COURSEPACK

FRAMEWORK

The Course Pack is a comprehensive and complete pedagogical guideline document that describes the components of
instruction delivery by a faculty member. It consists of the scheme of the course, Course Overview, Course Objectives,
Prerequisite course, Program-specific Outcomes (PSOs), Course outcomes (COs), Bloom’s taxonomy (Knowledge Levels),
Types of Courses, Course articulation matrix, Course assessment patterns, Course content, Lesson Plan, Bibliography,
Problem-based learning/case-studies/clinical, and Student-Centred learning (self-learning towards life-long-learning).
It not only provides a uniform design of Course delivery across the University but also ensures freedom and flexibility to
introduce innovations in learning and teaching and create vivid kinds of assessment tools (alternate assessment tools)
by a faculty member.
The course pack is developed by the faculty member teaching a course. If more than one faculty
teaches the same course, all the faculty members teaching the course shall be formed as a cluster,
and a senior faculty member (Course-lead) lead the Course delivery design in a team effort. The
Course Pack provides ample scope and opportunity to bring innovations in teaching pedagogies in a
school/department.
Hence, the Course pack is a comprehensive learning-teaching strategy framework to be followed by
all the faculty members in schools/departments in the university. It is not only a tool for measuring
the learning of a class but also analyses the achievement levels (learning outcomes of the course) of
all the students in a class in a continuous manner.

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 1. THE SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students out into the
real world. This will give what a course entails.
Course TitleQuantitative and Communication Course Type Lab
Proficiency - PR
Course Code R1PV302L - PR Class M.Tech 3rd Sem

Activity Credits Weekly Hours Total Number of Classes per Assessment in Weightage
Semester
Lecture 0 0
Tutorial
Instruction CIE SEE

Practical
Tutorial
Practical 2 4

Theory
delivery
0 4
Self-study
Total 3 8 00 60 50% 50%`
Course Lead Course Mr. Amit Kumar Sharma
Coordinator

Names Course Theory Practical

Instructors Mr. Amit Kumar Sharma

2. COURSE OVERVIEW
The “Quantitative and Communication Proficiency - PR” course aims to equip students with the
necessary skills, knowledge, and mindset to thrive in the professional world. It focuses on developing
essential competencies that are crucial for success in various careers, including communication skills,
professional etiquette, problem solving abilities, adaptability, and self-awareness. Through a combination
of conceptual learning, practical exercises, case studies, and real-world simulations, students will enhance
their readiness to enter the workforce confidently and effectively.

3. COURSE OBJECTIVE
1. Develop effective communication skills for professional settings, including
written, verbal, and non-verbal communication.
2. Understand and demonstrate professional etiquette, including workplace norms,
ethics, and cultural sensitivity.
3. Enhance critical thinking and problem-solving abilities to address challenges
encountered in professional environments.
4. Cultivate adaptability and resilience to navigate changes and uncertainties in the
workplace.
5. Foster self-awareness and self-management skills for personal and professional
growth.
6. Learn techniques for effective time management, organization, and prioritization
of tasks.
7. Develop teamwork and collaboration skills through group projects and activities.
8. Gain insights into leadership principles and practices for aspiring leaders &

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 COURSEPACK
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reflect on personal strengths, weaknesses, values, and career aspirations to inform

professional development plans.

4. PREREQUISITE COURSE
PREREQUISITE COURSE REQUIRED YES

Course code Course Title

If, yes please fill in the Details
R1PV302L - Quantitative and Communication
PR Proficiency - PR

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5. PROGRAM OUTCOMES (POs):
In general, the Program Outcomes are defined by the respective apex body or council. In the event the POs are not
prescribed by a Council, then the concerned school offering the program to design and develop the POs based on the
PEOs. This has to be approved by the concerned BOS and submitted to the Academic Council for approval.
After the completion of the course, the student will be able to:
PO
No. Description of the Program Outcome

PO1 An ability to independently carry out research /investigation and development work to solve practical problems.

PO2 An ability to write and present a substantial technical report/document.

Students should be able to demonstrate a degree of mastery over the area as per the specialization of the program.
PO3 The mastery should be at a level higher than the requirements in the appropriate bachelor program:

Engineering Knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an
PO3.1 engineering specialization to the solution of complex Computer Science and engineering problems.

Problem Analysis: Identify, formulate, review research literature, and analyze complex Computer Science and
engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences,
PO3.2 and engineering sciences.

