Revised Academic Manual For Teachers For Autumn Term 2013-14

Academic Manual for Teachers
2013-14
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Table of Contents 1 Introduction...4 2 Weightages of Evaluation Components .......................................................................................................5 3 Continuous Assessment Components.....................................................................................................................10 4 Guidelines for designing Academic Tasks .........................................................................................................13 4.1 Important Guidelines for all Academic Tasks ...13 4.2 Nature of Academic Task ..........................................................................................................................14 4.3 Description of Academic Task ..................................................................................................................16 4.3.1 Homework.................................................................................................................................16 4.3.2 Test............................................................................................................................................17 4.3.3 Term paper................................................................................................................................18 4.3.4 Mini Project ..............................................................................................................................18 4.3.5 Some Common Guidelines for Term paper /Mini Project .......................................................18 4.3.6 Design Problem ........................................................................................................................19 4.3.7 Case Study.................................................................................................................................19 4.3.8 Quiz ..........................................................................................................................................19 4.4 Plagiarism.....20 4.5 Peer Rating ...............................................................................................................................................20 4.6 Approval and Audit of Academic Task.....................................................................................................20 4.7 Record Keeping/ Posting of Academic Task ...........................................................................................20 4.8 Error Reporting of Academic Task ..........................................................................................................21 5 Teaching practice for M. Phil Students ......22 6 Course categorization for auto calculation of Continuous Assessment .....23 7 Course file....25 8 Resource file ...26 8.1 Important Points ....26 8.2 Format for Index ........26
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Annexures:
Annexure-I- Formats for tests Annexure-II- Guidelines for writing a term paper Annexure-III- Guidelines for effective class teaching Annexure-IV- Model of Lab conduct Annexure-V- Cover Page for Academic Task
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1. Introduction LPU is committed to excellence in academics. New academic initiatives are taken regularly to improve the overall academic environment in LPU. The Universitys academic structure helps in effectively streamlining the academic operations and increasing transparency and efficiency in all the academic processes and communication. Guidelines, Policies and Academic Processes are revised regularly with constructive feedback for maintaining the highest standards of teaching excellence through high quality teaching practices .These are adopted for transformative student learning for an outstanding teaching, learning, research and overall enriched educational experience. This manual has been developed to serve as a companion to the teachers and administrators. It provides up-to-date compilation of all the academic processes and guidelines to support the instructor in preparing for and conducting lecture, practicals, seminars, workshops etc. and to maintain the minimum standards in teaching and evaluation. It focuses on explaining aspects specifically related to the identification of appropriate pedagogical and evaluation strategies for different types of courses. A good teacher is known for his/her knowledge, enthusiasm, pragmatic approach, and personal touch inside and outside the classroom can use this manual as a guide towards providing an enriching learning experience to his/her students.
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2. WEIGHTAGE OF EVALUATION COMPONENTS Evaluation is a vital part of the educational process as it determines the usefulness of teaching learning processes and their assimilation by the students. Evaluation of students performance in a typical course is done on the basis of: (a) Continuous Assessment (CA) which is further classified into Attendance and Academic Tasks (AT). The continuous assessment is done on the basis of certain Academic Tasks (AT) allotted by the instructor to the students for completion within a prescribed timeline. The primary purpose of assigning tasks to students is to direct them to practice continuously. (b) Mid Term Exam (MTE) which is further classified into practical (P) (e.g. Pharmacy) and theory (Th) and (c) End Term Exam (ETE) which is further classified into practical (P) and theory (Th).
Since teaching and evaluation go hand in hand, t he weightage of C A , M T E a n d E T E shall vary from one course to another depending upon the mode of teaching (lectures, tutorials and practicals). Hence all courses have been categorized as follows for the marks of CA, MTE and ETE:
Imp. Note: Wherever the following weightages are not applicable, a separate customization must be obtained and approved by the appropriate authorities through DAA. The customizations approved as on date are available in the file attached CUSTOMIZATION OF WEIGHTAGES AND CA COMPONENTS.
Type 1: Courses with Lecture (L) and Tutorial (T) (wherever applicable) but no Practical (P): CA Attd. 5 AT (CA) 20 MTE MTP 0 MTT 25 ETP 0 ETE ETT 50
Split of AT Component AT Total Number 2 best out of 3 Total Marks per component 10 Total Marks 20 20
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Type 2 Courses with L=0, T=0, P0 Type 2(a). Practical or Lab Courses: CA Attd. 5 CAP 25 MTE MTP MTT 20 0 ETE ETP 50 ETT 0
Type 2(b). Courses like seminars, workshops etc. CA Attd. AT (CAP) 5 40 Split of AT Component AT Total Number 4 best out of 5 Total Marks per component 10 Total Marks 40 40 MTE ETE MTP MTT ETP ETT 0 0 55 0
Imp Note: AT should preferably be quiz based on seminars/presentations already held. However it can also be a test based on general professional awareness or any other form of evaluation (such as short case in clinical courses) deemed fit by the course planner. The evaluation of Written Report and Presentation on the seminar topic assigned to each student will account for marks secured in End Term Practical exam hence it has not been shown in the CA components. The ETP marks will be awarded on the basis of written report (50% marks) and its presentation (50% marks)
Type 2(c) Courses such as Clinicals in physiotherapy: CA Attd. AT (CAP) 5 40 MTE MTP 0 MTT ETP 0 55 ETE ETT 0
Split of AT Component AT Total Number 4 best out of 4 Total Marks per component 10 Total Marks 40 40
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Imp Note: The AT should preferably be presentations based on patient cases of the hospital, the students are going for clinical training or the research articles from the journals.
Type 2(d) Courses like Thesis writing in M.Phil.: CA Attd. AT (CAP) 5 95 MTE MTP 0 MTT ETP 0 0 ETE ETT 0
Type 3: Courses with L=0 T=0 P=0 Type 3(a) Dissertation/ Capstone Project/Research Project/Term Project/Community and Technical Project / any similar project based course with no class room or lab teaching. i) UG and PG CA MTE Attd. AT MTP MTT (CA) 0 50 0 0 ii) M.Phil. Dissertation CA Attd. AT (CA) 0 20 MTE MTP MTT 30 0 ETE ETP ETT 50 0 ETE ETP 50 ETT 0
Note: For detailed evaluation criteria of Dissertation/ Capstone Project/Research Project/Term Project/Community and Technical Project / any similar project based course with no class room or lab teaching refer to the respective guidelines. Type 3(b) Trainings / Internships: i) Compulsory Full Term Industrial Training/Internship of 16-18 weeks duration:
CA Attd. AT (CA) 0 50
MTE MTP MTT 0 0
ETE ETP ETT 50 0
ii)
Short duration industrial Training /Internship (less than a term /16 weeks; evaluation in the succeeding term on a day(s) after the internship)
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CA Attd. AT (CA) 0 0
MTE MTP MTT 0 0
ETE ETP ETT 100 0
Note: For detailed evaluation criteria of Trainings / Internships refer to the respective guidelines.
Type 3(c) Course like Teaching Practice in M. Phil. & Simulated Teaching Practice in Education: CA MTE Attd. AT MTP MTT (CA) 0 100 0 0 ETE ETP 0 ETT 0
Note 1: For detailed evaluation criteria of Teaching Practice refer M. Phil. guidelines. 2: For detailed evaluation criteria of Simulated Teaching Practice refer its syllabus. 3. The above weightages are applicable to simulated teaching in B.Ed. program also.
Type 3(d) Courses having only one evaluation at the term end (Viva Voce, Study Tour, Portfolios etc): CA Attd. CAP 0 0 MTE MTP MTT 0 0 ETE ETP 100 MTT 0
Type 4. Professional Enhancement Programme Analytical Skills (PEA courses) and Soft Skills (PES Courses): Type 4 (a) PES Courses: CA Attd. CAP 5 40 Split of AT Component AT Total Number 4 best out of 4 Total Marks per component 10 Total Marks 40 40 MTE MTP MTT 0 0 ETE ETP 55 MTT 0
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Type 4 (b) PEA Courses: CA Attd. 5 Split of AT Component AT Total Number 4 best out of 5 Total Marks per component 10 Total Marks 40 40 AT (CA) 20 MTE MTP 0 MTT 25 ETP 0 ETE ETT 50
Imp Note: For PES courses: AT1- Curriculum Vitae Writing, AT2- Presentation Skills, AT3- Group Discussion, AT4- Interview Skills. For PEA courses: All ATs are tests/quiz.
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3. 3.1
Continuous Assessment (CA) components Continuous assessment refers to the assessment of a students academic progress throughout the term on the basis of regularity in class attendance (Attd.) and performance in academic tasks (ATs) / practical evaluations (as applicable). The number of academic tasks to be assigned in different types of courses has been tabulated in pt. 1 Weightage of evaluation components of this manual. For each course, t he CDC-Course and the course planner (a faculty member who is authorized to prepare the instruction plan) must plan the academic tasks accordingly in the Instruction Plan (IP). While preparing the Instruction plan, the course planner will assign each course to an appropriate category (as per table given below). The appropriateness of the course category shall be screened by the recommending, approving authorities and DAA. In each course, the nature of ATs must be planned very carefully according to the category (course focus) to which it belongs as per the table Course Focus.
3.2
3.3
3.4
Table: Course Focus S. No. Course focus 1 Courses with numerical and conceptual focus (2 out of 3)
Test / Quiz (MCQs)
Test
ACADEMIC TASKS Any Academic Task except a common homework for all students. Note: Live project, design problem, term paper, case study, Test / Quiz (MCQ) and or any other can be given.
Courses with conceptual focus. (2 out of 3)
Any Academic Task except Test a common homework for all students. Note: Live project, design problem, term paper, case study, Test / Quiz (MCQ) and or any other can be given.
An AT requiring the student(s) to work in a team or individually in order to collect data, analyze it and then present it to the class to promote discipline specific current awareness/practical exposure, logical thinking, team work and presentation. Team size: 3 to 5 students (wherever applicable).
Courses with Numerical focus. (2 out of 3) Courses with skill focus (e.g workshops , any other skill based practical courses) (4 out of 5)
Test / Quiz (MCQs)
Test
Test
Any Academic Task except a common homework for all students.

