Crescent Sustainability Initiatives

Partnerships for the Goals (SDG 17)

Relationships with Regional NGOs and Government for SDG Policy

A. BSACIST’S 2024 POLICY ENGAGEMENT WITH REGIONAL NGOS AND GOVERNMENT FRAMED WITHIN THE SDG ACCORD 2025 PROGRESS CONTEXT AND THE SDG-THEMED GOVERNANCE, LEARNING, AND PARTNERSHIPS AGENDA

The 2025 SDG Accord report highlights that most signatories are moving toward embedding sustainability at an organizational level, with many reporting up-to-date sustainability policies endorsed by senior leadership. For BSACIST, the implication is to articulate a clear, leadership-backed sustainability policy or action plan that directly references SDGs most relevant to the institute’s mission and operations. Given the 2024 emphasis on engaging with government and regional NGOs, BSACIST could position its policy inputs as anchored in the connected governance and partnerships depicted in the report, ensuring that policy submissions, stakeholder consultations, and adaptive management are institutionally codified rather than ad hoc activities.

Poster for SDG Accord report

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

The SDG Accord Progress Report 2025 frames universities and colleges as pivotal agents for implementing the United Nations Sustainable Development Goals through whole-institution approaches. The thematic focus on Learning and Teaching reveals that while progress is ongoing, Learning and Teaching remains the least mature operational area for many signatories. BSACIST should view this as a guide to invest in curriculum integration of SDGs, faculty development, and assessment practices that explicitly test sustainability knowledge. The report notes significant barriers such as limited time for staff development and inadequate integration of sustainability into curricula. BSACIST can address these barriers by allocating dedicated funding and time for professional development, integrating SDG-related outcomes into degree programs, and creating standardized assessments that measure students’ sustainability competencies.

The progress report emphasizes the value of evidence-based case studies and peer learning. BSACIST can contribute through documenting and sharing successful Learning and Teaching innovations—for example, climate pedagogy initiatives, service-learning projects, and interdisciplinary modules that map to SDG4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy) and SDG17 (Partnerships for the Goals). By contributing BSACIST-specific case studies to the SDG Accord platform, the institute would participate in a global knowledge network, enabling replication and contextual adaptation across similar universities and colleges in the region.

The results section of the report highlights top SDGs influenced by signatories and the priority SDGs for the upcoming year. In the last year, SDG4, SDG13, and SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy) were prominent, with SDG17 as a top priority for partnerships. For BSACIST, this pattern suggests focusing efforts on education quality, climate action initiatives, and strengthening collaborative frameworks with industry, government bodies, and civil society. Establishing formal partnerships and joint programmes with regional NGOs and the government can advance SDG implementation while creating opportunities for funding, capacity-building, and scalable impacts.

The report documents the internal and external support needs identified by signatories, with budget, dedicated staff capacity, and funding from external sources highlighted as top needs. BSACIST should prepare a resource plan that secures funding streams for SDG-aligned activities, including staff training, climate-related research, and curriculum transformation. Engaging government and sector partners can help unlock external support, align institutional priorities with national development plans, and provide procurement or grant-based pathways to sustain SDG initiatives over multiple years.

Appendix List of report

Finally, the BSACIST context benefits from the report’s emphasis on evaluating new partnerships and governance improvements. The Accord notes that sustainability work benefits from cross-departmental collaboration and a shared, mission-driven culture. BSACIST can leverage its 2024 policy-involvement experience to foster cross-disciplinary governance structures, establish an SDG steering committee, and implement a transparent reporting framework that communicates progress to internal and external stakeholders. By aligning these governance practices with the SDG Accord methodology, the institute can demonstrate measurable progress toward embedding the SDGs into education, research, operations, and community engagement.

B. BSACIST 2024 SDG Policy Engagement and Governance Through Regional Non-Governmental Organizations Partnerships

BSACIST demonstrates a policy-oriented stance by engaging with regional NGOs and government on SDG matters in 2024. The institute’s participation as a resource person and panellist in energy and sustainability dialogues (as seen in the IGEN Energyathon and related events) signals a proactive role in shaping issues, challenges, and potential policy responses rather than a purely academic exercise.

The involvement spans multiple stakeholders, including government bodies, regional NGOs, industry partners, and academic peers. By contributing expertise through panels and knowledge-sharing sessions, BSACIST helps identify problems, shape policy agendas, and foster adaptive management. This collaborative mode reflects a governance approach where diverse voices inform SDG policy design and monitoring, enabling more context-relevant and implementable strategies.

Poster for IGEN web site

https://theigen.org/

BSACIST’s visibility in energy and sustainability forums indicates engagement in scenario planning activities, where different SDG-related interventions are explored to understand potential outcomes. This modelling supports evidence-based policy development, helping policymakers anticipate trade-offs and prioritize interventions that yield sustainable development gains.

Monitoring and reporting on interventions is central to adaptive management. Through conferences, expert panels, and documented contributions, BSACIST contributes to transparency around SDG initiatives, enabling stakeholders to track progress, learn from results, and adjust actions accordingly. The institute’s public-facing materials and event outputs function as accountability artifacts that demonstrate ongoing stakeholder engagement.

Enabling adaptive management means BSACIST supports iterative policy processes that respond to new data and changing conditions. The institute’s engagement in energy events and knowledge exchanges provides a feedback loop for policy refinement, ensuring SDG strategies stay relevant to regional energy challenges and evolving technology landscapes. This adaptive stance strengthens resilience and alignment with national development priorities.

Poster for IGEN Energy99 challenge web site

https://www.sdg7.theigen.org/

BSACIST faculty member Dr. R. Zahira as a resource person and panellist in energy-oriented advocacy forums. This visible participation translates into concrete evidence of policy-relevant activity: sharing expertise, informing decisions, and contributing to the public discourse on SDG-related policies. Such practice helps legitimize the institute’s role in national and regional SDG governance and enhances its credibility with partners and policymakers.

Poster for IGEN Guardians of the earth Certificate

STAR ORGANISERS

Poster for IGen Energyathon 2024 star organisers

PARTNERS ENERGY AND ACTION PRIVATE MEET – 2024

Poster for IGen Energyathon action preview meeting

Poster for IGen Energyathon 2024 pre-conference

The Program conference video link: https://www.youtube.com/live/0OJTDfqnmO4

Cross Sectoral Dialogue About SDGS

B. International Conference on “Smart Materials for Green Energy & Environmental Sustainability (SMaGEES 2024)

The SMaGEES-2024 conference provides a structured platform for BSACIST to showcase relevant research and facilitate dialogue on green energy and environmental sustainability. By bringing together government representatives, NGO leaders, and industry practitioners, the event creates an environment for identifying policy gaps, testing ideas, and co-creating recommendations. Such cross-sector engagement aligns with the methodology’s emphasis on modelling potential futures, monitoring impacts, and refining interventions through collaborative learning.

The Complete Report of the International Conference on “Smart Materials for Green Energy & Environmental Sustainability (SMaGEES 2024) is available in the following web link shown in Figure

Figure XVII(2.2)-1 – (SMaGEES – 2024)

https://crescent.education/smagees2024/

A core benefit of cross-sector SDG dialogue is the opportunity to model future scenarios with and without specific interventions. BSACIST can leverage the expertise gathered at SMaGEES-2024 to co-develop scenario analyses that illuminate trade-offs between energy innovation, environmental protection, and social outcomes. This aligns with the methodology’s emphasis on scenario planning as a tool for policy development and strategic decision-making.

Cross-sector dialogues generate diverse inputs that can feed monitoring and reporting mechanisms. BSACIST can curate learning from the conference discussions into a set of indicators, case studies, and monitoring frameworks. These outputs support adaptive management by providing evidence on what interventions work in practice, helping policymakers and partners adjust strategies in response to real-world feedback.

The attendance, presentations, and panel discussions at SMaGEES-2024 yield tangible knowledge products—policy briefs, research summaries, and best-practice guidelines—that can be disseminated to regional NGOs and government agencies. Such outputs serve as evidence of BSACIST’s contribution to SDG policy knowledge, fulfilling the cross-sector dialogue objective and enhancing the institute’s credibility as a policy-informing actor.

To sustain cross-sector SDG dialogue, BSACIST should formalize mechanisms that capture conference insights, track policy-relevant contributions, and report progress to internal and external stakeholders. Establishing a cross-sector SDG task force or working group can institutionalize collaboration with government and NGOs, ensuring that dialogues translate into policy inputs, funding opportunities, and coordinated action across sectors.

For robust reporting, BSACIST can track indicators such as: number of cross-sector events participated in or hosted (including SMaGEES-2024), policy recommendations submitted, joint research proposals with government or NGOs, SDG-aligned outputs (briefs, policy papers, or case studies), and documented adaptive management decisions influenced by multi-stakeholder inputs.

EVENT DETAILS

On behalf of the School of Physical and Chemical Sciences, B. S. Abdur Rahman Crescent Institute of Science and Technology, 2 days International Conference on “Smart Materials for Green Energy & Environmental Sustainability is organized during 11-12 December 2024.The conference was presided by Dr. T. Murugesan, Vice Chancellor, BSACIST and felicitated by Dr. N. Raja Hussain, Registrar, BSACIST. Padma Bhushan Dr. T. Ramasami, Distinguished Professor of Eminence, Anna university, Chennai and former secretary, DST India has inaugurated the conference and delivered the inaugural address with mentioning the importance of conference theme, materials towards green energy and environmental sustainability (shown in the following Figures).

The Conference arrangements were done by a team consist of conveners Dr. I. Raja Mohamed, Dean, SPCS, Dr. N. Hajara beevi, HoD / Chemistry and Dr. G. V. Vijayaraghavan, HoD / Physics, coordinators Dr. M. Mohamed Sheik Sirjuddeen, Associate Professor/Physics and Dr. M. Asha Jhonsi, Associate Professor/Chemistry. On day two, the valedictory program of the conference was presided by Dr. N. Thajuddin, Pro-Vice Chancellor, felicitated by Dr. Irfan, Deputy Registrar and the valedictory address was delivered by Dr. D. Kalpana, Senior Principal Scientist, CSIR Madras Complex, Chennai. From different universities and colleges around 300 researchers and students were participated in the international conference.

As a leading institution in India, BSA Crescent Institute of Science and Technology is ideally positioned to host this prestigious conference. The conference will not only showcase cutting-edge research but also provide a platform for students, early-career researchers, and professionals to network, gain knowledge, and collaborate on future innovations that will contribute to a more sustainable world.

C. BSACIST’S 2024 POLICY ENGAGEMENT WITH REGIONAL NGOS AND GOVERNMENT FRAMED WITHIN THE SDG ACCORD 2025 PROGRESS CONTEXT AND THE SDG-THEMED GOVERNANCE, LEARNING, AND PARTNERSHIPS AGENDA

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

Appendix List of Report

D. BSACIST 2024 SDG Policy Engagement and Governance Through Regional Non-Governmental Organizations (https://theigen.org/) Partnerships

https://theigen.org/

https://www.sdg7.theigen.org/

IGen Certificate

IGen Signed Copy

https://crescent.education/wp-content/uploads/2025/11/IGEN-ENSAV-Club-Registration.pdf

STAR ORGANISER

PARTNERS ENERGY AND ACTION PRIVATE MEET – 2024

The Program conference video link: https://www.youtube.com/live/0OJTDfqnmO4

International Collaboration Data Gathering For SDG

A. International Conference on “Smart Materials for Green Energy & Environmental Sustainability (SMaGEES 2024)

The SMaGEES-2024 conference (in Figure 1.1) provides a structured platform for BSACIST to showcase relevant research and facilitate dialogue on green energy and environmental sustainability. By bringing together government representatives, NGO leaders, and industry practitioners, the event creates an environment for identifying policy gaps, testing ideas, and co-creating recommendations. Such cross-sector engagement aligns with the methodology’s emphasis on modelling potential futures, monitoring impacts, and refining interventions through collaborative learning.

https://crescent.education/smagees2024/

The Complete Report of the International Conference on “Smart Materials for Green Energy & Environmental Sustainability (SMaGEES 2024) is available in the following web link shown in XVII(2.3)-1.

EVENT DETAILS

Figure XVII (2.3) – 4

B. Our International Partners

S.No	Name	Name of University	Country
1	Dr. Dennis solomon Balami	Nuclear Physicist University of Maiduguri	Nigeria
2	Prof.Michel Rerat	University de pau et des pays de\|’ Adour, University of pau	France
3	Veerappan mani	Leibniz Universitat Hannover	Germany
4	Prof. Dr. Detlef W.Bahnemann	University of Strathclyde	United kingdom

Outcome of the conference

C. Details of Participants (SMaGEES 2024)

S. No	NAME OF THE PARTICIPANT	NAME OF THE INSTITUTION	TITLE OF THE PRESENTATION
1	KISHOREE T	Manakula Vinayagar Institute of Technology, Puducherry	Quantum Dots: Bright future for Environmental Sustainability and Biomedicine
2	DHIYANESHWARI B	Vellore Institute of Technology, Vellore	Synthesis of K+ and Mn Codoped Cs2NaInCl6 Double Perovskites for White LEDs Application
3	AROCKIA JULIAS A	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Vibration Study on Cashew shell sandwiched fiber Reinforced Materials
4	SRIVIDYA T	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Bond Behaviour of FA GGBS based Geopolymer Concrete
5	NISHATH BEGUM J	Vellore Institute of Technology, Vellore	Thermoelectric Properties of Higher Manganese Silicide Synthesized by Molten Salt Shielded Synthesis Method
6	VAISHNAVI CHANDRAN K	Vellore Institute of Technology, Vellore	Effect of Tungsten and Cobalt as dopants to tune the metal insulator transition of VO2
7	SAIKRISHNA V	SRM Institute of Science and Technology	Biocomposite sponges loaded with bioactive small molecules: A sustainable solution for advanced wound healing
8	HARIHARASUDAN S	SRM Institute of Science and Technology, Ramapuram	A Comprehensive Review of Hyperspectral Remote Sensing Images Spectral – Spatial Classification Approaches
9	KAYASHRINI S	Vels Institute of Science, Technology & Advanced Studies (VISTAS), Chennai	Spectroscopic (FT-IR and UV-Vis) Structure Conformation, Electronic Properties, ELF, LOL, RDG Quantum Chemical Computational Investigation of 1,4-Benzenedicarboxylic Acid, Bis(2-Ethylhexyl) Ester Γ- Sitosterol and Molecular Docking Analysis of Anti-Cancer
10	HUSSAMULLAH V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Modeling and control of pH processes: Comparative Analysis of PID and Fractional PID Controllers
11	HEMASHREE	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development of Sustainable Self-Compacting Concrete with Copper Slag as a Partial Replacement for Fine Aggregates: A Green Building Approach
12	KATHIRAVAN A	Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai	Inner Filter Effect-Based Sensor for Selective Discrimination of Picric Acid
13	PAULINE IDA P	Sri Sivasubramaniya Nadar College of Engineering, Chennai	Characterization of Solid Biopolymer Electrolyte developed for sustainable Na-based Energy Storage Systems
14	GAJALAKSHMI P	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development of Sustainable Self-Compacting Concrete with Copper Slag as a Partial Replacement for Fine Aggregates: A Green Building Approach
15	ANBAZHAGAN V	Vinayaka Mission’s Kirupananda Variyar Arts and Science College, Vinayaka Mission’s Research Foundation (Deemed to be University), Salem	Synthesis, Characterization and Fluorescent Probe properties of Phenothiazine Derivative
16	JEYAKANTHAN M	Vinayaka Mission’s Kirupananda Variyar Arts and Science College, Vinayaka Missions Research Foundation,(Deemed to be University), Salem	Photoluminescence, Magnetic and Electrochemical studies of near white light emitting nanostructured Sr0.675Pb0.225Ca0.1WO4 mixed solid solution
17	MUKUND V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	IoT based localized air quality monitoring and prediction for construction sites
18	HEMAMALINI V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Investigation of Fe₂O₃/PVDF-HFP nanocomposites for electromagnetic interference shielding in secure communication systems
19	SRINIVASAN V	Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai	Anthracene-based Potential Biomaterials: Synthesis, Characterization, Computational and Biological Applications
20	PRITHIKA A	IIBAT, International Institute of Biotechnology & Toxicology, Shanmuga Nagar, Padappai	Valorisation of toxic Methyl Red Dye and its multifarious Applications
21	VISHNUVARATHANAN M	Kalasalingam Academy of research and Education	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
22	AJAY G	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Investigation of the structural, electronic, and magnetic properties of NiSe in cubic phase by incorporating Hubbard U corrections: A DFT+U study
23	CHENTHIS KANISHA C	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synthesis of Graphene oxide nanoparticles for enhanced antimicrobial properties against multi drug resistant bacteria
24	RAJAPRAKASH R	Kalasalingam Academy of research and Education	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
25	PALANISAMY S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Super hydrophobic Polyurethane Nano composite coating for Aluminium Composite Panel- (ACP)
26	NASREEN SAYED	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Microwave-Assisted Green Synthesis of CuO Nanoparticles: A Rapid and Efficient Approach for Biomedical Applications
27	NIKITHA S	Kalasalingam Academy of research and Education	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
28	PERCY J. SEPHRA	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Highly sensitive pH-dependent electrochemical detection of phosphate ions using CoMoO₄ and Ammonium molybdate- modified electrodes
29	BENITA MERLIN B	Alpha Arts and Science College, Chennai	Theoretical study on the Structural, Electronic and Optical Properties of ABC stacked trilayer 2D Materials: Graphene, Silicene, Germanene and Stanene
30	MOHAMED RIYAZ ALI	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Characterization and Bioactivity of Cation-Substituted Bioactive Glasses for Bone Tissue Engineering
31	PRAKASHRAJ M	Kalasalingam Academy of research and Education, Srivilliputhur	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
32	RAMYASHRI S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Realization of flexible pressure sensors based on ZnO nanowires /hybrid bilayers
33	SILVIYA N	Ethiraj College for Women, Chennai	Coprecipitated Ni2+ doped M-type hexaferrite – a superior catalyst with magnetoelectric properties
34	THENMOZHI R	Mother Teresa Womens University Kodaikanal, Dindigul	A Facile synthesis of Co Nanomaterial from Crotalaria Pallida leaves Extract by Hydrothermal method and their Anticancer, Ati-inflammatory, Antibioflim, Antifouling and Antibacterial Studies
35	KAMESHWARAN A	Sri Ramakrishna Mission Vidyalaya College of arts and science, Periyanaickenpalayam, Coimbatore	Photoinduced interactions of GSH capped CdX Quantum dots (X = S, Se and Te) for Luminescent road marking strips
36	SUDHARSAN M	Sri Ramakrishna Mission Vidyalaya College of arts and science, Periyanaickenpalayam, Coimbatore	Photoinduced interactions of GSH capped CdX Quantum dots (X = S, Se and Te) for Luminescent road marking strips
37	SRAVANTHI R	Ethiraj College for Women, Chennai	Quantum Computational Analysis of Pyridine Carboxylic Acid Derivative and its Interaction with the Silver Clusters
38	ROSARY V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystal
39	SHABITHA BANU I	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystal
40	ARTANBUJ R	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Effect of Catharanthus Roseus extract on the Physical Properties of Hippuric Acid Single Crystals
41	PACHAYAMMAAL T	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development and Evaluation of Hybrid Carbon Black-Silica Fillers in Natural Rubber Matrices for Enhanced Mechanical and Rheological Properties
42	MOHANRAJ.M	Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai	Studies on the Growth, Structural, Optical, Thermal, and LDT analysis of Guanidinium Carbonate Single Crystal for Second- Order NLO Applications
43	NOOR AMAN AHRAR MUNDARI	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synthesis of Visible Light Active N, F Co-Doped TiO2 Based Mixed Oxide Photocatalysts for Environmental Remediation
44	POOJITHA V	Ethiraj College for Women, Chennai	A Systematic study on the Effect of Cerium Doping on Bismuth ferrites Structural, and Physical Properties
45	GAYATHRE LAKSHMI A	Sri Sivasubramaniya Nadar College of Engineering, Kalavakkam, Chennai	Synergy of cuboidal In2O3 and cubic TiO2 as electron transport bilayer in carbon-perovskite solar cell
46	MAHALAKSHMI N	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	Inner Filter Effect-Based Sensor for Selective Discrimination of Picric Acid
47	VISHAL M	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Enhancing Mechanical and Fire Resistance of Cementitious materials through Graphene oxide
48	MANIVANNAN A	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	Sustainable concrete solutions using bacterial Geopolymerization of Industrial By-Products
49	REVATHI G	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	DFT Investigation of Cyclohexanone, 2,3-dimethyl-2-(3- oxobutyl)- And Molecular Docking for Anti-Cancer Activity
50	DIANA J	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Recycling of used mobile phone temper glass into carbonaceous nanomaterial towards luminescent road marking strip: Scrap to Score
51	PAVITHRA K	IIBAT, International Institute of	Valorisation of toxic Methyl Red Dye and its multifarious
52	MOHAMED HISAM R	Vels Institute of Science and Technology & Advanced Studies, (VISTAS), Chennai	Theoretical and experimental study on 6-(3,3-Dimethyl- oxiran-2-ylidene)-5,5-dimethyl-hex-3-en-2-one compound: Its optimization with DFT and structural and spectroscopic investigation, HOMO-LUMO, MEP, atomic charge, and NBO Analysis
53	JEFFRIN JA LAURA	Vels Institute of Science and Technology & Advanced Studies, (VISTAS), Chennai	Quantum Chemical Computation Calculations, Structural, Spectroscopic Characterization, Molecular Docking and HOMO-LUMO studies of 11,4-Methanoazulene-9-methanol, decahydro-4,8,8-trimethyl-, [1S-(1α,3aβ,4α,8aβ,9R*)]
54	POORNIMA K	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	Anthracene-based Potential Biomaterials: Synthesis, Characterization, Computational and Biological Applications
55	RAJPRAKASH R	Kalasalingam Academy of Research and Education Krishnankovil, Srivilliputtur	Development, Physical and Mechanical Characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
56	MEERA A	Sri Sivasubramaniya Nadar College of Engineering, Kalavakkam, Chennai	Synergistic effects of Z-scheme band engineering for enhanced hydrogen evolution in TiO2 based ternary nanocomposite
57	PAVITHRAA R	Anna University-BIT Campus, Tiruchirappalli	Development of organic semiconductor-tailored transition metal phosphides and Application of electrochemical hydrogen evolution and photocatalytic degradation
58	ABDULLAH R	Anna University –BIT Campus, Tiruchirappalli	Metal based bio-nanocomposite for Biological & Environmental Application
59	TAMILARASI R	SRM Institute of Science and Technology, Kattankulathur, Chennai	Investigating the role of aluminium doping in Ca3Co4O9 for enhanced supercapacitor applications
60	SUGUNA P	Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Chennai	Investigating the Interaction between 9-Aminoacridine and Reduced Graphene Oxide
61	GAJALAKSHMI T	SRM Institute of Science and Technology	Development of Food Waste-Derived Electrode Material for Energy Storage Applications
62	KAVYA G	Saveetha College, Chennai	A Study on Waste Water Treatment with Special Reference to Chennai
63	VISHWA PREETHI V S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Effect of Catharanthus Roseus extract on the Physical Properties of Hippuric Acid Single Crystals
64	LAVANYA Y	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystals
65	ASHWIN K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Smart Earthing Monitoring System for Enhanced Electrical Safety
66	NAGARAJAN N	Government Polytechnic College, Keezhapalur, Ariyalur	Synthesis and Characterisation of 2- (trifluoromethyl)pyrimidine and Carbazole based D-A-D Fluorophore
67	SHAHITHA PARVEEN J	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development and Characterization of Poly (vinyl) alcohol- based Hydrogel with long term biocompatibility for skin wound repair
68	DAULATH BANU R	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Studies on Dynamic Properties of Polypropylene /Al-C LDH /GNPs Hybrid Composites
69	MOHAMED BAK K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synerization of Tal Palm Fiber and Coir Fiber with Combination of Tamarind Seed Powder and Nanoparticles Reinforced Epoxy Composite Material and Change in its Mechanical Attributes
70	PADMAVATHY	Thiru Kolanjiappar Government Presentation	Co Doped Haematite Nanoparticles Crystallographical Optical Morphological Magnetic Properties and Application for Antibactrial Activity
71	SUJATHA DEVI S	Periyar Arts College , Cuddalore	Effect of Dariegated Groundnut Shell Ash Incorporation on the Technological Properties of Fried Clay Bricks
72	MAHALAKSHMI V	Thiru Kolanjiappar Government Presentation	Effect of Dariegated Groundnut Shell Ash Incorporation on the Technological Properties of Fried Clay Bricks
73	GOPINATHAN N	Adhiyaman College of Engineering	Analysis of structural, morphological and optical properties of Rb3Bi2I9 perovskite-structured semiconductors for optoelectronic applications
74	SARAVANAPERUMAL.V	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
75	PRIYADHARSHINI SIDDARTH	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
76	CATHERINE SHALOM.G	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
77	MOHANA KRISHNA . C	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
78	BHAGYASHRI.K	SRM Institute of Science and Technology, Kattankulathur, Chennai	Carbon Quantum Dots Incorporated Aloe Vera Hydrogel for Effective Wound Healing
79	RAMAPRIYA. C	Mother Teresa Womens University Kodaikanal,	A Facile Synthesis Of Co Nanomaterial from Crotalaria Pallida leaves Extract by Hydrothermal Method and Their Antiulcer, Anticancer, Anti-inflammatory, Antibiofilm, Antifouling and Antibacterial Studies
80	VEERA MUTHAMMAL	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synthesis, characterization and antimicrobial activity of Zn(II) complex incorporating adamantylazo Schiff base ligand
81	YOGESWARI.K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Investigating the synergy of LLDPE and Photovoltaic cells in Roof Tile Applications
82	SOWMIYA NARAYAN .K	Manakula Vinayagar Institute of Technology, Puducherry	Quantum Dots: Bright future for Environmental Sustainability and Biomedicine
83	YOGAPRIYA.S	Vinayaka Mission’s Kirupananda Variyar Arts and Science College, Vinayaka Mission’s Research Foundation (Deemed to be University), Salem	Invasion of Zinc in BiFeO3/Bi25FeO40 Perovskite-Structured Material as an Efficient Electrode for Symmetric Supercapacitor
84	VENKATRAMANAN KUMAR	CSIR- Central Leather Research Institutev(CLRI)	Water soluble sulphur quantum dots: A novel approach to fibrillation inhibition and latent fingerprint visualization
85	ARUN DANIEL	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Effect of Catharanthus Roseus extract on the Physical Properties of Hippuric Acid Single Crystals
86	PADMAVATHI.R	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Super Hydrophobic Carbonaceous Nanomaterials for Surface Coatings
87	ABINAYA	SRM Institute of Science and Technology, Kattankulathur, Chennai	A novel approach for profiling of nature-inspired and bioactive proteins and peptides isolated from selected medicinal plants as bio-factories and their implications in Alzheimer diseases by in-silico analysis
88	PINKI KUMARI SINGH	SRM Institute of Science and Technology, Kattankulathur, Chennai	Insights into metabolites & hormonal regulation in Lagenaria siceraria for agricultural sustainability
89	LILLY PRIYADHARSHINI.M	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystals
90	MAHALAKSHMI.S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	A tool for Estimate the Carbon footprint Calculation for Flexible Pavement Construction in India
91	MOHAMMED THOUFEEQUE P K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	PVDF based polymer nanocomposites for Flexible Electronics Application
92	GEETHA A	SRM Institute of Science and Technology, Kattankulathur, Chennai	Investigating the role of aluminium doping in Ca3Co4O9 for enhanced supercapacitor applications
93	ABDUL MAAJITH B	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Smart Earthing Monitoring System for Enhanced Electrical Safety
94	SHABITHA BANU I	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystals

