Curriculum Design
An outcome-based, stakeholder-driven process that keeps every programme contemporary, rigorous and aligned with national and industry standards.
The Department Vision and Mission — in line with the Institute Vision and Mission — form the basis for formulating the Programme Educational Objectives (PEOs). The stated Programme Outcomes (POs) and Programme Specific Outcomes (PSOs) provide the exact support for articulating the PEOs. Gaps in attaining POs and PSOs are also considered as a key factor in the development of programme curriculum; the curriculum thus becomes a practice and product for setting objectives to attain desirable outcomes.
The Chairman, Curriculum Development Cell initiates the process of curriculum design, development and updates. The Board of Study of each department collects and documents inputs from the stakeholders of the programme — students, parents, alumni, teachers, apex agencies, employers and industry. This data is discussed in meetings with internal experts of the Board of Studies to evolve the necessary inputs for design of the programme curriculum.
The curriculum is designed by identifying broad knowledge areas based on Professional Societies, the AICTE model curriculum, industrial needs, stakeholder feedback and the curricula of reputed institutions. Courses under each knowledge area are listed in ascending order of complexity, a prerequisite flow chart of courses is prepared, and course content is structured to achieve sequence, continuity, integration, articulation and balance.
Course content prepared by individual faculty experts is reviewed by module and programme coordinators, then discussed and reviewed by external experts from reputed institutions such as NITs and IITs. Suggestions are incorporated and the draft course content is presented as an agenda item at the Board of Studies meeting. The proposed curriculum is then placed before the Department Assessment and Quality Improvement Committee and the Curriculum Development Cell before being sent for approval to the Academic Council and subsequently the Governing Body.