Note: Live project, design problem, term paper, case study, Test / Quiz (MCQ) and or any other can be given.

Test based on skill set acquired
A practical evaluation requiring the student to make a presentation highlighting the innovation / practical utility of skill acquired. It can be assigned to a team / individual.

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Practical Courses [ a) n-2 best out of n where n 7 (n is number of practical) b) n-1 best out of n where n <6 (n is number of practical)]
This category is applicable for the Practical courses which have CA in form of Practical Evaluations.
Wherever a project is to be done as a part of the course, it will be monitored throughout the term, evaluated continuously in the regular viva voce and finally evaluated as a part of ETP.
6 7
Customized Courses Courses with Research focus (Research Methodology) (2 out of 3)
Courses in which general guidelines of AMT are not applicable, special customizations are already approved and appended to Academic Manual for Teachers. Test Any Academic Task except Any Academic Task except a common homework for all a common homework for all students. students. Note: Live project, design problem, term paper, case study, scientific writing, Test / Quiz (MCQ) and or any other can be given. Note: Live project, design problem, term paper, case study, scientific writing, Test / Quiz (MCQ) and or any other can be given.
Research based courses (e.g. Capstone and Dissertations)
Refer the guidelines for the Capstone and Dissertations for the evaluation components. Any Academic Task except a common homework for all students.
Note: Business plan (continued), Live project, design problem, term paper, case study, scientific writing, Test / Quiz (MCQ) and or any other can be given.
Live Project Courses with / Business Entrepreneurial plan focus (e.g. Workshop on Entrepreneurship) (4 out of 5)