D. BSACIST’S 2024 POLICY ENGAGEMENT WITH REGIONAL NGOS AND GOVERNMENT FRAMED WITHIN THE SDG ACCORD 2025 PROGRESS CONTEXT AND THE SDG-THEMED GOVERNANCE, LEARNING, AND PARTNERSHIPS AGENDA

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

E. BSACIST 2024 SDG Policy Engagement and Governance Through Regional Non-Governmental Organizations (https://theigen.org/) Partnerships

https://theigen.org/

https://www.sdg7.theigen.org/

IGen Signed Copy

https://crescent.education/wp-content/uploads/2025/11/IGEN-ENSAV-Club-Registration.pdf

Figure XVII (2.3) – 8

STAR ORGANISER

Figure XVII(2.3)-9

PARTNERS ENERGY AND ACTION PRIVATE MEET – 2024

Figure XVII(2.3)-10

The Program conference video link: https://www.youtube.com/live/0OJTDfqnmO4

Online survey form

ONLINE SURVEY – RECEIVED RESPONSE

https://crescent.education/wp-content/uploads/2025/11/ONLINE-SURVEY-RECEIVED-RESPONSE-1.pdf

NIRF SDG Data Submitted

https://crescent.education/wp-content/uploads/2025/11/NIRF-2025-SDG-Institution-Data-Submitted.pdf

COLLABORATION FOR SDG BEST PRACTICE

A. SUCCEED (SUSTAINABILITY CENTRIC CRESCENT EDUCATION FOR ENTREPRENEURSHIP DEVELOPMENT)

BEST PRACTICE

Title of the Practice: SUCCEED – Sustainability Centric Crescent Education for Entrepreneurship Development

To develop the best practice for the implementation of SDGs, MoU was signed with M/s Gibraltar Technologies, Dubai, on 5th November 2020. Several meetings were conducted School/Department-wise involving stakeholders such as faculty members, students and employees of Gibraltar Technologies (GT).

The meeting outcomes resulted in SUCCEED (Sustainability Centric Crescent Education for Entrepreneurship Development), the best practice for implementing SDGs.

Our faculty members and students are carrying out a few projects to address the SDGs in collaboration with GT are listed below.

OBJECTIVES OF THE PRACTICE

To bring a holistic transformational change within societies, economies and the environment through sustainable centric education.
To develop and implement a curriculum intended to be flexible and non-prescriptive that follows a competency development model through a combination of knowledge, skills, values and attitudes.
To enable the delivery of the SDGs by ensuring that each learner has the relevant skills, knowledge, values and attitudes for social, economic and environmental development, and to work in partnership to create peaceful societies.
To ensure that all learners acquire the knowledge and skills needed to promote sustainable development by 2030 through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and culture’s contribution to sustainable development.

THE CONTEXT

Education is one of the Sustainable Development Goals (SDGs) in itself and as a catalyst for broader change.

Education is critical in shaping individual and collective knowledge, skills, values and attitudes to enable people to move along pathways towards sustainable development, and a catalyst for development itself. It is a key determinant of social and economic transformation, and an essential precursor to peace, tolerance and sustainability. Moreover, it equips learners of all ages with the knowledge, skills, values and attitudes needed to be responsible global citizens, such as respect for human rights, gender equality and environmental sustainability.

The purpose of the SDGs centric education is to develop successful learners, confident individuals, and responsible citizens who are resilient and uphold the core values and principles of the nation.

THE PRACTICE

The curriculum encompasses learning content and outcomes, and shifts learning from being only content-driven to being outcome-driven, action-oriented and participatory. The aim is that all learners can become engaged in promoting the transformation required for sustainable development.

The curriculum deals with the knowledge, skills, attitudes and values in relation to each of the SDGs and outlines:

The knowledge or content areas to be focused on, making provision for the inclusion of indigenous and traditional knowledge topics.
The skills to be developed
The values and attitudes that are desirable for the successful accomplishment of the learning outcome

At present, Core competencies required for sustainable development such as team building, communication, decision making, problem-solving, sense of community, self-esteem, personal responsibility, empathy, moral development, ethics, values, resilience and improved inclination for educational achievement are attained through few of the curricular courses and extension and outreach activities. Integrating the topic of the SDGs into a curriculum allows learners to understand their multiple identities, to work out what their roles should be for living together on a common planet and building a better future in an interdependent world at local, national and global levels.

EVIDENCE OF SUCCESS

The Crescent Innovation and Incubation Council (CIIC) encouraged the stakeholders (primarily the start-ups) to address the SDGs. As a result, our university’s faculty, students, and alumni created start-ups with the support of CIIC; 63 external start-ups, ten alumni start-ups, 14 faculty start-ups, and 26 student start-ups. Our university participated in the Times Higher Education (THE) Impact Ranking in 2020 and 2021 in the following SDGs: SDG 4: Quality Education, SDG 5: Gender Equity, SDG 6: Clean Water and Sanitation, SDG 7: Affordable and Clean Energy, SDG 9: Industry Innovation and Infrastructure and SDG 17: Partnership for the Goals. The rank bands are:

Our university participated in the following Green initiative award in 2019 and 2020.Beema Bamboo is one of the fastest-growing plants on earth under tropical conditions. As a result, it will act as the best carbon sink for carbon-di-oxide emission, one of the major greenhouse gases that can be effectively and quickly brought down by the trees that grow fast by absorbing carbon-di-oxide. About 2000 Beema Bamboos were planted in the university campus during the last two years to reduce carbon footprint and help fight global warming. Our faculty members published quite a few papers in high-quality research journals addressing the SDGs. Complete compulsory courses relevant to the environment, ethics, human values and sustainability were introduced in the curriculum. In addition, about 10% of elective courses addressing the SDGs are offered to the students.

PROBLEMS ENCOUNTERED AND RESOURCES REQUIRED

The development of the curriculum involved the identification and description of the competencies that learners should acquire, with an emphasis on the results of learning. In the context of the sustainability centric curriculum, the following was sought: a set of integrated competencies derived from the core competencies that learners need to develop for active and responsible participation in all relevant fields of life and to implement the SDGs, including empathy, ethics, compassionate values, and the ability to express social and environmental concerns and change behaviours. Integrated competencies and learning outcomes, specified in three categories – knowledge, skills, and values and attitudes, are adopted from “A Curriculum Framework for the Sustainable Development Goals – First Edition, Commonwealth, 2017” and “Education for Sustainable Development – Learning Objectives, UNESCO, 2017”.

Figure XVII (2.4) – 1 : SUCCEED (Sustainability Centric Crescent Education for Entrepreneurship Development) – Best Practice followed in the Institute

B. BSACIST’S 2024 POLICY ENGAGEMENT WITH REGIONAL NGOS AND GOVERNMENT FRAMED WITHIN THE SDG ACCORD 2025 PROGRESS CONTEXT AND THE SDG-THEMED GOVERNANCE, LEARNING, AND PARTNERSHIPS AGENDA

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST), this positions the institute not only as a learner but as a contributor to national and regional SDG policy dialogues. The 2024 entry on relationships with regional NGOs and government for SDG policy underscores an ongoing posture of engagement with policy ecosystems, aligning institutional activity with policy development, monitoring, and adaptive management. This alignment suggests BSACIST can translate its SDG work into formal policy input, scenario modelling, and accountability mechanisms that inform broader regional development trajectories. The 2025 SDG Accord report highlights that most signatories are moving toward embedding sustainability at an organizational level, with many reporting up-to-date sustainability policies endorsed by senior leadership. For BSACIST, the implication is to articulate a clear, leadership-backed sustainability policy or action plan that directly references SDGs most relevant to the institute’s mission and operations. Given the 2024 emphasis on engaging with government and regional NGOs, BSACIST could position its policy inputs as anchored in the connected governance and partnerships depicted in the report, ensuring that policy submissions, stakeholder consultations, and adaptive management are institutionally codified rather than ad hoc activities.

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

C. BSACIST 2024 SDG Policy Engagement and Governance Through Regional Non-Governmental Organizations ( https://theigen.org/ ) Partnerships

STAR ORGANISER

Figure XVII(2.4)-6

PARTNERS ENERGY AND ACTION PRIVATE MEET – 2024

Figure XVII (2.4)-7

The Program conference video link: https://www.youtube.com/live/0OJTDfqnmO4

For reporting purposes, BSACIST should articulate concrete indicators linked number of policy inputs submitted, number of policy discussions hosted or moderated, number of modelling exercises completed, frequency of SDG-related monitoring reports produced, and instances of adaptive management decisions implemented. These indicators can be tied to the SDG Accord framework to demonstrate progress in governance, partnerships, and knowledge exchange, while also informing internal planning and external communications.

D. Partnerships and Collaborations of B.S. Abdur Rahman Crescent Institute of Science and Technology Aligned with Sustainable Development Goals

S. No	Name of the Organisation / NGOs	Type (MOU / Member)	SDGs	Evidence
1	a-IDEA NAARM, Hyderabad	Memorandum of Understanding (MOU)	6, 17	https://crescent.education/wp-content/uploads/2024/11/1.-a-idea-NAARM.pdf
2	Aloe Ecell	Memorandum of Understanding (MOU)	6, 7	https://crescent.education/wp-content/uploads/2024/11/2.-Aloe-Ecell.pdf
3	Anudip Foundation for Social Welfare	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/3.-Anudip-Foundation-for-social-welfare.pdf
4	Apollo Tyres Ltd	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/4.-Apllo-tyres-ltd.pdf
5	Artelia Consulting Engineers Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/5.-Artelia-Consulting-Engineers-Ltd.pdf
6	Association of Muslim Professionals	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/6.-Association-Muslim-Professionals.pdf
7	Bhrathya Uva Shakti Trust (BYST)	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/7.-Bhrathya-Uva-Shakti-Trust-BYST.pdf
8	Brigade Innovations LLP (“BILLP”) Limited	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/8.-Brigade-Innovations-LLP-BILLP-Limited.pdf
9	Cambridge Cleantech	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/9.-Cambridge-Cleantech.pdf
10	Campus Angels Network Pvt. Ltd	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/10.-Campus-Angels-Network-Privated-Limited.pdf
11	Carbyne Energy Technologies Pvt Ltd	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/11.-Carbyne-Energy-Technologies.pdf
12	Carppico LLP	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/12.-Carppico.pdf
13	Council of Scientific and Industrial Research (CSIR) – Central Leather Research Institute (CLRI)	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/13.-CSIR-CLRI-Bio-Gas.pdf
14	E Daddy Auto Tech Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/14.-E-Daddy-Auto-Tech-Pvt.-Ltd.pdf
15	Edunet Foundation	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/15.-Edunet-Foundation.pdf
16	Edveon Technologies	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/16.-Edveon-Technologies.pdf
17	Envea India Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/17.-ENVEA-INDIA-PCT-LTD.pdf
18	First Academy of Blockchain Council (FABC)	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/18.-FABCDubai.pdf
19	Gibraltar Technologies LLC	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/19.-Gibraltar-Techologies.pdf
20	Indian Institute of Islamic Studies and Research New Delhi	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/20.-Indian-Institute-of-Islamic-Studies-and-Research-New-Delhi.pdf
21	INTI University, Malaysia	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/21.-INTI-University.pdf
22	Islamiah Womens Arts and Science College	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/22.-Islamiah-Womens-Arts-and-Science-College.pdf
23	Kardle Industries Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/23.-Kardle-industries-of-private-Limited.pdf
24	Kelvin6K Technologies Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/24.-Kelvin6K-Technologies-Pvt.-Ltd.pdf
25	Kirk University, Bangkok, Thailand	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/25.-Krirk-University.pdf
26	Konwert India Motors Pvt.Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/26.-Konwert-India-Motors.pdf
27	Land Coordinates Technology	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/27.-Land-Coordinates-Technology.pdf
28	Larsen toubro Limited (L&T)	Memorandum of Understanding (MOU)		https://crescent.education/wp-content/uploads/2024/11/28.-Larsen-toubro-Limited-LT.pdf
29	Magudam Capital	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/29.-Magudam-Capital.pdf
30	Mando Automotive India Private Ltd	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/30.-Mando-Automotive-India-Private-Ltd.pdf
31	Marketxpander services private Limited – Lead Squared	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/31.-Marketxpander-services-private-Limited-Lead-Squared.pdf
32	Mathworks	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/32.-MathWorks-Letter.pdf
33	Maulana Mukhtar Ahmed Nadvi Technical Campus (MMANTC, Malegaon, Nashik)	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/33.-MMANTC-Nashik.pdf
34	MedCuore Medical Solutions Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/34.-MedCuore-Medical-Solutions-Pvt.-Ltd.pdf
35	Metharath University	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/35.-Metharath-University.pdf
36	MH Cockpit	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/36.-MH-Cockpit.pdf
37	MIT Square	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/37.-MIT-Square.pdf
38	National Institute of Technical Teachers Training and Research (NITTTR), Chennai	Memorandum of Understanding (MOU)	4, 8	https://crescent.education/wp-content/uploads/2024/11/38.-NITTR.pdf
39	Noobtran Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/39.-Noobtran-Pvt-Ltd.pdf
40	OHM Energy Management Systems Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/40.-OHM-Energy-Management-Systems-Private-Limited.pdf
41	Petra Oil DMCC, Dubai	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/41.-Petra-Oil-DMCC-Dubai.pdf
42	Pierer Innovation GmbH	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/42.-Pierer-Innovation-GmbH.pdf
43	Raptee Energy Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/43.-Raptee-Energy-Private-Limited.pdf
44	Roha369 Bio Tech Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/44.-Roha369.pdf
45	SFP sons India Pvt Ltd	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/45.-SFP-sons-India-Pvt-Ltd.pdf
46	Smart Scale Ventures Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/46.-Smart-Scale-Ventures-Pvt.-Ltd.pdf
47	SME Grow Africa (SMEGHA)	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/47.-SME-Growafrica-SMEGHA.pdf
48	State Level Solid Waste Management committee that has been Constituted by the Public Works Department (State PWD)	Industry Expert Members	6, 12
49	The Institution of Green Engineers	Member	7, 17	https://crescent.education/wp-content/uploads/2024/11/49.-The-Institution-of-Green-Engineers.jpg
50	The Israeli National Center of Blue Economy	Memorandum of Understanding (MOU)	6, 14	https://crescent.education/wp-content/uploads/2024/11/50.-The-Isreali-National-Centre.pdf
51	Thejo Engineering Limited	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/51.-Thejo-Engineering-Limited.pdf
52	Ticel Bio Park Limited	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/52.-TICEL-BIO-PARK-LIMITED.pdf
53	UCMI Malaysia	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/53.-UCMI-Malaysia.pdf
54	Uiversity of Cyberjaya Malaysia	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/54.-Uiversity-of-Cyberjaya-Malaysia.pdf
55	Visaiyan Energies and Electro Motors Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/55.-Visaiyan-Energies-and-Electro-Motors-Limited.pdf
56	World Line Pvt Ltd	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/56.-World-Line-Pvt-Ltd.pdf
57	ZOHO Corporation Pvt. Ltd.	Memorandum of Understanding (MOU)	7, 17	https://crescent.education/wp-content/uploads/2024/11/57.-Zoho-Corporation-Private-Limited.pdf

E. SDG Best Practice – Start-ups

B. S. Abdur Rahman Crescent Institute of Science and Technology possesses one of the top Incubators in India- Crescent Innovation and Incubation Council (CIIC). The CIIC houses 120 start-ups from different sectors, such as Life Sciences, Industry 4.0, and Smart mobility and transportation. The CIIC builds and nurtures our society by nudging entrepreneurs with Integrity, Sustainability, and a Culture of innovation, a Triple ‘M’ Strategy (Mentor, Money, and Market). The CIIC encourages Start-ups to provide the solution for the SDG problem. The Start-ups are as follows:

SDG 2 SDG 3 SDG 4 SDG 6 SDG 7 SDG 8 SDG 9 SDG 10 SDG 11 SDG 12 SDG 13 SDG 14 SDG 15 SDG 17

SDG 2:

SDG 3:

SDG 4:

SDG 6

SDG 7

SDG 8

SDG 9

SDG 10

SDG 11

SDG 12

SDG 13

SDG 14

SDG 15

SDG 17

F. Policy for Partnerships for the Goals

Issue: 04; Revised on 2023

Policy Created on	July 2009
1^st Revision amended on	IQAC Meeting held on 27^th October 2017
2^nd Revision amended on	IQAC Meeting held on 31^st March 2021
3^rd Revision amended on	IQAC Meeting held on 16^th June 2023

17.1. OBJECTIVE

The primary objective of this policy is to establish and strengthen partnerships among universities, government bodies, NGOs, and the private sector to promote sustainable development through collaborative efforts, knowledge sharing, and resource mobilisation.

