geographical perspectives on destination image, branding, and
marketing
• Principles of sustainable tourism development
• Geographic considerations in tourism planning and policy-
making
• Geographic perspectives on heritage preservation and interpre-
tation
2. Geospatial Analysis for Destination Assessment
Contents: • Geospatial technologies and Tourism Management
• Significance of Geographic Information Systems (GIS) for travel
planning.
• Role of technology in enhancing travel experiences.
• Creating thematic maps depicting tourist attractions, accom- 30
modation facilities, and transportation networks
• Conducting spatial analysis to identify hotspots of tourist activi-
ty and potential areas for development
• Utilizing GIS tools to assess accessibility and connectivity be-
tween different tourist sites
3. Fieldwork and Site Visits
• Conducting field surveys to assess visitor satisfaction, prefer-
ences, and behavior
• Documenting spatial characteristics and features of tourist sites
30
through field notes and photographs
• Analyzing site visit observations to understand the spatial layout
and management practices of tourism destinations
• Conducting tourism impact assessments for selected destina-
 tions, including surveys, interviews, and data analysis
• Identifying key stakeholders and engaging them in discussions
on tourism management strategies
• Developing action plans and recommendations for sustainable
tourism development based on impact assessment findings
Destination Marketing and Promotion Strategies
• Developing marketing materials such as brochures, websites (us-
ing free websites), and social media content to promote tourism
destinations
• Conducting market research and segmentation analysis to iden- 30
tify target audiences and tailor marketing messages
• Evaluating the effectiveness of marketing campaigns through
metrics such as website traffic, social media engagement, and
visitor arrivals
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Albert, D. P., & Sirgy, M. J. (2004). Geographic Information Systems and
Tourism. CABI.
2. Chipchase, J. (2017). The Field Study Handbook. Lulu.com.
3. Campagna, M. (2007). GIS for Sustainable Development. CRC Press.
4. Gupta, V., & Chandra, S. (2017). Destination Management: Concepts and
Practices in India. Oxford University Press.
5. Goyal, N., & Jha, M. (2019). Tourism and Hospitality Management: Indian
Perspective. Himalaya
6. Joshi, S., & Reddy, S. (2013). Heritage Tourism in India: Opportunities and
Challenges. Mittal Publications.
7. Kumar, A., & Verma, R. (2015). Rural Tourism in India: A Geographical Per-
References/
spective. Kalpaz Publications.
Readings:
8. Kumar, P. (2017). Tourism Geography: Indian Perspective. Sterling Publish-
ers Pvt Ltd.
9. Mishra, R. K., & Chatterjee, P. (2017). Marketing Strategies for Tourism In-
dustry: Indian Perspective. Prentice Hall India Learning Private Limited.
10. Raj, S. (2015). Tourism Marketing in India: A Strategic Approach. PHI Learn-
ing Pvt. Ltd.
11. Raj, S., & Kumar, P. (2014). Geography of Tourism in India. PHI Learning Pvt.
Ltd.
12. Reddy, P. R., & Rao, B. S. (2015). Tourism Geography of India. Rawat Publi-
cations.
13. Singh, R., & Tiwari, S. (2016). Rural Tourism in India: A Spatial Analysis.
 Springer.
14. Seth, S., & Paliwal, R. (2018). Sustainable Tourism: Indian Scenario. Excel
Books.
15. Sahay, B. S., & Patra, A. K. (2019). Geospatial Analysis in Tourism Planning:
Case Studies from India. Springer.
16. Tewari, A., & Gupta, S. (2017). Ecotourism in India: Challenges and Oppor-
tunities. Cambridge Scholars Publishing.
At the end of the successful completion of this course, students will be able to:
1. Analyze the importance and relevance of geographical perspectives in the
tourism industry, and demonstrate an understanding of key concepts in
travel and tourism geography.
2. Develop skills in utilizing geospatial technologies for travel planning and
destination assessment, including creating thematic maps, conducting spa-
Course tial analysis, and assessing accessibility and connectivity between different
Outcomes: tourist sites.
3. Acquire practical skills in conducting field surveys to assess visitor satisfac-
tion, preferences, and behavior, as well as documenting spatial characteris-
tics and features of tourist sites through field notes and photographs.
4. Develop competencies in developing marketing materials such as bro-
chures, websites, and social media content to promote tourism destina-
tions.
Name of the Programme : B.A. Geography
Course Code : GOG-400
Title of the Course : Analytical Techniques in Geography
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites
Nil
forthe Course:
Analytical techniques in Geography is a technical and applicative course that
provide students the base in analytical aspects of Geography. It takes into
Course
consideration the major analytical techniques of various disciplines of
Objectives:
Geography. The main objective of this course is to orient the students to apply
the analytical knowledge in the field of geographical research.
No. of
hours
1. Advanced Spatial Statistical Analyses
• Statistics and Statistical Data: Spatial and Non Spatial
• Correlation: Product Moment and Rank correlation
• Regression: Linear and Non Linear. 15
• Time Series Analysis: Time series Processes, Smoothing Time
Series and Time Series Components
• Hypotheses Analyses: Types and Testing
2. Measurement Of Spatial Pattern And Distribution
• Nearest Neighbor Index
• Gravity Model by Rellys
• Stewart’s Potential Model 15
• Z-Score and Composite Index
• Graph theory and Network Geometry: Concept of topology,
Contents:
topological measurement of network efficiency.
3. Socio-Demographic Analysis
• Location Quotient Analysis
• Index of Dissimilarity
15
• Index of Isolation
• Sopher Index of Disparity
• Social Area analysis of a city ( Shevky and Bell)
4. Morphometric And Slope Analytical Techniques
• Stream Order by Strahler’s System
• Bifurcation Ratio and Drainage Density
15
• Slope analysis by Using Wenworth’s Method
• Roughness Index
• Ruggedness Index
• Lectures for theoretical foundations.
• Group discussions and seminars for collaborative learning.
• Presentations and case studies for real-world application.
• Assignments and blended learning for interactive engagement.
Pedagogy • Gamification and problem-solving approaches for practical skill
development.
• Experiential learning through fieldwork and outdoor activities.
• Discussion-based teaching for critical thinking.
• Brainstorming sessions for idea generation.
 • Flipped classroom pedagogy for active participation.
• Art Integrated Learning for creative expression.
• Cutting-edge and cooperative learning strategies for a holistic learning
experience.
• Agyeman, Julian, Robert D. Bullard and Bob Evans (Eds.) (2003) Just
Sustainabilities: Development in an Unequal World. London: Earthscan.