Single AT of Live Project 10 Courses with Placement focus a) PES (4 out of 4) Courses with Placement focus b) PEA (4 out of 5) 11 Test / Quiz Test / Quiz Test / Quiz Test / Quiz Test / Quiz Curriculum Vitae Writing Presentation Skills Group Discussion Interview Skills
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Imp. Notes: i.
Category 3 is to be used only for numerical courses where only Tests and Quizzes are feasible. Other ATs e.g Term paper, case study, design problem etc are not feasible. The sequence of Academic Tasks (ATs) can be changed depending upon the department and course requirements (e.g. in category 2 even the first AT can be a test and the second can be any other AT except a common homework for all students). Scheduling of ATs: Where there are maximum 3 ATs for a course then at least 1 should be scheduled before MTE; where there are maximum 4 or 5 ATs, then at least 2 should be scheduled before MTE. In certain courses, the class tests should include questions based on expert guest lectures and educational trips conducted during the semester. Such tests should be planned in detail in the agenda of the Course Coordination meetings. AT should also focus on preparation for national eligibility entrance tests or any other. No academic tasks can be made mandatory for the students.
ii.
iii.
iv.
v. vi.
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4.
Guidelines for designing Academic Task The questions/problems given in academic task must require the student to: Step 1: Read the text book prescribed for the course Step 2: Understand and analyze the text. The student should not be able to answer the questions by copying directly from the text. Step 3: The component must generate a written output (a report, long essay or a test) which is to be submitted and evaluated (for presentations and viva voce etc also the written report must be generated). Note: All the 3 steps should require the student to spend at least 5 hours per academic task. Step 4: Presentation can be scheduled on the given question / problem (wherever applicable).
4.1 4.1.1
Important Guidelines for all Academic Tasks: No ATs should be scheduled or evaluated in the last 2 weeks of the term (as per the academic calendar). All evaluations must be completed before the last 2 weeks and marks communicated to the students before that. All Academic tasks must be so designed that they prepare the students for placements (Jobs / Entrepreneurship / Higher studies). Academic Tasks should be such that they train students for the selection process used by recruiters. The tests, G.D, interviews etc. should be on the same pattern. Academic Tasks must be based on reading and analysis of articles published in journals (print/e-copy), data available in online databases, annual reports of companies, newspapers and periodicals. Analytical assignments / Tests based on such readings will encourage the students to be application oriented and prepare themselves for professional life. Academic Tasks based on the current affairs: At least one of the ATs should be an assignment based on the current affairs (wherever possible). This AT can be homework (preparation of scrap book/collage etc.) or a test or a quiz or media watch or even a case study analysis. Objective of the academic task is to promote current affairs among students and prepare them for better performance in placement selection process. Whenever a guest lecture / Educational trip / Seminar / Workshop is conducted it should be analysed as to which course of the current term it is related. One of the academic tasks of this course should test the student on the knowledge gained from such activities. All academic tasks will be submitted online as far as possible.
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
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4.2
Nature of Academic Task: The Academic Tasks of each course will be as per the course category mentioned in the IP. The nature of academic tasks can be: a. Homework b. Test c. Term paper d. Design problem e. Mini project f. Case study g. Quiz h. Media watch i. Any other
Table: Details of Academic tasks S. No. Academic Task Max Marks (w.r.t to its actual weightage - pt. 1 Weightage of evaluation components of this manual) Thrice its actual Weightage Duration No of questions Marks of each question Level of output/ work done expected from students 20003000 words or 4to 6 pages Remarks
Homework 1
Min 6 days (46 hrs. work)
To vary as per the nature of course
5 or multiples of 5.
Specific questions must be given, even in case of assignments based on field trips. Must be announced at least 6 days in advance and must be based on content already taught before test allotment.
Test*
Thrice its actual weightage
45 mins.
To vary as per the nature of course
All questions of 5 marks each or in multiples of 5. If the nature of course demands, a test might include a section of short questions: 1 to 2 marks each but all questions should not be of this nature. Max. 10 marks may be reserved for such short questions.
Questions must justify the marks allotted to them
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Term paper
7-8 1 weeks(15 hrs. of work)
30 marks 6000 words ( Mid Term report- 5 marks End Term report- 15 marks Viva / presentation10 marks)
Evaluation criteria must be mentioned in the IP, announced at the time of allotment and strictly adhered to. Post evaluation feedback must be given to each student, hence date of submission to be planned accordingly.
Design Problem
2 weeks
30 marks
Mini Project
7-8 weeks
30 marks ( Mid Term report- 5 marks End Term report- 15 marks Viva / presentation 10 marks) 30 marks
Unique solution from each student 6000 words
Case study
Thrice its actual weightage Thrice its actual weightage
1-2 weeks 30 min.
Quiz
A minimum of 25 questions.
1 or 2 marks MCQ Only
As per nature of case study As per 3 sets of nature of quiz should questions be designed for the sections where student strength is upto 40 and for sections where student strength is more than 40 then 4 sets of quiz should be designed. Refer the detailed guidelines for quiz.
*Refer detailed guidelines for tests. NOTE: 1. The faculty members can innovate more types of Academic Tasks. However they must be according to the criteria of marks and number of questions tabulated above. 2. The faculty members shall upload the marks of academic tasks as per maximum marks taken in the class (i.e. thrice its actual weightage). 15
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4.3
Description of Academic Tasks: Note: Please adhere to these norms carefully. 4.3.1 Homework: Homework means a set of work, tasks and/or numerical problems given to the student, based on topics recently covered in the class to be solved and submitted, within the prescribed time. The primary purpose of assigning work to students is to direct them to worthwhile practice at home. a) Preparation for assigning Homework: Detail of homework shall be specified by the course planner in the space provided on Instruction Plan interface. On its basis the master course coordinator / Course Coordinator / Instructor (for single section) will prepare a set of questions as model homework. All course teachers will prepare a homework sheet for their respective sections based on this model homework. Hence, different set of homework problem to be given to different sections. b) Nature of Homework: Wherever students are required to do a Home Work (especially relevant to Management & allied disciplines), a unique topic is to be assigned to each individual / group. It implies that in individual assignments as well as group assignments, topic assigned to one student or group cannot be assigned to another student or group across all sections in which this course is taught. Topic differentiation can be made by asking the students to study the given topic (e.g. recruitment strategy) of various organizations / sectors / countries. In order to avoid duplication of efforts of the faculty members, every student / group of 3 to 5 students will be allotted an organization in the 1st term itself. This allocation shall be done in Course coordination/Master course coordination meetings in order to facilitate communication between the faculty members teaching the same course in different sections. The student(s) will do all future assignments with respect to the allotted organization. The motive is to shape the students thinking, as the deemed owner of the allotted organization, so as to hone up the decision making skills, increase practical knowledge about the given organization and its competitive scenario. Such type of assignments will further lead to live projects, which will add value to the students resume. If the nature of the topic permits, then a different country can be allotted to each individual or group. This will encourage an international orientation and focus amongst the students and thereafter cross country comparisons can be made in class room discussions. If the nature of the topic permits a combination of country and sector can be allotted to each individual or group (Growth of BPOs in India / US / UK etc.). This will encourage cross-sector and cross-country comparisons to make class room discussions even more fruitful. Faculty members can innovate any other form of differentiation according to the nature of topic. Field based Homeworks comprising data collection; analysis, report writing and presentations should be encouraged. If the homework is organization based the CDC-Course and course planner or instructor must give it in groups and specify the different organizations for each group. In this case peer rating is to be encouraged as per the mechanism described in this manual. In case the homework is based on the usage of primary data, the organization 16
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assigned to each individual or group should be located in vicinity so that the data can be collected in a single visit for which students shall be entitled to maximum of one duty leave per course per term as per the University rules. The evaluation parameters of the homework must be specified clearly. In skill based pure practical courses e.g. Fashion, Fine arts etc., homeworks are to be given to the students to practice and hone the skills imparted in the lab classes (wherever applicable).
c) Process for change of approved homework plan: For Courses offered in single section only: If the instructor wants to change the homework problems of a particular group of students, one is required to get it approved from the COD/HOD and inform DAA. For Courses offered in multiple sections: The instructor will be required to discuss the change with the course coordinator/ master course coordinator and seek the approval of the COD/HOD and inform the same to DAA d) Allotment of Homework: Irrespective of the mode of submission the homework shall be communicated to the students by posting the same on the LMS. No printed copy should be distributed to students unless it is unavoidable. Homework should not be allotted in the last 2 weeks of the session. e) Submission of Homework: The Homework is to be submitted on or before the Date of submission as announced. No late submissions should be accepted. The mode of submission shall be through LMS (as far as possible) and must be mentioned while entering the Homework details on IP interface. Please note: No submissions or evaluations should be scheduled in the last 2 weeks f) Evaluation of Homeworks: i) The Homework must be evaluated strictly on the basis of evaluation parameters communicated to the students at the time of allotment. ii) Evaluations must be made with appropriate feedback to students by giving proper comments on the assignments. 4.3.2 Test a) Guidelines for Test: The maximum marks, marks per question, number of questions and nature of questions in the test should be as per table Details of Academic Tasks in point no. 2 under the heading Test. One lecture in the IP has to be planned for each test, as test is of 45 minutes and rest of the time is to be used for attendance etc. Test should be based on topics already mentioned in the detailed Homework plan in the IP and all the topics must be covered in the class before the test. No open book tests are allowed. The teacher should solve the test before forming the test to find the errors and justify the time required. All faculty members should prepare the test in one of the formats provided in 17
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Annexure I of AMT. b) Guidelines for Conducting a test in a class: 4.3.3 The teacher shall announce a proper seating plan for the test & is to be followed. For bigger classes (more than 60 students) at least two different sets of test should be made and the test should be supervised by two teachers (Instructor & tutor) Maximum time given for test should be announced in the class at the time of test. No extra time should be given.
Term Paper: Term papers are generally intended to describe a concept or argue a point. The students are required to gather, assimilate, analyze the data for a given problem, and then write it up coherently. The activity results in a written report. The organization and the quality of written report (language) are important parameters in evaluation. Following points must be kept in mind while preparation of the term paper: a. A sample list of topics of the term paper is suggested by the course planner while preparing the instruction plan. It is not an exhaustive list and the instructor can add, delete or modify the topics of term paper as per requirement. b. Course planner must mention 15 topics for the term paper and the course instructor has the liberty to use those 15 topics for the whole class or add some new topics. c. A particular term paper topic can be given in a group. Group size should not exceed 3 members with clarity of each member role. d. Term paper is to be allotted latest by the end of 3rd week of teaching and should be due at least two weeks before the last day of classes. (Refer guidelines for writing a term paper Annexure II) e. Term Paper submission should be followed by student presentation or viva.
4.3.4
Mini Project: a. Mini Project can be given to the students depending upon the availability of required infrastructure / equipment in the labs. The lab work required in the project will have to be done during official working hours only. b. The mini project can be given to student in teams. The maximum team size shall be of three members. The CDC-course or the course planner or instructor shall frame evaluation parameters for mini projects giving special attention to evaluation of individual performance in group work. A mechanism of peer-rating is proposed for the same in this manual.
4.3.5