17.2 STATEMENT OF POLICY The following metrics and indicators will guide the implementation of this policy.

Research into Partnerships for the Goals: Increase the proportion of academic publications co-authored with low or lower-middle-income countries to foster global collaboration.
Relationships to Support the Goals: Develop mechanisms to gather data on SDG progress and promote best practices through cross-sectoral dialogue.
Publication of SDG Reports: Institutions must commit to publishing data on their performance against each of the 17 SDGs, ensuring transparency and accountability.
Education for SDGs: Ensure a commitment to meaningful education around the SDGs across all university programs relevant to all students.
Collaboration for SDG Best Practices: Engage in international collaboration to review and develop best practices for tackling the SDGs.

17.3 RESPONSIBILITIES

Establish Collaborative Frameworks:
- Create Memoranda of Understanding (MoUs) with local and international organizations, NGOs, and government agencies to formalise partnerships.
- Engage in joint research initiatives that align with SDGs
Enhance Sustainability Literacy:
- Integrate sustainability concepts into the curriculum across all disciplines, ensuring that students acquire the necessary knowledge, skills, and values to contribute to sustainable development.
- Implement workshops and training sessions for faculty and students to enhance understanding of the SDGs and their interconnections.
Promote Cross-Sectoral Dialogue:
- Organize annual conferences and seminars that bring together stakeholders from academia, industry, and government to discuss progress, challenges, and innovative solutions related to the SDGs.
- Facilitate platforms for knowledge exchange, such as webinars and collaborative projects, to share best practices and successful case studies.
Monitor and Evaluate Partnerships:
- Develop a robust monitoring and evaluation framework to assess the effectiveness of partnerships and their contributions to achieving the SDGs.
- Utilize data collected from partnerships to inform policy decisions and improve collaborative efforts.

17.4 IMPLEMENTATION

Short-term (1-2 years): Establish partnerships, integrate sustainability literacy into the curriculum, and initiate cross-sectoral dialogues.
Medium-term (3-5 years): Expand collaborative research projects, publish annual SDG reports, and evaluate the impact of partnerships.
Long-term (5+ years): Foster a culture of sustainability within the institution and the community, ensuring ongoing commitment to the SDGs.

17.5 DISSEMINATION OF POLICY . A. Signage and Visual Communication

Campus Signage:
- Display clear and informative signage throughout the campus highlighting key aspects of the Partnerships for the Goals policy, focusing on sustainability practices.
- Utilize engaging visuals and infographics that effectively capture attention and communicate important messages.

B. Awareness Programs

Regular Workshops and Seminars:
- Conduct awareness programs at regular intervals, including workshops, seminars, and training sessions to educate the campus community about the importance of partnerships for sustainability.
- Use interactive formats to promote engagement, encourage dialogue, and facilitate knowledge sharing among participants.
Student and Faculty Involvement:
- Involve students and faculty in planning and executing awareness programs, fostering a sense of ownership and responsibility towards the policy’s implementation.
- Encourage student-led initiatives that promote collaboration and sustainability practices across campus.

C. Digital Communication

Website Updates:
- Post the Partnerships for the Goals policy on the Institute’s official website, ensuring easy access for all stakeholders.
- Regularly update the webpage with new information regarding events, initiatives, and progress related to the policy.
Social Media Engagement:
- Utilize social media platforms to raise awareness about the policy, share success stories, and promote upcoming events related to partnerships and sustainability.
- Create engaging content, including videos, infographics, and testimonials, to reach a broader audience and enhance visibility.

D . Key Performance Indicators (KPIs)

Track the effectiveness of dissemination strategies through metrics.

17.6 ENFORCEMENT OF POLICY a) The Dean of Schools and Head of the Departments monitor compliance and address breaches. b) Awareness of the policy among students, staff, and visitors is essential. c) Breaches may lead to disciplinary action per the Institute’s code of conduct.

G. INTERNATIONAL CONFERENCE

National Workshop

H. Startups

The Complete Report of the Startup Data has uploaded in the following web link :

https://crescent.education/wp-content/uploads/2025/07/Startup-July-2025_compressed.pdf

I. International conference on advances and applications of biotechnology (ICAAB 2024)

International conference on Advances and applications of biotechnology (ICAAB 2024) was organized in association with University of East London, UK supported by TamilNadu State Council for Science and Technology National Council for Science & Technology Communication, Department of Science and Technology, Govt.of India on July 30, 31, 2024

4th Annual International Conference on Applications of Millets and Probiotics on Cancer Therapy and Management (ICAMP 2024)

4th Annual International Conference on Applications of Millets and Probiotics on Cancer Therapy and Management (ICAMP 2024) was Organized in association with Association of Cancer Education and Research (ACER) and Purdue University, USA on January, 30-31, 2024

COLLABORATION WITH NGOS FOR SDGS

A.NGO COLLABORATION IVOLUNTEER FOR SDG’S IN CANCER CARE AND EDUCATION

This student volunteering programs and non-governmental organizations (NGOs) to advance Sustainable Development Goals (SDGs) related to cancer prevention, treatment, and education in 2024. Guided by a framework of structured partnerships, impact measurement, and accountability, the initiative aligns activities with SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 17 (Partnerships for the Goals).

NGO Partner–Initiative Context

Student volunteering programs engage NGOs such as Ivolunteer ( https://www.ivolunteer.in/ ) to extend the reach of cancer prevention and care efforts. By leveraging NGO networks, the initiative can expand screening campaigns, raise health literacy, and support palliative care where gaps exist. The program draws on regional insights, population needs, and identified gaps to inform targeted collaboration plans, ensuring NGO partnerships address real-world barriers and deliver measurable improvements in cancer outcomes.

Figure 17.2.5 – NGO Partner–Initiative Context

https://www.ivolunteer.in/

Daan Utsav 2024 Celebrations

As part of Daan Utsav 2024, the National Service Scheme (NSS) and Unnat Bharat Abhiyan (UBA) at B.S. Abdur Rahman Crescent Institute of Science and Technology organized a visit to HOME FOR CANCER CHILDREN on October 8, 2024. St. Jude India ChildCare Centres (St. Jude’s), Royapettah, Chennai, identified by Ivolunteer, served as a bridge between BSACIST and Home for Cancer Children. St. Jude’s provides a “home away from home” for children undergoing cancer treatment and supports families relocating from rural and semi-urban areas to metropolitan centers due to limited local treatment options.

Figure 17.2.5 – Daan Utsav 2024 Celebrations

Event highlights

Participation: NSS programme officers and student volunteers attended.

Mission: To ensure that every child battling cancer receives essential medical care, emotional support, and social services.

Activity: On October 8, 2024, NSS and UBA organized a donation event, providing fresh fruits (apples and pomegranates) and cakes to the children, accompanied by an hour of engagement to spread joy and enhance well-being.

The collaboration demonstrates the value of student volunteers in delivering direct support to pediatric cancer patients and strengthening linkages between BSACIST, NGOs, and community-based care. By formalizing partnership processes, documenting outcomes, and expanding volunteer initiatives, the program can scale its impact on education, awareness, and humane care for children undergoing cancer treatment.

Figure 17.2.5 – NSS programme officers and student volunteers

B.NGO Collaboration for SDGs in Seed Collection and Sustainable Agriculture

Introduction

The student volunteering programs for collaborating with non-governmental organizations (NGOs) to advance Sustainable Development Goals (SDGs) through seed collection initiatives in 2024. Grounded in a framework of structured partnerships, impact measurement, and accountability, the approach leverages student volunteering programs, research collaborations, and the development of educational resources. The effort aligns with SDG 2 (Zero Hunger), SDG 15 (Life on Land), and SDG 17 (Partnerships for the Goals), with additional relevance to SDG 4 (Quality Education) through capacity-building and knowledge sharing.

Figure 17.2.5 – NGO Collaboration for SDGs in Seed Collection and Sustainable Agriculture

Context and Rationale

The seed collection initiative serves as a foundational activity for biodiversity conservation, farmer empowerment, and resilient agricultural systems. By coordinating with NGOs and community seed banks, the program can safeguard heirloom and regionally adapted seeds, support sustainable farming practices, and enhance food security. The collaboration emphasizes practical action, local engagement, and knowledge exchange to strengthen agro-biodiversity and climate resilience.

DAAN UTSAV 2024 CASE STUDY

As part of Daan Utsav 2024, the National Service Scheme (NSS) and Unnat Bharat Abhiyan (UBA) at B.S. Abdur Rahman Crescent Institute of Science & Technology (BSACIST) organized an impactful seed collection drive focused on Palmyra seeds. In collaboration with Vidhayin Siragugal (https://takecareinternational.org/vidhayin-siragugal-social-welfare-association) , a reputed NGO, the event promoted environmental conservation and community green initiatives. The drive took place on October 4, 2024, at Appur Village in Maraimalai Nagar, with NSS student volunteers contributing their time and effort toward a positive environmental impact.

Figure 17.2.5 – NGO the event promoted environmental conservation and community green initiatives

https://takecareinternational.org/vidhayin-siragugal-social-welfare-association

Event Activities and Learning

The activity began at 10:00 AM, with volunteers collecting Palmyra seeds near local water bodies, chosen as germination-friendly sites to ensure seed viability for future planting. Nearly 500 Palmyra seeds were collected, reflecting the dedication of student volunteers. An educational session by a representative from Vidhayin Siragugal highlighted the Palmyra tree’s ecological and cultural value, including its resilience, water conservation properties, and economic importance to rural communities. Participants learned about traditional uses, including medicine, fruit nutrition, and production of natural sweeteners like jaggery.

Impact and Knowledge Exchange

Volunteers gained insights into the environmental and cultural significance of Palmyra trees, reinforcing the broader implications of seed collection beyond numbers. The session encouraged attendees to recognize the role of native species in climate resilience, groundwater conservation, and biodiversity, and to share this knowledge with local communities to foster sustainable practices.

Outcomes and Next Steps

Key outcomes include the collection of approximately 500 Palmyra seeds, heightened awareness of Palmyra’s ecological value, and a strengthened culture of environmental responsibility among participants. The seeds collected will contribute to green cover, groundwater conservation, and long-term biodiversity goals. Future steps may include follow-up planting days, seed distribution to partner farmers, and integrating seed collection activities into longer-term NGO partnerships for ongoing impact.

Figure 17.2.5 – Unnat Bharat Abhiyan (UBA)

NSS student Volunteers along with Dr.C. Srinivasan and Representative of Vidhaiyin Siragugal at Appura Village, Maraimalai Nagar

Figure 17.2.5 – NSS student Volunteers along with Dr.C. Srinivasan

Figure 17.2.5 – Volunteers along with certificate

C.BSACIST– NGO Collaboration for SDGs (2024): Policy Engagement, Adaptive Governance, and Knowledge Exchange

BSACIST demonstrates a policy-oriented stance by engaging with regional NGOs and government on SDG matters in 2024. The institute’s participation as a resource person and panellist in energy and sustainability dialogues (as seen in the IGEN Energyathon and related events) signals a proactive role in shaping issues, challenges, and potential policy responses rather than a purely academic exercise.

Figure 17.2.5 – Igen Energyathon

Poster for legal awareness program

Poster for IGen Energyathon website

https://theigen.org/

Poster for IGen Energy99 challenge website

https://www.sdg7.theigen.org/

Poster for IGen Energy Participation program

BSACIST faculty member Dr. R. Zahira as a resource person and panellist in energy-oriented advocacy forums. This visible participation translates into concrete evidence of policy-relevant activity: sharing expertise, informing decisions, and contributing to the public discourse on SDG-related policies. Such practice helps legitimize the institute’s role in national and regional SDG governance and enhances its credibility with partners and policymakers.

Poster for IGEN Guardians of the earth Certificate

Poster for IGen Energyathon action preview meeting

PUBLICATION OF SDG REPORTS

SDG 1 – NO POVERTY

Empowering the Community

A. From Access to Opportunity – BSACIST’s Pledge through Scholarships and Educational Access

BS Abdur Rahman Crescent Institute of Science and Technology (BSACIST) is dedicated to fostering an inclusive learning environment and lifelong education opportunities for all, with a particular focus on individuals from economically weaker backgrounds. This aligns with UN Sustainable Development Goal 1 (No Poverty) by supporting scholarship programs and community engagement that reduce poverty and empower students to pursue higher education. The institute honors the visionary legacy of Dr. B.S. Abdur Rahman, whose philanthropic leadership funded “Not for Profit” institutions aimed at empowering women and marginalized groups, including free Ramadan scholarships through the Zakath Fund totaling over Rs. 3 Crore annually.

Dr. B.S. Abdur Rahman’s expansive educational philanthropy established a broad network of institutions and programs designed to uplift the needy, including Seethakathi Trust and All India Islamic Foundation, which supported 12 educational ventures across urban and rural Tamil Nadu. BSACIST remains committed to educational equity by prioritizing access for school dropouts and individuals unable to continue higher education, regardless of caste, creed, sex, or religion. The institute’s Lifelong Learning Access Policy further reinforces this commitment, ensuring that high-quality educational resources are available to all and promoting social equity as a cornerstone of sustainable development.

Empowering Low-Income Students Through Financial Aid and Access

The NIRF / NAAC scholarship analysis provides a rich evidence base for measuring poverty-related outcomes at Crescent Institute, particularly in the context of SDG 1: No Poverty. The data show growing access to government and institutional scholarships across 2019–2024, with notable increases in the total number of students receiving aid and rising enrolments in both undergraduate and postgraduate programs. This uplift indicates progress in reducing financial barriers to education for economically disadvantaged groups, a core objective of SDG 1. The scholarship distribution, government support coverage, and donor-funded programs collectively contribute to broader financial inclusion and improved learning outcomes for vulnerable students.

The analysis highlights both heavy-weight and light-weight metrics relevant to SDG 1. Heavy-weight metrics emphasize outcomes such as the share of students benefiting from scholarships, research funding, Ph.D. qualifications among faculty, and research outputs. These indicators reflect structural changes that can reduce poverty through better educational and professional opportunities. Light-weight metrics focus on access and process improvements, including increased seats for reserved categories, promotion of fellowships and transparent fund disbursement.

BSACIST commits to expanding access to education by launching a flagship scholarship program with a total endowment of up to 2 crore INR starting in the upcoming academic year.

B. Bridging Opportunity: BSACIST Promotes Tamil Nadu Government Scholarships via (i) UMIS (University Management Information system) – for all Students and (ii) Pudhumai-Penn-Scheme – for Girl Students:

University Management Information System (UMIS), a groundbreaking initiative spearheaded by the Tamil Nadu e-Governance Agency (TNeGA), serves as a centralized portal, seamlessly collecting and storing comprehensive student data from all educational institutions across Tamil Nadu. Developed in collaboration with the Directorate of Technical Education, the project ensures data accuracy by validating student information through interfaces like Aadhaar and EMIS. UMIS goes beyond mere data storage, integrating with platforms such as TNSSP (Tamil Nadu State Scholarship Portal) to automate processes. This transformative system not only provides analytical capabilities but also empowers governments and administrators to make informed, data-driven decisions, marking a significant stride towards efficient education management in the region.

The students of BSACIST are encouraged to registered their data in the UMIS portal. The dashboard data demonstrates our ability to track and accelerate equitable access to higher education for disadvantaged students (both Male and Female) by monitoring key completion metrics (Personal Info, Contact Info, Bank Details, Family Info, and Academic Info) across the enrolment pipeline. The near-perfect completion rates—Personal Info (100%), Contact Info (99.95%), Bank Details (99.73%), Family Info (99.96%), and Academic Info (99.89%)—signal strong data governance and streamlined disbursement processes that reduce financial and informational barriers for students from economically weaker backgrounds. By translating these insights into targeted outreach, timely scholarship disbursements, and transparent reporting under the Scheme framework, Crescent Institute can improve enrolment retention, promote gender parity in higher education, and measurably advance SDG 1 through data-driven, poverty-reducing interventions.

(ii) Pudumai Penn Scheme

https://www.myscheme.gov.in/schemes/pudhumai-penn-scheme

B.S. Abdur Rahman Crescent Institute of Science and Technology supports by actively expanding access to higher education for economically disadvantaged girls, leveraging the Tamil Nadu government’s Moovalur Ramamirtham Ammaiyar Higher Education Assurance Scheme, also known as Pudhumai Penn. This program’s core objective—reducing early marriage, improving female enrollment and retention in higher education, and fostering socio-economic empowerment—resonates with our institutional commitment to equity and inclusive excellence. By aligning with the government’s multi-tier governance model (State Steering Committee, State Monitoring Committees, and District Monitoring Committees) and embedding a dedicated Programme Management Unit (SPMU), Crescent Institute can mirror this structured approach within its own scholarship operations. The synergy between public policy and university-level initiatives enhances our capacity to reach underrepresented girls from Government school backgrounds, reduces barriers to access, and elevates the overall regional contribution to SDG 1 targets. Within the Sustainability Ratings framework, the initiative strengthens Indicators 1.1 (targeted financial support reach) and 1.2 (access to financial assistance and information) by expanding need-based aid, information campaigns, and application support tailored to female students who face unique social and economic challenges.

To operationalize this alignment, Crescent Institute can implement a multi-stakeholder scholarship program modelled after Pudhumai Penn’s tiered governance—establishing a Scholarship Governance Council, a female-students-focused Outreach & Guidance Wing, and campus-based Selection Committees with transparent eligibility criteria. The program would provide direct financial support for eligible female students from Government schools pursuing undergraduate and postgraduate study, along with parallel investments in information access, mentorship, and career development opportunities.

C. OUTREACH INITIATIVES

EEGAI – Donating Books

The “EEGAI – Donating Books” initiative aligns with SDG 1 by directly reducing educational expenses and expanding access to learning resources for students from economically disadvantaged backgrounds. By collecting and distributing pre-loved or donated books, Crescent Institute lowers the total cost of education, enabling more students to participate in core courses, self-study, and exam preparation without the prohibitive burden of purchasing new textbooks. This initiative also strengthens financial inclusion by reducing ancillary costs associated with learning, such as reference materials and course packs, thereby decreasing dropout risk attributable to poverty. Crescent Institute can establish a Donations and Resource Allocation Unit responsible for intake, cataloging, and distribution of books to eligible economically disadvantaged students.

Date: March 15, 2024
Venue: Urapakkam Government Secondary School
Project Chairperson: RTR. Zunaid Abbas
Total Number of Beneficiaries: 100+

FOOD DISTRIBUTION DRIVE

The Crescent Energy Club organized a Food Drive to support underprivileged individuals by providing nutritious meals and to create awareness among students on the importance of youth participation in addressing hunger and poverty. The initiative aligned with SDG 1 – No Poverty and SDG 2 – Zero Hunger, promoting social responsibility and sustainable community welfare.

A total of ₹5620 was raised with the support of around 50 volunteers. From this, ₹4400 was utilized to distribute food to nearly 200 needy people in and around Vandalur, contributing to hunger relief and community well-being. The event successfully demonstrated the impact of collective action and encouraged continued efforts toward supporting vulnerable communities.

PART – II: Progress Measurement

Rubrics for SDG 1: No Poverty

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Support to students based on income, assistance to local start-ups) have been implemented
2 to 3	There is an explicit plan to address the ‘No Poverty’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 1
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 1 No Poverty

PART – III: SDG Accord

SDG ACCORD REPORT 2025

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST), this positions the institute not only as a learner but as a contributor to national and regional SDG policy dialogues. The 2024 entry on relationships with regional NGOs and government for SDG policy underscores an ongoing posture of engagement with policy ecosystems, aligning institutional activity with policy development, monitoring, and adaptive management. This alignment suggests BSACIST can translate its SDG work into formal policy input, scenario modelling, and accountability mechanisms that inform broader regional development trajectories.

Figure XVII (3.1)-1 – SDG Accord report

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

EDUCATION FOR SUSTAINABLE DEVELOPMENT: INTEGRATING SUSTAINABILITY INTO CURRICULUM

In today’s rapidly changing world, the pursuit of sustainable development has become imperative, necessitating educational institutions to play a crucial role in equipping students with the knowledge and skills needed to address complex sustainability challenges. To meet this demand, many academic institutions have introduced dedicated courses that focus on sustainability, ranging from full degree programs to elective offerings. These courses are specifically designed to align with the Sustainable Development Goals (SDGs), encouraging students to engage with key sustainability concepts and apply their learning to real-world issues. A prime example of such integration can be found in the civil engineering department, which offers courses like “Environmental Studies” and “Water and Wastewater Engineering.” These courses are mapped to SDG 6, which emphasizes clean water and sanitation as a fundamental human right. By studying these subjects, students gain a comprehensive understanding of water management principles and engineering practices that aim to tackle urgent issues such as water scarcity and pollution. This practical education not only enhances their academic background but also prepares them for careers focused on addressing environmental challenges. In addition to engineering, courses like “Social Entrepreneurship” within the management studies framework contribute significantly to achieving SDG 8, which focuses on decent work and economic growth. This course empowers students to create sustainable business models aimed at addressing social issues, fostering economic empowerment, and promoting social change. By integrating sustainability into the curriculum, educational institutions cultivate innovative thinkers who can align economic growth with principles of equity and social responsibility, ultimately inspiring future leaders. Furthermore, the introduction of courses such as “Industrial Waste Water Treatment” and “Hazardous Waste Management” highlights the urgency of sustainability literacy within engineering disciplines. These courses are aligned with SDG 12, which focuses on ensuring sustainable consumption and production patterns. Through education in these critical areas, students learn the significance of effective waste management and the environmental implications of industrial practices. This knowledge instills a sense of responsibility in students, equipping them with the tools needed to tackle global waste challenges in their future careers. Interdisciplinary courses such as “Green Design and Sustainability” and “Smart Cities” emphasize the collaborative nature of addressing sustainability challenges. By encouraging students from various departments to work together, these programs foster a culture of sustainability across the institution. They ensure that future professionals are well-prepared to approach environmental, social, and technological challenges holistically. This collaborative learning environment not only enriches students’ educational experiences but also empowers them to craft innovative solutions that contribute to a more sustainable future. In conclusion, the integration of sustainability-focused courses across diverse academic disciplines is vital for preparing a generation capable of meeting the challenges posed by the SDGs. By providing a robust foundation in sustainability principles, educational institutions contribute significantly to fostering a sustainable future. Through these dedicated courses, students not only develop academic expertise but also emerge as empowered individuals ready to make meaningful contributions to their communities and the world at large.