(Introduction and conclusion)
• Alvi Z (1995) 'Statistical Geography- Methods and Applications' by Rawat
Publication , Jaipur
• Bennet R.J & Wrigley. N (1981) ' Quantitative Geography: A British View'
published by Routledge & Kegan Paul Ltd
• Briggs K (1922) ' Practical Geography - Presentation and Analysis' published
by Hodor and Stoghton, London
• Das N G (2019)' Statistical Methods' published by M Graw Hill Tamil Nadu
• Deshpandey A. V (2017) ' Statistical Techniques' by Vipul Prakashan ,
Mumbai
• Hussain M (2021) ' Models in Geography' published by Rawat Publication
References/ Jaipur
Readings: • Keller G & Malhotra G (2018)' Statistics for Management and Economics'
published by CENGAGE Australia
• Pathak K.B & Ram F (1998) ,'Techniques of Demographic Analysis' published
by Himalaya Publishing House, Mumbai
• Prasad G (2007), 'Trends and Techniques of Geomorphology' published by
Discovery Publishing house New Delhi
• Rogerson P (2020), ' Statistical Methods for Geography - A Student;s Guide'
published by Sage publication New Delhi
• Sarkar A ( 2017) ' Practical Geography - A systematic Approach' publisehd by
Orient Blackswan Private Limited
• Spatial Dimensions of Geography' by Department of Geography, Utkal
University . Bhubneshwar
• Yadav. O (2005), ' Tools and Techniques of Geomorphic Study' published by
Shree Publisher & Distributer New Delhi
At the end of the successful completion of this course, students will be able to:
1. Differentiate between spatial and non-spatial statistical data and apply
statistical measures to both types.
2. Understand graph theory and assess network efficiency using topological
Course
measurements.
Outcomes:
3. Calculate and interpret socio-demographic indices, including the Index of
Dissimilarity, Index of Isolation, and Sopher Index of Disparity.
4. Calculate and interpret bifurcation ratio and drainage density for watershed
analysis.
Name of the Programme : B.A. Geography
Course Code : GOG-401
Title of the Course : Geography of Coast
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites Nil
for the Course:
The Course provides the students, the coastal geomorphic conditions, coastal
processes and the landforms created by waves, tides and currents. In addition,
the features of erosion, transportation and deposition made by the tides and
Course
waves are highlighted. The uniqueness of coastal areas existing as the transition
Objectives:
zones between the land and the seas will also be understood. Students should
aim to develop strategies for effective coastal resource conservation and
resilient coastal communities.
No. of
hours
1. Introduction to Geography of Coast
• Definition, Nature and Scope of Coast and Its Significance.
• Approaches to study the Coast.
15
• Classification of Coasts and Shores: Submerged and Emerged
coasts, Classification of Coast by Johnson and Shepard.
• Coastal Zones and its Division.
2. Coastal Processes and Mechanism
• Waves- Generation and Types (Waves in Shallow Water and Deep
Water, Wave Energy) Waves Induced Currents.
• Tides- Origin, Significance and Types of Tides (Neap and Spring 15
Tides).
• Theories Of Origin of Tides (Equilibrium Theory, Progressive Wave
Theory and Stationary Wave Theory).
3. Coastal Landforms
• Coastal Erosion and resultant landforms: Origin, Classification and
Distribution (Cliffs, Wave-Cut Platforms, Terraces, Caves, Arches
and Stacks).
Contents:
• Depositional landforms: Origin, Classification and Distribution
15
(Sandy and Muddy Shores- Beaches and Beach Ridges, Barriers
Spit and Bar: Mudflats and Marshes (Salt and Tidal), Tombolo,
Lagoon.
• Formation Of Estuaries and Mangrove Swamps, Coastal Sand
Dunes, Wetlands and Deltas.
4. Coastal Zone Management
• Shoreline Changes: Mechanism, Rates and Causes.
• Human Activities and Coastal Environment – Deforestation,
Agriculture/Aquaculture, Pollution and Coastal Structures, And
Their Effect on Coastal Zones.
• Coastal Zone Management: Mapping And Monitoring of Coastal 15
Changes, Legal and Institutional Coastal Regulation, Effective
Coastal Zone Policies.
• Application of Remote Sensing in Coastal Zone studies.
• Role of Geographic Information Systems in Coastal Zone studies.
• Local Field Visit & Field visit Report: Identifying the different
 coastal erosional and depositional features.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
• Carriveau, K. Integrated Coastal and Ocean Management. Electronic Green
Journal, 2000.
• Coleman, J. M. Deltas: Processes of Deposition & Models for Exploration.
Continuing Education Publication Company, 1976.
• Davis, R. J. Coastal Sedimentary Environments. Springer Science & Business
Media, 1985.
• Huggett, R. J. Fundamentals of Geomorphology. Routledge, 2011.
• King, C. Beaches and Coasts. Edward Arnold, 1972.
References/
• King, C. A. Introduction to Marine Geology and Geomorphology. Edward
Readings:
Arnold, 1975.
• Martin, K. Applications in Coastal Zone Research Management. U.N.
Institute for Training and Research, 1993.
• Pramod T Hanamgond, D. M. Dynamics of the Karwar Coast, India, with
special reference to the study of Tectonics and Coastal Evolution using
Remote Sensing Data. ResearchGate, May 2007.
• Robin Davidson-Arnott, B. B. Introduction to Coastal Processes and
Geomorphology. London, 2009.
At the end of the successful completion of this course, students will be able to:
1. Understand the meaning, approaches and significance of the Coast.
2. Analyse the factors that contribute to the Coastal Processes and
Course Mechanism.
Outcomes: 3. Assess the different erosional and depositional landforms formed by
different coastal agents.
4. Evaluate the effectiveness of different coastal management strategies in
preventing coastal erosion.
Name of the Programme : B.A. Geography
Course Code : GOG-402
Title of the Course : Watershed Development in Geography
Number of Credits : 3+1=4
Effective from AY : 2026-27
Pre-requisites for
Nil
the Course:
Course This course aims to equip students with a comprehensive understanding of
Objectives: watersheds. Students will explore the physical processes influencing watersheds.
The curriculum emphasizes integrated watershed management, community
participation, and the analysis of policies governing watershed development.
Through assessments, including examinations and practical projects, students will
apply theoretical knowledge to real-world scenarios, fostering a holistic grasp of
watershed geography.