Some common guidelines regarding Term Paper/ Mini Project: a) Review: The Instructors shall check the progress of the students in the Term Paper/Mini Project before the MTEs and prior to submission. All instructors must give positive feedback on the progress of students work. This will go a long way in guiding the student to produce meaningful output which will enhance their professional exposure and reflect in their resume. b) Evaluation: i. If the student has copied some material without proper referencing, appropriate marks are to be deducted; even zero marks can to be awarded without any exception. ii. The Term paper and Mini Project must be accompanied with a presentation/viva at the time of submission. iii. The Evaluation criteria mentioned in the table Details of Academic tasks should be followed. 18
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4.3.6
Design Problem: A design problem is an open-ended problem, the successful solutions of which should train students to look up data-books, to integrate knowledge learnt in different parts of a course, to understand that most design problems require iterative methods, and to appreciate that optimization is a necessary tool of design. Following points must be kept in mind while its preparation: i. ii. iii. iv. Design problem should be assigned only in those courses where it can actually enhance the analytical learning of the students. The teacher must discuss the solution of the design problem with the students after the submission is done. Detail of design problem shall be entered in the space provided on IP interface. Teacher shall decide the mode of submission and inform the students at the time of its allotment. Course instructors will upload the solution of the design problems on UMS after the submission by students.
4.3.7 Case Studies: The case study method is a teaching approach that consists of presenting the students with a real time situation and putting them in the role of a decision maker facing problems. The main objective of giving a case study as homework is to supplement case based teaching. Case analysis is allotted as a practice exercise to students so that they learn to visualize themselves in real life situations and develop an analytical approach in decision making. a) Allotment of Case Studies: Case studies can be allotted among the students in two different ways: i. ii. Allotment of the same case: A particular case can be allotted to all the students in the class but in this case 100% of the evaluation should be based on a test. Allotment of different cases: In case different cases are allotted to all the student teams or individuals the evaluation can be on the basis of any of the following: (a) (b) (c) Written analysis only (applicable for individual submissions only) Written analysis and Presentation (for group or individual submissions) Written analysis and Viva (for group or individual submissions)
The word limit for the written analysis should be defined by the CDC-Course or course planner or instructor, along with the split of marks. 4.3.8 Quiz: While preparing the quiz following parameters must be kept in mind: In a quiz (MCQ based Test) the questions must be so framed that student is not able to answer through sheer guess work. A question must have minimum 4 choices for answers. Each question must require some sought of analysis. The time limit should be decided carefully according to the complexity of questions and number of questions per test. Typically the maximum time available for MCQ based test should be one minute per question. Negative marking (25%) should be done to avoid guess work. More of the administration of the quiz can be online / manual as per feasibility. 3 sets (different questions in each set as far as possible) of quiz should be designed for the sections where student strength is upto 40 and for sections where student strength is more than 40 then 4 sets of quiz should be designed. But an instructor can change the sequence of the questions and use similar questions with different output to form sets for quiz. 4.4 Plagiarism: 19
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A teacher must inculcate and encourage academic integrity in their students, so that they undertake studies, academic tasks, all the other evaluation processes and research with sincerity and integrity. All concerned should ensure that students do not indulge in plagiarism of any sort. Faculty involved in teaching and research is expected to display apt leadership in academic integrity and to educate the students to practice truthfulness in their academic tasks and all other evaluation processes. Plagiarism, collusion, cheating and tampering / forging of documents / evidence are all forms of Academic misconduct and unfair means. 4.5 Peer Rating The process of Peer rating is as follows: i. ii. iii. iv. v. vi. All team members will give weight (W) (out of 10) to each other depending on the amount of work done by each member. There must be minimum difference of 3 marks between the lowest and highest weight assigned by team members. Weights must be written on the front page of the final report and signed by all the members of the group. Teacher will assign marks (M) to the group out of total marks based on written report. Each members marks will be calculated as per the formula = W* M/10. All the fractions will be rounded off to the higher side. E.g. In a group of three members, weights assigned to A = 8/10, B = 7/10, C = 10/10 If teacher has assigned 20 marks (out of 25) to the written report. Marks of A = 8x20/10 = 16 Marks of B = 7x20/10 =14 Marks of C = 10x20/10 = 20 4.6 Approval and Audit of Academic Tasks: The details of Academic Tasks shall be provided by the CDC-Course or course planner while preparing the Instruction Plan. There shall be a provision in the IP interface for entering the details of Academic Tasks. The Instruction Plan (along with the Academic Task details) shall be approved by the designated Heads as to whether it has been prepared as per the guidelines. The same shall be sent to DAA for audit. DAA remarks would be sent back to the course planners and heads for information and necessary action at their end. 4.7 Record keeping / posting: Students must be given feedback on their performance in Academic Tasks immediately after evaluation. Marks of all ATs should be posted on UMS within 7 days of date of submission / test or any other evaluation. Any reading material meant for the students is to be posted on the LMS promptly (before or immediately after the class). 4.8 Error Reporting: 20
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In case there is any error in uploading the marks of any of the ATs the same should be informed by the student to the concerned teacher. The teacher would be required to fill the rectification form, get it duly approved by the concerned Head and submit it in InfoTech Department. All errors in marks of continuous assessment posted on the UMS must be reported by the students within 2 weeks from the date of uploading. This change will facilitate prompt updations in continuous assessment and avoid rectifications requests towards the end of the term.
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5. Teaching Practice for M Phil students: 5.1 The students registering for the course on Teaching Practice will be assigned a specific section of an undergraduate course with tutorial load. 5.2 Student will attend all lectures of the course. 5.3 Student will take the teaching load of the tutorial (both groups of the section if there are two groups). 5.4 In CA component 10 marks are for attendance only. 5.5 One teacher coordinator will be appointed on recommendation of HOS to monitor and administer the teaching practice in each department. The teacher coordinator will be a faculty member who is presently guiding M. Phil students. The concerned teacher coordinator is responsible for keeping the record of attendance and evaluation of all students. 5.6 The teacher will attend the tutorial, and evaluate the student in every tutorial with records of marks obtained. The following evaluation instrument should be used:-
Date of Preparation Tutorial (5 Marks)
Delivery (5 Marks)
Handling questions (5 Marks)
Evaluation (5 Marks)
Total (20 Marks)
5.7 The record of performance will be maintained in every M. Phil. students file. The file should contain all the evaluations, the Combined Evaluation Report of the candidate, suggestions and recommendations. 5.8 The student will grade all home assignments and quizzes under teachers directions and supervision. Maintenance of records and uploading on UMS will however be the responsibility of the teacher.
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6.
Course categorization for auto calculation of Continuous Assessment In order to facilitate the auto calculation of continuous assessment, the below mentioned categories have been designed based on the number of Academic Tasks to be considered in each course. Here: Max (L+T) stands for the number of ATs to be assigned in a course with Lectures and Tutorials Best (L+T) stands for number of ATs to be considered (best out of assigned) Max (P) stands for number of practical evaluations to be conducted in a course with practicals only. Best (P) stands for number of practical evaluations to be considered (best out of assigned) Table: Course Category for CA auto calculation CATEGORY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 MAX(L+T) 1 2 3 4 5 NULL NULL NA NA NA NA NA NA NA NA NA NA BEST(L+T) 1 2 2 4 4 NULL NULL NA NA NA NA NA NA NA NA NA NA MAX(P) NA NA NA NA NA NULL NULL 5 6 7 8 9 10 11 12 13 14 BEST(P) NA NA NA NA NA NULL NULL 4 5 5 6 7 8 9 10 11 12
NA NA 4 4 NA NA 14 16 NA NA 16 18 NA NA 18 20 NA NA 20 22 NA NA 22 24 Courses where R grade is applicable and evaluation will be done by internal panel / jury Courses where R grade is applicable and evaluation will be done by external panel / jury Courses where R grade is not applicable and evaluation will be done by internal panel / jury Courses where R grade is not applicable and evaluation will be done by external panel / jury
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28 29 30 31 32 Imp. Notes:
Customized courses where R grade is applicable and evaluation will be done by internal panel / jury Customized courses where R grade is applicable and evaluation will be done by external panel / jury Customized courses where R grade is not applicable and evaluation will be done by internal panel / jury Customized courses where R grade is not applicable and evaluation will be done by external panel / jury 4 3 NA NA
1. Categories 1 to 5 and 32 are applicable for theory based courses i.e. (courses with L or L+T components) 2. Category 6 is applicable for the courses with L-T-P =0 but evaluation is not by a panel / jury. (e.g. Teaching Practice, Readings in Management etc.) 3. Category 7 is applicable for special courses for which departments have taken customization and for which the categorization for auto calculation is not feasible. 4. Category 8 to 23 are applicable for practical courses (having L=0, T=0 and P 0) and to be assigned depending upon the number of practicals to be held as per the syllabus. 5. Categories 24 to 31 are applicable on courses with panel / jury evaluation. 6. The number of practicals in Instruction Plan should be same as mentioned in the syllabus and same is to be integrated in the Lab. MAX (P) means the number of practicals scheduled / planned in the syllabus and IP.
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7.
Course File a) Definition: Course File is a compilation of prescribed course content, for a particular course code, from all possible (relevant/trusted) sources. Course File is made for Theory and Practical courses (Except for Practical course where Lab Manuals are available). b) Applicability: The Course file should be prepared before the start of session by course planners along with the Instruction Plan and will be updated on regular basis by the Course Coordinator/Master Course Coordinator on the link Provided on the UMS navigation UMS navigation----------------------- LMS-------------------------Course file c) Format: The format of the Course file should be Broad Topic Wise (Instruction Plan). The folder should be named as per the broad topic name and the files in this folder must be named topic wise. d) Usage: The Course file is meant to be used by the Faculty and Students, so that they can readily access the teaching material of the Courses. It should be checked in the beginning of the session for the availability of the link and then on the fortnightly basis by the HOD.
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8.
Resource File: a. Applicability: In certain courses the prescribed course content (syllabus) is not available from standard text books. It is available from various reference books, journals, periodicals & web sites. In order to facilitate the instructor & students the course planner of such courses are required to prepare a Resource file i.e. a compilation of prescribed course context (syllabus) from all possible sources. b. Timelines: The resource file should be prepared before the start of the term and submitted to the HOD along with the Instruction plan. c. Format: The content available in e-copy or which can be converted to electronic form should be incorporated in the course file so that it can be accessed on through the UMS. Preferably the entire resource file should be converted to electronic form & posted in the course file link available on the UMS. Wherever it is not feasible to do so due to any reason (e.g. copyright etc) a complete resource file should be prepared by the course planner in hard copy with proper indexing & documentation as per prescribed formats. d. Usage: The resource file is meant to be used by the Instructors & tutors, so that they can readily access the teaching resources of courses for which text books are not available. The concerned instructors should keep on updating these files and hand them over to the HOD at the end of the term. It shall be the responsibility of the HOD to get the files updated every term from the concerned course planners to hand them over to the concerned instructors. e. Role of DAA: DAA will seek from the teaching department the list of course for which resource files are applicable. DAA will audit the resource files with reference to the syllabi & IPs.
8.1 The following important points are to be adhered to: The documentation should be done in such a way that syllabus, IP and Resource material should be arranged in a sequential manner. 8.2 Format for Index of Resource File: INDEX Course Code: Course Title: UNIT1 Broad topic Subtopic 1 Subtopic 2 Subtopic 3 UNIT2 . Page No.
Note : Resource file for lab course will have 1 Unit and for theory course will have 6 units 26
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Annexure I- Formats for Tests
Format I Time Allowed: 45 minutes Name: Section:. Max. Marks: 30 Roll number:
Q1. Ten subparts of one mark each or suitable mix of one and two marks short questions. Questions shall be of following nature: [10 marks] Short objective type questions. i) Multiple Choice Questions. ii) Fill in the blanks. iii) One word answers. iv) Match the following. v) Short questions (to be answered in max. of 50 words) Q2 onwards each question shall be of five or multiples of five marks. [20 marks]