Design/Development of Solutions: Design solutions for complex Computer Science and engineering problems and
design system components or processes that meet the specified needs with appropriate consideration for the
PO3.3 public health and safety, and the cultural, societal, and environmental considerations.

Conduct Investigations of Complex Problems: Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
PO3.4 conclusions.

Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT
tools including prediction and modeling to complex computer science and engineering activities with an
PO3.5 understanding of the limitations.

The Engineer and Society: Apply reasoning informed by contextual knowledge to assess societal, health, safety,
PO3.6 legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice.

Environment and Sustainability: Understand the impact of the professional engineering solutions in societal and
PO3.7 environmental contexts, and demonstrate the knowledge of, and need for sustainable development.

Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering
PO3.8 practice.

Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams, and
PO3.9 in multidisciplinary settings.

Communication: Communicate effectively on complex Computer Science and engineering activities with the
engineering community and with society at large, such as, being able to comprehend and write effective reports
PO3.10 and design documentation, make effective presentations, and give and receive clear instructions.

Project Management and Finance: Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one's own work, as a member and leader in a team, to manage projects
PO3.11 and in multidisciplinary environments.

Life-Long Learning: Recognize the need for, and have the preparation and ability to engage in independent and
PO3.12 life-long learning in the broadest context of technological changes in the field of Computer Science.

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6. COURSE CONTENT (THEORY + PRACTICAL)

UNIT 1: Understanding Placement Process

• What Do the Employers Want?

• On-Campus/Off-Campus Placement Drives Requirements Briefing
• Pre-placement & Placement Readiness

UNIT 2: Verbal Ability

• Verbal Ability: Critical Reasoning & Reading Comprehension

• Verbal Ability: Para Jumble & Grammar
• Analogy
• Vocabulary: Root Words, One Word Substitution, Phrases, and Idioms

UNIT 3: Developing Interpersonal Skills

• Leadership Skills
• Time Management
• Introduction to Group Dynamics and Group Effectiveness

UNIT 4: Employability Skill

• Resume Writing
• Video Resume
• Group Discussion
• Preparing for Video Interview
• Interview FAQs and Do’s & Don’ts
• PI Concepts - APPLEIT
• Mock Interviews
• Dressing Etiquette

UNIT 5: Job Fair – Practical

• Introduction to Concept: Job Fair

• Understanding the Concept with Worksheet 1 & 2
• Final Event

UNIT 6: Logical Reasoning

• Syllogism
• Data Arrangement
• Seating Arrangement
• Crypto Maths
• Calendars
• Venn Diagram

UNIT 7: Data Sufficiency

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 • Data Sufficiency

UNIT 8: Revision

• Introduction to Data Interpretation

• Number System (High-end)
• Doubt Session / Leftover Topics

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7. COURSE OUTCOMES (COs)

A detailed description of what a student must be able to do at the completion of a course. There can be 3-6
statements/outcomes for every course (suggestive of at least one outcome per credit).
While writing the course outcomes, it is helpful to use verbs that are measurable or that describe an observable action.
Such verbs help faculty and students avoid misconceptions and misinterpretations as well. The best outcomes will
include a description of the conditions and the acceptable performance level to be achieved by the learners/students.
After the completion of the course, the student will be able to:

CO No. Description of the Course Outcome

CO-1 Utilize grammar concepts to craft properly structured sentences

CO-2 Employ analytical skills to tackle practical challenges effectively

CO-3 Analyze the transition of campus to corporate and prepare for professional adaptation

CO-4 Apply Mathematical abilities to solve problems based on quantitative aptitude

CO-5 Implement logical reasonings to cater complex problems proficiently

8. TAXONOMY LEVEL OF THE COURSE OUTCOMES

Bloom’s taxonomy is a set of hierarchical models used for the classification of educational learning objectives into levels
of complexity and specificity. The learning domains are cognitive, affective, and psychomotor.
Mapping of COs with Bloom’s Level

Remember Understand Apply Analyse Evaluate Create

CO No. KL1 KL 2 KL 3 KL 4 KL 5 KL 6
√
CO-1
√
CO-2
√
CO-3
√
CO-4
√
CO-5

9. COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and Program Outcomes and their
expected strength of mapping in three levels (low, medium and high).
PO3.10