No. of
hours
Contents: 1. Introduction to Watershed Management
• Definition and characteristics of watersheds
• Delineation of watershed boundaries
• Components of watershed
• Importance of watershed in geography 15
• Regional variations in watersheds
• Influence of topography on watershed dynamics
• Integration of climate and hydrological factors in watershed
development
2. Physical processes in watersheds
• Geomorphological Characteristics (Linear, Aerial and Relief)
Aspects,
• Groundwater recharge and discharge
• River channel and their dynamics 15
• Runoff characteristics
• Soil erosion and sedimentation
• Deforestation and its consequences on watershed
• Agricultural practices and their influence on watershed
3. Watershed management strategies and policies
• Need of watershed development and management
• Multidisciplinary approaches to watershed development
• National and international policies related to watershed
management
• Community participation, role of government agencies and
15
NGO’s in watershed development
• Limitations of watershed development
Practical in Watershed Development
1. Drainage Network Analysis
• Delineation of Watershed/Drainage Basin using Toposheet
• Morphometric analysis of watershed:
30
Linear aspects- Stream ordering (Strahler’s method), Mean
Stream Length, Stream length ratio, Bifurcation ratio
Areal aspects- Drainage density, Stream frequency,
Elongation ratio, circularity ratio, Form factor, Drainage
 texture, Length of overland flow, Constant channel
maintenance
Relief aspects- Relief ratio, Dissection index, Ruggedness
index, Stream gradient, Hypsometric Integral
2. Preparation of Maps using GIS Software based on DEM data
• Drainage network map
• Drainage density map
• Contour map
Pedagogy: 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
References/ 1. Briske, D. D., & Breshears, D. D. (Eds.). (2009). Rangeland systems: Processes,
Readings: management, and challenges. Springer.
2. Brown, A. E., Zhang, L., & McMahon, T. A. (2005). Spatial representation of
hydrologic model performance criteria: Part 1. Evaluation of model outcomes.
Journal of Hydrology, 308(1-4), 196-221.
3. Carpenter, S. R., & Stanley, E. H. (Eds.). (2011). State of the world's freshwater
ecosystems: Physical, chemical, and biological changes. Island Press.
4. Chaubey, I., & Hossain, F. (Eds.). (2017). Hydrological and water quality
modeling: Rivers, lakes, and wetlands. John Wiley & Sons.
5. Dunne, T., & Leopold, L. B. (1978). Water in environmental planning. W. H.
Freeman.
6. Federal Interagency Stream Restoration Working Group. (1998). Stream
corridor restoration: Principles, processes, and practices. US Government
Printing Office.
7. Gray, J. R., & Gulliver, J. S. (1983). Watershed models. Water Resources
Publications.
8. Gupta, R. K., & Deshpande, R. D. "Integrated watershed management in India:
An overview." Irrigation and Drainage, vol. 53, no. 1, 2004, pp. 23-35.
9. Jha, M. K., & Woldemeskel, F. M. (Eds.). (2011). Hydrology and water
resources of Africa. Springer.
10. Kalra, Y. P., & Chakraborty, D. (Eds.). (2011). Soil, water, and nutrient
management in aquaculture. CRC Press.
11. Leopold, L. B., Wolman, M. G., & Miller, J. P. (1964). Fluvial processes in
geomorphology. W. H. Freeman.
12. McCool, D. K., Brown, L. C., & Roark, B. A. (Eds.). Applied Watershed Modeling.
CRC Press, 2008.
13. McCuen, R. H. (2005). Hydrologic analysis and design. Pearson Prentice Hall.
14. Mendoza, G. F., & Pohll, G. M. (Eds.). (2008). Integrated assessment of water
resources and global change: A North-South analysis. Springer.
15. Merz, B., & Blöschl, G. (2003). A regional analysis of event runoff coefficients
 with respect to climate and catchment characteristics in Austria. Water
Resources Research, 39(9), 1218.
16. Montgomery, D. R., & Buffington, J. M. "Channel processes, classification, and
response." Advances in Hillslope Processes, vol. 2, 1997, pp. 83-138, John
Wiley & Sons.
17. National Research Council. (2008). Urban stormwater management in the
United States. National Academies Press.
18. Novotny, V., & Olem, H. (1994). Water quality: Prevention, identification, and
management of diffuse pollution. Van Nostrand Reinhold.
19. Pitt, R., & Maestre, A. (2005). Stormwater effects handbook: A toolbox for
watershed managers, scientists, and engineers. CRC Press.
20. Rinaldi, M., Casagli, N., & Dapporto, S. (1998). Stability of riverbanks formed in
partially saturated soils. Water Resources Research, 34(6), 1603-1611.
21. Shaw, D. Integrated Watershed Management: Principles and Practice. John
Wiley & Sons, 2007.
22. Sharma, U., & Tiwari, K. N. Watershed Management: A Holistic Approach. New
India Publishing, 2006.
23. Singh, V. P. (1995). Computer models of watershed hydrology. Water
Resources Publications.
24. Strahler, A. N. "Quantitative analysis of watershed geomorphology."
Transactions of the American Geophysical Union, vol. 38, no. 6, 1957, pp. 913-
920.
25. Trimble, S. W. (1994). Feedbacks of erosion, sedimentation, and nutrient
cycling in two North Carolina estuaries. Ecological Applications, 4(4), 699-711.
26. Ward, A. D., & Trimble, S. W. (2004). Environmental hydrology. CRC Press.
Course At the end of the successful completion of this course, students will be able to:
Outcomes: 1. Analyse the physical processes involved in watershed development
2. Examine the role of community, government and NGO in watershed
management
3. Evaluate policies and strategies of watershed management different regions
and countries.
4. Utilize GIS software to Create a detailed map illustrating the drainage network
within a watershed.

Instructions
1. Every candidate shall complete the laboratory course prescribed by the University entering
all the experiment exercises in the laboratory journal, which shall be produced at the time
of Practical Examination along with a Certificate signed both by the Course Teacher and the
Head of the Department of Geography of the concerned college to the effect that he/she
has completed the prescribed course in a satisfactory manner.
2. The total workload for this course is 30 hours, which corresponds to 1 credit. Each lab
session is scheduled for a duration of 2 hours and cannot be divided into two 1-hour
sessions.
3. There are a total of 15 laboratory sessions scheduled, with a total duration of 30 hours.
4. Each batch will comprise of 20 students.
5. The practical examination will be of 2 hours duration and will carry 25 marks.
6. The assessment for the practical examination also includes a total of 2.5 marks for the
journal and 2.5 marks for the Viva Voce examination.
7. The practical examination is scheduled to be conducted at the end of the semester in either
in the Geography Laboratory or a designated location exclusively assigned for the purpose.
8. In the event of University Examination, the University shall appoint the Internal Examiner
(Course Teacher) and External Examiner (Geography faculty from any other College).
9. In case of a College Examination, Principal of the respective College shall appoint both the
Internal Examiner (Course Teacher) and External Examiner (any other faculty of the
Department).
Name of the Programme : B.A. Geography
Course Code : GOG-403
Title of the Course : Research Methodology in Geography
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites for Nil
the Course:
1. This course provides a broad introduction to research methodology in
geography, focusing on the principles and practices essential for
designing and conducting geographical research.
2. Students will explore various research methods, data collection
Course Objectives:
techniques, and analytical approaches applicable to geographic
inquiries.
3. The course emphasizes critical thinking, ethical considerations, and the
practical application of research skills in the field of geography.