These questions should not be split further into short questions (MCQ, Blanks, Match the following etc)
Format II Time Allowed: 45 minutes Name: Section:. Max. Marks: 30 Roll number:
Q. Each question shall be of five or multiples of five marks.
[30 marks]
These questions should not be split further into short questions (MCQ, Blanks, Match the following etc)
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Annexure-II Guidelines for writing a term paper A term paper is an innovative course specific long duration activity to be completed by students as a minor project. The students are required to gather; assimilate and analyze the data for a problem allotted by the instructor. A term paper is a task assigned to the student in the 3rd week of the term, the submission of which is due at least two weeks before the last day of classes Primarily Term Paper is a record of intelligent, careful and systematic reading, noting and presentation of several sources on a particular subject under study. The procedure for writing such a Term Paper consists of the following steps: 1. Finding sources of materials: The information related to the topic can be collected from various primary and secondary sources depending upon the nature of the topic. For the secondary sources one can visit library, search books, various websites. Then start writing the material related with the topic of your term paper. One can make reference cards of these by placing these cards according to the topic. The references should be written in following format. 1) Article in a journal Verma, R., Dogra, B. and Khara, N. (2007), Dainik Bhaskar-The Punjab Launch, Indian Journal of Marketing, Vol. XIV, No.2, pp. 21-34. 2) From book Gautam Prashant (2007), Sustainable Tourism Development, Indus Publication: New Delhi, pp. 3140. 3) From Web Population of India. [Online] available at [http://www.indianchild.com/population_of_india.htm> accessed on 24.09.2008] 2. Gathering notes: Skim through the sources collected, locating the useful material, then make good notes of it, including quotes and information for footnotes so that you dont have to refer the sources again. One should take care in note-taking. The notes must be taken accurately so that it does not distort the author's meanings. One should collect only those things that will support the objective of your term paper, ignoring other facts or opinions. 3. Discussion with the instructor: Before going with the detailed writing one must discuss the topic along with the material collected with the teacher, to ensure that one is going on a right track. 4. Outlining the paper The purpose of an outline is to help student think through the topic carefully and organize it logically before writing. Check the outline to make sure that the points covered flow logically from one to the other. 5. Writing the first draft Start writing now, write as per the outline. Include an INTRODUCTION, a BODY, and a CONCLUSION. INTRODUCTION (Tell what you are going to say) - State the thesis and the purpose of the term paper clearly. State the basic purpose of writing the paper along with the steps of approaching the topic. Explain briefly the major points to be covered in the paper. 28
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BODY (Say it) - This is where one presents the arguments to support the thesis CONCLUSION (Tell in the end what you've said) Here one has to summarize the arguments. One should explain the reasons to support the particular conclusion. 6. Editing the paper The first draft is ready at this stage so A. Read it thoroughly, to be sure that the language is proper, and that the content flow is appropriate. B. Cross check spelling and grammatical errors. C. Cross check References, footnotes, and punctuation. D. Make sure that the tables and graphs are in proper form and are self explanatory.
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Annexure-III- Guidelines for effective class teaching Preface The faculty in LPU is diverse in aspect of their age, experience, knowledge and expertise. With the experience of senior faculty the young faculty can enrich their knowledge and skills. With the feedback from various faculty members, guidelines for effective classroom teaching have been formulated for the reference of all faculty members to conduct lectures, tutorials and practicals. Teaching is an interactive process, primarily involving classroom interaction, which takes place between teacher and pupil and occurs during certain definable activities. These guidelines will help teachers of LPU to enhance their craft of teaching. Landmark Classes: In a semester, the first class, the last class before MTE and the last class before ETE (which is also the last class of the semester) are very important for the academic growth of a student. These classes require an extra effort for planning and execution. For every courses first class of the academic session whether it is a lecture, tutorial or a practical should include the introduction of the course, course overview, its importance in the particular program and in the respective semester, demonstration of syllabus, Instruction plan, Lab Manual, textbooks, equipments to be used in lab, other things required by students (like manuals, lab coats, uniforms, kits etc.), things to remember in the lab and importance of the course with respect to the industry/curriculum of the program etc. Similarly last class before MTE and last class before ETE may be used for revision of the contents and confidence building of the students. Following sections will throw some light on the ideal teaching of a class with respect to lecture, tutorial and practicals. All of these classes are divided into three basic stages: Stage I- Planning and preparation Stage II- Conduct Stage III- Assessment and other activities (A) SOP of Lecture It is said, you teach best what you most need to learn. Preparation of lecture is a pre-class activity which requires extensive study by the teacher with respect to content and depth of the syllabi and instruction plan. A teacher needs to be well prepared to cater to the diverse abilities, learning styles and interests of students of the class and be able to hold the students attention for a longer span of time. The University Pedagogy Policy(Link: UMS Navigation Academic Policies and Formats University Pedagogy Policy) can be referred to know about different pedagogical tools and teaching techniques which can be used in lecture delivery. A practical part of teaching is to provide demonstrative, hands-on experiences. The course instructor needs to refer to the syllabus to know about the scope of the course in the term. The course instructor will also need to refer to Instruction plan before and after every class to know about the topic to be taught in every class. The instruction plans are prepared before the start of the academic session and made available on UMS for faculty and students. Course instructor can start with stage one even before the start of the session. First lecture before MTE: It is suggested that first class of each course may be utilized to give introduction to the course. Display of syllabus and instruction plan can be done to discuss the contents to be covered in the course with their applications. If certain resource materials 30 e.g. text books, reference books, journal paper links
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of web links are available in the instruction plan then teacher shall discuss the significance of these resources. Students may be informed about the components of the evaluations which are applicable to them. A brief overview of the topics to be covered before MTE and After MTE may be discussed with the students. First lecture after MTE: This lecture slot may be used for discussing the MTE question paper and problem of students in that question paper. If time permits then content which are to be covered after the MTE shall be discussed briefly with their importance. Stage I- Planning and Preparation (Thorough preparation can prevent last-minute headaches) Step 1: Calculation of number of working day and planning the pace of the content. Step 2: Preparation for the topic according to IP Step 3: Identification of apt pedagogy and teaching strategy with reference to University Pedagogy Policy on UMS. (Presentation/lecture delivery/documentaries/ Discussion/ Simulations) Note: Primarily, white board should be used to deliver the lecture. Power point presentations should be used as an add-on tool to demonstrate complex diagrams, models, other structures, short animations and videos etc. Courses with Numerical focus should have least usage of power point presentations. Power point presentations showing complex text should be avoided. Step 4: Identification of examples/cases/references/demonstration to be used and collection of illustrations, graphics, videos and other study materials. Making a pool of such things along with your colleagues. Step 5: Structuring and organizing the lecture (Logical Progression) a) Preparation of attention grabbing introduction and motivation (like videos, live incidents, short story and interesting case study etc.) to the topic e.g. application of the topic so that interest of the students to learn about the topic is aroused. b) Preparation of Learning objective of lecture c) Content development for the achievement of those objectives Step 6: Preparation of Academic Task with reference to IP (Whenever applicable) Stage II- Conduct An ideal lecture may include the following steps. Step 1: Marking of Attendance Step 2: Recap/learning for last lecture (NA for first lecture) Step 3: Attention grabbing introduction and motivation (like videos, live incidents, short story and interesting case study etc.) to the topic e.g. application of the topic so that interest of the students to learn about the topic is aroused. Step 3: State the topic and its learning objectives Step 4: Brief overview of main points to be covered Step 5: Quick statement of background or context 31
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Step 6: Detailed explanation of main points (Most important first) Step 7: Quote examples (vivid/ memorable/real life/current issues), give demonstration (if possible) and application of the concept in real life. Step 8: Conclude summary of main points Step 9: Get feedback from the students/ Doubt clearance/Discussion Step 10: Hint the next topic from the IP Stage III- Assessment and other activities A teacher may need to formulate and establish reasonable rules for student behavior in class. The Academic Manual for Teachers should be referred for proper understanding of different types of courses and different types of academic tasks which can be assigned to students. Step 1: Uploading of lecture notes for students and maintaining online course file on UMS. (Link: UMS navigation LMS Course Files) Step 2: Get to know about students prior knowledge or skills (First day of class) Step 3: Evaluation and assessment of Academic tasks on a pre-announced criteria (On-going) Students will be allotted academic task for which Academic Manual for Teachers (Link: UMS navigation Academic Policies and Formats Academic Manual for Teachers) may be referred. Academic task should be planned in such a way that overall progress of the student in the planned sections of the IP can be evaluated. Evaluation shall be done critically and remarks should be provided while evaluating the AT (Test or Assignment) so that student can know about his/her area of improvement. Step 4: Creating a list of problems faced while preparing and delivering the lecture (For next lecture and discussion in faculty meetings) Step 5: Learn about students progress (During the session) Step 6: Take a verbal feedback for students favorite/interesting topic from the course taught (Last day of class) (B) SOP for Tutorial Depending on the context, a tutorial can take one of many forms, ranging from a set of instructions to complete a task to an interactive problem solving session. Tutorials provide the opportunity to discuss problems, usually on the basis of written work. Tutorials enable to build on the content covered in the lecture. Tutorials provide opportunity to exchange ideas and views with other students and the tutor so that students can develop better understanding of the topic and integrate ideas from their lectures. Indirectly, tutorials provide the opportunity for a teacher to assess a students understanding of the content covered in the lectures therefore, a tutorial may focus on: Active Learning, independence and building confidence in students. This is the most important step in improving the understanding about the topic and writing process.
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Motivation provide the time to identify the strength and weakness of individual student, gives an opportunity to the teacher to identify the weak and good students so can manage the weaker students to bring up their confidence level by motivation. Features of a good tutorial Focused learning outcomes Emphasis on active/participative learning Specific strategies for achieving the learning out comes(subject specific) Preparation of advanced exercises/problems for students Emphasis on individualized learning
In tutorial student to teacher ratio decrease to half as compared to the lecture therefore more interaction with the student is possible in case of a tutorial. Stage I- Planning and Preparation Step 1: Preparation for the Tutorial and Advanced Exercises/Problems for Students according to the IP Step 2: Identification of apt strategy (Discussion/debate/simulation/media watch/doubt clearing/problem solving/writing exercises/ analysis of case studies/ doubt clearing of academic task assigned in that particular week /discussion on progress of the assigned academic task if it is the submission week) to conduct a tutorial with reference to IP and the content (Topics to be discussed till last lecture) Step 3: Arrangements for the conduct of any special session (Simulation) Stage II- Conduct of Tutorial Step 1: Marking of Attendance Step 2: Brief overview of the topics for which the tutorial is being conducted and ask for students problems/queries (Not to teach fresh or new contents) Step 3: Initiate the session (Discussion / Debate / Simulation). Motivate students to interact freely and discuss any doubt they have in any of the covered lecture topic. Step 4: Execution of advanced exercises and problems, participate in and observe the session conduct Step 5: Take feedback about the session Stage III- Assessment Step 1: Creating a list of problems faced while conduct of tutorial (For next tutorial and discussion in faculty meetings) Step 2: During the tutorial tutor can observe individual students performance and can give feedback to the students on their progress so that student can improve themselves.