PO3.11

PO3.12

POs
PO3.5
PO3.1

PO3.3

PO3.4

PO3.6
PO3.2

PO3.7

PO3.8

PO3.9
PO2
PO1

Cos

2 2
CO-1*
2 1 1 2
CO-2
2 1 2 2
CO-3
1 2
CO-4

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 2 1 2
CO-5
Note: 1-Low, 2-Medium, 3-High \ *first semester first course and first Course Outcome

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10. TYPICAL EXAMPLE OF COURSES, CREDIT HOURS AND TEACHING HOURS

Credits Hours Hours of engagement/ 15 weeks/
Week semester

Self-study

Self-study
Practical

Practical
Type of Course Remarks
Tutorial

Tutorial
Theory

Theory
Total

Total
Total no. of
classes

Theory Course 3 0 0 0 3 3 0 0 0 3 45 45 classes for theory

Theory Course 45 classes for theory and
3 1 0 0 4 3 1 0 0 4 60
with Tutorial 15 for tutorial
Lab Course 0 0 1 0 1 0 0 2 0 2 30 30 hours lab sessions
45 classes for theory and
Integrated Course 3 0 1 0 4 3 0 2 0 5 75
30 hours of lab sessions
Comprehensive 45 classes for theory &
3 0 1 1 5 3 0 2 3 5+3* 75
Course 30 hours of lab sessions
Seminar/Project/
0 0 0 0 1 0 0 0 0 0 0 -
Internship Course

*1 credit = 3 self-learning hours (Not to mention in the lesson plan)

Tutorial/ Skill Competency
Lesson Practical
No. Topic for Delivery Plan
1 Understanding Placement Process
What do the Employers want Practical
On Campus/ Off Campus Placement Practical
drives requirements Briefing
Preplacement and Placement readiness Practical
Showcase
effective
2 UNIT 2 Verbal Ability analytical skills
Verbal ability: Critical Reasoning and, Practical
Reading Comprehension
Verbal ability: Para Jumble and Grammar Practical
Analogy Practical
Vocabulary: Root words, One word Practical
substitution, Phrases and idioms
Demonstrate
UNIT 3 Developing Interpersonal communication
3 Skills skills
Leadership Skills Practical
Time management Practical
Introduction to group dynamics and group Practical
effectiveness
UNIT 4 Employability Skill Develop
4 corporate abilities
Resume writing Practical
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 VIDEO Resume Practical
Preparing for Video Interview Practical
Interview FAQs and Do’s and Don’ts Practical
PI concepts - APPLEIT
MOCK interviews Dressing Etiquette
Job Fair –Practical Professional
5 behavior
Introduction to Concept: Job Fair Practical
Understanding the concept with Practical
worksheet 1 and 2
Final Event Practical
Concepts and application of quant Practical
6 topics(modern maths)
Set Theory/ Venn Diagram Practical
Permutation and Combination-1 Practical
Permutation and Combination-2 Practical
Probability Practical
Logical Reasoning Practical Identification and
solution of the
7 problems
Crypto Maths Practical
Syllogism ( Syllogism using venn Practical
diagram method, questions of 2, 3 and 4
statements. )
Logical Reasoning (selection Practical
distribution/Data arrangement)
8. Data analysis Practical
Data Sufficiency Practical
Data interpretation (pie charts and mixed Practical
graphs)
9. Introduction to placement papers Practical
workshop on placement paper-1 Practical
workshop on placement paper-2 Practical
Revision

REFERENCE BOOKS:

● 1. Delivering Employability Skills in the Lifelong Learning Sector by Ann Gravells,

ISBN10: 1844452956
● 2. What employers want : the work skills handbook - Karen Holmes, Publication
Date: 2011
● 3. The 2020 Workplace by Jeanne C. Meister and Karie Willyerd
● 4. The whole new mind Drive by Daniel H Pink - 2011
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COURSEPACK
FRAMEWORK

● 5. Enhancing Employability @ Soft Skills by Shalini Verma, Pearson.