No. of
hours
1. Introduction to Research Methodology:
• Introduction to the research process in geography
• Understanding the role of research in advancing
geographical knowledge
• Principles of formulating research questions and 15
hypotheses
• Types of research designs in geographical studies
• Ethical principles in geographical research
• Ethical challenges in data collection and analysis
2. Data Collection Techniques in Geography:
• Surveys, experiments, and statistical analysis in geography
• Application of GIS and remote sensing in quantitative
research
• Case studies, interviews, and participant observation
15
• Content analysis and narrative analysis in qualitative
research
Contents:
• Integration of quantitative and qualitative approaches
• Case studies of successful mixed-methods research in
geography
3. Data Analysis and Interpretation:
• Quantitative Data Analysis
• Statistical techniques and software applications
(Theoretical)
15
• Spatial analysis and interpretation of quantitative data
• Thematic analysis, and interpretation
• Visualization techniques and mapping in geographical
research
4. Online Research tools and platforms and their
applications:
• EndNote 15
• BibTeX
• Mendeley Data
 • ZoteroBib
• Survey using Epicollect and KOBO Toolbox
1.Lectures for theoretical foundations.
2.Group discussions and seminars for collaborative learning.
3.Presentations and case studies for real-world application.
4.Assignments and blended learning for interactive engagement.
5.Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Kumar, Ranjit. Research Methodology: A Step-by-Step Guide for
Beginners. Sage Publications, 2014.
2. Kothari, C.R. Research Methodology: Methods and Techniques. New
Age International, 2004.
3. Chawla, Deepak. Research Methodology: Concepts and Cases. Vikas
Publishing House, 2018.
References/Reading: 4. Hennink, Monique M. Research Methodology: A Step-by-Step
Handbook for Beginners. Sage Publications, 2019.
5. Singh, S.S. Business Research Methods. Pearson Education India, 2006.
6. Panneerselvam, R. Research Methodology: From Philosophy of Science
to Research Design. PHI Learning Private Limited, 2014.
7. Goode, William J., and Paul K. Hatt. Methods in Social Research. Tata
McGraw-Hill Education, 2012.
At the end of the successful completion of this course, students will be
able to:
1. Evaluate the impact of research on addressing geographical challenges
and enhancing understanding of spatial patterns.
2. Design and conduct case studies to investigate real-world geographical
Course Outcomes:
phenomena.
3. Create effective visualizations, including charts, graphs, and maps, to
represent geographical data.
4. Design and deploy surveys using Epicollect, demonstrating an
understanding of its user interface and functionality.
Name of the Programme : B.A. Geography
Course Code : GOG - 411
Title of the Course : Contemporary Issues in Geography
Number of Credits :4
Effective from AY : 2026-27
Pre-requisites for the
Nil
Course
• Develop an understanding of the global issues and their
geographical dimensions.
• Examine the contemporary environmental challenges and its
Course Objectives: impact.
• Analyse the trends in human population and its impact on
urbanization and migration.
• Comprehend geopolitical issues and regional conflicts.
No. of
hours
Global Environmental Challenges
Climate change, greenhouse gases, global warming: Causes and
consequences
Biodiversity loss and its conservation: Threats to biodiversity, 15
conservation efforts and initiatives
Water scarcity and its management: Global water crises, GLOF –
Glacial Lake Outburst Floods, water management strategies.
• Human Population, Urbanization & Migration
• Trends in global urbanization
Challenges and opportunities in megacities
• Migration and Displacement 15
Causes and consequences of migration
Content: Refugee crises and displaced populations
Policies and responses to migration issues
• Globalization and its Impacts
Economic, cultural, and social impacts of globalization,
Globalization and Indian Economy 15
Inequality and uneven development
Regional disparities in economic development
Geopolitical Issues and Regional Conflicts
Geopolitics and International relations: Territorial disputes and
conflicts, Role of geography in shaping geopolitical strategies
15
Pandemics and Health Geography: Impact of pandemics on
societies and economies, Global health challenges and
responses.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
Pedagogy 5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
 9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. James M. Rubenstein, "Contemporary Human Geography"
2. Peter Dicken"Global Shift: Mapping the Changing Contours of the
World Economy"
3. Savindra Singh, Introduction to Geomorphology
References/Readings: 4. Suranjan Das, Environmental Geography: Contemporary Issues and
Techniques in Geography
5. (edited) Ranjan Basu, Sukla Bhaduri
6. Edward J. Tarbuck, Frederick K. Lutgens, Dennis Tasa, The
Atmosphere-Introduction to Meteorology
By the end of this course, student will be able to:
1. Develop an understanding of the global issues and their geographical
dimensions.
Course Outcomes: 2. Examine the contemporary environmental challenges and its impact.
3. Analyse the trends in human population and its impact on
urbanization and migration.
4. Comprehend geopolitical issues and regional conflicts.
Name of the Programme : B.A. Geography
Course Code : GOG-412
Title of the Course : Applied Geography
Number of Credits : 04
Effective from AY : 2026-27
Prerequisites for the Nil
course:
This course delves into the meaning, nature, and scope of Applied
Geography, focusing on its application to contemporary global and local
challenges. Participants will explore the role of Applied Geography in
addressing issues related to physical geography variations, environmental
Objectives:
management, human resources, spatial inequality, and sustainable
development. The course adopts a multifaceted approach, incorporating
lectures, discussions, case studies, fieldwork, and innovative teaching
strategies to provide a comprehensive understanding of the subject.
No. of
hours
Meaning, nature and scope of Applied Geography; Contents of
Applied Geography; Definition and Characteristics of Global
15
cities; Contemporary world’s urbanization with special
reference to India.
Issues related to variation in Physical Geography; Variation in
land quality affecting agricultural productivity; Environment
15
management of Deforested and Urban areas, Importance of
applied Geography.
Contents: Environmental Degradation; Environmental Disaster and
Environment Management; Issues related to Human Resources;
15
Carrying capacity of earth; Principal, Method and Applications
of Land and Terrain Evaluation.
Spatial inequality: Causes and Consequences; Environment and
Sustainable development with special focus on Man-
Environment relationship, Landslides with special reference to 15
Uttara Khand, Himachal Pradesh and Jammu and Kashmir,
Physical and Spatial characteristics of river floods.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Cooke, R. U. and Doornkamp, J. C., Geomorphology in Environmental
References/Readings: Management: A New Introduction, Oxford University Press, New York,
2nd Edition.
 2. Crozier, R. A., and M. G. L. Slaymaker. Landslides: Processes, Prediction,
and Land Use. American Geophysical Union.
3. de Blij, H. J., Peter O. Muller, and Jan Nijman. Geography: Realms,
Regions, and Concepts. Wiley.
4. Goudie, Andrew S. The Human Impact on the Natural Environment:
Past, Present, and Future. Wiley-Blackwell.
5. Hails, John R., Applied Geomorphology.
6. Kanbur, Ravi, and Anthony J. Venables. Spatial Inequality and
Development. Oxford University Press.
