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One of the significant responsibilities of Universities and Autonomous Colleges is Curriculum Design and Development and they are expected to have processes, systems and structures in place to shoulder this responsibility. Curriculum Design and Development is a complex process of developing appropriate need-based inputs in consultation with expert groups, and based on the feedback from stakeholders. This results in the development of relevant programmes with flexibility, to suit the professional and personal needs of the students and realization of core values. The Key Indicators (KIs) also considers the good practices of the institution in initiating a range of programme options and courses that are relevant to the local needs and in tune with the emerging national and global trends. Curriculum evolved by the University/Autonomous College comprises Programme Outcomes (POs), Programme Specific Outcomes (PSOs) and Course Outcomes (COs). The substantive outlines of courses in every discipline (syllabus), organizational details of implementation as well as assessment of student performance lead to the attainment of PSOs and COs. The quality element is reflected in the efforts to revise, update, include emerging issues etc., that the University/Autonomous College makes in this regard. The Curriculum designed by University/Autonomous College may also focus on employability, entrepreneurship and skill development. The POs, PSOs, COs could be uploaded on Institutional website.
One of the objectives of SRM University-AP is to be globally connected, nationally relevant and regionally transformative. The vision and mission statements of the university emphasise knowledge creation, academic rigour, learning experience, interdisciplinarity, innovation, creativity, entrepreneurship, stimulating environment and serving society. Therefore, the curriculum has been thoughtfully crafted with explicit learning objectives and outcomes aligned with the learner’s aspirations, the university’s vision and mission, and the broader societal requirements. The curricula of all academic programmes are based on outcome-based education (OBE), which integrates knowledge, skills, training, and certification. The university follows a systematic curriculum design and development process as per the governing policies. Inputs from all stakeholders are taken in a structured manner. The curriculum is then discussed by the Board of Studies and approved by the Academic Council, which has representations of experts from industry and students. Outcome-Based Education (OBE) resides at the core of the curriculum design with a clear focus on learning outcomes. Accordingly, Programme Educational Objectives (PEO) and Programme Outcomes (PO) for each programme have been defined. Each course under a programme has Course Objectives and Course Outcomes (CO). A complete mapping of POs and COs with assessments is maintained and correlated to obtain learning attainment at the course and programme levels. Recently, the curricula of all the programmes have been revamped as per the National Credit Framework (2023) and are NEP-ready. The value-added courses, ability enhancement courses, skill enhancement courses, foundation courses, courses under minor programmes, internships, and projects constitute 50% of the total credits required for a degree programme. The curriculum is flexible, adaptable, responsive to changing needs, and embeds disciplined knowledge, 21st-century skills, and their applications. Students can choose from a basket of courses under various career options, as well as the option for major specialisation, cross-disciplinary minor specialisations, and a variety of open electives from across disciplines. This is further accentuated by the Choice Based Credit System (CBCS) under the OBE framework adopted by the university, enabling students to be awarded credits for their chosen courses. The curriculum encompasses courses that are directly and indirectly relevant to local, national, and global needs. These include Community Engagement and Social Responsibility, Environmental Sciences, and many others offered by faculty as open electives. Besides, each student may undergo immersion programmes (corporate or international) through short-term and full-semester internships and study abroad programmes. All these programmes enhance their ability to seek solutions for regional, national and global challenges. Students also participate in ideathons/hackathons to work on national and global challenges, which are also integral to the curricula. To promote online learning, students are encouraged to register and enrol on MOOC courses offered by universities worldwide. A few of the MOOCs are run in a blended mode. The credits are awarded to students upon completion of MOOCs.
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The academic programmes focus on employability, entrepreneurship, and skill development in consonance with the vision of the National Education Policy on a more practical and skill-oriented education system. The programmes aim to equip students with the necessary competencies to succeed in their careers and contribute to India’s socio-economic growth. Employability The curricula offer courses bridging the gap between academia and industry, ensuring students gain practical knowledge and experience. These courses help students develop professional skills such as communication, problem-solving, teamwork, leadership, and adaptability to make them industry-ready and employable. Some of the offered courses are:
By integrating employability-focused courses, credit-based internships and minor and major projects, the university aims to empower students to enter the job market with confidence and readiness. Additionally, depending on the nature of the courses, the content may include case studies, live industry and real-world problems, administered through group discussion, hands-on, activity and project-based learning, enhancing their employability prospects. By engaging with industry experts through guest lectures, workshops, and mentorship programmes, students develop a deeper understanding of the professional landscape and build valuable networks. As per the curricula, corporate and industry engagement is expected through:
Exclusive training and workshops on employability skills are also conducted regularly, as listed below:-
Entrepreneurship The mission statements of SRM University-AP have creativity, innovation and entrepreneurship as the key components indicating the university’s focus in this domain. Entrepreneurship drives innovation, economic growth, and job creation; hence, it is integral to the curricula. There are 4 courses on entrepreneurial learning and minor programmes. The pre-incubation and incubation programmes are also available to students aspiring to become entrepreneurs. Skill Development The university has integrated skill development courses into its curricula to address the evolving requirements of the job market. These courses focus on emerging technologies, like digital literacy, data analysis, artificial intelligence, IoT, blockchain, etc., that are crucial to future careers. The university ensures students are well-prepared to excel in industries driven by technology and innovation by equipping them with in-demand and lifelong learning skills. Through a strong emphasis on employability, entrepreneurship education, and industry-academia collaboration, the university empowers students to become job-ready, innovative, and socially responsible professionals who can contribute significantly to the nation’s progress.