● 6. Productivity and Employability Skills by John Heap and Mike Dillon,Learning
Spoken English - ©2012 by Lynn Lundquist - ASIN: B0094XNOPW
● 7. Murphy’s English Grammar with CD, Murphy, Cambridge University Press.
● 8. Quantitative Aptitude by R S Aggarwal
● 9. Quicker Maths by M Tyra
● 10. A Modern approach to Logical Reasoning by R S Aggarwal

1. SWAYAM / NPTEL / MOOCs

a. Introduction to Peace and Conflict Management
(https://onlinecourses.swayam2.ac.in/nou23_hs01/preview)
b. Enhancing Soft Skills and Personality
(https://onlinecourses.nptel.ac.in/noc23_hs30/preview)
c. Speaking Effectively
( https://onlinecourses.nptel.ac.in/noc23_hs13/preview)
2. Webliography (Two electronic documents or websites that relate to the Course)
a. https://campus2corporate.in/career-guidance.
b. https://www.udemy.com/course/essentials-for-campus-to-corporate/
c. How to Speak and Communicate Effectively: https://www.youtube.com/watch?v=7sZMFM9_D8c

11. COURSE ASSESSMENT

CIE Total Marks
Type of Course Final Marks
(L) LAB Work@ + CIE+SEE
LAB TEST CIE SEE LAB EXAM *
Record

LABORATORY 25 25 50 50 100

*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

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 ASSESSMENT ACTION PLAN
M. Tech. SEM – 3
Sr. Name of the Date of Format of Marks Knowledge
No. Assessment Assessm Assessment Evaluated
ent
LAB Date: Sep
G Lab assessment 25 Subject & Concept
24 Lab Test Clarity
1. Speaking Activity
1.
LAB TEST Oct ’24 Notebook, 25 Verbal and Quant
2. continuous viva

3. SEE exam Nov’24 MCQ Based Exam 50 Complete Aptitude

(Verbal + Quant) assessment

Total Assessment 100

The ability to use and apply the knowledge in different ways may not be the focus of the assessment. With regard
to designing assessments, the faculty members must be willing to put in the time required to create a valid, reliable
assessment, that ideally would allow students to demonstrate their understanding of the information while remaining.
The following are the five main areas that assessment reporting should cover.
1. Learning Outcomes: At the completion of a program, students are expected to know their knowledge, skills, and
attitude. Depending on whether it is a UG or PG program, the level of sophistication may be different. There should
be no strict rule on the number of outcomes to be achieved, but the list should be reasonable, and well-organized.
2. Assessable Outcomes: After a given learning activity, the statements should specify what students can do to
demonstrate. Criteria for demonstration are usually addressed in rubrics and there should be specific examples of
work that doesn’t meet expectations, meets expectations, and exceeds expectations. One of the main challenges
is faculty communication whether all faculty agreed on explicit criteria for assessing each outcome. This can be a
difficult accomplishment when multiple sections of a course are taught or different faculty members. Hence there
is a need for common understanding among the faculty on what is assessed and how it is assessed.
3. Assessment Alignment: This design of an assessment is sometimes in the form of a curriculum map, which can be
created in something as easy as an Excel spreadsheet. Courses should be examined to see which program outcomes
they support, and if the outcome is assessed within the course. After completion, program outcomes should be
mapped to multiple courses within the program.
4. Assessment Planning: Faculty members need to have a specific plan in place for assessing each outcome. Outcomes
don’t need to be assessed every year, but faculty should plan to review the assessment data over a reasonable period
of time and develop a course of action if the outcome is not being met.
5. Student Experience: Students in a program should be fully aware of the expectations of the program. The program
outcomes are aligned on the syllabus so that students are aware of what course outcomes they are required to

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COURSEPACK
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meet, and how the program outcomes are supported. Assessment documents should clearly communicate what is
being done with the data results and how it is contributing to the improvement of the program and curriculum.
Designing quality assessment tools or tasks involves multiple considerations if it is to be fit for purpose. The set of
assessments in a course should be planned to provide students with the opportunity to learn as they engage with
formative tasks as well as the opportunity to demonstrate their learning through summative tasks. Encouraging the
student through the use of realistic, authentic experiences is an exciting challenge for the course faculty team, who
are responsible for the review and quality enhancements to assessment practices.

12. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

a) Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by Course
Faculty to improve their teaching and by students to improve their learning. More specifically, formative assessments
help students identify their strengths and weaknesses and target areas that need work, and faculty members recognize
where students are struggling and address problems immediately. Examples of formative assessments include Mid Term
Exam (MTE) as well as asking students to:
⚫ Draw a concept map in class to represent their understanding of a topic
⚫ Submit one or two sentences identifying the main point of a lecture
⚫ Turn in a research proposal for early feedback

b) Summative assessment
The goal of summative assessment is to evaluate student learning at the end of a Course by comparing it against some
standard or benchmark. Examples of summative assessments include:
⚫ a final project
⚫ a paper
⚫ Semester-End Examination (For courses running in Semester mode)
⚫ End-Term Examination (For courses running in Annual Mode)

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Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
c) Weightage
The formative and summative assessments are given 50-50 weightage to ensure proper learning levels among the
students.