7. Morgan, R.P.C. Soil erosion and conservation.
8. McKnight, Tom L., and Darrel Hess. Physical Geography: A Landscape
Appreciation. Pearson.
9. Pacione, Michael. Applied Geography: Principles and Practice.
Routledge.
10. Sinha, B. N., Verma, R. S. & Paul, D. K., Landslides in Darjeeling district
(W.B.) and Adjacent Areas, Bul. G.S.I. B (36)1-45.
11. Singh, Savindra, Aapda Prabandhan, Pravalika Publication, Allahabad.
At the end of the successful completion of this course, students will be
able to:
1. Analyze case studies to understand the practical applications of
Applied Geography concepts in global and Indian urban contexts.
2. Evaluate the impact of physical geography on human activities and
Course Outcomes:
the environment.
3. Assess the impacts of environmental disasters on ecosystems,
communities, and infrastructure.
4. Explore strategies for community engagement and resilience in the
face of spatial inequality and environmental challenges.
Name of the Programme : B.A. Geography
Course Code : GOG-404
Title of the Course : Livelihood and Natural Resource Management
Number of Credits :4
Effective from AY : 2026-27
Pre-requisites
Nil
for the Course:
This course provides a comprehensive exploration of the dynamic relationship
between livelihoods and Natural Resource Management (NRM). Students will
Course delve into key concepts and frameworks surrounding livelihoods, analyzing the
Objectives: interplay of ecological, socio-cultural, and economic dimensions. The course
covers indigenous communities, traditional livelihoods, and the impact of
natural resource crises on local populations.
No. of
hours
1. Introduction to Livelihoods and NRM
• Concepts and Scope of Livelihoods
• Livelihood Framework Analysis
• Capitals Involved in Livelihoods
• Indigenous Communities and Traditional Livelihoods
15
• Forms of Natural Resources and Dependencies
• Impact of Natural Resource Crisis on Livelihoods
2. Threats to Traditional Livelihoods:
• Globalization, Urbanization, Privatization, and Migration
• Climate Change Impacts, Mitigation, and Adaptation Strategies
1. Non-Timber Forest Products (NTFP)
• Types, Classification, and Distribution of NTFP
• NTFP as a Survival Strategy
• Policies and Acts Supporting NTFP Activities
• Importance of Sustainable Resource Management
• Case Studies on NTFP-based Livelihoods
15
2. People’s Participation in Forestry
Content:
• Joint Forest Management (JFM) in India: Background and Focus
• Policy Perspectives and Implementation Methods
• Ecological, Social, and Economic Dimensions of JFM
• Livelihood Generation Scope under JFM
• Case Study on JFM
1. Linking Rural Development with Livelihoods
• Rural Development Approaches for Livelihood Support
• Analysis of NRM Matrix
2. Rural Development Programmes and Schemes
• MNREGA and Components of NRM
• SGSY, DRDP, WFP, Integrated Rural Development Programme
15
• Rural Livelihood Programmes and Projects
3. NRM Programmes and Schemes
• National Afforestation Programme (FDA), DPIP
• Man and Biosphere Programme, Bamboo Mission
• Medicinal Plant Conservation and Cultivation Projects (NMPB)
• Biofuel Mission, Rural Livestock Development Programmes
 • Horticulture and Agriculture Development Programmes
1. Case Studies on NRM-based Livelihood Development
• Community-Based Coastal Fishery Management – A Case from Sri
Lanka
• Bamboo-Based Enterprise Development - Case Study of Bamboo
Mission
• Wet Rice Cultivation – A Traditional Practice amongst Apatani
Tribe of Arunachal Pradesh
15
• Biofuels Plantation for Rural Development
• Livestock Management – CAPLI Programme- Small Ruminants
Rearing
• Ecotourism Initiative for Community Development – Kerala State
Forest Dept.
• Alpine Medicinal Plant Trade and Himalayan Mountain Livelihood
Strategies
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. T.C. Sharma (2017), Economic Geography of INDIA, Rawat publication Jaipur
2. Husain Majid (2008), Geography of India McGraw Hills education pvt.
Limited
References/ 3. Saxena H.M. (2013) Economic Geography, Rawat Publications, Jaipur
Readings: 4. Tirtha Ranjit, Krishnan Gopal (1996), Geography of India Rawat Publications,
Jaipur
5. Khullar D. R. (2008), India: A comprehensive Geography, Kalyani Publishers
New Delhi
By the end of this course, students will be able to:
1. Demonstrate a comprehensive understanding of livelihood frameworks and
their components.
2. Examine the significance of sustainable resource management, particularly
in the context of Non-Timber Forest Products (NTFP). And evaluate the
Course
policies and acts supporting NTFP activities and their impact on local
Outcomes:
communities.
3. Evaluate the scope of livelihood generation and its impact on local
communities under JFM.
4. Apply insights gained to propose strategies for sustainable livelihoods and
natural resource management in different contexts.
Name of the Programme : B.A. Geography
Course Code : GOG-405
Title of the Course : Geography of Social Well-being
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites
Nil
for the Course
This course delves into the spatial dimensions of social well-being, exploring the
intricate relationships between geographic factors and the quality of life of
Course individuals and communities. Through an interdisciplinary lens, the course
Objectives: examines how geographic contexts influence social well-being, encompassing
aspects such as health, education, economic opportunities, and environmental
sustainability.
No. of
hours
1. Welfare Geography
• Welfare Geography and Social Well Being:
• Welfare themes in human geography,
• Well-being and Level of Living 15
• Social differentiation, Discrimination, Deprivation (absolute and
relative deprivation), Poverty (patterns of rural and urban poverty)
and exclusion
2. Indicators of Social Well-being
• Economic vs Social Indicators of Well-being, Social Indicators
Movement, Establishing criteria of Social Well-being and
Terrestrial Well-being, 15
• Changing Social Priorities, Social Reporting and Planning,
Terrestrial Social Indicators,
• Exclusion of Indicators of Well-Being.
3. Education and Well-being
• Concept of human resource development
• Education and human resource development,
Contents:
• Education and enlarging choices, empowerment and well-being
• Education and literacy in developing countries, Social and spatial
disparity in literacy attainment in India 15
• Female literacy in India, regional variations
• Social access to education
• Education, occupational changes, employment and
unemployment in India
• Education and social change
4. Health and Well-being
• Health and social wellbeing; health care systems (public and
private) in India;
• Disparity in healthcare provision in India.
• Disease, disease prevalence and disease ecologies in India 15
• Environment and health with special reference to large urban
areas of India
• Occupational health and associated risks
• Poverty and health in India
 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Akhtar, R. and Izhar, N. (2010), Global Medical Geography (ed.), New Delhi:
Rawat Publications
2. Butola, B.S. (2004). "Spatial Distribution of Crimes against Women in India: A
Study in Crime Geography", The Deccan Geographer, Vol. 42, No.2, pp.25-
34.