Table XVII (4.2) – 1: Specific Courses that address sustainability and the SDGs offered by various Departments/Schools with sample syllabus

S.No	DEPARTMENTS / SCHOOLS	COURSE_NAME	COURSE_CODE	SDG	Curriculum & Syllabi Link
1	Automobile Engineering	Automotive Emissions and Control	AUD 3211	13	PDF
2		Battery Technology for Electric Vehicles	AUD 3212	9
3		EV Technology and Business Management	AUDX 30	9
4	Public policy	Sustainable Development Goals And Disaster Management	PPD 3201	16	PDF
5	Public policy	Design Thinking And Frugal Innovation	PPDX 18	8	PDF
6	Architecture	Architectural Design Studio –VI	AR D 3204	11,9,4
7		Green Buildings And Rating Systems	AR D 5112	7,11,12,13
8		Sustainable Architecture And Planning	AR D 5211	11,13,15,6
9	Law	Economics – I	BLE 1103	8,12	PDF
10		English – I	BLE 1101	4
11		Law of Contract – II	BLE 1207	16
12		Law of Contracts – I	BLE 1107	16
13		Legal Language	BLE 1201	4
14		Organizational Behavior	BLE 1204	8,12
15		Principles of Management	BLE 1104	8,12
16		Sociology – I	BLE 1102	10
17		Sociology – II	BLE 1202	10
18	Commerce	Advanced Financial Accounting	COD 1201	8	PDF
19		Aptitude and Workplace Skills	GED 2204	8
20		Arabic Language	LND 1183	4
21		Auditing	CODX 41	8
22		Banking and Insurance	CODX 61	9
23		Blog Writing	COD 2204	4
24		Book Review	COD 2104	4
25		Business Analytics using Python	COD 3202	4
26		Business Economics	COD 1203	12
27		Business Ethics and Human Values	CODX 31	8
28		Business Intelligence using Excel and Access	COD 1104	9
29		Business Law	COD 1202	17
30		Business Mathematics and Statistics	COD 2103	4
31		Business Organisation and Management	COD 1102	8
32		Business Research Methods	CODX 51	4
33		Case Study Analysis	COD 3104	4
34		Corporate Accounting	COD 2101	4
35		Corporate Law	COD 2102	4
36		Cost Accounting	COD 2201	4
37		Current Business Affairs	COD 3203	16
38		Entrepreneurship Development	COD 2203	8
39		Environmental Studies	COD 1103	6
40		Financial Accounting	COD 1101	8
41		Financial Management	COD 2202	8
42		General English – II	END 1283	4
43		Goods and Services Tax	COD 3102	4
44		Human Resource Management	CODX 11	8
45		Income Tax Law and Practice	COD 3201	4
46		Introduction to Indian Constitution	COD 1105	16
47		Management Accounting	COD 3101	8
48		Marketing Management	CODX 01	8
49		Modern Communicative Arabic	LND 1283	4
50		National Service Scheme	COD 3103	10
51		Organisational Behaviour	CODX 21	8
52		People Management	CODX 83	8
53		Project Management	CODX 71	9
54		Project Work	COD 3204	8
55		Public Speaking and Presentation Skills	COD 1204	4
56		Summer Internship	COD 3105	4
57	Architecture	Enterperneurship In Design	IACX 09	9
58		Color, Material and Lighting	IACX 10	9
59		Theory of Design	IAD 1101	9
60		Personality Enhancement	IAD 1102	4
61		Design Medium I	IAD 1103	9
62		Design Product I	IAD 1104	9
63		Design Environment I	IAD 1105	9
64		History of Interior Design I	IAD 1201	9
65		Design Medium II	IAD 1202	9
66		Design Product II	IAD 1203	9
67		Design Environment II	IAD 1204	9
68		Estimation and Costing	IAD 2101	9
69		Design Medium III	IAD 2102	9
70		Design Product III	IAD 2103	9
71		Design Environment III	IAD 2104	9
72		History of Interior Design II	IAD 2201	9
73		Design Medium IV	IAD 2202	9
74		Design Product IV	IAD 2203	9
75		Design Environment IV	IAD 2204	9
76		Psychology	IAD 3101	9
77		Design Medium V	IAD 3102	9
78		Design Product V	IAD 3103	9
79		Design Environment V	IAD 3104	9
80		Professional Practice	IAD 3201	9
81		Entrepreneurship in Design	IAD 3202	9
82		Design Medium VI	IAD 3203	9
83		Design Environment VI	IAD 3204	9
84		Vernacular Architecture	IADX 01	9
85		Energy Efficient Architecture	IADX 02	9
86		Strategies for Innovation in Design	IADX 03	9
87		Landscape Design in Interiors	IADX 04	9
88		Applied Ergonomics	IADX 06	9
89		Textile Design	IADX 08	9
90		Design Thinking	IADX 09	9
91		Design Management	IADX 11	9
92		Digital Marketing	IADX 15	9
93		Sustainable Architecture	ON D 10	9
94	Computer Application	Environmental Law	BLD 5201	8
95	Life Sciences	General Tamil – I	LND 1181	16	PDF
96		German – I	LND 1182	4
97		Cell Biology	LSD 1101	3
98		Cell Biology Laboratory	LSD 1102	3
99		Microbiology	LSD 1103	3, 15
100		Microbiology Laboratory	LSD 1104	3, 15
101		Biomolecules	LSD 1201	3
102		Biomolecules Laboratory	LSD 1202	3
103		Basics of Genetics	LSD 1203	3, 15
104		Basics of Genetics Laboratory	LSD 1204	3, 15
105		Biochemistry	LSD 2101	3, 15
106		Biochemistry Laboratory	LSD 2102	3, 15
107		Molecular Biology	LSD 2103	3, 15
108		Molecular Biology Laboratory	LSD 2104	3, 15
109		Enzymology	LSD 2105	3, 15
110		Enzymology Laboratory	LSD 2106	3, 15
111		Plant Biotechnology	LSD 3101	3, 15
112		Plant Biotechnology Laboratory	LSD 3102	3, 15
113		Animal Biotechnology	LSD 3103	3, 15
114		Animal Biotechnology Laboratory	LSD 3104	3, 15
115		Immunotechnology	LSD 3201	3, 15
116		Immunotechnology Laboratory	LSD 3202	3, 15
117		Genomics and Proteomics	LSD 3203	3, 15
118		Genomics and Proteomics Laboratory	LSD 3204	3, 15
119		Basics of Computer	LSDX 001	9
120		Basics of Computer Laboratory	LSDX 002	9
121		Bioinstrumentation	LSDX 009	3
122		Bioinstrumentation Laboratory	LSDX 010	3
123		Herbal Technology	LSDX 011	3, 15
124		Herbal Technology Laboratory	LSDX 012	3, 15
125		Pharmacology	LSDX 019	3, 15
126		Pharmacology Laboratory	LSDX 020	3, 15
127		Disease Management	LSDX 051	3
128		Disease Management Laboratory	LSDX 052	3
129		Nanobiotechnology	LSDX 057	3
130		Nanobiotechnology Laboratory	LSDX 058	3
131		Food Biotechnology	LSDX 065	2
132		Food Biotechnology Laboratory	LSDX 066	2
133		rDNA Technology	LSDX 073	3
134		rDNA Technology Laboratory	LSDX 074	3
135		Industrial Biotechnology	LSDX 075	3, 9
136		Industrial Biotechnology Laboratory	LSDX 076	3, 9
137	Civil Engineering	Advanced Calculus	MAD 1281	4	PDF
138		Advanced Concrete Technology	CEDX 16	11
139		Advanced Design of RC and Masonry Structures	CEDX 01	11
140		Algebra and Differential Calculus	MAD 1181	4
141		Artificial Intelligence and Machine Learning Applications	GEDX 102	8
142		Basic Electrical and Electronics Engineering	GED 1202	3,5,8,12
143		Building Construction and Practices	CED 1201	9
144		Civil Engineering Drawing	CED 1203	9
145		Communication Skills for Career Success	GED 3101	4
146		Concrete and Highway Laboratory	CED 2106	11
147		Concrete Technology	CED 2103	11
148		Construction Management	CED 3202	9,11
149		Cyber Forensics	GEDX 207	9
150		Cyber Security	GEDX 208	8
151		Design of Bridge Structures	CEDX 03	9,11
152		Design of Structural Steel Elements	CED 3201	9
153		Design of Substructures	CED 3102	11
154		Dynamics of Indian Social Structure	SSDX 04	10,16
155		Earthquake Resistant Design of Structures	CEDX 04	9,11
156		Engineering Design	GED 1102	9
157		Engineering Economics and Management	SSDX 01	4,8,9,12
158		Engineering Graphics	GED 1101	9
159		Engineering Materials and Applications	CHD 1181	9
160		Engineering Mechanics	GED 1201	9
161		English for Engineers	END 1281	4
162		Essential Skills and Aptitude for Engineers	GED 2101	17
163		Estimation and Costing of Infrastructure Projects	CED 2204	8
164		Fundamentals of Entrepreneurship	MSD 3181	1 to 17
165		Gender, Technology and Development	SSDX 14	8
166		GIS and its Applications	CED 3105	9
167		GPS and Drone Surveying	CEDX 71	11
168		Hydraulic and Hydraulic Machinery	CED 3103	12
169		Hydrology	CEDX 51	13
170		Indian Constitution and Human Rights	GED 2202	16
171		Industrial Economics and Management	SSDX 03	8,9
172		Industrial Safety	GEDX 119	9
173		Internet of Things and its Applications	GEDX 214	4,9
174		Internship I	CED 3106	9,11
175		Internship II	CED 4102	9,11
176		Introduction to Artificial Intelligence	GEDX 121	1
177		Introduction to Marketing Essentials	GEDX 132	12
178		Lean Construction	CEDX 19	11
179		Manufacturing Practices Laboratory	GED 1103	9
180		Mechanics of Fluids	CED 2102	6
181		Mechanics of Soils	CED 2201	11
182		Mechanics of Solids	PHD 1183	4
183		Mechanics of Structures	CED 2101	9,11
184		Nano Materials and Technology	GEDX 218	4
185		Non Destructive Testing of Materials	PHDX 01	4
186		Numerical Methods for Integral and Differential Equations	MAD 2183	4
187		Principles of Architecture	CEDX 74	4
188		Professional Ethics and Human Values	SSDX 13	8
189		Programming for Problem Solving	GED 1104	8
190		Python Programming	GEDX 224	8
191		Reasoning and Aptitude for Engineers	GED 3201	4
192		Remote Sensing	CEDX 72	9
193		Repair and Rehabilitation of RC Elements	CED 3104	11
194		Smart Infrastructure	CED 4101	11
195		Sociology of Industrial Relations.	SSDX 12	8,9
196		Sociology of Science and Technology	SSDX 02	17
197		Storm Water and Flood Management	CEDX 53	13
198		Structural Analysis I	CED 2202	9,11
199		Structural Analysis II	CED 3101	9,11
200		Structural Concrete Design	CED 2203	9,11
201	Survey and Soil Investigation Camp	CED 2206	11
202	Surveying	CED 1202	11
203	Transportation Engineering	CED 2105	8
204	Water and Waste Water Engineering	CED 2104	6
205	Water Resources Engineering	CED 2205	9
206	Waterproofing of Concrete and Masonry Structures	CEDX 17	11
207	Workplace Skills and Aptitude for Engineers	GED 2201	8
208	Industrial Waste Water Treatment	CEDX 43	6
209	Hazardous Waste Management	CEDX 44	6 & 12
210	Environmental Risk Assessment	CEDX 45	3 & 6
211	Green and sustainable chemistry	OEEY 738	4,7,9	PDF
212	Advanced Construction Planning, Scheduling and Control	CEE 6221	9,11
213	Artificial Intelligence and IoT	OEEY 702	8
214	Automation in Construction	CEEY 261	11
215	Building Information Modeling	CEE 6224	9
216	Condition Assessment and Rehabilitation of Structures	CEEY 158	11
217	Construction Economics, Finance and Risk Management	CEE 6121	11
218	Construction Equipment Management	CEE 6124	11
219	Construction Quality and Safety Management	CEE 6223	11
220	Contract Laws and Regulations	CEE 6123	9
221	Energy Conservation Techniques in Building Construction	CEEY 258	11
222	Infrastructure Planning and Management	CEEY 151	11
223	Integrated Building Management Services	CEEY 153	11
224	Internship	CEE 7122	11
225	Lean Construction Management	CEE 6222	11
226	Logistics and Supply Chain Management	CEEY 157	11
227	Modern Construction Materials	CEEY 251	11
228	Probability and Statistics	MAE 6183	4
229	Project Management in Construction	CEE 6122	9
230	Project Work	CEE 7121	11
231	Research Methodology and IPR	GEE 6201	4,8,9
232	Resource Management in Construction	CEEY 257	11
233	Statistics Laboratory	CEE 6125	4
234	Electrical & Electronics Engineering	Energy Conservation and Audit	EEDX 03	3 & 9	PDF
235		Electric Energy Generation, Utilization and Conservation	EEDX 02	3,8,9,11,12
236		Energy Devices for Electric Vehicles	EEDX 54	7 & 12
237		Grid Integration of Renewable Energy Systems	EEDX 55	8,9 &12
238		Wind Energy Conversion Systems	EEDX 29	7,9,11,12 & 13
239		Solar Energy Technology	EEDX 62	7 & 8
240		Cost Economics of	EEDX 64	7 & 8
241	Mechanical Engineering	Green Manufacturing Design and Practices	MEDX 64	13	PDF
242		Rubber Recycling and Waste Management	MEDX 83	9
243		Materials for Energy Technologies	MEDX 89	9
244	Polymer Engineering	Biodegradable Polymers	PED 2105	12, 15	PDF
245	Polymer Engineering	Polymer Waste Management and Recycling	PEDX 16	9	PDF
246	Civil Engineering	Advanced Design of Concrete Structures	CEE 6101	9,11	PDF
247		Advanced Design of Steel Structures	CEE 6213	9,11
248		Advanced Foundation Design	CEEY 201	9,11
249		Condition Assessment and Rehabilitation of Structures	CEE 6103	11
250		Corrosion Prevention and Control in RC Structures	CEEY 202	9,11
251		Destructive and Non-Destructive Testing of Concrete	CEE 6104	9,11
252		Earthquake Resistant Design of Structures	CEE 6212	9,11
253		Finite Element Analysis in Structural Engineering	CEE 6211	9,11
254		Internship	CEE 7102	9,11
255		Prestressed Concrete Structures	CEEY 205	9,11
256		Probability and Matrix Theory	MAE 6184	4
257		Project Management	OEEY 711	9
258		Project Work	CEE 7101	11
259		Structural Modeling and Analysis Laboratory	CEE 6214	9,11
260		Water Proofing of Concrete and Masonry Structures	CEEY 108	11
261		Sustainable construction	CEEY 255	11

Sample Syllabus denoting the specific courses on sustainability

1. Department of Automobile Engineering

AUD 3211	AUTOMOTIVE EMISSIONS AND CONTROL		L	T	P	C
SDG: 13			2	0	2	3
COURSE OBJECTIVES:
COB1: To learn about air pollution from automotive engines
COB2: Impart the knowledge of emission formation from engines
COB3: To learn the emission control techniques in SI engines
COB4: To learn the emission control techniques in CI engines
COB5: Impart the knowledge of emission measurement techniques and driving cycles.
MODULE I	AIR POLLUTION FROM ENGINES					6
Air pollution from automotive engines, regulated and unregulated emissions, effect of emission on global warming, green gas, ozone and human health, photochemical smog, air quality standard, emissions standards
MODULE II	FORMATION OF POLLUTANTS					6
Combustion generated and other emissions – Carbon monoxide,NOx formation from SI and CI engines, unburned hydrocarbon from SI and CI engines, soot and particulates formation, NOx-particulate trade off, effect of SI engines design and operation variable on emission formation, effect of CI engines design and operation variable on emission formation
MODULE III	SI ENGINE EMISSION CONTROL TECHNOLOGY					6
Engine design parameters, positive crank case ventilation, evaporative emission control, exhaust gas recirculation, thermal reactor, catalytic exhaust after treatment, types of catalytic converter, gasoline direct injection stratified charge engines.
MODULE IV	CI ENGINE EMISSION CONTROL TECHNOLOGY					6
Fuel injection variables, electronic fuel injection system, exhaust gas recirculation(EGR), EGR cooling, EGR in turbocharged engines, EGR control, turbocharging, diesel oxidation catalysts, diesel de-NOx catalysts, selective catalysts reduction (SCR), urea injection, diesel particulate filters.
MODULE V	EMISSION MEASUREMENT TECHNIQUES AND DRIVING CYCLE					6
Non Dispersive Infrared Gas Analyzer, Chemiluminescent Analyzer, Flame Ionization Detector, Smoke Opacity And Filter Paper Measurements, Particulate Matter, Full Flow And Partial Flow Dilution Tunnel, Gas Chromatography. Transient Dynamometer, Test Cells, Driving Cycles For Emission Measurement, Chassis Dynamometer, CVS System, National And International Emission Standards.
PRACTICALS
List of Experiments 1. Performance study of single cylinder petrol engine at full throttle and part throttle conditions. 2. Performance study of twin cylinder constant speed diesel engine. 3. Performance and combustion study of single cylinder constant speed CI engine. 4. Performance study of variable speed single cylinder compression ignition engine. 5. Performance study of variable speed twin cylinder compression ignition engine. 6. Determination of volumetric efficiency and optimum cooling water flow rate in IC engines. 7. Head balance test of a Automotive diesel engine. 8. Measurement of HC, CO, CO2, O2 and NOx using exhaust gas analyzer. 9. Diesel smoke measurement.
L – 30 ; P – 30 ; TOTAL HOURS – 60
TEXT BOOKS:
1. Karthikeya Sharma, T.., Prasad Rao, G. Amba. Engine Emission Control Technologies: Design Modifications and Pollution Mitigation Techniques. United States: Apple Academic Press, 2020. 2. Pundir, B. P. Engine emissions: pollutant formation and advances in control technology. United Kingdom: Alpha Science International Limited, 2007.
REFERENCES:
1. Kuwahara, Takuya, and Okubo, Masaaki. New Technologies for Emission Control in Marine Diesel Engines. Netherlands, Elsevier Science, 2019. 2. Schäfer, Fred.,Basshuysen, Richard van. Reduced Emissions and Fuel Consumption in Automobile Engines. Austria: Springer Vienna, 2014.
COURSE OUTCOMES: After Completion of this course the student will able to:
CO1: Explain about the atmospheric pollution from engines and its impact on human health and environment.
CO2: Analysis the formation of emissions in both SI and CI engines.
CO3: Identify the various control methods/techniques used in SI engine to control the engine out emissions.
CO4: Analysis the various control methods/techniques used in CI engine to control the engine out emissions.
CO5: Explain the emissions measurement techniques and driving cycles.
Board of Studies (BoS) : 14thBoS held on 22.08.2022		Academic Council: 19thAC held on 29.09.2022

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Note: L- Low Correlation M -Medium Correlation H -High Correlation

SDG: 13 Take urgent action to combat climate change and its impacts

Statement : To understand the need of alternative fuel in the application of automobile and its leads to reduce impact on climate change.