12.1 Assessment Pattern for Theory Course:

Type of Course CIE Total Marks Final Marks

(T) IA1#
MTE IA2 #
CIE SEE CIE*0.5+SEE*0.5

THEORY 25 50 25 100 100 100

#
Typical Rubric for the Internal Assessments
Type of Assessment Tools QUIZ AAT$/MOOC Certifications
Internal Assessments 10 15
$
AAT is Literature survey, Seminar, Assignment, Term Paper, Slip Test (or) MOOC Certificate relevant to the course

12.2 Assessment Pattern for Integrated (Blended) Course:

Type of Course CIE Total Marks Final Marks

(B) LAB Work@ + Record MTE LAB EXAM* CIE SEE CIE*0.5+SEE*0.5

INTEGRATED 25 50 25 100 100 100

@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

12.3 Assessment Pattern for Comprehensive Course:

CIE Total Marks
Type of Course Final Marks
LAB@ Course-based
(C) (Work+ Record)
MTE
Project^
CIE SEE CIE*0.5+SEE*0.5

COMPREHENSIVE 25 50 25 100 100 100

@
Lab Work-15 marks + Lab Record-10 marks

^Typical Rubric for the Course-based project

Technical
Type of Assessment Tools Preliminary Project Plan TRL-1 Viva-voce
Seminar
Course-based Project Work 05 05 10 05
PPP (Preliminary Project Plan): The preliminary project plan (PPP) provides an initial, overview of the project and all of its known
parameters. It outlines the project’s objectives, relevance to the program, merit, and conformity to current industry/ government
policy, proposed methodology, and expected outcomes. It should also include any known constraints related to the time
frame (Gantt Chart), budget, etc.
TRL (Technology Readiness Level)-1: Basic Research: Initial scientific research has been conducted. Principles are
qualitatively postulated and observed. Focus is on new discovery rather than applications.

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COURSEPACK
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12.4 Assessment Pattern for Two Credit MOOC Courses (Online/Self-Paced Learning)

Type of Course CIE Total Marks Final Marks

(M) IA1 IA2 CIE* SEE CIE+SEE

2 CREDIT MOOC COURSES 25 25 50 50 100

*
from MOOC portal

12.5 Assessment Pattern for Lab Course:

CIE Total Marks
Type of Course Final Marks
(L) LAB Work@ + CIE+SEE
LAB TEST CIE SEE LAB EXAM*
Record

LABORATORY 25 25 50 50 100
@
Lab Work-15 marks + Lab Record-10 marks
*
Passing Criteria-30% of marks to be secured in the lab Exam conducted by two examiners (one internal and one external)

12.6 Assessment Pattern for Seminar/Minor Project/Internship Course:

Type of Course CIE Total Marks Final Marks

(V) IA1@ IA2@ CIE SEE CIE+SEE

SEMINAR/PROJECT/INTERNSHIP 25 25 50 50 100
@
Rubric to be specified by the concerned Faculty

12.7 Assessment Pattern for Final Year Student Capstone Project:

CIE Total Marks
Literature Review/

Final Marks
CIE+SEE
Result Analysis
Experimental/
Identification

Methodology
Applicability

Conclusion/

Type of Course
Problem

Findings

(R) CIE SEE%

CAPSTONE PROJECT 10 10 10 10 10 50 50 100

%Typical Rubric for SEE

Formulation
of Problem TRL (Technology Readiness Level) Presentation Viva Voce
Statement
20 (TRL-1 to TRL-4)
10 0 marks for 5 marks for 10 marks 15 marks 20 marks 10 10
no TRL TRL-1 for TRL-2 for TRL-3 for TRL-4

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 TRL 1 Initial scientific research has been conducted. Principles are qualitatively postulated and
Basic Research observed. Focus is on new discovery rather than applications.

Initial practical applications are identified. Potential of material or process to solve a

TRL 2 Applied Research
problem, satisfy a need, or find application is confirmed.
TRL 3 Critical Function
Applied research advances and early stage development begins. Studies and laboratory
or Proof of Concept
measurements validate analytical predictions of separate elements of the technology.
Established
TRL 4 Lab Testing/
Validation of Alpha Design, development and lab testing of components/processes. Results provide evidence
Prototype Component/ that performance targets may be attainable based on projected or modelled systems.
Process
Note: Council Driven Programs can follow their own assessment pattern.