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(C) SOP for Practical Class The objective of the lab class is to acquaint the student with certain skill and/or verification and analysis of certain fundamental principles on hand to clear the conceptual understanding of the subject. In order to achieve this objective strong planning for the lab class along with effective execution of that plan is required. Planning at School level It is essential to make sure following points at the planning level by the HOS/COS so that individual lab classes can be planned and conducted smoothly: 1. Time for performing of a particular experiment/job may be critically verified before incorporating that experiment into the syllabus e.g. if an experiment is completed in 2 hours then duration of that practical class may be at least 3 hours as faculty has to spend time for taking attendance, demonstrating the experiments and evaluation of the student. 2. Appropriate number of equipment/kits, components and quantity of consumable etc. may be available in the labs so that at the time of execution student can find sufficient access to these things. 3. IP may take care of a slot mentioning revision of the experiments. 4. Wherever number of students in particular section of lab course is more than 35, it is required that, section shall be divided in to groups so that quality of the lab class can be maintained. Ideally a group should have 30 students this means in lab class student strength should be 30. A course instructor needs to become familiar with the experiments before the session starts. It is suggested that teachers may perform the experiments of the lab course which they have been allotted to teach so that hands on experience can be gained. This will increase the confidence level of the teachers while conducting the actual lab class. HOL are required to facilitate this practice by organizing training workshops for faculty members. Delivery of First practical class: It is suggested that first class of each lab course may be utilized to give instructions and introduction to the lab. 1. Depending upon the nature of the course, students may be made familiar with the equipment of the lab and safety instructions. This becomes essential in case of first year degree or diploma students. 2. If certain experiments are to be performed in the groups then it is required that groups be formed in the very first class and students may be allotted experiments for the next class in advance so that they can come prepared. In certain disciplines 4-5 experiments runs simultaneously so giving instruction of each practical in every class is not possible. Therefore it is required that in such cases first class before MTE and after MTE may be used for giving instructions/demonstration for the practical to be performed before MTE and ETE respectively. Stage I- Planning and Preparation The first stage is of planning and preparation which is a pre-practical activity that requires preparing for the practical i.e. to form the objectives for the practical, Step 1: Calculation of number of working day and planning the pace of the content. Step 2: Preparation for the planned experiment by gathering information regarding the topic from lab manuals, consulting the syllabus and text books. To become aware of the safety procedures for emergency or injury situations by reading about the precautions associated with practicals. 34
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Step 3: Formation of the objectives (if any). Step 4: All the required apparatus/equipment, consumables and any other auxiliary requirement may be submitted to the concerned lab technician one day before the start of that planned experiment in a particular lab. a. Check list may be prepared for each type of course or even for individual practical. b. Checklist for the things which a student should read and bring with him/her. c. Grouping of students wherever required may be done before the practical is actually conducted. Practical which is to be performed by the student may be allotted to that student in the preceding class so that student can read about that experiment from lab manual and/or any other reference material mentioned in IP or syllabus. Step 5: Preparation of questions for written test and/or Viva or any other evaluation component Step 6: Collection of illustrations, graphics, videos and other demonstration tools. Stage II- Conducting a practical The Second stage is actual practical which includes controlling & managing students. It includes a short briefing at the start of practical which would include the discussion of objectives with students and what major equipments are to be used. The study material which is researched by the instructor is to be shown to the students. Exchange of thoughts, discussions and question answers can be done. The Dos and donts and precautions also need to be discussed briefly. Step 1: Marking of Attendance Step 2: Check the students for carrying proper lab manuals and lab coats/uniforms/practical record file/anything else required. Step 3: State the topic of the experiment and its objectives and explain dos and precautions. Step 4: Step/stage wise demonstration to the students. Step 5: Practice/experiment session for the students. Step 6: Make timely checks on usage and handling of the equipments, while encouraging the students experiential learning. Step 7: Evaluate the students performance as per the approved customization for that course which are mentioned in the Academic Manual for Teachers. Stage III- Assessment and other activities Third and final stage is of assessment/post practical task which includes Feedback/follow-up. This step includes the remarks to the students as per his/her performance individually, the students need to be evaluated and the remarks to be given. Step 1: Uploading of the notes and maintaining online course file. (Link: UMS navigation LMS Course Files) Step 2: Creating the list of problems faced by students and faculty while conducting the practical (for next practical and discussion in faculty meetings) Step 3: Assessment of practicals and home-works (wherever applicable) and giving remarks. 35
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Annexure-IV- Model for the conduct of lab classes in LPU
There is feedback that faculty finds less time for the interaction with the student and is more engaged in evaluating students. To make the teaching and learning more effective, new model for the lab classes is prepared by DAA in consultation with HODs of few departments and members of sub group. A consensus has been achieved in adopting this model which is as follows: Structure: P stands for performance and numeric stands for practical number e.g. P1 stands for performance of practical in turn 1. Week No./practical No. Parameter to be evaluated
1 2 3 4 5 6 7
Instructions P1 P2 P3 P4 P5 Written Test based on all previous practical done, MTP MTE
8 9 10 11 12 13 14
Instructions P6 P7 P8 P9 P10 Written Test based on all previous practical done after MTE
Instructions will be given to students in the first lab classes for the experiments to be performed in subsequent lab before MTE. From second class onwards students will perform the allotted experiment turn wise. Teacher shall be fully dedicated to interact with the student and assist them in case any problem is found. Teacher will interact and judge that whether the students are moving in the right direction or not and rectify them by assisting them in learning. 37
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Worksheet: In this model student is not required to maintain a notebook for the practical as most of the things he write in the practical notebook is replication of the material written on the lab manual. Therefore in place of a notebook, a single page work sheet will be designed for each experiment and will be included in the lab manual. This worksheet will contain observation tables, spaces for calculation and analysis of error, learning outcome etc. and student will be required to carry this worksheet for the experiment he/she is going to perform on any given day. Student will note down all the observations then and there, calculate and complete the worksheet and get this sheet signed from the teacher. This worksheet will be placed in the lab manual at the end of each experiment. Working of the Model Experiments in the labs are conducted in two ways: 1. Multiple experiment in single turn 2. Individual experiment in each turn Require instruction week in first turn, before MTE and after MTE each
Instruction is given on the day of the practical actually performed
In case of multiple experiments in one turn, maximum of 10 experiments and minimum as prescribed by the benchmark will be planned and in case of other type this number will be upto 12. Allocation of practical: Practicals must be assigned one week before the actual conduct and student should be instructed to come prepared for performance. Students must be advised to bring graph paper or any such requirement. Students should be encouraged to read theory part from the books mentioned in the syllabus. Student is required to come with the bound Lab manual which contains the work sheet. Without this student will not be allowed into the lab. After the instruction in first turn, student will be allowed to perform the experiment and teacher will fully interact with the student and observe whether the student is performing towards the right direction or not. During interaction teacher will not only guide the student but also tell them about the significance of the experiment that students are performing and its applicability. Evaluation It is required that students must be informed about the evaluation pattern in the very first class so that they can prepare themselves according to that. A. Performance Only performance of the student out of 50 marks will be evaluated which will be on the basis of following parameters a) b) c) d) Way of following the prescribed procedure/ Awareness about the equipment and process followed Extent of assistance he/she required to perform the experiment Observation recording and work done in the worksheet Teacher can ask student to calibrate, to change one parameter or any other command to assess the understanding in performance
If nature of experiment is such that it cannot be completed on the same day e.g. inoculation in case of microbiology etc. then performance may be evaluates in the next term For such courses discipline has to take prior approval from Division of Academic Affairs. 38
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Teacher is required to sign at least one reading which he/she will ask student to perform in front of him/her. After complete calculation and the work of the worksheet teacher will sign it on the same day. Evaluation of performance will be done on the basis of the work student has done in the presence of teacher including worksheet. Record of performance: Marks of the performance will be entered in the CA interface on UMS on the same day. However if it is not possible to upload the marks simultaneously during the conduct of the lab then an evaluation sheet is to be maintained by the teacher which he/she will download from the CA interface (download excel format) in which students details (name, registration number, column for filling marks etc.) are available. Teacher will write date on the top of this evaluation sheet and enter marks manually in this which he/she shall upload on the UMS on same day. This evaluation sheet record will be put int o teachers box file which can be audited at any time by HOD, DOD and higher official including members of the central divisions (DQA, DAA etc.) B. Mid Term Practical Two written test (30 marks each) in form of written test, one after the completion first half of the experiments scheduled (before MTE) and one after completion of all the experiments scheduled after MTE, will be given to student. This will be conducted after completion of equal number of experiments by the students in a group. It is required that faculty shall calculate the actual number of practicals as per their time table so that test can be planned accordingly. Format of Written test Atleast 3 sets of test will be given to students in same group. Discipline will make a question bank and HOD shall vet if there are multiple sections of the same course code. Written test will contains following types of questions: a) Conceptual questions related to experiments for which the test is conducted b) Theory/principle/chemicals reaction/logic/precautions/procedure etc. for any experiment for which the test is conducted c) Students will be given hypothetical readings (observation table) of a particular experiment (Different to different students). Student will be asked to calculate the result, analyse the result, graphs and error analysis etc. if any. (This will prepare student for calculation part and analysis) d) Any additional question related to concerned experiments Note: Test should not be assigned to the students in UMS as there will be a separate interface for uploading the marks of the test. C. Weightages WEIGHTAGES CAP 25
Attendance 5
MTP 20 50
ETEP
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Sample Lab manual and worksheet and model test 1 Experiment No. Aim: To determine the hardness of the given hard water sample by EDTA method. Provided Standard Hard Water (1 ml of SHW =1 mg of CaCo3). Equipments to be used: Burette, Burette stand, Titration flask, Pipette, Beakers, funnel etc. Chemicals Used: Standard Hard water, EDTA solution, Eriochrome black-T (EBT), Ammonia buffer Solution, Sample hard water. Learning Objectives: i. The purpose of this experiment is to determine the hardness of water by measuring the concentrations of calcium and magnesium in water samples by titration. ii. To know about use of buffer solution: The buffer being used has composition NH4Cl and NH4OH. Its pH is the order of 10.5. iii. How the indicator works: When indicator is added to hard water it combines with free metal ions present in water. HIn-2 + M+2 MIn- + H+ (Wine red) When EDTA solution is added to the titration flask it combines with the free metal ions giving metal EDTA complex, which is stable and colorless. H2Y2- + M+2 MY-2 + 2H+ {M = Mg or Ca}
When all the free metal ions are exhausted, next drop of EDTA removes the metal ion engaged with indicator and the original blue color is restored. H2Y2- + MIn+ Procedure: (a) Standardisation of EDTA solution: Pipette out 10ml of standard hard water in the titration flask. Add to it 2-3ml of buffer solution and two drops of Eriochrome Black-T indicator. A wine red color appears. Titrate this solution against EDTA solution taken in a burette till wine red colour changes to blue color. This is the end point. Recovered the volume of EDTA consumed as A ml. Repeated the procedure to get at least three concordant readings. MY-2 + HIn+2 + H+
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Table1: Standardization of EDTA S. No. Initial Burette readings Final Volume of EDTA Consumed (R2 - R1) mL
(b)