AUD 3212	BATTERY TECHNOLOGY FOR ELECTRIC VEHICLES		L	T	P	C
SDG: 9			3	0	0	3
COURSE OBJECTIVES:
COB1:To understand the chemistry behind the working of battery
COB2:To gain knowledge in battery pack architecture
COB3:To study methods in battery charging
COB4:To know the principles behind battery management system
COB5:To know the principles behind thermal management system
MODULE I	BATTERY CHEMISTRIES					9
Types of batteries- Lithium-Ion, Nickel-Metal Hydride, Lead-Acid Batteries, Ultra capacitors. Anode and cathode chemistries. Electrical characteristics – Capacity, C-rate, impedance, DOD, SOC, SOH, Life cycles, Mechanical characteristics – case study on specifications of electric vehicle battery. Factors affecting the choice of EV battery.Future batteries for Electric Vehicles – Metal/Air Cells,Zinc/Air Cells,Lithium/Air Cells, Lithium/Sulfur Cells.
MODULE II	BATTERY PACK ARCHITECTURE					7
Factors to be considered for architecture. Cell architecture. Pack designs involving cylindrical, pouch or prismatic. Size and shape of cell. Assembly methods. Design consideration – Thermal, Electrical, Mechanical and Safety.
MODULE III	BATTERY CHARGING					11
Battery Charging Curve, Charging Methods – Current Control Method, Voltage Control Method, Constant Current‑Constant Voltage, Five‑Step Charging Pattern, Pulse Charging Method and Modern Intelligent Charging Method. Charger hardware technology – On-board Charger, Off‑Board Charger and wireless. Charging characteristics – charging capacity, efficiency and time. Connectors – CHAdeMO technology, standards – CCS2, GB/T, Wire harness.
MODULE IV	BATTERY MANAGEMENT SYSTEM (BMS)					9
Architectures of a BMS. Functions – Measurement, management, evaluation external communication, logging and telemetry – terminology for various types of BMS – Constant current/constant voltage (CCCV) chargers, Regulators, Meters, Monitors, Balancers, Protectors. Design of BMS – analog and digital. Topology – Centralized, Modular, Master-Slave and Distributed. Cell balancing. Battery charging management.
MODULE V	THERMAL MANAGEMENT SYSTEM (TMS)
Functions of TMS, Methods – Air cooling, Liquid cooling, Direct refrigerant cooling, Phase change material cooling, Thermoelectric cooling and Heat pipe cooling. Heat pipe cooling – basic elements in the heat pipe TMS. Thermal Modelling of cooling system. Recent technology in TMS.
L – 45 ; TOTAL HOURS – 45
TEXT BOOKS:
1. Jiuchun Jiang, Caiping Zhang, “Fundamentals and Applications of Lithium-ion Batteries in Electric Drive Vehicles”, 1^stedition,Wiley Publications, United states, 2015. (ISBN: 978-1-118-41478-1)
REFERENCES:
1. David Linden, Thomas B. Reddy,“Handbook of Batteries”, McGraw- hillPublishing, 3rd Edition, 2002. 2. Bruno Scrosati, Jürgen Garche, Werner Tillmetz, “Advances in Battery Technologies for Electric Vehicles” ,Woodhead Publishing,5th edition,(ISBN: 9783658017835) 3. Thomas B. Reddy, “Linden’s Handbook of Batteries”, McGraw- hillPublishing, 4th Edition, 2010.(ISBN:9780071624190) 4. Robert Bosch ,”Electric Vehicle Technology Explained”, 2nd Edition,Wiley Publications, 2012.(ISBN: 9781119942733) 5. Davide Andrea,“Battery Management Systemsfor Large Lithium-Ion Battery Packs”,Artech house Publications, London,1st Edition, 2010 (ISBN: 978-1608071043) 6. Gianfranco Pistoia, BoryannLiaw, “Behaviour of Lithium-Ion Batteries in Electric Vehicles”, Springer, 2018.(ISBN: 9783319699509)
COURSE OUTCOMES: Students should able to
CO1:Illustrate the chemistries behind the working of batteries.
CO2:Develop a battery pack architecture for electric vehicle.
CO3:Demonstrate various methods of battery charging
CO4:Design Battery management system for electric vehicle
CO5:Analyze the problems due to heating and cooling in battery and give solution through thermal management system
Board of Studies (BoS) : 14^thBoS held on 22.08.2022		Academic Council: 19^thAC held on 29.09.2022

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Note:L- Low Correlation M – Medium Correlation H -High Correlation

SDG No.9: To promote energy efficiency

Statement: The understanding of the course helps to increase performance of battery using innovative technologies which assists in pollution control.

2. Department of Public Policy

PPD 3201	SUSTAINABLE DEVELOPMENT GOALS AND DISASTER MANAGEMENT			L		T		P	C

SDG: 16				3		0		0	3
COURSE OBJECTIVES:
COB 1: To teach the students understand about the basic concept of sustainable development, the environmental, social and economic dimensions.
COB 2: To make the students know about in-depth learning and analysis of factors that support to achieve sustainability.
COB 3: To explore the demonstrate knowledge and understanding of the current sustainable development policies.
COB 4: To make students to understand the concepts of disaster management.
COB 5: To teach students to understand the eco system based disaster risk reduction.
MODULE I	INTRODUCTION TO SUSTAINABLE DEVELOPMENT								9
Broad introduction to SD – its importance, need, impact and implications; definition coined; evolution of SD perspectives (MDGs AND SDGs) over the years; recent debates; 1987 Brundtland Commission and outcome; later UN summits (Rio summit, etc.) and outcome
MODULE II	ECOSYSTEM & SUSTAINABILITY								9
Introduction to sustainability & its factors, requirements for sustainability: food security and agriculture, sustainability conflicts, a conceptual framework for linking sustainability and sustainable development.
MODULE III	DIMENSIONS TO SUSTAINABLE DEVELOPMENT								9
society, environment, culture and economy; current challenges – natural, political, socio-economic imbalance; sustainable development initiatives and policies of various countries: global, regional, national, local; needs of present and future generation – political, economic, environmental.
MODULE IV		DISASTER PREPAREDNESS					9
Concepts and definitions of Disaster, Types of Disasters in India, Vulnerability mapping, Risk Analysis and Capacity Building- Disaster Management Cycle, Basic Concepts of Disaster Risk Reduction (DRR).
MODULE V	DISASTER MANAGEMENT				9
NDMA, National Disaster Management Act, National Disaster Management Policy, Organisations and Institutions of Disaster Management. Hyogo Framework and Sendai Framework.
L–45; TOTAL HOURS – 45
TEXT BOOKS: 1. Franco, I.B. and Tracey, J. (2019), “Community capacity building for sustainable development: Effectively striving towards achieving local community sustainability targets”,International Journal of Sustainability in Higher Education, Vol. 20 No. 4, pp.691-725 2. Our Common Journey: A Transition Toward Sustainability. National Academy Press,Washington D.C. Soubbotina, T. P. 2004. 3. Elliott, Jennifer. 2012. An Introduction to Sustainable Development. 4^th Ed. Routledge,London. 4. Coppola D P, 2007. Introduction to International Disaster Management, Elsevier Science (B/H), London. 5. Manual on natural disaster management in India, M C Gupta, NIDM, New Delhi 6. An overview on natural & man-made disasters and their reduction, R K Bhandani, CSIR, New Delhi.
REFERENCES:
1. Rogers, Peter P., Kazi F. Jalal, and John A. Boyd. “An introduction to sustainabledevelopment.” (2012). 2. Sachs, J. D. 2015. The Age of Sustainable Development. Columbia University Press,New York. 3. Encyclopedia of disaster management, Vol I, II and IIIL Disaster management policy and administration, S L Goyal, Deep & Deep, New Delhi, 2006 4. Disaster Management Act 2005, Publisher by Govt. of India
COURSE OUTCOMES:
On successful completion of the course the students are able to
CO1: Illustrate the fundamental principles of sustainable development in environmental, social and economic dimensions.
CO2: Enumerate the in-depth learning and analysis of factors that support to achieve sustainability.
CO3: identify and explain the significance of sustainable development policies.
CO4: Understand the concepts of disaster management.
CO5: Understand the eco system based disaster risk reduction.
Board of Studies (BoS): 3^rd BoS of Department of Public Policy held on 27.03.2023			Academic Council: 20^th AC held on 13.04.2023.

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Note: L- Low Correlation M – Medium Correlation H -High Correlation

SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

strong>Statement: This course helps the students to Promote peaceful and inclusive societies for sustainable development, and the students will inculcate the habit of standing up for justice

PPDX 18	DESIGN THINKING AND FRUGAL INNOVATION		L	T	P	C
SDG: 08			3	0	0	3
COURSE OBJECTIVES:
COB1: To teach the students about the human centred innovation and user needs
COB2: To educate the students about ideation, prototyping and testing
COB3: To make students understand about product and service Management
COB4: To teach students about the frugal innovation and innovation Management
COB5: To educate the students about the methods used to lead innovation in organisations.
MODULE I	HUMAN CENTERED INNOVATION AND USER NEEDS				9
Introduction to human centred design – Roots of design thinking – Design thinking as celebration – Digital Disruption & Technology Evolution – Knowing Your Users – Identifying Needs of Customers – Designing with Empathy – Designing for Diversity & Inclusion.
MODULE II	IDEATION, PROTOTYPING AND TESTING				9
Ideation Techniques – Tools for Fostering Creativity – Immersive Learning Exercises -Visualisation & Storytelling -Proof of prototyping Concept-Minimum Value Proposition- Designing, Tooling and Building – Learnings from Failed Designs.
MODULE III	PRODUCT AND SERVICE DEVELOPMENT				9
New Product Development Processes – Design for Products & Services – Sustainability through Design Thinking – Lean & Agile Product/ Service Design.
MODULE IV	INNOVATION MANAGEMENT AND FRUGAL INNOVATION				9
Innovation Project Life-cycle – Innovation Management Models, Frugal Innovation – Entrepreneurship Vs Intrapreneurship – Disruptive innovation – Innovation for Growth – Data-driven Innovation- Integrating Design & Technology for Impact.
MODULE V	LEADING INNOVATION IN ORGANISATIONS				9
Collaborative Ideation & Innovation – Transforming Businesses – Leadership and Commitment.
L –45; TOTAL HOURS – 45
TEXT BOOKS: 1. Cross, N., & Thinking, D. (2011). Understanding how designers think and work. Design thinking. 2. Martin, R., & Martin, R. L. (2009). The design of business: Why design thinking is the next competitive advantage. Harvard Business Press.
REFERENCES: 1. Liedtka, J., & Ogilvie, T. (2019). The designing for growth field book: A step-by-step project guide. Columbia University Press.”. 2. Liedtka, J., Hold, K., & Eldridge, J. (2021). Experiencing design: The innovator’s journey. Columbia University Press.
COURSE OUTCOMES:
On successful completion of the course the students are able to CO1: Understand human-centered innovation.
CO2: Analyse the techniques of ideation and prototyping
CO3: Learn about managing products and services
CO4: Understand the concept of frugal innovation and innovation management
CO5: Know the different strategies for fostering innovation in organisations.
Board of Studies (BoS): 3^rd BoS of Department of Public Policy held on 27.03.2023		Academic Council: 20^th AC held on 13.04.2023.

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Note: L- Low Correlation M – Medium Correlation H -High Correlation

SDG08: promote sustained inclusive and sustainable economic growth, full and productive employment and descent work for all.

Statement: This course helps the students to enrich themselves as human capital as they can dramatically strengthen a country’s competitiveness.

3. Crescent School of Law

BLE 1101

ENGLISH – I

SDG : 4

COURSE OBJECTIVES

COB-1

To develop effective communication skills in English, including speaking, listening, reading, and writing, through self-introduction and basic grammar.

COB-2

To enhance practical communication abilities for various real-life situations through interactive activities and role-playing exercises.

COB-3

To master the art of writing professional letters and correspondence in English, including email etiquette and formal writing styles.

COB-4

To acquire phonetic knowledge and improve language acquisition skills to enhance pronunciation and fluency in English.

COB-5

To gain proficiency in technical writing, including the ability to convey complex technical information clearly and concisely in English.

COURSE OUTCOMES

CO-1

Demonstrate effective communication skills in English for personal and professional contexts.

CO-2

Apply grammatical rules and structures accurately in spoken and written English.

CO-3

Ability to write clear and concise letters and correspondence in a professional manner.

CO-4

Understand and apply phonetic principles to improve pronunciation and language acquisition.

CO-5

Produce technical writing documents with clarity, precision, and appropriate language conventions.

COURSE OUTLINE

MODULE – I

SELF INTRODUCTION AND BASIC GRAMMAR

Self-Introduction: Introducing one another; Basic Grammar: Affixes- Parts of Speech – Tense- Connectives & Prepositions- Use of Modals- Question Tags-Idioms- Homophones- Homographs, S-V agreement, Euphemism-Interchange of Active & passive voice- Direct & Indirect Speech, Confused wordings, Phrases, Idioms.

MODULE – II

COMMUNICATION

Definition – Methods – Types – Principles of effective communication – Barriers of communications; Relevance and importance of Business communication – Four skills of language Acquisition – Business Vocabulary, Abbreviations; Communication in a Globalized world after LPG (Liberalization, Privatization and Globalization); Modern forms of Communication –Fax – Email – Social Media (Facebook, Twitter, Instagram), Video Conferencing – Internet – Websites and their use in Business.

MODULE – III

LETTERS & CORRESPONDENCE

Kinds of Letters – Layout – Interview – Appointment – Acknowledgement – Promotion – Inquiries – Replies – Orders – Sales – Circular – Complaints – Bank Correspondence – Insurance Correspondence – Agency Correspondence – Correspondence with Shareholders–correspondence with Directors- Correspondence with Clients- Correspondence in Court.

MODULE – IV

PHONETICS AND LANGUAGE ACQUISITION

Reading exercises- Proper pauses, Key Sounds, Accent – Consulting a Pronouncing Dictionary – Transcription of words into Phonetic scripts – Stress and Intonation

MODULE – V

Reports – Agenda- Minutes of Meeting – Memorandum – Office Order – Notes – Case law- Identification of case Law from different resources – Usage of Law Websites-Different Law Journals-Law Digests- Encyclopaedias – How to Use Law Library.

TEXT BOOKS

Bas Aarts, Gergana Popova, Jill Bowie, The Oxford Handbook of English Grammar. United Kingdom, OUP Oxford, 2019.

Bakshi Sp, and Sharma, Richa, Descriptive English, Arihant Publication India Limited, 2017.

Rajendra Pal & J. S. Korlahalli, Essentials of Business Communication, Sultan Chand & Sons, New Delhi 2011.

Prof. P. N. Kharu & Dr. Varinder Gandhi, Communication Skills in English. India, Laxmi Publications Pvt Limited, 2009.

Dr. G.S.Kushwaha, English Phonetics and Pronunciation for Indian Learners. N.p., Notion Press, 2017.

Gupta, Sc. A Handbook for Letter Writing. India, Arihant Publication India Limited, 2016.

REFERENCES

Smith, J. English Grammar in Use. Cambridge Univ. Press, 2019

Richards, J. C. Approaches and Methods in Language Teaching. Cambridge Univ. Press, 2014.

Murphy, R. English Grammar in Use: A Self-study Reference and Practice Book for Intermediate Learners of English. Cambridge Univ. Press, 2019.

Jennifer Nycz, The Handbook of English Linguistics

The Handbook of English Linguistics. (2023). United Kingdom: Wiley.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

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SDG : 4

QUALITY EDUCATION: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Promoting quality education aligns with fostering effective communication skills, critical thinking, and literacy in the English language.

BLE 1102

SOCIOLOGY – I

SDG : 10

COURSE OBJECTIVES

COB-1

To develop a comprehensive understanding of sociology as a scientific approach to studying human societies and social interactions.

COB-2

To comprehend and apply key sociological concepts and theories to analyze social issues and phenomena.

COB-3

To recognize the significance of social institutions and their impact on shaping individuals and communities.

COB-4

To investigate the dynamic relationship between individuals and society, considering the reciprocal influences on behavior and identity.

COB-5

To explore social mobility and change as essential elements in understanding societal development and transformation.

COURSE OUTCOMES

CO-1

Understand the foundational principles and scope of Sociology, gaining insights into its significance in understanding human behavior and society.

CO-2

Acquire proficiency in key sociological concepts, enabling the analysis of social phenomena and interactions with a critical perspective.

CO-3

Explore various social institutions and their roles in shaping cultures, norms, and social structures within diverse societies.

CO-4

Examine the dynamic interplay between the individual and society, recognizing the reciprocal influence between personal experiences and broader social contexts.

CO-5

Investigate social mobility and change, comprehending the factors influencing societal shifts and the implications for individuals and communities in a rapidly evolving world.

COURSE OUTLINE

MODULE – I

THE NATURE OF SOCIOLOGY

Introduction to Sociology: Defining sociology and its importance – Theoretical Perspectives in Sociology – Sociology and other social sciences – Scientific and distinct orientations to sociological study – Research Methods in Sociology

MODULE – II

BASIC CONCEPTS IN SOCIOLOGY

Culture and Society – Community and Society – Social structure – Social roles and role conflict – Social Groups and Organizations – Class – Party – Social Capital

MODULE – III

SOCIAL INSTITUTIONS

Family, Marriage & Kinship – Education – Religion – Politics – Media – Peer groups – Economy and Work – Government – Impact of Social Institutions

MODULE – IV

THE INDIVIDUAL IN/AND SOCIETY

Socialization and Social Interaction – Social Stratification – Deviance and Social Control – Gender and Sexuality

MODULE – V

SOCIAL MOBILITY AND CHANGE

Social Movements and Social Change – Sources of Social Change – Urbanization and Globalization: The impact of globalization on societies – Environmental Sociology – Social Mobility and Caste – Social mobility & change in digital age

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Total Hours

TEXT BOOKS

Haralambos, Michael, and Holborn, Martin. Sociology Themes and Perspectives

(Haralambos and Holborn). United Kingdom, HarperCollins Publishers, 2021.

Giddens, Anthony, et al. Introduction to Sociology, Sixth Edition. United Kingdom, W. W. Norton & Company, 2007.

Ferrante, Joan. Sociology: A Global Perspective. United States, Cengage Learning, 2013.

Ritzer, George. Essentials of Sociology. United States, SAGE Publications, 2019.

REFERENCES

Mills, C. Wright, The Sociological Imagination, United Kingdom, Oxford University Press, USA, 1999.

Lemert, Charles. Social Theory: The Multicultural, Global, and Classic Readings. United States, Taylor & Francis, 2018.

The Oxford Handbook of Sociology, Social Theory, and Organization Studies: Contemporary Currents. United Kingdom, Oxford University Press, 2014.

Billington, Rosamund, et al. Culture and Society: Sociology of Culture. United Kingdom, Bloomsbury Publishing, 1991.

Ritzer, George. The McDonaldization of Society: Into the Digital Age. United States, SAGE Publications, 2020.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

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SDG : 10

REDUCE INEQUALITY: Reduce inequality within and among countries

By studying this course, students can understand the root causes of inequalities and contribute to efforts aimed at promoting social justice, inclusivity, and equitable access to resources and opportunities.

BLE 1103

ECONOMICS – I

SDG : 8 & 12

COURSE OBJECTIVES

COB-1

To understand the fundamental principles and concepts of economics, including scarcity, opportunity cost, and the basic economic problem.

COB-2

To comprehend consumer behaviour and decision-making processes, including the concepts of utility, demand, and elasticity.

COB-3

To gain insight into the theory of production, the factors of production, and the relationship between inputs and outputs.

COB-4

To analyse various market structures and understand their characteristics and implications.

COB-5

To investigate the role of antitrust laws and government regulations in promoting competition and preventing market failures.

COURSE OUTCOMES

CO-1

Comprehend the fundamental principles of economics, its history, and relevance in shaping societies and markets.

CO-2

Analyse consumer behaviour, preferences, and decision-making processes to comprehend market demand and individual choices.

CO-3

Explain the concepts of production, costs, and the interplay between factors of production, aiding in efficient resource allocation.

CO-4

Explore various market structures and their impact on market outcomes and welfare.

CO-5

Examine the role of antitrust policies and government regulations in ensuring fair competition and market efficiency, and their implications on economic welfare and public interest.

COURSE OUTLINE

MODULE – I

INTRODUCTION

Introduction to economics as a social science – Scope and nature of economics – The economic problem: scarcity and choice; the concept of opportunity cost; production possibility frontier; the basic competitive model. – Normative and positive economic analysis of law – Law of demand and supply: determinants, shift and movement, and market equilibrium.

MODULE – II

CONSUMER THEORY

Concept of utility – Cardinal utility analysis – Budget constraint – Indifference curve – Consumer equilibrium – Consumer surplus – Water – diamond paradox, individual choice under risk and uncertainty.

MODULE – III

THEORY OF PRODUCTION AND COSTS

Production process and production functions – Concepts of production, law of variable proportions, and law of Diminishing returns to scale, economics and diseconomies of scale. Costs in the short run, costs in the long run, revenue, and profit maximization.

MODULE – IV

MARKET STRUCTURE

Nature of Market Structure and its Characteristics, Price and Output Determination – Perfect Competition, Monopoly, Game theory and oligopoly, and Monopolistic Competition. Duopoly-Cournot, Bertrand, Stackleberg. Price Discrimination and Pricing Methods.

MODULE – V

ECONOMICS OF ANTITRUST AND GOVERNMENT REGULATION

Externality and Market failure, Market power, its determinants and Lerner Index, anti-trust policy and role of government in making regulation – Pareto optimality and theory of second best – Coase theorem.

–

Total Hours

TEXT BOOKS

Lipsey, Richard G., et al. Economics. United Kingdom, Oxford University Press, 2020.

Mankiw, N. Gregory. Principles of Microeconomics. United States, Cengage Learning, 2020.

Belleflamme, Paul, and Peitz, Martin. Industrial Organization: Markets and Strategies. United Kingdom, Cambridge University Press, 2010.

Market Structure and Competition Policy: Game-Theoretic Approaches. United Kingdom, Cambridge University Press, 2000.

Frank, Robert H.. Microeconomics and Behavior. United Kingdom, McGraw- Hill/Irwin, 2006.

REFERENCES

Perloff, Jeffrey M.. Microeconomics: Theory and Applications with Calculus. United Kingdom, Pearson, 2017.

Baye, Michael, and Prince, Jeff. Managerial Economics & Business Strategy. United Kingdom, McGraw-Hill Education, 2016.

Areeda, Phillip, and Kaplow, Louis. Antitrust Analysis: Problems, Text, Cases. United States, Aspen Law & Business, 1997.

Belleflamme, Paul, and Peitz, Martin. The Economics of Platforms: Concepts and Strategy. United Kingdom, Cambridge University Press, 2021.

Mas-Colell, Andreu, et al. Microeconomic Theory. India, Oxford University Press, 2006.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

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PO-4

PO-5

PO-6

PSO-1

PSO-2

PSO-3

CO-1

CO-2

CO-3

CO-4

CO-5

NOTE:

L – LOW CORRELATION

M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 8

DECENT WORK & ECONOMIC GROWTH: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

SDG : 12

RESPONSIBLE CONSUMPTION AND PRODUCTION: Ensure sustainable consumption and production patterns.

The course focuses on promoting inclusive economic growth and responsible consumption, critical concepts for building a sustainable and equitable global economy.

BLE 1104

PRINCIPLES OF MANAGEMENT

SDG : 8 & 12

COURSE OBJECTIVES

COB-1

To understand the fundamental concepts and principles of management, including its evolution, functions, and significance in various organizational settings.