13. PASSING STANDARDS

High standards are maintained in all aspects of the examination. The relative grading method is followed. The minimum
standard of passing in respect of CIE and SEE for each course as shown in the table shall be effective from the academic
session 2022-23 onwards.
Note: The programs running with the approval of respective councils shall follow the passing standards as defined
by the respective councils.
Passing Criteria for Different Course Types Effective from AY 2022-23 Onwards

S.No. Course Type Passing Criterion

1. Theory Course (T) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE) and 40% of aggregate marks in
the course including Continuous internal examination (CIE) and SEE/ETE
marks. i.e., the minimum Passing Grade is “P”.
2. Integrated course (B) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE), 30% of the maximum marks in
the LAB EXAM, and 40% of aggregate marks in the course Continuous
internal examination (CIE) and SEE/ETE marks i.e., minimum Passing
Grade in a course is “P”.
3. Comprehensive Course A student shall secure a minimum of 30% of the maximum marks in the
(C) semester-end examination (SEE/ETE) and 40% of aggregate marks in
the course Continuous internal examination (CIE) and SEE/ETE marks i.e.,
minimum Passing Grade in a course is “P”.
4. Lab Course (L) A student shall secure a minimum of 30% of the maximum marks in the
SEE LAB EXAM and 40% of aggregate marks in the course Continuous
internal examination (CIE) and SEE/ETE marks i.e., minimum Passing
Grade in a course is “P”.
5. Seminar/Project/ A student shall secure a minimum of 40% of aggregate marks in the
Internship Course (R) Continuous internal examination (CIE) and SEE/ETE marks i.e., minimum
Passing Grade in a course is “P”.
Note: Students unable to meet the overall passing criteria as mentioned in Sr. No-1, 2 & 3 shall be
eligible for the following options to clear the course:
▪ Appear in the Back Paper Examinations and have to meet the criteria to score 40% in marks overall
▪ appear in summer examinations (internal +External) to meet the criteria as per Sr. No-1, 2 & 3.

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14. PROBLEM-BASED LEARNING/CASE STUDIES/CLINICS

Exercises in Problem-based Learning (Assignments)
Exercises
S.
No. Problem BTL
1 What do you understand by professional readiness? K2
2 How will you introduce yourself in an interview? K3
3 How do you engage your audience and maintain their interest during a presentation? K3
Explain the features of professional communication on the following aspects: listening,
4 speaking, reading, and writing. K2
What is the difference between talking and communicating? What is professional
5 communication? What are the four key features of communication? K2
What techniques do you employ to create visually appealing and informative slides or visual
6 aids? K3
7 How do you handle unexpected challenges or technical issues during a group discussion? K3
Can you share an example of a time when miscommunication led to a problem or
8 misunderstanding in your college life, and how you resolved it? K3
What role does body language play in effective communication, and how do you pay attention
9 to it in your interactions? K2
Find two people who can share their experience in managing work stress effectively. What
10 helped them in coping? K2
11 How do leaders inspire and motivate team members to achieve their full potential? K2
What are some strategies leaders can use to build trust and credibility among their team
12 members? K2
13 What are the key components of successful teamwork and collaboration? K2
Analyze the reasons why professionals should embrace public speaking. In your opinion, does
14 it help in the career advancement of an individual? Support your points using examples. K4
How can team members hold each other accountable for achieving team goals and meeting
15 deadlines? K2
You have been requested by the senior management to present the data of the annual financial
report of a company in the annual general meeting. Which visual aid will you choose to present
16 the data effectively? Give reasons to support your answer. K3
What are some ways to conclude a presentation effectively and leave a lasting impression on
17 your audience? K2
18 What is the general rule for grooming and personal hygiene in the workplace? K3
How can individuals communicate their SWOT analysis effectively to their superiors or
19 colleagues to seek support or opportunities for growth and development? K4