3. Elling, R.H. (1981). “The Capitalist World-System and International Health”,
International Journal of Health Services, Vol 11, No. 1, pp.21-51.
4. Dreze, J. (2016). Social Policy (Readings on the Economy, Polity and Society),
New Delhi: Orient BlackSwan,
5. Hasan, Z. & Hasan, M. (2013). India: Social Development Report (ed.),
Council for Social Development, New Delhi: Oxford University Press.
6. Kundu, A. Mohanan, P.C. & Varghese, K. (2013). “Spatial and Social
References/
Inequalities in Human Development: India in the Global Context”, United
Readings:
Nations Development Programme (UNDP), New Delhi.
7. Samaddar, R. & Begum, A.A. (2014). “New Fault Line in Conflict? Women’s
Emergence as the Subject of Peace in the North-East”, Economic and
Political Weekly, Vol. XLIX, No. 43 & 44, pp. 74-83.
8. Smith, D. (1971). The Geography of Social Well-Being in the United States:
An Introduction to Territorial Social Indicators, New Delhi: McGraw Hill Book
Company
9. Sujatha, V. & Srivastava, R. (2007). Learning from the Poor: Findings from
Participatory Poverty Assessments in India, Manila: Asian Development Bank
10. Tilak, J.B. (2013). Higher Education in India: In Search of Equality, Quality and
Quantity (Readings on the Economy, Polity and Society), New Delhi: Orient
BlackSwan,
At the end of the successful completion of this course, students will be able to:
1. Understand theoretical concepts to practical scenarios in the identification
and use of social well-being indicators.
Course 2. Analyze the role of education in shaping employment patterns and
Outcomes: addressing unemployment challenges.
3. Develop critical thinking skills to evaluate the strengths and weaknesses of
healthcare systems and policies.
4. Assess the impact of environment on health
Name of the Programme : B.A. Geography
Course Code : GOG-406
Title of the Course : Geography of Rural Settlement
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites
Nil
for the Course
Geography of Rural Settlement is the course that provides the concept of rural
Course Geography in a detailed manner. This course aims to develop students' thinking
Objectives: ability over rural Geography with the spatial structure of human settlement and
the awareness of various schemes for a development of rural people.
No. of
hours
1. Introduction to Geography of Rural Settlement:
• Definition, nature and scope of rural settlement.
• Development of Geography of rural settlement.
• Branches of settlement Geography.
• Characteristic of settlement Geography.
• Approaches to study rural settlement. 15
• Classification of rural settlement.
• Functions of rural settlement.
• Evolution of rural settlements in India.
• Factors affecting rural settlement.
• Importance of studying rural settlement.
2. Spatial Organization and Distribution of Rural Settlement:
• Role of sites, size, shape and distribution of settlement.
• Hierarchy of rural settlement.
• Types of rural settlement (hemleted, linear, compact, semi-
compact and dispersed settlements). 15
• Spacing of rural settlements (nucleated and dispersed).
Contents: • Social segregation of rural settlements.
• Rural urban divide
• Census categories of rural settlements.
3. Morphology of Rural Settlement:
• Rural house types in India (with reference to coastal, arid, semi-
arid, plain and mountainous regions).
• Rural settlements of Goa. Its shape, size and pattern of Settlement.
(Coastal, Plateau and Western Ghat). 15
• Issues related to rural settlements in India.
• Case study of any one village of Goa with reference to impact of
urbanization on house types, pattern and growth of rural
settlements.
4. Growth of Rural Settlement:
• Changing face of rural India with reference to schemes of
development (RKVY, PMGSY, SJSY, MNREGA, Jan Dhan Yojana).
• Panchayati Raj System. 15
• Rural development policies and programmes in India.
• Need for planning.
• Status and Future of rural Geography in India.
 1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
development.
Pedagogy: 6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Clout, Hugh. Contemporary Rural Geographies. Routledge, Milton Park,
Abingdon, Oxon OX144RN, 2007.
2. Cloke, Paul. An Introduction to Rural Settlement Planning. Routledge,
MiltonPark, Abingdon, Oxon OX14 4SB, UK, 2013.
3. Ghosh, Sumita. Introduction to Settlement Geography. Orient longman,
1998.
4. Harriss, Jhon. Rural Development: Theories of Peasant Economy and
Agrarian Change. Rawat Publication, 2017.
5. Mandal, R. B. Introduction to Rural Settlement. Concept Publishing Company,
New Delhi, 2001.
6. Krishnamurthy, J. Rural Development: Problems and Prospects. Rawat
Publications, 2000.
7. Ramachandran, H., Guimaraes, J.P.C. Integrated Rural Development in Asia:
References/ Learning from Recent Experience. Concept Publishing, 1991.
Readings: 8. Singh, K., Shishodia, A. Rural Development: Principles, Policies, and
Management. 4th ed, Sage, 2016.
9. Singh, R.Y. Geography of Settlements. Rawat publications, Jaipur, 1998.
10. Thomas, Chris. Rural Geography. Routledge, London, 2001.
11. Wanmali, S. Rural Infrastructure, the Settlement System and Development of
the Regional Economy in Southern India. International Food Policy Research
Institute, 1992.
12. Woods, Michael. Rural Geography: Processes, Responses and Experiences in
Rural Restructuring. SAGE Publications Ltd, University of Wales,
Aberystwyth, 2005.
13. Woods, M., Holloway, Lewis., & Panelli, Ruth. Key Concepts in Rural
Geography. Sage Publication, London, 2012.
14. Yugandhar, B.N., Mukherjee, N. (Eds). Studies in Village India: Issues in Rural
Development. Concept Publishing, 1991.
At the end of the successful completion of this course, students will be able to:
1. Understand rural settlement and its characteristic, function and
development.
Course
2. Apply knowledge to identify patterns of rural settlements of India and Goa.
Outcomes:
3. Analyse evolution of rural settlement from ancient time and their process of
settling in India.
4. Evaluate morphology of rural settlement with the help of case studies.
Name of the Programme : B.A. Geography
Course Code : GOG-407
Title of the Course : Geography of Urban Settlement
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites
Nil
for the Course
Geography of Urban Settlement is the course that provides the concept,
models, theories and application of urban Geography in a detailed manner. This
Course
course aims to develop students' thinking ability over urban Geography with
Objectives:
the spatial structure of human settlement and the awareness of various issues
of urbanization.
1. Introduction to Geography of Urban Settlement:
• Definition, nature, scope and concept of urban Geography.
• Importance of studying Urban Geography.
• Different approaches and recent trends of urban
Geography.
• Origin of urban places in ancient, medieval, modern and
post-modern periods.
15 Hours
• Aspect of urban places: location, site and situation of
urban places.