COB-2

To analyse the principles of organizational structure, design, and dynamics, and apply them to create efficient and effective organizational systems.

COB-3

To explore the key aspects of human resource management, including recruitment, selection, training, performance appraisal, and employee development.

COB-4

To examine the importance of employee welfare and well-being programs, and evaluate their impact on employee satisfaction, productivity, and organizational success.

COB-5

To develop strategies to foster a positive work culture, encourage employee engagement, and promote teamwork and collaboration within the organization.

COURSE OUTCOMES

CO-1

Understand the fundamental principles and theories of management in various organizational contexts.

CO-2

Analyse the principles of organizational management, including the design, structure, and decision-making processes of businesses.

CO-3

Explore the intricacies of Human Resource Management, examining recruitment, training, performance evaluation, and employee development.

CO-4

Evaluate the importance of welfare mechanisms in fostering a productive and motivated workforce.

CO-5

Synthesize knowledge from all modules to effectively manage employee- organization dynamics, fostering a harmonious and successful work environment.

COURSE OUTLINE

MODULE – I

INTRODUCTION TO MANAGEMENT

Concept of Management — Definition — Nature and Scope—Science or Art; Development of Management Thought — Contributions of Fayol and Taylor— Functions of Management ; Types of Business Organization— Managerial Levels and Managerial Skill – Roles and responsibilities of managers – Challenges and opportunities in modern management

MODULE – II

ORGANIZATIONAL STRUCTURE AND DESIGN

Nature and Purpose of Organization — Different types of organizational structures (functional, divisional, matrix, etc.) – Formal and Informal Organization; Organizational design and its impact on performance – Organization Chart— Structures and Process— Departmentalization by different strategy—Decentralization and Centralization—Delegation of Authority – Coordination and integration of activities – Organizational culture and its significance – Managing organizational change and innovation

MODULE – III

PLANNING AND DECISION MAKING

Nature, Importance of planning in management – Types of plans (strategic, tactical, operational) – Steps in Planning – Planning Process – Planning Premises; Setting SMART objectives and goals – Environmental analysis and SWOT analysis – Rational decision- making process – Techniques for effective decision making.

MODULE – IV

PRINCIPLES OF DIRECTION AND SUPERVISION

Techniques of direction. Meaning of importance of Supervision – functions of supervisor –

coordination – importance, elements, and steps. Motivation: Meaning, kinds and theories of motivation (Theory X, Theory Y and Theory Z Hierarchy of Needs Theory) – communication process – Principles of communication and Barrier.

MODULE – V

CONTROLLING AND PERFORMANCE MANAGEMENT

The control process and its importance in management – Establishing performance standards and metrics – Types of control (feedforward, concurrent, feedback) – Control Process—Span of Control—Control Techniques.; Performance appraisal and feedback – Corrective actions and continuous improvement – Ethical considerations in management and control

–

Total Hours

TEXT BOOKS

Principles and Practice of Management – L.M. Prasad – Sulthan Chand and Sons, New Delhi – 2.

Principles and Practice of Management – Dr. S. C. Saxena (Sahithya Bhavan)

Principles of Management – P.C. Tripathi P. N. Reddi

Charles W.L. Hill and Steven L. McShane, Principles of Management, Tata Mc-Graw- Hill Company, New Delhi.

REFERENCES

Bright, David S., et al. Principles of Management. Ukraine, Open Stax Textbooks, 2022.

L.M.Prasad, Principles and Practice of Management, Sultan Chand & Sons, New Delhi, 2019.

C.B.Gupta, Management Theory and Practice, Sultan Chand & Sons, New Delhi, 2017.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

PSO-1

PSO-2

PSO-3

CO-1

CO-2

CO-3

CO-4

CO-5

NOTE:

L – LOW CORRELATION

M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 8

DECENT WORK & ECONOMIC GROWTH: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

SDG : 12

RESPONSIBLE CONSUMPTION AND PRODUCTION: Ensure sustainable consumption and production patterns.

The course directly addresses the importance of fostering inclusive and sustainable business practices, promoting fair labour conditions, and ensuring responsible resource management in the context of managing organizations and businesses effectively.

BLE 1106

LEGAL METHODS

SDG : 16

COURSE OBJECTIVES

COB-1

To understand the fundamental principles and distinctions of various laws, their classifications, and their application.

COB-2

To explore the diverse sources of law and their significance in shaping legal systems globally’

COB-3

To develop critical thinking and analytical skills for effective legal problem- solving.

COB-4

To master the rules and techniques of proper legal citation and referencing.

COB-5

To gain a comprehensive overview of the Indian legal system’s key concepts, institutions, and procedures.

COURSE OUTCOMES

CO-1

Demonstrate a comprehensive understanding of the meaning and classification of laws, enabling students to analyse legal issues effectively.

CO-2

Identify and critically evaluate various sources of law, providing students with a strong foundation to navigate legal frameworks.

CO-3

Develop advanced legal reasoning skills to analyse and solve complex legal problems, fostering critical thinking and logical argumentation.

CO-4

Master citation rules to accurately reference legal sources, enhancing legal research and writing proficiency.

CO-5

Gain a profound knowledge of the basic concepts of the Indian legal system, empowering students to engage with the legal landscape and contribute effectively in the legal profession

COURSE OUTLINE

MODULE – I

MEANING AND CLASSIFICATION OF LAWS

Concept of Law: Definition, Nature, and Purpose of Law – Classification of Laws: Substantive Law, Procedural Law, Public Law, Private Law – International Law and its Relevance – Historical Development of Legal Systems – Role of Law in Society and its Importance – Law and ethics – Law and public opinion – Law and culture – Legalization of morality

MODULE – II

SOURCES OF LAW

Primary & Secondary Sources of Law – Custom as a Source of Law – Judicial Pronouncements and their Authority – Dissenting and concurring opinion, overruling of judgments – Article 141 of the Constitution; stare decisis, Ratio decidendi – Tests to determine ratio decidendi, obiter dictum – Legislations, Juristic writings; Justice, Equity and Good Conscience, International law as a source of Municipal Law.- Importance of Legal Doctrine and Legal Writings – Comparative Analysis of Sources in Different Legal Systems

MODULE – III

LEGAL REASONING

Legal Reasoning: Deductive and Inductive Reasoning – Analogical Reasoning in Law – Statutory Interpretation: Literal, Golden, and Mischief Rules – Judicial Interpretation and the Role of Judges – Case Analysis and Application of Legal Principles – Logical Fallacies in Legal Reasoning – Legal materials – Case law, Case Briefing – Legal Research – Importance & Techniques of Legal Research

MODULE – IV

CITATION RULES

Importance of Accurate Citation in Legal Writing – Legal Citation Systems (Bluebook, APA, MLA, etc.) – Use of Citations – Citation Rules for Legislation, Case Law, and Secondary Sources – Proper Use of Footnotes and Bibliography – Avoiding Plagiarism in Legal Writing –

Practical Exercises on Correct Citation.

MODULE – V

BASIC CONCEPTS OF INDIAN LEGAL SYSTEM

Introduction to the Indian Legal System: Historical Background – The Constitution of India and its Significance – The Structure of the Indian Judiciary – Hierarchy of Courts and their Jurisdiction – Fundamental Rights and Directive Principles of State Policy – Introduction to Civil and Criminal Procedure in India – Alternative Dispute Resolution Methods.

–

Total Hours

TEXT BOOKS

Saha, Tushar Kanti. Textbook on Legal Methods, Legal Systems & Research. India, Universal Law Publishing Company Pvt. Limited, 2010.

Dr. G.P.Tripathi, Legal Method, Central Law Publications, 2014

McLeod, Ian. Legal Method. United Kingdom, Palgrave Macmillan, 2020.

Bhup Singh Gaur, Keerthiraj, Tran Vang-Phu, Mangal Singh, Law And Legal Methods, Evincepub Publishing, 2022.

REFERENCES

Gray, John Chipman. The Nature and Sources of the Law. United States, Creative Media Partners, LLC, 2022.

Dernbach, John C., et al. A Practical Guide to Legal Writing and Legal Method. United States, Wolters Kluwer, 2021.

Dickerson, Darby. Alwd Citation Manual: A Professional System of Citation, Fourth Edition. N.p., Wolters Kluwer Law & Business, 2010.

O’Malley, Thomas. Sources of Law: An Introduction to Legal Research and Writing. Ireland, Round Hall Sweet & Maxwell, 2001.

Rathore, Aakash Singh, and Goswamy, Garima. Rethinking Indian Jurisprudence: An Introduction to the Philosophy of Law. United Kingdom, Taylor & Francis, 2018.

Burton, Steven J.. An Introduction to Law and Legal Reasoning. N.p., Aspen Publishing, 2007.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

PSO-1

PSO-2

PSO-3

CO-1

CO-2

CO-3

CO-4

CO-5

NOTE:

L – LOW CORRELATION

M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 16

PEACE, JUSTICE, AND STRONG INSTITUTIONS: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels.

Equips students with essential research citation skills and basic knowledge of legal systems, which can contribute to the development of healthy and fair legal frameworks, enhancing access to justice for all members of society.

BLE 1107

LAW OF CONTRACTS – I

SDG : 16

COURSE OBJECTIVES

COB-1

To understand the foundational concepts and essential elements of contracts.

COB-2

To explore the process and requirements involved in the formation of a valid contract.

COB-3

To analyse the various aspects of contract performance and the legal implications.

COB-4

To examine quasi-contracts and breach of contracts, and comprehend the remedies.

COB-5

To gain comprehensive knowledge of the Specific Relief Act, 1963, and its application to contractual disputes.

COURSE OUTCOMES

CO-1

Understand the foundational concepts of contracts, their significance in various transactions, and the legal framework that governs them.

CO-2

Analyse the essential elements and methods of contract formation, including offer, acceptance, consideration, and capacity, and their role in creating enforceable agreements.

CO-3

Evaluate the performance of contracts, examining the rights and obligations of parties, remedies for non-performance, and the consequences of breach.

CO-4

Examine the principles of quasi-contracts and their application in cases of unjust enrichment, as well as the legal implications of breaching a contract.

CO-5

Explore the provisions of the Specific Relief Act, 1963, and its role in granting equitable remedies, such as injunctions and specific performance, to protect parties in unique contractual situations.

COURSE OUTLINE

MODULE – I

INTRODUCTION TO CONTRACTS

Historical development of law of contract in India – Meaning and Nature of a Contract – Types of Contracts based on Enforcement, Mode of Creation and Execution – Interpretation Clause under the Indian Contract Act, 1872 – Essentials of contract – Agreements which are not contracts – Void and voidable contracts – E-Contracts & Digital Signature.

MODULE – II

FORMATION OF A CONTRACT

Offer – Essentials – Kinds of offer – Invitation to offer – Lapse of offer; Acceptance – Essentials – Communication of acceptance – Contract through post – Provisional acceptance – Revocation of acceptance; Consideration – Definition and essentials – Past, present and future consideration – Privity of contract; Capacity to contract – Contracts by or with – Minors, lunatics, drunkard, alien enemies, foreign sovereign, insolvents, convicts, and barristers; Free consent – Coercion – Duress – Undue influence – Misrepresentation – Fraud –Mistake; Lawful object – Unlawful agreements – Agreements opposed to public policy -Recovery of things given under an illegal agreement – Wagering contract – Contingent contract – Uncertain agreement.

MODULE – III

PERFORMANCE OF CONTRACTS

Contracts which must be performed, Persons liable to perform a contract. – Time and Place of Performance, Performance of Reciprocal Promises – Effect of failure of perform, Agreements to do impossible acts – Doctrine of Frustration.

MODULE – IV

QUASI-CONTRACTS & DISCHARGE OF CONTRACTS

Quasi – contract – Theories – Kinds of quasi- contract; Discharge of contract – By performance – By impossibility of performance – By novation – By breach – Remedies for breach – Rules relating to damages;

MODULE – V

SPECIFIC RELIEF ACT, 1963

Definitions; Specific Reliefs – Recovering Possession of Immovable Property, Specific performance and enforcements – Rectification, Recession and Cancellation of instruments – Declaratory Decrees – Preventive Reliefs: General and perpetual Injunctions

–

Total Hours

STATUTORY MATERIALS

Indian Contract Act, 1872

Specific Relief Act, 1963

TEXT BOOKS

Ritu Gupta, Law of Contract– Includes the Specific Relief Act, 1963, 2015, LexisNexis.

Pathak, Akhileshwar. Contract Law. India, OUP India, 2011.

Sarkar, Mahim Chandra, et al. Sarkar Specific Relief Act. India, LexisNexis, 2020.

Koffman, Laurence, and Macdonald, Elizabeth. The Law of Contract. United Kingdom, OUP Oxford, 2007.

Singh, Avtar. Textbook on Law of Contract and Specific Relief. India, Eastern Book Company, 2009.

Bhadbhade, Nilima. Contract Law in India. Netherlands, Kluwer Law International, 2010.

REFERENCES

Pollock, Frederick, and Mulla, Dinshah Fardunji. The Indian Contract Act: With a Commentary, Critical and Explanatory. United States, Creative Media Partners, LLC, 2022.

Landmark Cases in the Law of Contract. United Kingdom, Bloomsbury Publishing, 2008.

Anson, William Reynell, et al. Anson’s Law of Contract. United Kingdom, OUP Oxford, 2010.

Blount, Simon. Electronic Contracts. Australia, LexisNexis Butterworths, 2015.

Narayana, Pemmasani Sankara, et al. Law of Specific Relief. India, Asia Law House, 2020.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

PSO-1

PSO-2

PSO-3

CO-1

CO-2

CO-3

CO-4

CO-5

NOTE:

L – LOW CORRELATION

M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 16

Understanding and applying the principles of contract law can contribute to establishing just and fair business practices, promoting legal stability, and fostering strong institutions that uphold the rule of law in commercial transactions

4. Department of Commerce

COD 1202 SDG: 17	BUSINESS LAW		L	T	P		C
			3	1	0		4
COURSE OBJECTIVES:
COB1: To give the students a broad understanding about important aspects of legal environment of business. COB2: To make students study on how various special contracts are brought into force. COB3: To impart knowledge about legal agreement so that the students get acquainted with the process of establishing legal relationships. COB4: To have knowledge of various measures protecting the interest of the consumers. COB5: To make the students gain knowledge on regulation and management of foreign exchange.
MODULE I	INDIAN CONTRACT ACT, 1872						15
Nature of contract and its essentials, Void, valid and voidable contracts, Consent, consideration and its‟ impact on contract, Agreements in restraint of trade, Performance, breach, revocation and termination of contract, Agency and bailment contracts, Contract of Indemnity, Contract of Guarantee and Pledge.
MODULE II	SALE OF GOODS ACT, 1930						10
Nature of sale, conditions and warranties, Performance of contract of sale and right of unpaid seller.
MODULE III	PARTNERSHIP ACT						15
Indian Partnership Act, 1932- General nature of Partnership, Rights and duties of Partners, Reconstitution of Firm and Registration and dissolution. Limited Liability Partnership Act, 2008- Formation and incorporation of LLP, Partners and their relations, financial disclosures, conversion into LLP, Foreign LLP, Winding up and dissolution.
MODULE IV	COMPETITION ACT, 2002 AND CONSUMER PROTECTION ACT, 2019						12
Competition Act, 2002: Objectives and basic concepts, Consumer, goods, service, Prohibition of anti-competitive agreements, Prohibition of Abuse of Dominant Position; Consumer Protection Act, 2019: Important definitions, Consumer Disputes Redressed Commission, Measures to Prevent Unfair
Trade Practices, Offences and Penalties
MODULE V	FOREIGN EXCHANGE MANAGEMENT ACT, 1999					08
Important definition, Regulation and management of foreign exchange, RBI Guidelines on KYC.
L – 45; T – 15; Total Hours – 60
Practical Exercises: The learners are required to: 1. Enlist steps involved in execution of contract. 2. Enlist steps involved in agreement to sale. 3. Enlist steps involved in discharge of contract. 4. Prepare agreement to sale and contract related to sale of movable property, pledging of property, indemnity & guarantee bond etc. 5. Enlist the various KYC documents for opening of bank account, e- wallet account, mutual fund account, bank locker, etc.
TEXT BOOK: 1. N.D.Kapoor, Dr.Rajni Abbi, Bharat Bhushan, Rajiv Kapoor, “Business Law”, Sultan Chand & Sons (P) Ltd, India, 2019
REFERENCES: 1. Bose, D. C. „Business Law‟, PHI Limited, New Delhi, 2008 2. Chopra, R. K. „Business Law‟, Himalaya Publishing House, New Delhi, 2015 3. Kuchhal, M. C., & Kuchhal, V.„Business Laws‟, Vikas Publishing, New Delhi, 2018 4. Singh, A. „Business Law‟, Eastern Book Company, Delhi, 2009
COURSE OUTCOMES:
On successful completion of this course, the learners will be able to; CO1: Examine various aspects of entering into a contract and implications of different types of contract. CO2: Interpret the regulation governing the Contract of Sale of Goods. CO3: Discuss the laws governing partnership and legal consequences of their transactions and other actions in relation with the partnership, and examine contractual obligations and provisions governing limited liability partnership. CO4: Describe the significant provisions of the Competition Act to prevent practices having adverse effect on competition and provisions of
the Consumer Protection Act to protect the interest of the consumers. CO5: Explain the law governing regulation and management of foreign exchange under FEMA.
Board of Studies (BoS): 15^thBoS of the Department of Commerce held on 24.6.2021		Academic Council: 17^th AC held on 15.07.2021

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CO2

CO3

CO4

CO5

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 17: Partnership for Goals

Learners will be able to comprehend the partnerships and the legal implications if they understand the legal aspects of business, which is crucial for long-term development.

COD 1203 SDG: 12	BUSINESS ECONOMICS			L	T	P		C
				3	1	0		4
COURSE OBJECTIVES:
The Objectives of this course are: COB1: To acquaint the learners with fundamental economic theories and their impact on decision making COB2: To impart the theoretical knowledge of demand and supply pricing which helps in demand forecasting COB3: To familiarize with the theory of production and cost concept so as to maximize the profit. COB4: To acquaint the learners with the characteristics of different markets. COB5: To familiarize with applications of business cycle functioning.
MODULE I	BASIC CONCEPTS							10
Meaning, Nature and Scope of Business Economics, Basic Problems of an Economy and Application of Economic Theories in Decision Making, Steps in Decision Making
MODULE II	CONSUMER BEHAVIOUR AND ELASTICITY OF DEMAND							16
Theory of Demand and supply: The elasticity of demand: Concept, kinds, price, cross, income and advertising elasticity of demand, Measurement of elasticity of demand, factors influencing the elasticity of demand, Importance of elasticity of demand. Demand forecasting: Meaning, Need, Importance, Methods of demand forecasting Cardinal Utility Analysis: Diminishing Marginal utility and Equi marginal Utility Ordinal utility analysis of consumer Behaviour: budget line and indifference curve, consumer equilibrium. Income consumption curve and Engle curve, Price Consumption curve and derivation of demand curve, Income and Substitution; Effect of a price change; Consumer Surplus; Revealed Preference theory
MODULE III	PRODUCTION AND COST							12
Production Function: Concept Definition, Types of products, Law of variable proportions, Assumptions, Limitations and Significance. Isoquant curves, Definition, General properties of isoquant curves, marginal rate of technical substitution, economic region of production, Isocost lines, optimal combination of
resources, the expansion path, returns to scale. Cost of production: Concept of explicit costs, implicit costs and opportunity costs of production, derivation of short run and long run cost curves. Economies and Diseconomies of scale and the shape to the long run average cost.
MODULE IV		PRICING AND MARKET					12
Theory of pricing: cost plus pricing, target pricing, marginal cost pricing, going rate pricing; Objective of business firm, Concept of Market, classification of market- perfect competition, monopoly, monopolistic competition and oligopoly. price determination and equilibrium of firm in different market situations; Factor pricing.
MODULE V		MACRO ASPECT OF BUSINESS ECONOMICS					10
National Income and it‟s measurement, Gross National Product, Net National Product, Net National Income. Business Cycle phases and causes; Inflation and Deflation causes and remedial action; Consumption, Income, Savings and investment.
L – 45; T – 15; Total Hours – 60
Practical Exercises: The learners are required to: 1. Apply concept of demand analysis in real life; 2. Study various effects in changes in demand and supply in consumption; 3. Visit local markets and classify firms into various markets; 4. Visit any industrial unit and study its production process; 5. Prepare a production schedule for a hypothetical product under and particular condition of demand supply; 6. Visit any industrial unit and classify its cost into fixed and variable costs; 7. Analyse the effects of changes in demand and supply on pricing policies.
TEXT BOOK: 1. Ahuja, H. L. „Theory of Micro Economics‟, Sultan Chand Publishing House, New Delhi, 2019
REFERENCES:
1. Koutsoyannis, A. „Modern Microeconomics‟, Palgrave Macmillan, London, 1975 2. Chaturvedi, D. D., & Gupta, S. L. „Business Economics Theory & Applications‟, International Book House Pvt. Ltd., New Delhi, 2010 3. Adhikari, M. „Business Economics‟, Excel Books, New Delhi, 2000 4. Kennedy, M. J.„Micro Economics‟, Himalaya Publishing House, Mumbai,
2010 5. Seth, M. L. „Micro Economics‟, Lakshmi Narain Agarwal Educational Publishers, Agra, 2017 6. Relevant study material of ICAI: www.icai.org.
COURSE OUTCOMES: After the completion of the course, the learners will be able to: CO1: Examine how different economic systems function and evaluate implications of various economic decisions; CO2: Examine how consumers try to maximize their satisfaction by spending on different goods; CO3: Analyse the relationship between inputs used in production and the resulting outputs and costs; CO4: Analyse and interpret market mechanism and behaviour of firms and response of firms to different market situations; CO5: Examine various facets of pricing under different market situations.
Board of Studies (BoS): 15^thBoS of the Department of Commerce held on 24.6.2021			Academic Council: 17^th AC held on 15.07.2021

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Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 12: Responsible Consumption and Production

By understanding the environmental & social impacts of products and services, learners will ensure sustainable consumption and production.