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 How do you plan to continue learning and developing skills in your new job, and what
20 resources will you seek out to stay up-to-date with industry trends and advancements? K4
As per your learnings, identify some qualities that make a successful corporate employee. How
will you develop these qualities in yourself during college to better prepare for the corporate
21 world? K4
22 How can we adapt our communication style to be more effective in a professional setting? K2
What is the crucial element in making an effective presentation? How can you engage an
23 audience member who seems bored and uninterested during your presentation? K4
Do first impressions matter in public speaking? Write five (5) ways to prepare when you have
24 to give a speech in public. K4
25 What are some common barriers to effective communication and how can they be overcome? K2
Find two people who are very good at presenting in front of people (public speaking) and share
26 their experiences in managing effective speaking. K2
Observe people around you and their dressing. Find out if their dressing is according to the
27 place. Give five suggestions on effective dressing. K4
Among a group of men, 80 are happy, 50 are married, 30 are happily married, and 20 are
28 neither married nor happy. How many in the group are unmarried? K1
29 In a group of 50 people, 35 drink tea, 25 drink coffee. How many drink both? K1
In a group, 80 people have watched Piku or Krish, 32 people have watched Piku and Krish. If
50 people have NOT watched Piku, 30 people have not watched Krish, find the no. of people
30 who have watched neither Piku nor Krish. K3
In a science school, a student has an option to drop maths or drop biology, but he cannot drop
both subjects. 50 students dropped Maths, 30 dropped Biology, whereas 20 opted to study both
31 subjects. Find the class strength. K3
On our vacations, it rained either in the morning or in the evening but never rained on both
times. If there were 15 clear mornings, 20 clear evenings, and 25 days when it rained, how
32 long did our vacation last? K3
Following is the data regarding the channels subscribed by 400 families in a locality, 180
subscribe Star, 200 subscribe Colors, 240 subscribe Sony, 100 subscribe Stars and Colors, 115
subscribe Colors and Sony, 105 subscribe Star and Sony. If the families subscribing to all three
33 is equal to those subscribing to none of the three, find the numbers subscribing exactly 1. K3
In a survey among 80 people, 50 people like arrange marriage and 70 people like love
34 marriage. What is the maximum no. of people who like both marriages? K1
In a survey among 100 people, 50 like arrange marriage and 70 like love marriage. What is
35 the minimum no. of people who like both marriages? K1
In how many ways can 10 software engineers and 10 civil engineers be seated around a round
36 table so that they are positioned alternately? K1
37 How many groups of 6 persons can be formed from 8 men and 7 women? K1
How many different triangles can be formed from 10 points of which exactly 4 points are
38 collinear and of the rest 6 points, no 3 points are collinear? K2

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COURSEPACK
FRAMEWORK

How many different words can be formed from the letters of the word ‘RAINBOW’ in which
39 W comes before N? K1
40 Two coins are tossed, find the probability that only one head is obtained. K1
41 Two dice are rolled, find the probability that the sum is equal to 5. K1
A box contains 4 chocobars and 4 ice creams. Tom eats 3 of them, by randomly choosing.
42 What is the probability of choosing 2 chocobars and 1 ice cream? K3
An experiment succeeds twice as often as it fails. What is the probability that in the next 5
43 trials there will be four successes? K3
44 If ABCD x 9 = DCBA, then K2
45 EAT + THAT = APPLE, find the values of all the letters. K3
Directions: The question given below has four groups of three statements each. Read the
statements in each group carefully and identify the group/groups where the third statement
logically follows the first two statements in the group. (A) No sitar is a guitar. No guitar is a
violin. No violin is a sitar. (B) Ragas are songs. Some pops are not songs. Some pops are not
ragas. (C) Some costume designers are not hair designers. All designers are not hair designers.
Some designers are not costume designers. (D) AC’s are not DC’s. Some DC’s are not BC’s.
Some AC’s are not BC’s. (1) Only B and D (2) Only A and D (3) Only B (4) Only A and B
46 (5) None of these K2

12. STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-LONG-

LEARNING) Self-Learning, self-doing, and application of the knowledge acquired through the course after gaining adequate knowledge
It’s a typical course-based project to be carried out by a whole class in groups of four students each; they should exhibit higher level Knowledge
Levels (Bloom’s Revised Taxonomy). To enhance their skill set in the integrated course,the students are advised to execute course-based
Design projects. The students, in a group not exceeding 4, are expected to conceive an idea based on the content (objectives/ outcomes)
and apply the suitable knowledge to demonstrate their ability to learn. A list of 30-40 project statements can be offered to the students to
choose or develop their own ideas (teamwork) to define a problem statement, design and develop a product/ process/service/application,
and provide a suitable solution (design thinking). They may also upload this Idea on the Yukti Portal (contact the University IIC Team) and
also patent the same.

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