• Classification of towns, cities and its size and spacing.
• Rural-urban fringe, sub-urbanization and urban sprawl.
• Patterns of urbanization in developed and developing
countries.
• Factors affecting urban growth.
2. Theories of Urban Land use:
• Hydraulic theory.
• Rank size rule.
Contents: • Central place theory.
15 Hours
• Law of primate city model.
• Bid rent curve.
• Central business district model: Concentric zone model,
sector model and multiple nuclei model.
3. Metropolitan Cities in India and its Issues:
• Trends and pattern of urbanization: Case study of
metropolitan cities of India. (Mumbai, Delhi and Kolkata).
15 Hours
• Issues of urbanization with special reference to housing,
slums, civic amenities (water and transport), pollution,
urban heat and garbage management.
4. Urban planning in Future:
• Climate change and urbanization.
• The garden city concept.
• Concept of master plan. 15 Hours
• Green urbanization.
• Smart city mission.
• Urban planning and sustainable development of Cities.
1. Lectures for theoretical foundations.
Pedagogy: 5. Group discussions and seminars for collaborative learning.
6. Presentations and case studies for real-world application.
 7. Assignments and blended learning for interactive engagement.
8. Gamification and problem-solving approaches for practical skill development.
9. Experiential learning through fieldwork and outdoor activities.
10. Discussion-based teaching for critical thinking.
11. Brainstorming sessions for idea generation.
12. Flipped classroom pedagogy for active participation.
13. Art Integrated Learning for creative expression.
14. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Baghla, S. Urban Geography. Book Enclave, Jaipur, 2018.
2. Carter, H. The Study of Urban Geography. 4th ed, Arnold, 1995.
3. Dhawan, B. Urban Geography. 1st Edition, Ishwar Books, New Delhi, 2019.
4. Giuliano, G., Hanson, S. (Eds). The Geography of Urban Transportation. 4th
edition, Guilford Press, 2017.
5. Gottdiener, M., Budd, M., Lehtovuori, P. Key Concepts in Urban Studies. 2nd
edition, Sage Publication, 2016.
6. Jonas, A.E.G., McCann, E., Thomas, M. Urban Geography: A Critical
Introduction. Wiley-Blackwell, 2015.
7. Kaplan, D., Holloway, S. Urban Geography. 3rd ed, Wiley, 2014.
8. Knox, P.L., McCarthy, L.M. Urbanization: An Introduction to Urban Geography.
3rd edition, Pearson, 2011.
9. Latham, A., McCormack, D., McNamara, K. McNeill, D. Key Concepts in Urban
Geography. Sage, 2009.
10. LeGates, R.T., Stout, F. (Eds). The City Reader. 6th ed, Routledge, 2015.
References/ 11. Levy, J.M. Contemporary Urban Planning. 11th ed, Routledge, 2016.
Readings: 12. Macionis, J.J., Parrillo, V.N. Cities and Urban Life. 7th ed, Pearson, 2016.
13. Mandal, R.B. Urban Geography: A Text Book. 1st edition, Concept Publishing
Company, 2000.
14. Mandal, R.B. Urban Geography: A Text Book. Concept Publishing Company,
2008.
15. Potter, R.B., Lloyd-Evans, S. The City in the Developing World. Routledge, 2014.
16. Pacione, M. Urban Geography: A Global Perspective. Routledge, 2009.
17. Saxena, Hitesh. Urban Geography. Srishti Book Distributors, New-Delhi, 2012.
18. Singh, R.B. (Ed.) Urban development, challenges, risks and resilience in Asian
megacities: Advances in Geographical and Environmental Studies. Springer,
2015.
19. Singh, S. Concepts in Urbanization. 1st Edition, ABD Publishers, 2014.
20. Singh, S., Jitender, S. Urban Geography. 1st Edition, Pearson India Education
Service Pvt. Ltd., 2021.
21. Thomas, Chris. Rural Geography. Routledge, London, 2001.
22. Verma, L.N. Urban Geography. 2nd Edition, Rawat Publication, 2008.
At the end of the successful completion of this course, students will be able to:
1. Understand and appreciate the concepts of Urban Geography
Course
2. Identify various plans of developing cities in terms of sustainable goals.
Outcomes:
3. Examine the contemporary issues faced by urban people.
4. Evaluate morphology of urban settlement with the help of case studies.
Name of the Programme : B.A. Geography
Course Code : GOG-413
Title of the Course : Geography of Transport Network and Flow Analysis
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites
Nil
for the Course
This course provides a comprehensive exploration of Transport Geography,
encompassing the historical development of transportation systems, key
Course
concepts shaping the field, and an in-depth analysis of transport's role in
Objectives:
spatial interaction, urban settings, regional planning, and the specific context
of the Indian transport landscape.
No. of
hours
1. Introduction:
• Definition and scope of Transport Geography
• Historical development of transportation systems
• Key concepts: accessibility, connectivity, mobility 15
• Sustainable transportation
• Intelligent transportation systems
• The future of transportation technology
2. Transport for spatial interaction:
• Spatial interaction and time-space convergence, enlarging the
catchment area of markets, dynamic relationship between
transport and spatial readjustment, role of transport as a lead
sector 15
• Problem of accessibility: Transport network, network shape and
Contents: location, regional variations in its density, methods of
measurement, transport and spatial processes, traffic flow and
regional interaction.
3. Urban Transport:
Profile of urban transport facilities, traffic in towns, transport services
15
and urban land use pattern, role of intermediary transport modes,
modal split.
4. Regional Transport Planning:
The framework of regional transport planning traffic generation,
methods of forecasting, zonal interchange of traffic, mode and route
assignment methods; 15
Indian Transport: Transport development during colonial and plan
periods, transport and regional structure of Indian Economy,
metropolitan transport
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
Pedagogy: 5. Gamification and problem-solving approaches for practical skill
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
 9. Flipped classroom pedagogy for active participation.
10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Ashton, W.D., 1966. The Theory of Traffic Flow, Methuen , London
2. Berry, B.J.L et a., 1966. Essays on Commodity Flow and Spatial Structure of
Indian Economy, Department of Geography, Chicago.
3. Berry, B.L.J. and Marble, D.F. (eds.) 1979). Spatial Analysis: A Reader in
Statistical Geography, Prentice Hall.
4. Brooks, P.W., 1994. The Development of Air Transport Hurst, M.E. (ed.)
Transportation geography: Comments and Reading, Mc Graw Hill, 256-273
5. Cooley, C.H. 1994. The Theory of Transportation, in Hurst, M.E. (ed.)
Transportation geography: Comments and Reading, Mc Graw Hill, 15-29.
6. Fleming, D.K. and Hayuth, Y. 1994. Spatial Characteristics of Transportation
Hubs: Centrality and Intermediacy, Journal of Transport Geography, 2 (1), 3-
18.