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Academic flexibility refers to the freedom in the use of the time-frame of the courses, horizontal mobility, inter-disciplinary options and others, facilitated by curricular transactions. Supplementary enrichment programmes introduced as an initiative of the college, credit system and choices offered in the curriculum, in terms of programme, curricular transactions and time-frame options are also considered in this key indicator.
1.2.1.1: Number of new courses introduced during the last five years – 478
1.2.1.2 : Consolidated number of courses offered by the institution across all Programmes (without repeat count) during the last five years – 938
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Holistic development of students is the main purpose of curriculum. While this is attempted through prescribing dynamic and updated curricular inputs, the HEI is expected to have provision for added courses and activities which may not be directly linked with one’s discipline of study but contribute to sensitizing students to cross-cutting issues relevant to the current and pressing concerns both nationally and internationally, such as gender, environment and sustainability, human values, professional ethics, and development of creative and divergent competencies. A progressive university would provide a wide range of such “value-added’’ courses for students to choose from according to their interests and inclinations.
As responsible citizens of the country, students should understand gender, human values, environment, and sustainability to become future leaders. The curricula of all undergraduate programmes include courses on environment and SDGs, human values and ethics, gender issues, and community engagement. The “VAC 102 – Universal Human Values and Ethics” course focuses on the theory of well-being, human values, ethics in various spheres of life, and ethical choices. Other relevant courses include BBA 604 – Ethics and Corporate Governance, RM 101 – Research Methodology and IPR, BBA 312 -Business Ethics, ENV 503 – Forest Ecology, and MBA 401 – Indian Ethos and Business Ethics. The university’s Ethics Committee frames SOPs and policies on ethics for research, prepares research ethics guidelines, and processes ethical clearance applications. The wellness centre provides student counselling on professional ethics, gender, and human values, aiding in the development of resilience and coping skills. The course on Gender Sensitisation includes an introduction to gender, gender and society, gender and development, contextualising gender, human civilisations, human resource psychology, introduction to gender studies, the sociology of gender, and human factors engineering. The Internal Complaints Committee (ICC) works to promote awareness of sexual harassment and to prevent it from occurring. The Environmental Science course equips students to understand and tackle environmental challenges for a sustainable future. It sensitises students to global concerns like climate change, pollution, ozone layer depletion and generation, future energy sources, UN Sustainable Development Goals, environmental policies, laws and regulations, and waste management through videos, role plays, and study trips in comprehending environmental issues and applying sustainable practices across the globe. Students also work on projects dealing with diverse topics related to major environmental issues and sustainability. Many of the activities are also conducted through the Student Environment Club and NSS, which are involved in many community outreach activities such as tree plantation drives, awareness about the usage of plastics, creating eco-friendly idols for Ganesh Chaturthi, etc. Regular workshops and expert lectures on various topics like social entrepreneurship, sustainability, relaxation, self-love, sexual harassment, and professional ethics are conducted through 22 student clubs. These aim to promote issues related to gender, human values, environment, and sustainability, helping students develop social responsibility and make a positive impact. Overall, the institution is highly focused on integrating cross-cutting issues such as professional ethics, gender, human values, environment & sustainability into its curriculum.
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1.3.1 List of courses Summary Sheet | View Document |
1.3.2.1: Number of certificate/value added courses/Diploma Programme offered by the institutions and online courses of MOOCs, SWAYAM/e Pathshala/ NPTEL and other recognized platforms (without repeat count) where the students of the institution have enrolled and successfully completed during the last five years
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1.3.3.1: Total Number of programmes that have components of field projects/research projects/internships (without repeat count) during last five years. 1.3.3.2: Total Number of programmes offered (without repeat count) during the last five years.
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The process of revision and redesigning of curricula is based on recent developments and feedback from the stakeholders. The feedback from all stakeholders in terms of its relevance and appropriateness in catering to the needs of the society, economy and environment helps in improving the inputs. An HEI with the feedback system in place will have an active process of not only collecting feedback from all stakeholders, but also analysing it and identifying & drawing pertinent pointers to enhance the learning effectiveness.
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Engineering | View Document |
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Student Feedback | View Document |
Student Feedback | View Document |
In accordion with SRM AP University Guideline the curricular developed/adopted for each coach has relevent course regional/national/global development needs.
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Number of courses have been focus on
2021-22 | 2020-21 | 2019-20 | 2018-19 | 2017-18 |
53 | 110 | 112 | 85 | 124 |
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