5. Department of Bio-Technology

BTDX 36	WASTE MANAGEMENT AND UPCYCLING	L	T	P	C
SDG: 3, 15		2	1	0	3
COURSE OBJECTIVES:
COB1: describe the relation between biodiversity and environmental pollution
COB2: describe sources of pollution
COB3: describe methods for biomonitoring of pollution
COB4: describe applications of biotechnology for environmental remediation
COB5: explain potential of genetically engineering microbes for bioremediation
MODULE I	INTRODUCTION				9
Issues and Scope of Environmental Biotechnology: Introduction to Biodiversity, environmentalpollution, chemical pesticides and their effects, metal pollution, bioaccumulation of toxicants, Biotechnological methods for measurement of pollution. Biomonitoring of air and waterpollution, remediation of pollutants.
MODULE II	BIOLOGICAL TREATMENT OF WASTE WATER				9
Biological Treatment of waste water: Aerobic suspended and attached growth system- activatedsludge process, trickling filters, Rotating biological contractors (RBC). Anaerobic suspended andattached growth systems- anaerobic digestion, anaerobic filter process, UASB. Removal ofbiological nitrogen and phosphorus.
MODULE III	TREATMENT OF WASTE WATER FOR FOOD INDUSTRIES				9
Treatment of waste water of food processing industries: Starch, Dairy, Fruit & Vegetable, Confectionary, Beverages, meat and vegetable oil .
MODULE IV	SOLID WASTE TREATMENT				9
Solid waste management- Sources, preliminary operations, sludge thickening, sludgestabilization, conditioning of sludge, dewatering, heat drying, disposal of sludge, Composting, Vermicomposting, Biofertilizers.
MODULE V	BIODEGRADATION AND BIOREMEDIATION				9
Biodegradation and bioremediation- In situ and ex situ bioremediation, biodegradation ofhydrocarbons, pesticides, herbicides and xenobiotics. Bioremediation of contaminated soil, Genetically engineered microorganisms
in bioremediation. Phytoremediation.
L – 30; T – 15; TOTAL HOURS –45
TEXT BOOKS:
1. M.H. Fulekhar, Environmental biotechnology, 2017, CRC publishers 2. U. Satyanarayana, Biotechnology, 1st Edition, Books and Allied (P) Ltd, 2005
COURSE OUTCOMES:
CO1:describe methods for biomonitoring of pollution
CO2:describe principles and methods for biological treatment of waste water
CO3:describe methods for solid waste management
CO4:describe principles and applications of biodegradation and bioremediation
CO5:explain potential of genetically engineering microbes for bioremediation

Board of Studies (BoS): 8th BoS of SLS held on 5.07.2021 Academic Council: 18th AC held on 24.02.2022

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Note: L – Low Correlation M – Medium Correlation H – High Correlation SDG 3. Good Health and Well Being Statement: Understanding of the fundamentals of this course can help in maintains systems to promote good health and well being. SDG15: Life on Earth Statement: This course gives knowledge about the living and non living and relation with all the levels of life in the earth. 6. Departments of Electrical and Electronics Engineering

EEDX 29	WIND ENERGY CONVERSION	L	T	P	C
SDG: 7,9,11,12,13	WIND ENERGY CONVERSION	3	0	0	3

COURSE OBJECTIVES: COB1: To understand the fundamentals of wind power. COB2: To study and understand about the wind turbine components, power generation machinery, and its control systems. COB3: To understand about the wind turbine characteristics with fixed and variable speed turbine. COB4: To study and understand about the wind turbine power system studies. COB5: To simulate the wind turbine dynamic behavior when integrated to grid and in standalone operation. MODULE I INTRODUCTION 10 Historical development and current status of wind power -Generators and power electronics for wind turbines – Impacts of wind power-Wind speed estimation- Wind speed measurements-Rayleigh distribution – Maximum Power obtainable- Bertz limit Power coefficient –Aerodynamics of wind rotor- Blade element theory- Aerodynamic efficiency-Wind energy conversion system components. MODULE II WIND TURBINE 9 Types of Wind Turbine-Rotor design considerations-Tip speed ratio-Blade profile Power regulation -Yaw control –Pitch angle control-Stall control –Schemes for maximum power extraction. MODULE III FIXED SPEED AND VARIABLE SPEED SYSTEMS 8 Fixed speed and variable speed wind turbine- Need of variable speed systems Power-wind speed characteristics-Generation schemes with fixed and variable speed turbines-Comparison of different schemes. MODULE IV MODELING AND SIMULATION OF FIXED SPEED 9 AND VARIABLE SPEED WIND GENERATORS Modeling of fixed speed Induction generator – axes transformation – flux linkage equations – voltage equations-state equations-modeling of variable speed DFIG for wind energy conversion systems-converter control system- transient stability simulation of fixed speed induction generator using EUROSTAG – Doubly Fed Induction Generator (DFIG) modeling – controller modeling – Modeling of DFIG in EUROSTAG – Transient stability simulation of power systems with induction generators using EUROSTAG. MODULE V CONTROL SCHEME AND GRID CONNECTED 9 SYSTEMS Induction generator-Controlled firing angle scheme with AC and DC side Capacitor-Scalar method-flux vector scheme-Control scheme for synchronous generator with variable speed drive-Variable speed synchronous generator control with boost converter- Stand alone and grid connected WECS system-Grid connection Issues-Impacts of wind power on power system stability-wind plant reactive power capability and its requirements-voltage control and active power control – Storage technologies. L – 45; TOTAL HOURS – 45 TEXT BOOK:

N.Bhadra, D.Kasthra, S.Banerjee, “Wind Electrical Systems, ”Oxford Higher Eduction, 2005.

REFERENCES:

Thomas Ackermann, ”Wind Power in Power system, ”Wiley
L.Freris “Wind Energy conversion Systems”, Prentice Hall, 1990.
Jian Zhang, Adam Dysko, John O’Reilly, William E. Leithead,” Modeling and performance of fixed-speed induction generators in power system oscillation stability studies”, Electric Power System Research Vol. 78 (2008) 1416-1424.
Andre´s Feijoo, Jose Cidras, Camilo Carrillo, “A third order model for the doubly-fed induction machine”, Electric Power Systems Research 56(2000) 121-127.
Eurostag 3 Theory Manual Part I.
Ion Boldea, “Variable speed generators”, Taylor & Francis group,
W.Golding “The generation of Electricity by wind power”, Redwood burn Ltd., Trowbridge, 1976. S.Heir “Grid Integration of WECS”, Wiley 1998.

COURSE OUTCOMES: At the end of the course, the student will be able to CO1: recognize the need of renewable energy technologies and their role in the world energy demand. CO2: identify and mathematically model the wind turbine components, calculate the available wind power, predict mechanical loads based on design of the generation of electrical power. CO3: simulate the wind turbine dynamic system behavior with integration of components, sensors, and control for given real time application. CO4: mathematically model and simulate the transient and steady state performance of the stand-alone and grid connected wind generators using EUROSTAG, MATLAB, CYME packages CO5: analyze the wind power integration issues and their mitigation techniques Board of Studies (BoS): 17th BOS of EEE held on 15.07.2022 Academic Council: 19th Academic council held on 29.09.2022

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO 10

PO11

PO 12

PSO1

PSO2

CO1

CO2

CO3

CO4

CO5

Note: L – Low Correlation M – Medium Correlation H – High Correlation SDG 7 : Affordable and Clean Energy Ensure access to affordable, reliable, sustainable and modern energy for all Statement: The course directly contributes to SDG 7 by promoting the development and utilization of wind energy as a clean and sustainable source of power. It aims to educate students on the design and operation of wind energy systems, fostering their understanding of renewable energy technologies. SDG 9 : Industry, Innovation, and Infrastructure Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. Statement: Industry, Innovation, and Infrastructure – The course contributes to SDG 9 by focusing on the design, development, and implementation of wind energy conversion systems. It encourages innovation in the field of renewable energy and supports the growth of sustainable infrastructure. SDG 11: Sustainable Cities and Communities – Make cities and human settlements inclusive, safe, resilient, and sustainable. Wind energy systems are increasingly integrated into urban landscapes. The course equips students with the knowledge to develop wind energy projects and contribute to sustainable urban planning, supporting the objectives of SDG 11. SDG 12: Responsible Consumption and Production – Ensure sustainable consumption and production patterns. The course emphasizes the importance of sustainable energy production and consumption. It promotes the responsible utilization of wind resources to generate clean energy, aligning with SDG 12’s goal of promoting sustainable patterns of consumption and production. SDG 13: Climate Action – Take urgent action to combat climate change and its impacts. The course aligns with SDG 13 by addressing the urgent need to mitigate climate change and reduce greenhouse gas emissions. Wind energy is a crucial component of renewable energy systems and plays a significant role in combating climate change by replacing fossil fuel-based power generation. 7. Department of Structural Engineering

CEE 6212	EARTHQUAKE RESISTANT DESIGN OF STRUCTURES	L	T	P	C
SDG: 9 & 11	EARTHQUAKE RESISTANT DESIGN OF STRUCTURES	3	0	0	3
COURSE OBJECTIVES:
COB1: To introduce the phenomena of earthquake and itsmeasurements and factors that affect the design of structures in seismic areas.
COB2: To impart knowledge on the fundamentals of load calculation for various structural systems, design and detailing aspects of structures subjected to earthquake loading.
COB3: To provide insight knowledge on the seismic retrofitting techniquesand response control system of structures.
MODULE I	ENGINEERING SEISMOLOGY				9
Introduction to engineering seismology – Plate tectonics – Faults – Causes of earthquake – Seismic waves – Liquefaction – Evaluations & its mitigation – Seismic bearing capacity of foundations – Magnitude of earthquake – Intensity measurement – Seismographs – Characteristics of strong ground motions – Seismic zones of India.
MODULE II	SEISMIC DESIGN CONCEPTS				9
Earthquake load on simple buildings – Load path – Floor and roof diaphragms – Seismic resistant building architecture – Plan configuration – Vertical configuration – Pounding effects – Mass and stiffness irregularities – Flexible building and rigid building systems – Torsion in structural system.
MODULE III	SEISMIC METHODS OF ANALYSIS				9
Philosophy and principles of earthquake resistant design – Design earthquake loads – Seismic methods of analysis – Seismic co-efficient method – Response spectrum analysis – Factors in seismic analysis – Modal Analysis – Time history method.
MODULE IV	SEISMIC BEHAVIOUR & DESIGN OF STRUCTURES				9
Behaviour of unreinforced and reinforced masonry walls – Behaviour of infill walls – Improving seismic behaviour of masonry buildings – Earthquake resistant design of RC members: beams, columns, joints of frames, slabs and staircases – Behavior and design of shear walls – Steel frames – Steel panel zones – Bracing members – Connection design and joint behaviour.

MODULE V	SEISMIC RESTORATION & RESPONSE CONTROL SYSTEMS	9
Seismic restoration techniques – Damages in structures – Repair materials for seismic strengthening – Retrofitting techniques – Response control systems – Base isolation – Active, passive, semi-active & hybrid systems.
L- 45; TOTAL HOURS – 45
REFERENCES:
1. Anil K.Chopra, “Dynamics of Structures Theory and Applications to Earthquake Engineering”, Prentice Hall of India (P) Ltd., New Delhi, 2^ndEdition, 2015.
2. Datta T.K., “Seismic Analysis of Structures”, John Wiley & Sons, 2010.
3. Duggal S.K., “Earthquake Resistant Design of Structures”, Oxford University Press, 2007.
4. Paulay.T and Priestly. M.N.J., “Aseismic Design of Reinforced Concrete and Masonry Building”, John Wiley and Sons, 2007.
COURSE OUTCOMES: At the end of the course, the students will be able to
CO1: Identify the types of seismic waves, measure the magnitude of earthquakes and describe the characteristics of ground motion.
CO2: Describe the conceptual design of the structural systems against earthquake
CO3: Perform seismic analysis of structures by using various methods.
CO4:Describe the seismic behaviour and design the masonry, RC and steel buildings.
CO5:Suggest suitable retrofitting and strengthening methods for structural members and describe the seismic base isolation & passive energy dissipation for seismic response control of civil engineering structures.

Board of Studies (BoS) : 17th BoS of Civil held on 10.08.2022 Academic Council: 19th AC held on 29.09.2022

	PO1	PO2	PO3	PO4
CO1	2	2	3	2
CO2	2	2	3	2
CO3	2	2	3	2
CO4	2	2	3	2
CO5	2	2	3	2

Note: 1 – Low Correlation 2 – Medium Correlation 3 – High Correlation

SDG – 9: Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation. SDG – 11: Make cities and human settlements inclusive, safe, resilient and sustainable.

Statement: Earthquake Resistant Design of structures is more essential to ensure safe and sustainable building.

Policy for Partnerships for the Goals

Issue: 04; Revised on 2023

Policy Created on	July 2009
1^st Revision amended on	IQAC Meeting held on 27^th October 2017
2^nd Revision amended on	IQAC Meeting held on 31^st March 2021
3^rd Revision amended on	IQAC Meeting held on 16^th June 2023

17.1. OBJECTIVE

17.2 STATEMENT OF POLICY

The following metrics and indicators will guide the implementation of this policy.

Research into Partnerships for the Goals: Increase the proportion of academic publications co-authored with low or lower-middle-income countries to foster global collaboration.
Relationships to Support the Goals: Develop mechanisms to gather data on SDG progress and promote best practices through cross-sectoral dialogue.
Publication of SDG Reports: Institutions must commit to publishing data on their performance against each of the 17 SDGs, ensuring transparency and accountability.
Education for SDGs: Ensure a commitment to meaningful education around the SDGs across all university programs relevant to all students.
Collaboration for SDG Best Practices: Engage in international collaboration to review and develop best practices for tackling the SDGs.

17.3 RESPONSIBILITIES

Establish Collaborative Frameworks:
- Create Memoranda of Understanding (MoUs) with local and international organizations, NGOs, and government agencies to formalise partnerships.
- Engage in joint research initiatives that align with SDGs
Enhance Sustainability Literacy:
- Integrate sustainability concepts into the curriculum across all disciplines, ensuring that students acquire the necessary knowledge, skills, and values to contribute to sustainable development.
- Implement workshops and training sessions for faculty and students to enhance understanding of the SDGs and their interconnections.
Promote Cross-Sectoral Dialogue:
- Organize annual conferences and seminars that bring together stakeholders from academia, industry, and government to discuss progress, challenges, and innovative solutions related to the SDGs.
- Facilitate platforms for knowledge exchange, such as webinars and collaborative projects, to share best practices and successful case studies.
Monitor and Evaluate Partnerships:
- Develop a robust monitoring and evaluation framework to assess the effectiveness of partnerships and their contributions to achieving the SDGs.
- Utilize data collected from partnerships to inform policy decisions and improve collaborative efforts.

17.4 IMPLEMENTATION

Short-term (1-2 years): Establish partnerships, integrate sustainability literacy into the curriculum, and initiate cross-sectoral dialogues.
Medium-term (3-5 years): Expand collaborative research projects, publish annual SDG reports, and evaluate the impact of partnerships.
Long-term (5+ years): Foster a culture of sustainability within the institution and the community, ensuring ongoing commitment to the SDGs.

17.5 DISSEMINATION OF POLICY

. A. Signage and Visual Communication

Campus Signage:
- Display clear and informative signage throughout the campus highlighting key aspects of the Partnerships for the Goals policy, focusing on sustainability practices.
- Utilize engaging visuals and infographics that effectively capture attention and communicate important messages.

B. Awareness Programs

Regular Workshops and Seminars:
- Conduct awareness programs at regular intervals, including workshops, seminars, and training sessions to educate the campus community about the importance of partnerships for sustainability.
- Use interactive formats to promote engagement, encourage dialogue, and facilitate knowledge sharing among participants.
Student and Faculty Involvement:
- Involve students and faculty in planning and executing awareness programs, fostering a sense of ownership and responsibility towards the policy’s implementation.
- Encourage student-led initiatives that promote collaboration and sustainability practices across campus.

C. Digital Communication

Website Updates:
- Post the Partnerships for the Goals policy on the Institute’s official website, ensuring easy access for all stakeholders.
- Regularly update the webpage with new information regarding events, initiatives, and progress related to the policy.
Social Media Engagement:
- Utilize social media platforms to raise awareness about the policy, share success stories, and promote upcoming events related to partnerships and sustainability.
- Create engaging content, including videos, infographics, and testimonials, to reach a broader audience and enhance visibility.

D . Key Performance Indicators (KPIs)

Track the effectiveness of dissemination strategies through metrics.

17.6 ENFORCEMENT OF POLICY

a) The Dean of Schools and Head of the Departments monitor compliance and address breaches.

b) Awareness of the policy among students, staff, and visitors is essential.

c) Breaches may lead to disciplinary action per the Institute’s code of conduct.

SDG 17 – Policy for Partnerships for the Goals

SDG 2 – ZERO HUNGER

“FEED THE NEED”

The B.S. Abdur Rahman Crescent Institute of Science and Technology is actively contributing to Sustainable Development Goal 2 (SDG 2), which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture by 2030. The institute’s initiatives align with the core objectives of SDG 2, focusing on sustainable agricultural practices, nutrition education, and resilience to food insecurity. Through various programs, the institute emphasizes the importance of ensuring that all individuals have reliable access to sufficient, safe, and nutritious food year-round, addressing the root causes of food insecurity and malnutrition.

One of the key efforts includes an awareness campaign aimed at minimizing food waste on campus, where students and staff are encouraged to adopt sustainable practices through informative signage. The institute’s canteen plays a vital role in promoting healthy and affordable food choices, serving as a social hub for the community. Additionally, the National Service Scheme (NSS) has engaged students in hands-on activities at local organic farms, empowering farmers with knowledge and skills in sustainable agriculture. These initiatives not only enhance food security within the community but also foster a culture of collaboration and innovation. By integrating education, practical experience, and community engagement, B.S. Abdur Rahman Crescent Institute of Science and Technology exemplifies a holistic approach to achieving Zero Hunger, ensuring that no one is left behind in the journey toward a sustainable future.

A.Nurturing a Greener, Resilient Landscape – An Knowledge sharing for local farmers and food producers

REPORT ON

PALM SEED PLANTATION

26.09.2023

B S Abdur Rahman Crescent Institute of Science & Technology, National Service Scheme organized the Palm Seed Plantation in association with Kuzhalosai Trust in Oragadam Lake, on 26.09.2023, at 10.00 am.

This event aimed to establish a sustainable and thriving palm tree plantation at Oragadam Lake. The primary objectives of the Palm Seed Plantation is promote environmental sustainability.

Environmental Benefits:

Carbon Sequestration: Palm trees, particularly oil palm and date palm, are highly effective at sequestering carbon dioxide from the atmosphere, helping mitigate climate change.

Soil Erosion Control: The extensive root systems of palm trees help prevent soil erosion, preserving topsoil and preventing land degradation.

Economic Benefits:

Income Generation: Palm seed plantations can be a source of income for local communities through the sale of palm products such as palm oil, palm fruits, palm fronds, and palm kernel oil.

Nutrient-Rich Food: Palm fruits, like dates and oil palm fruit, are nutrient-rich and provide essential vitamins and fats, contributing to food security and nutrition.

Diverse Uses: Different parts of the palm tree, including the fruit, leaves, and seeds, can be used for various culinary purposes.

Sustainable Agriculture:

Crop Rotation: Palm seed plantations can be integrated into sustainable agricultural practices, serving as a rotational crop to improve soil fertility.

Diversification: In regions where monoculture is prevalent, introducing palm seed plantations diversifies agriculture and reduces the risk of pests and diseases.

Erosion Control:

Soil Stabilization: Palm trees have extensive root systems that help stabilize soil, preventing erosion and protecting valuable agricultural land.

Ecosystem Services:

Oxygen Production: Like all trees, palm trees release oxygen during photosynthesis, contributing to cleaner air.

Shade and Microclimate: Palm trees provide shade, which can help moderate temperatures and create comfortable microclimates.

Achieving zero hunger by combining targeted nutrition support, local agricultural engagement, and inclusive access to affordable, nutritious foods.

B. Sustainable food choices for Students and Staff members @ BSACIST

BSA Crescent Institute of Science and Technology plays a vital role in promoting healthy and affordable food choices. With its spacious and well-furnished environment, the canteen serves delicious and nutritious meals, creating a social hub for students and staff. Additionally, it houses kiosks offering fresh juices and milkshakes, further enhancing the array of healthy dining options. A mobile canteen operates throughout the campus, with a dedicated canteen for first-year students to meet their needs. This commitment to providing accessible and nutritious food enhances the overall well-being of students while fostering an inclusive culture.

This Institute exemplifies a holistic approach to achieving Zero Hunger. By raising awareness about food waste, offering diverse healthy options, and ensuring accessibility, the institute is making strides toward aligning its practices with the Sustainable Development Goals, ultimately fostering a sustainable future where no student is left behind in the journey towards food security.

https://www.youtube.com/shorts/f6q5qqgtB9o

The institute’s canteen plays a vital role in promoting healthy and affordable food choices. With its spacious and well-furnished environment, the canteen serves delicious and nutritious meals, creating a social hub for students and staff. Additionally, it houses kiosks offering fresh juices and milkshakes, further enhancing the array of healthy dining options. A mobile canteen operates throughout the campus, with a dedicated canteen for first-year students to meet their needs. This commitment to providing accessible and nutritious food enhances the overall well-being of students while fostering an inclusive culture.

C. CAMPUS FOOD WASTE – TRACKING

Zero Hunger, as outlined in Sustainable Development Goal (SDG) 2, reflects a global commitment to eradicate hunger and secure access to nutritious food for all by 2030. The B.S. Abdur Rahman Crescent Institute of Science and Technology aligns its initiatives with this vision, focusing on various indicators (2.3.1 to 2.3.5) that address sustainable agricultural practices, nutrition education, and resilience to food insecurity.