7. Gautam, P.S. 1992. Transport Geography of India: A Study of Chambal
Division, M.P., Mittal Publications, New Delhi
8. Haggett, P. 1965. Locational Analysis in Human Geography, London.
9. Haggett, P. and Chorley, R.J. 1969. Networks Analysis in Geography, London.
10. Hoyle, B. S., and Richard Knowles. Modern Transport Geography, John Wiley,
References/
1999.
Readings:
11. Kansky, K.J., 1963. Structure of Transportation Networks: Relationships
between Network Geometry and Regional Characteristics, University of
Chicago, Department of Geography, Research Paper, Chicago, 84.
12. Nagar, V.D. and Gautam S. 1964. Principles and Problems of Indian
Transport, Kailash Pustak Sadan, Gwalior.
13. Owen, W. 1968. Distance and Development: Transport and Communications
in India, Washington.
14. Raza, M. and Aggarwal, Y. 1986. Transport Geography of India, Concept
Publishing Company, New Delhi.
15. Rodrigue, Jean-Paul. Geography of Transport Systems, 5th ed., Taylor &
Francis, May 2020.
16. White, H. P. and Senior, M.L. 1983. Transportation Geography, Longman Inc.
New York.
17. Saxena, H. M. Transport Geography, 2nd Revised ed., Indian Books and
Periodicals, 2022.
18. Vaidya, B. C. Geography of Transport Development in India, 1st ed., Concept
Publishing Company Pvt. Ltd, 2003.
At the end of the successful completion of this course, students will be able to:
1. Understand key concepts such as accessibility, connectivity, and mobility in
the context of transport geography.
2. Analyze the concept of spatial interaction and its importance in transport
Course
geography.
Outcomes:
3. Assess the relationship between transport services and urban land use
patterns.
4. Evaluate and apply various methods of forecasting in regional transport
planning.
Name of the Programme : B.A. Geography
Course Code : GOG-414
Title of the Course : Geography of Agriculture
Number of Credits : 04
Effective from AY : 2026-27
Pre-requisites
Nil
for the Course:
This course explores the spatial dynamics of agriculture, examining the
Course geographical factors that influence farming practices, crop distribution, and the
Objectives: global food system. Students will gain insights into the relationship between
geography, agriculture, and sustainable development with reference to India.
No.
of
hours
1. Introduction
• Nature, scope and significance of Geography of Agriculture
• Historical perspectives on the evolution of agriculture.
• Determinants of agricultural patterns: physical, technological and
15
cultural
• Impact of urban expansion on agricultural land.
• Principles of sustainable agriculture
• Role of international trade in agriculture
2. Concepts and Approaches in Geography of Agriculture
• Concepts of land capability survey, land use and cropping pattern.
• Agricultural Concepts: intensity of cropping, Degree of
commercialization, Cropping diversification and concentration, Crop
combination, Contract framing and agri-business. 15
Contents:
• Agro-ecological approaches to farming.
• Approaches in agricultural regionalization: Von Thunen Model of
agricultural land use,
• Agro-climatic zonation: Concept and Indian experience.
3. Agricultural Systems
• Bases of identification of agricultural systems by Whitllesey and
15
agricultural typology by Kostrowiki.
• Measurements of agricultural efficiency and productivity.
4. Issues and Challenges in Indian Agriculture
5. Food production and security in India.
6. Neo-liberalization and Indian agriculture. 15
7. Green revolution: Its impacts and consequences in India.
8. Agriculture and climate change: impacts and adaptation.
1. Lectures for theoretical foundations.
2. Group discussions and seminars for collaborative learning.
3. Presentations and case studies for real-world application.
4. Assignments and blended learning for interactive engagement.
5. Gamification and problem-solving approaches for practical skill
Pedagogy:
development.
6. Experiential learning through fieldwork and outdoor activities.
7. Discussion-based teaching for critical thinking.
8. Brainstorming sessions for idea generation.
9. Flipped classroom pedagogy for active participation.
 10. Art Integrated Learning for creative expression.
11. Cutting-edge and cooperative learning strategies for a holistic learning
experience.
1. Bayliss Smith, T.P. : The Ecology of Agricultural Systems. Cambridge University
Press, London, 1987
2. Chauhan, Dharmender Singh. Agricultural geography. Jaipur, India: Ritu
Publications, 2010.
3. Berry, B.J.L. et. al. : The Geography of Economic Systems. Prentice Hall, New
York, 1976
4. Bowler, Ian R. Agriculture under the Common Agricultural Policy: A
geography. Manchester [Greater Manchester]: Manchester University Press,
1985.
5. Brown, L.R. : The Changing World Food Prospects – The Nineties and Beyond.
World Watch Institute, Washington D.C., 1990
6. Briggs, David J. Agriculture and environment: The physical geography of
temperate agricultural systems. London: Longman, 1985.
7. Briggs, David. Agriculture and environment: The physical geography of
temperate agricultural systems. Harlow: Longman Scientific & Technical,
1989.
8. Cantor L.M. : A World Geography of Irrigation. Oliver and Bord, London,
1967.
References/ 9. Desai G.N. and Vaidhanathan A : Strategic Issues in Future Growth of
Readings: Fertilizer Use in India. McMillan Pub., New Delhi, 1998.
10. Gregor, H.P. : Geography of Agriculture. Prentice Hall, New York, 1970
11. Grigg D.B. : The Agricultural Systems of the World. Cambridge University
Press, New York, 1974.
12. Grigg David, An Introduction to Agricultural Geography Second edition,
Routledge London and New York, 1989
13. Majid Husain, Agriculture Geography, Rawat Publications 2020
14. Morgan W.B. and Norton, R.J.C. : Agricultural Geography. Mathuen, London,
1971.
15. Nelson, Paul : Greenhouse Operation and Management. Reston Publishing,
Virginia, 1985.
16. Newbury, Paul A. R. A geography of agriculture. Harlow: Longman Scientific
& Technical, 1986.
17. Sarkar, A.K. : Practical Geography : A Systematic Approach. Oriental
Longman, Calcutta, 1997.
18. Sauer, C.O. : Agricultural Origins and Disparities. M.I.T. Press, Mass, U.S.A.,
1969.
19. Singh, J and Dhillon, S.S. : Agricultural Geography. Tata McGraw Hill Pub.,
New Delhi, 1988.
At the end of the successful completion of this course, students will be able to:
1. Explain the fundamental concepts and principles underlying the geography
of agriculture.
2. Apply the Von Thunen Model to real-world examples and assess its relevance
Course
in contemporary agricultural landscapes.
Outcomes:
3. Analyze case studies to apply the principles of Whittlesey's and Kostrowicki's
classifications in real-world agricultural scenarios.
4. Examine the adaptation strategies and sustainable practices to mitigate the
adverse effects of climate change on agriculture.