Determination of Total Hardness:Pipette out 10ml of sample hard water in the titration flask. Add to it 2-3ml of buffer solution and two drops of Eriochrome Black-T indicator. A wine red colour appears. Titrate this solution against EDTA solution taken in a burette till wine red colour changes to blue color. This is the end point. Recovered the volume of EDTA consumed as B ml. Repeated the procedure to get at least three concordant readings.
Table2: Determination of Total Hardness S. No. Initial Burette readings Final Volume of EDTA Consumed (R2 - R1) mL
Calculations: (a).Standardisation of EDTA solution:1 ml of standard hard water 10 ml of S.H.W. A ml of EDTA 1 ml of EDTA = 1 mg of CaCO3 = 10 mg of CaCO3 = A ml of EDTA = 10 mg of CaCO3 = 10/A mg of CaCO3
(b).Calculation of total hardness: 10 ml of hard water sample Now 1 ml of EDTA 10 ml of hard water sample = B ml of EDTA = 10/A mg of CaCO3 = B x 10/A mg of CaCO3. 41
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1 ml of hard water sample
= B x 10/A x 1/10 mg of CaCO3.
1000 ml of hard water sample = B x 10/A x 1/10 x 1000 mg of CaCO3. Hence total hardness = 1000 x B/A ppm
Result: The hardness of water is........... Scope of result: The determination of water hardness is a useful test that provides a measure of quality of water for households and industrial uses. Originally, water hardness was defined as the measure of the capacity of the water to precipitate soap. Parameters: Volumetric Relationships to be determined: How much EDTA is consumed for 1 mL of SHW, which is then, can be used for the calculation of unknown. Error Analysis: Graphs and Plots: Cautions: i. ii. iii. The burette, pipette and conical flask should be washed and then rinsed with distilled water. Redistilled water should be employed for preparing the EDTA solution. The colour change near the end point is very slow and thus should be observed very carefully. NA
Requirement for Lab Technician: 1. 2. 3. 4. 5. EDTA solution 0.1 M. Standard Hard water of 1000ppm. EBT Ammonia buffer solution. Sample hard water of known strength.
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Date of Performance
Worksheet of the student
Registration Number:
Aim: To determine the hardness of the given hard water sample by EDTA method. Provided Standard Hard Water (1 ml of SHW =1 mg of CaCo3). Observation Table1: Standardization of EDTA Volume of S.H.W taken in titration flask = .mL S. No. Burette readings (in mL) Initial Final Volume of EDTA Consumed (R2 - R1) mL
Observation Table2: Determination of Total Hardness Volume of sample water in titration flask = .mL S. No. Burette readings (in mL) Initial Final Volume of EDTA Consumed (R2 - R1) mL
Calculations:
Result and Discussion
Error Analysis
Learning Outcomes (what I have learnt)
To be filled in by Faculty S.No. 1 2 3 Parameter Understanding of the student about the procedure/apparatus. Observations and analysis including learning outcomes Completion of experiment, Discipline and Cleanliness Signature of Faculty 43 Total marks obtained Marks obtained Max. Marks 20 20 10
2013-14
Model Class Test No. 1-Set A Max Time: 60 min Section E1203 Date: Roll No. E1203A
Q1. What is hardness, classify it and how it is determined in water samples? [5] Q2. Give an account of the chemical reactions involved in the experiment of hardness determination. [5] Q3. Differentiate between methyl orange alkalinity and phenolphthalein alkalinity by giving significance of determining each. [5] Q4. By giving suitable chemical reactions explain the difference between Iodometric and Iodimetric titration. [5] Q.5. Following are the observation tables of hardness determination experiment. Calculate the hardness of the water sample. Calculate the percentage error in the result if original hardness of the sample water is 240 ppm. [5] Observation Table1: Standardization of EDTA Volume of S.H.W taken in titration flask = 10 .mL S. No. Burette readings (in mL) Initial 1 2 2 3 1.1 9 20 8.2 16.1 27 Final Volume of EDTA Consumed (R2 - R1) mL
Observation Table2: Determination of Total Hardness Volume of sample water in titration flask = 50 mL S. No. Burette readings (in mL) Initial 1 2 2 3 2 12.1 22.3 12.1 22.3 32.4 Final Volume of EDTA Consumed (R2 - R1) mL
Q6. What are the various precautions one should take care while performing thin layer chromatography? [5]
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Sample Lab manual and worksheet and model test 2 Experiment No. Aim: To plot graph between distance of knife edges from the center of gravity and the time period of a compound pendulum and to determine acceleration due to gravity (g) using the graph. Equipments to be used: Bar Pendulum, Small metal wedge, Spirit level, Telescope, Stop watch, Meter rod, Graph paper Learning Objectives: 1. 2. 3. 4. 5. The student will know about the Centre of Gravity and acceleration due to gravity, radius of gyration and moment of inertia. The student will learn the method to find the Centre of Gravity of the bar pendulum and determine its acceleration due to gravity. The students will also learn how to determine the radius of gyration and the moment of inertia of the bar pendulum. The students will also learn how to plot a graph between time period and distance of knife edges from the centre of gravity. The skill of handing the apparatus will also be inculcated in the student by using the telescope and stop watch.
Procedure: 1. Balance the bar on a sharp wedge and mark the position of its C.G. Also mark one side of the bar of C.G. as A and other side as B. 2. Fix the knife edges in the outermost holes at either end of the bar pendulum. The knife edges should be horizontal and lie symmetrically with respect to centre of gravity of the bar, so that the sharp edge points towards the centre of gravity. 3. Place a spirit level on the glass plates fixed on the bracket in the wall meant for suspending the pendulum and see that the upper surfaces of the glass plates are at the same level. 4. Suspend the pendulum from the knife-edge on the side A so that the knife edge is perpendicular to the edge of the slot and the pendulum is hanging parallel to the wall. 5. Adjust the eye-piece of the telescope so that the cross wires are clearly visible through it. Focus the telescope on the lower end of the bar and put a reference mark on the wall behind the bar to denote its equilibrium position. 6. Set the pendulum into vibration with small amplitude of about 5 and allow it to make a few vibrations so that these become regular. Make sure that there is no air current in the vicinity of the pendulum. 7. Look through the telescope and when the image of the reference mark is passed by the bar, start the stop watch and count zero. Count one when the pendulum is passing through the same position in the same direction and so on. Note the time taken for 20 vibrations. Repeat again and take the mean. 8. Measure the distance between the C.G. and the inner edge of the knife edge. 9. Now suspend it on the knife-edge on the side B and repeat the observations. 10. Repeat the observations with the knife-edges in the 2nd, 3rd, 4th etc. holes on either side of the centre of gravity Note: See that the knife edges are always placed symmetrically with respect to C.G.
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Observations: S.No. Side A Time for 20 vibrations Distance from C.G. Time Period t (Mean/20) Side B
Time for 20 Vibrations
Time Period t (Mean/2 0)
Mean
Distanc e from C.G.
Mean
To Plot the graph: 1. Take the Y-axis in the middle of the graph paper .Represent the distance from the C.G. along the X-axis and the Time-Period along the Y- axis. 2. Plot the distance on the side A to the right and the distance on the side B to the left of the origin. 3. Draw smooth curves on the either side of the Y-axis passing through the plotted points taking care that the two curves are exactly symmetrical as shown in graph. To find the value of g: 1. Draw two lines parallel to the X-axis cutting the curves at the points CAGBD and C`A`G`B`D` respectively (from A side to B side). Also draw the line MON touching the two portions of the graph at M and N respectively. 2. Select points like C and B, A and D etc on the graph on the two sides of the C.G., not equidistant from it, having the same time period. Measure the distance AD and CB. 3. Similarly measure the distance A`D` and C`B`. 4. Similarly more lines can be drawn parallel to the x-axis. Calculations: For the line CAGBD, L1 = (AD + CB)/2 = ........ cm t1 (Time period for line CAGBD) = ...... sec. For the line CAGBD, L2 = (A`D` + C`B`) /2 = ........ cm. t2 (Time period for line C`A`G`B`D`) = ....... sec. Similarly calculate L3, L4 and so on for other lines on the graph and corresponding t3, t4 Find the mean of all lengths and time periods, using L = (L1 +L2 + L3)/3 and t = (t1 +t2 + t3)/3 And hence find L/t2 = ....... Now, Calculate g using the formula g=(42)L/T2 Error Analysis: Actual value of g is 9.8 m/s2 Percentage error= (Actual value-observed value/Actual value)100
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Cautions: 1. 2. 3. 4. 5. 6. The knife -edges should be horizontal and the bar pendulum parallel to the wall. Amplitude should be small. The time period should be noted after the pendulum has made a few vibrations and the vibrations have become regular. The two knife-edges should always lie symmetrically with respect to the C.G. The distance should be measured from the knife-edges. The graph drawn should be a free hand curve.
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Date of Performance Aim:
Worksheet of the student
Registration Number:
To plot graph between distance of knife edges from the center of gravity and the
time period of a compound pendulum and to determine acceleration due to gravity (g) using the graph. Observations: S.No. Side A Time for 20 vibrations Distance from C.G. Time Period t (Mean/20) Side B
Time Period t (Mean/2 0)
Mean
Distanc e from C.G.
Mean
Attach Graph Calculation:
Error Analysis:
Learning Outcomes (what I have learnt):
To be filled in by Faculty S.No. 1 2 3 Parameter Understanding of the student about the procedure/apparatus. Observations and analysis including learning outcomes Completion of experiment, Discipline and Cleanliness Signature of Faculty Total marks obtained Marks obtained Max. Marks 20 20 10
48
2013-14
Model Class Test No. 2 Set A Max Time: 60 min Section . Date: Roll No. .. [5] [5] [5]
Q1. What is gravity, how it is related to the weight of a substance? Q2. What do you mean by compound pendulum? Q3. What is the value of acceleration due to gravity at the centre of earth? Q4. What happens to acceleration due to gravity as we move above earths surface explain?
[5] Q.5. Following are the observation table for the compound pendulum. Plot the graph and calculate the acceleration due to gravity. S.No. Side A Time for 20 vibrations Time Period t (Mean/2 0) Distance from C.G. Time Period t (Mean/20) Distanc e from C.G. Side B
Mean
Mean
Q6. What are the various precautions one should take care while making observations with the compound pendulum? [5]
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Annexure-V- Cover Page for Academic Tasks Course Code: Course Instructor: Academic Task No.: Date of Allotment: Academic Task Title: Date of submission: Course Title:
Students Roll no: Students Reg. no: Evaluation Parameters: (Parameters on which student is to be evaluated- To be mentioned by students as specified at the time of assigning the task by the instructor)
Learning Outcomes: (Student to write briefly about learnings obtained from the academic tasks)
Declaration: I declare that this Assignment is my individual work. I have not copied it from any other students work or from any other source except where due acknowledgement is made explicitly in the text, nor has any part been written for me by any other person. Students Signature:
Evaluators comments (For Instructors use only)
General Observations
Suggestions for Improvement
Best part of assignment
Evaluators Signature and Date: Marks Obtained: _______________ Max. Marks: ______________
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Format for allocating Academic task LOVELY PROFESSIONAL UNIVERSITY ACADEMIC TASK NO. 1 School of _________________ Name of the faculty member ______________ Course Code: ______ Class: Max. Marks: Course Title: _____________________________ Term: Date of Allotment: Section: Batch: Faculty of _______________
Date of Submission:
S. No 1
Roll No
Objectives of Academic Activity
Topic Details
Evaluation Parameters
Expected outcomes
Evaluation Criteria
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Example of allocated Academic Task: LOVELY PROFESSIONAL UNIVERSITY ACADEMIC TASK NO. 1 School of Business Name of the faculty member ______________ Course Code: ______ Class: Max. Marks: Course Title: _____________________________ Term: Date of Allotment: Section: Batch: Faculty of Business and Applies Arts
Date of Submission:
S. No 1
Roll No
ALL STUDE NTS
Objectives of Academic Activity To expose students to practical aspects of financial statement analysis and make them able to interpret the financial performance and financial position of the organization.
Topic
Evaluation Parameters The evaluation will be made on individual and group basis. Each student will be evaluated individually for intra-company analysis and the group will be evaluated for intercompany comparison and industry average comparison.
Expected outcomes This academic tasks focus on the following: 1.Help the students apply the theoretical concepts to real life situations 2. Make them conversant with financial terminology used in annual reports of companies 3. Enable students to extract useful information from annual report for decision making 4. Understand the variations amongst the sectors as far as financials are concerned
Each student will be allotted a company and will analyze the financial position of that company for three years by using comparative statement, common size statement and trend analysis using excel. The student is required to submit the report based on the analysis duly considering the following aspects: Draft one page report on the strengths and weakness of the co. as an outcome of your analysis. (Intra-company analysis) Establish the interrelationships in above mentioned tools of analysis as applicable to your case (Intracompany analysis). Each student will submit one separate report of analysis. Do an inter-company analysis of the companies allotted to your group for current year (inter-company comparison of best company of group with worst company of the group). Each group will submit one separate report of its analysis. Do Inter-sector analysis taking industry average as base (Group 1 will do with Group 2). Each group will submit one separate report of its analysis. 52
2013-14
Evaluation Criteria Individual Assessment - For Intra-company analysis: Group Assessment Group Assessment - For Inter-company analysis: - For Inter-Sector analysis:
15 marks* 5 marks (based on peer rating) 10 marks (based on peer rating)
*Intra company analysis: Quality of analysis: 5 Marks, Company overview and SWOT: 5 Marks, Identification of problems and suggestions: 5 marks
53

Revised Academic Manual For Teachers For Autumn Term 2013-14

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Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

MTE MTP MTT 0 0

ETE ETP ETT 50 0

Academic Manual for Teachers

MTE MTP MTT 0 0

ETE ETP ETT 100 0

Academic Manual for Teachers

Academic Manual for Teachers

Test / Quiz (MCQs)

Courses with conceptual focus. (2 out of 3)

Test / Quiz (MCQs)

Any Academic Task except a common homework for all students.

Any Academic Task except a common homework for all students.

Test based on skill set acquired

Any Academic Task except a common homework for all students.

Academic Manual for Teachers

Customized Courses Courses with Research focus (Research Methodology) (2 out of 3)

Research based courses (e.g. Capstone and Dissertations)

Any Academic Task except a common homework for all students.

Any Academic Task except a common homework for all students.

Any Academic Task except a common homework for all students.

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Min 6 days (46 hrs. work)

To vary as per the nature of course

Thrice its actual weightage

To vary as per the nature of course

Questions must justify the marks allotted to them

Academic Manual for Teachers

Thrice its actual weightage

7-8 1 weeks(15 hrs. of work)

Thrice its actual weightage

Thrice its actual weightage

Unique solution from each student 6000 words

Thrice its actual weightage Thrice its actual weightage

1-2 weeks 30 min.

1 or 2 marks MCQ Only

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Date of Preparation Tutorial (5 Marks)

Handling questions (5 Marks)

Total (20 Marks)

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Academic Manual for Teachers

Annexure I- Formats for Tests

Q. Each question shall be of five or multiples of five marks.

Academic Manual for Teachers