At the heart of the institute’s efforts is an awareness campaign aimed at minimizing food waste. Recognizing that food waste can occur at every stage of the supply chain—from production to consumption—the institution has taken proactive measures. Through informative signage and notice boards, students and staff are encouraged to adopt practices that prevent excess waste, contributing to a more sustainable food system on campus.

OUTREACH ACTIVITIES

D. NGO COLLABORATION IVOLUNTEER FOR SDG’S IN CANCER CARE

It is collaborative model where NGOs leverage volunteer networks to advance SDG 2 by increasing access to nutritious food, improving local food security, and supporting community resilience. It highlights partnerships between civil society, educational institutions, and local governments to mobilize volunteers for food distribution, community kitchens, and nutrition education, thereby reducing hunger and malnutrition in targeted populations.

This student volunteering programs and non-governmental organizations (NGOs) to advance Sustainable Development Goals (SDGs) related to cancer prevention, treatment, and education in 2024. Guided by a framework of structured partnerships, impact measurement, and accountability, the initiative aligns activities with SDG2, SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 17 (Partnerships for the Goals).

NGO Partner–Initiative Context

Student volunteering programs engage NGOs such as Ivolunteer (https://www.ivolunteer.in/) to extend the reach of cancer prevention and care efforts. By leveraging NGO networks, the initiative can expand screening campaigns, raise health literacy, and support palliative care where gaps exist. The program draws on regional insights, population needs, and identified gaps to inform targeted collaboration plans, ensuring NGO partnerships address real-world barriers and deliver measurable improvements in cancer outcomes.

https://www.ivolunteer.in/

Daan Utsav 2024 Celebrations

Event highlights

Participation: NSS programme officers and student volunteers attended.

Mission: To ensure that every child battling cancer receives essential medical care, emotional support, and social services.

Activity: On October 8, 2024, NSS and UBA organized a donation event, providing fresh fruits (apples and pomegranates) and cakes to the children, accompanied by an hour of engagement to spread joy and enhance well-being.

D. VISIT TO OLD-AGE HOME

The Visit to old Age Home is a campus outreach activity that engages elderly beneficiaries in food security initiatives, highlighting intergenerational learning and social support as mechanisms to improve access to nutritious food for vulnerable groups, aligning with SDG 2 through inclusive community care. It covers outcomes such as increased awareness of affordable nutrition, strengthened community ties, and potential for continued collaboration with elder-care organizations. The narrative concludes with recommendations for embedding similar visits into ongoing SDG 2 programming and expanding impact through partnerships.

B S ABDUR RAHMAN CRESCENT INSTITUTE OF SCIENCE & TECHNOLOGY

NATIONAL SERVICE SCHEME

UNNAT BHARAT ABHIYAAN

REPORT ON

DAAN UTSAV 2024

VISIT TO OLD-AGE HOME

07.10.24

As part of the Daan Utsav 2024 celebrations, the National Service Scheme (NSS) Unit, in collaboration with Unnat Bharat Abhiyan, organized a significant visit to OLD AGE HOME on October 7^rd, 2024 at B.S. Abdur Rahman Crescent Institute of Science and Technology. Themed “Lunch with Love: Nourishing Bodies and Souls Together” the event was dedicated to building bonds, sharing meals, and bringing joy to our elders aligning with the broader goals of the Joy of Giving Week.

The event was graced by the presence of several members of the institution, including the NSS programme officers Dr.C.Srinivasan , Dr.C.Noushad , Dr.R.Anitha and student volunteers. Their participation underscored the significance of the initiative and the collective commitment of the institution towards community service and social welfare.

NSS team of faculty and student volunteers visited Sri Ramanujar Old age home, Old Perungalathur, West Tambaram, Chennai on 07^th Oct 2024. Visiting an old age home provided emotional support and companionship to seniors, alleviating feelings of loneliness. It fosters intergenerational connections by allowing the sharing of stories and experiences, promotes respect for elders, and encourages community engagement. The event commenced with a warm welcome address from SRI RAMANUJAR OLD AGE HOME.

Mrs. Kasthuri, the trustee of the old age home, provided a detailed account of the residents and their daily lives. The home currently houses 38 elderly people, each with their own unique stories and experiences.

On this particular day, a team of dedicated volunteers visited the home to serve lunch to the elderly, ensuring that each individual received care and attention.

INVITATION OF THE EVENT

The student volunteers not only provided nourishment but also engaged in various activities to entertain the residents, bringing joy and comfort to their day. Through laughter and companionship, the elderly felt uplifted by the presence of the young volunteers, creating a heart warming and memorable experience for all involved.

In the home, volunteers engaged in various activities, such as playing games, singing songs, and organizing small performances to entertain the residents. These activities fostered a sense of companionship, bridging the gap between generations and bringing smiles to everyone’s faces.

STUDENTS SHARING LUNCH WITH THE ELDERLY

PART – II : Progress Measurement

Rubrics for SDG 2: Zero Hunger

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Food waste tracking, nutritious and affordable food, food security) have been implemented
2 to 3	There is an explicit plan to address the ‘Zero Hunger’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 2
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 2 Zero Hunger

PART – III: SDG Accord

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

Figure XVII (3.2)-18

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 3 – GOOD HEALTH AND WELL BEING

“Promoting Health, Empowering Futures”

B.S. Abdur Rahman Crescent Institute of Science and Technology intends to provide a smoke-free, tobacco-free, alcohol-free, drug-free atmosphere and ambience for its students, research scholars, faculty/staff members, and visitors in recognition of smoke, nicotine, alcohol, and drug-related health risks. The Policy for Smoke-free and Tobacco-Free Campus shall apply to all facilities, property, and vehicles, owned or leased, regardless of location in the Institute.

POLICY PRINCIPLES

B.S. Abdur Rahman Crescent Institute of Science and Technology campus shall be entirely smoke-free and tobacco-free by meticulously following the policy principles mentioned below.

i. This policy applies to all the stakeholders of the Institute including but not limited to students, research scholars, faculty, staff, other employees, contractors, volunteers, visitors and members of the public, and is applicable 24/7 round the clock.

ii. The use of tobacco products/stuff, alcohol, narcotic drug shall not be permitted on all campus property, including, but not limited to, sports fields, gym, parking areas, streets, food courts, recreational areas, and as well as in all personal/hired vehicles while on campus.

iii. The use of tobacco products and smoking are prohibited in any enclosed place, including, but not limited to, all classrooms, laboratories, offices, restrooms, conference halls, board rooms, community areas, auditoriums, hostels and staff quarters.

iv. Smoking products including e-cigarettes, tobacco products/stuff, alcohol, narcotic drug shall not be sold or distributed in any form inside the campus.

v. Tobacco/alcohol-related advertising or sponsorship shall not be permitted on Institute property.

vi. No individual or campus unit subject to this policy may discriminate or retaliate against any person who makes a complaint of a violation of this policy or provides information concerning a violation of this policy.

DISSEMINATION OF POLICY

Signs boards prohibiting smoking, use of tobacco products, alcohol and narcotic drug shall be displayed at across the campus including common places like library, canteen etc.
Awareness programmes on smoking, consumption of alcohol, drug and its adverse effects to be conducted on a regular basis.

The policy for smoke-free and tobacco-free campus and the compliance for the same shall be posted on the Institute website.
The policy shall be updated whenever required and the same shall be updated on the Institute website to ensure the awareness among all stakeholders in the campus.

A. HEALTH AWARENESS PROGRAMS – THRIVE WELL

One notable initiative is the “Thrive Well” health awareness program, organized by the Crescent Student Council 3. This program aims to provide valuable insights and knowledge on maintaining good health, featuring sessions led by prominent doctors and experts in the healthcare. The program covers important subtopics such as mental health, menstrual health, gender stereotypes, and food and nutrition, addressing key aspects of overall well-being.

The “Thrive Well” program includes a panel discussion format, encouraging active participation from students through questions and interactions with experts. This interactive approach enhances the learning experience and allows students to clarify doubts and gain a deeper understanding of health-related issues. An e-participation certificate is provided to attendees, recognizing their engagement and commitment to health awareness 3.

On the 9th of November 2023, the Crescent Student Council coordinated a groundbreaking event titled “Thrive Well,” an event aimed at shattering taboos and fostering open conversations on crucial topics such as mental health, menstrual health, gender stereotypes, food, and nutrition. The event unfolded seamlessly, marked by insightful sessions and an unprecedented level of student engagement.

The heart of the event, the panel discussion, began at 1:45 PM after a brief introductory session by the Dr.R.Karthikeyan, Dean of Student Affairs. Hosts Rasheeqa Sheriff and Poojha led the conversation, interviewing distinguished guests who left an indelible mark on the audience. Dr. P. B. Premalatha, HOD and Professor of the OBGYN Department at Tagore Medical College, fearlessly addressed women’s mental health, menstrual health, and debunked myths surrounding menstrual cups.

Following Dr. Premalatha, Dr. Navina Suresh, the founder of Theraverse, provided a professional perspective on mental health, sharing her experiences as a women entrepreneur. Dr. Jayashree Jothiswaran, the founder of Uyirmei, delved into nutrition, women’s health, and bravely spoke against sexual harassment and importance of saying NO to a situation where one might feel threatened or forced. Ms. Divya Merciline, a lecturer in the Clinical Psychology department at Sri Ramachandra Medical College, tackled issues such as unrealistic beauty standards, suicide, and drug addiction which most of the students found relatable and informative. And finally through a comprehensive presentation, Dr. Ravindar, the resident medical officer of Crescent Medical Centre, enlightened students with vital information on mental stress, health, medical support and effective solutions, ensuring active engagement from the entire student body.

A notable feature of the event was its interactive nature. Students actively participated by submitting queries through a QR code displayed on the screen. The engagement elevated the event from a conventional one-way dialogue to a dynamic exchange of ideas. The Crescent Student Council’s meticulous coordination was evident throughout the event. The success of “Thrive Well” lies not only in its relevance to students but also in the professionalism of the panelists who tackled controversial and stereotypical topics. The inclusive approach, addressing issues from both male and female perspectives, added another layer of significance to the event. The students’ articulate expressions of support and opposition showcased a healthy and constructive discussion. n conclusion, “Thrive Well” emerged as a milestone in health discourse, reshaping societal norms and fostering a community that values open dialogue on vital issues.

Community Impact : The institute is actively engaged in community outreach through initiatives such as:

Sanitary Pad Drives: Distributed over 320 sanitary pads in Coimbatore and Chennai under Project 3232.

Furthermore, BSACIST recognizes the importance of maternal health education and has partnered with healthcare professionals to provide webinars that educate students on maternal health issues. This initiative contributes to raising awareness about maternal health and promoting healthy practices among students.

Maternal Health Education: Partnered with healthcare professionals, including Dr. Parimala Saveetha, to provide webinars that educate students on maternal health issues.

B. HEALTH OUTREACH PROGRAMS

In addition to health awareness programs and community outreach, BSACIST provides healthcare services and support for its students. This includes access to sexual and reproductive healthcare services, information, and education, as well as mental health support. These services contribute to ensuring the overall well-being of students and addressing their specific health needs.

NGO COLLABORATION IVOLUNTEER FOR SDG’S IN CANCER CARE

BSACIST also emphasizes community outreach through initiatives like the National Service Scheme (NSS) and Unnat Bharat Abhiyan (UBA) . As part of Daan Utsav 2024, NSS and UBA organized a visit to a “Home for Cancer Children,” providing fresh fruits and cakes to the children and engaging in activities to spread joy and enhance their well-being1. This collaboration demonstrates the institution’s commitment to supporting vulnerable populations and promoting humane care.

NGO Partner–Initiative Context

Student volunteering programs engage NGOs such as Ivolunteer (https://www.ivolunteer.in/) to extend the reach of cancer prevention and care efforts. By leveraging NGO networks, the initiative can expand screening campaigns, raise health literacy, and support palliative care where gaps exist. The program draws on regional insights, population needs, and identified gaps to inform targeted collaboration plans, ensuring NGO partnerships address real-world barriers and deliver measurable improvements in cancer outcomes.

https://www.ivolunteer.in/

Daan Utsav 2024 Celebrations

Event highlights

Participation: NSS programme officers and student volunteers attended.

Mission: To ensure that every child battling cancer receives essential medical care, emotional support, and social services.

C. COLLABORATIONS WITH HEALTH CARE INSTITUTIONS

BSACIST’s commitment to SDG 3 is further demonstrated through its collaborations with healthcare institutions. These collaborations aim to improve health and well-being outcomes at the local, national, and global levels 1. By working with health institutions, the university can leverage expertise and resources to address pressing health challenges and contribute to the overall health of the community.

A. 4th Annual International Conference on Applications of Millets and Probiotics on Cancer Therapy and Management (ICAMP 2024)

The 4th Annual International Conference on Applications of Millets and Probiotics on Cancer Therapy and Management (ICAMP 2024) was held on January 30-31, 2024, in association with the Association of Cancer Education and Research (ACER) and Purdue University, USA. This prestigious event brought together researchers, clinicians, and healthcare professionals from around the globe by discussing the promising role of millets and probiotics in cancer prevention and management. The conference aims to foster collaboration, share groundbreaking research, and explore the potential of dietary interventions in cancer therapy, focusing on how millets and probiotics may serve as complementary treatment options.

The conference featured a range of sessions that delve into the latest advancements in cancer research, with a particular emphasis on the therapeutic applications of millets and probiotics. Topics will include the scientific mechanisms behind these interventions, their impact on cancer prevention, and the emerging clinical evidence supporting their use in oncology. Researchers will present their findings through both live and virtual formats, offering a platform for international exchange of ideas and collaboration. The discussions will also highlight the potential for integrating these natural foods into modern cancer care strategies, with a view toward improving patient outcomes and quality of life.

In addition to the in-person sessions, the conference will host an online meeting component (Figure XVII (3.3)-16_Online Meet), allowing remote participants to join the discussions and interact with experts. This hybrid format ensures accessibility for a wider audience, fostering global participation and enabling real-time engagement across time zones. As the understanding of cancer therapy evolves, the ICAMP 2024 conference will be a key opportunity for participants to learn about the latest research trends, form interdisciplinary collaborations, and contribute to the growing field of nutrition-based cancer therapies.

B. SMILE ON – DENTAL CAMP

The “Smile On” Dental Camp, organized on January 30–31, 2024, at Crescent Campus, aimed to provide essential dental care to students while promoting awareness about the importance of oral hygiene. Led by Project Chairperson RTR. Jainandhika, the initiative brought together over 750 students who received free dental services, including professional tooth cleaning and fillings. This event was made possible through a collaboration with Chettinad Hospital, whose expert dental professionals offered high-quality care, ensuring that the students received the best possible treatment. The camp was designed not only to address immediate dental needs but also to create lasting awareness about the importance of maintaining good oral health.

In addition, to offering free dental services, the camp served as an important educational platform for students. Many participants were introduced to proper oral hygiene practices, including brushing techniques, flossing, and the significance of regular dental check-ups. The camp’s outreach extended beyond just treatment, as it aimed to instill a long-term understanding of how crucial dental health is to overall well-being. By offering services like tooth cleaning and filling, the event provided practical solutions to common dental issues, while also emphasizing the role of prevention in maintaining a healthy smile for years to come.

The impact of the “Smile On” Dental Camp was far-reaching, fostering a sense of community and well-being on Crescent Campus. Not only did it serve as a valuable health resource, but it also helped create a culture of proactive health care among students. The successful turnout and positive feedback from participants highlighted the need for more such initiatives, where students can access health services that are often overlooked. The camp’s success set a new standard for student health services on campus and demonstrated the importance of collaboration between educational institutions and healthcare providers in ensuring the well-being of students.

D. “SAY NO TO DRUGS” AWARENESS PROGRAM

The institute’s efforts also extend to promoting a drug-free lifestyle through the “Say No to Drugs” awareness program 4. This program actively engages students and the community in discussions about the dangers of drug abuse, fostering a culture of health consciousness 4. The involvement of law enforcement officials and university leadership in these programs highlights the collaborative effort required to combat substance abuse and promote a healthier community.

REPORT ON

The International Day Against Drug Abuse and Illicit Trafficking

26.06.2024

B S Abdur Rahman Crescent Institute of Science & Technology, National Service Scheme organized The International Day Against Drug Abuse and Illicit Trafficking campaign On 26.06.2024, at the Institute campus.

The International Day Against Drug Abuse and Illicit Trafficking is observed on June 26th each year. This day was established by the United Nations General Assembly in 1987 through Resolution 42/112 to strengthen action and cooperation to achieve a world free of drug abuse. The observance aims to raise awareness about the global drug problem and to promote efforts to combat drug abuse and illicit drug trafficking.

The event commenced with an inaugural address by Dr. Ayub Khan Dawood, NSS coordinator, B S Abdur Rahman Crescent Institute of Science & Technology. Mr. K M Ilanchezhian, Programme Director, B A public Policy described the consequences include health problems, social and economic instability, crime, and violence.

A pivotal moment of the event was when the students of the institute took a solemn pledge following the government rules described below

The enthusiastic participation of the students showcased their eagerness to contribute to the drug abuse day.

PLEDGE VIDEO:

https://drive.google.com/drive/u/1/my-drive

B.S. Abdur Rahman Crescent Institute of Science and Technology has taken significant strides towards promoting Good Health and Well-Being, aligning with Sustainable Development Goal 3 (SDG 3). Through initiatives such as the “Say No to Drugs” awareness program, the institute has actively engaged students and the community in discussions about the dangers of drug abuse, fostering a culture of health consciousness. The involvement of law enforcement officials and university leadership in these programs highlights the collaborative effort required to combat substance abuse and promote a drug-free lifestyle. Additionally, the mandatory pledge-taking and social media engagement further reinforce the commitment to a healthier community.

Through these various initiatives, B.S. Abdur Rahman Crescent Institute of Science and Technology demonstrates a strong commitment to promoting good health and well-being, aligning with SDG 3 and contributing to a healthier and more sustainable community. The institution’s efforts in health awareness, community outreach, healthcare services, and creating a safe environment contribute to the overall well-being of its students, staff, and the wider community

PART – II

PROGRESS MEASUREMENT

Rubrics for SDG 3: Good Health and Well-being

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Support to students based on income, assistance to local start-ups) have been implemented
2 to 3	There is an explicit plan to address the ‘No Poverty’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 1
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 1 No Poverty

PART – III

SDG ACCORD

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

The SDG Accord Progress Report 2025 frames universities and colleges as pivotal agents for implementing the United Nations Sustainable Development Goals through whole-institution approaches. The thematic focus on Learning and Teaching reveals that while progress is ongoing, Learning and Teaching remains the least mature operational area for many signatories. BSACIST should view this as a guide to invest in curriculum integration of SDGs, faculty development, and assessment practices that explicitly test sustainability knowledge. The report notes significant barriers such as limited time for staff development and inadequate integration of sustainability into curricula. BSACIST can address these barriers by allocating dedicated funding and time for professional development, integrating SDG-related outcomes into degree programs, and creating standardized assessments that measure students’ sustainability competencies.

Figure XVII(3.3)-8_SDG ACCORD REPORT 2025

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 4 – QUALITY EDUCATION

“Education for All”

PART – I

BSACIST’s Commitment to Lifelong Learning

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) demonstrate a strong commitment to promoting lifelong learning by ensuring accessible educational resources for all, regardless of background. This aligns with the university’s mission to foster an inclusive educational environment supporting continuous learning and community engagement. BSACIST prioritizes inclusive, quality education for all through inclusive outreach and STEM capacity building.

Lifelong Learning Access Policy: Equity, Resources, and Community Partnerships

The Lifelong Learning Access Policy of B.S. Abdur Rahman Crescent Institute of Science and Technology establishes a commitment to inclusive, equitable quality education and ongoing learning opportunities aligned with SDG 4. The policy emphasizes universal access to educational resources and campus facilities, with a focus on reducing barriers related to gender, socio-economic status, race, religion, and disability. It outlines the roles of the Internal Quality Assurance Cell (IQAC) and related offices in implementing lifelong learning measures, including public access to libraries and digital resources, on-site and online coaching, and community-facing programs. The overarching aim is to foster a culture of continuous learning, broaden community engagement, and provide open access to materials and courses that support self-directed learning and skill development.

Key mechanisms to realize this vision include: (1) public resources such as library access, computer labs, and meeting spaces for community members and local organizations; (2) workshops and vocational training covering technology, legal awareness, and design to enhance practical competencies; (3) online resources and open-access materials, including video lectures, notes, and course content, complemented by online courses; and (4) community engagement initiatives like educational outreach events and legal aid programs. The policy incorporates monitoring and evaluation to assess impact, gather participant feedback, and refine offerings accordingly. Potential enhancements for execution include defining specific performance metrics, establishing timelines and accountability, clarifying funding and resource allocation, and developing a communications plan to promote opportunities to the community.

Promotion / Implementation / Evidence of Policy

Public Resources (lifelong learning)	https://crescent.education/iqac-csi-sdg4-431-2023-24-4/
Public Events (lifelong learning)	https://crescent.education/iqac-csi-sdg4-432-2023-24/
Vocational Training Events (lifelong learning)	https://crescent.education/iqac-csi-sdg4-433-2023-24/
Education Outreach Activities Beyond Campus	https://crescent.education/iqac-csi-sdg4-434-2023-24/

A. EDUCATIONAL PROGRAMS

NEP Orientation and Sensitization Programme:

The NEP-Nov 2024 online orientation, in collaboration with UGC Malaviya Mission Teacher Training Centre, exemplifies BSACIST’s commitment to SDG 41. This eight-day program expands access to high-quality educational experiences beyond traditional classrooms, featuring lectures by eminent professors, industry professionals, and NEP 2020 governance sessions.

Electrochemical Corrosion Techniques Workshop:

A two-day workshop on “Electrochemical Corrosion Techniques: Theory and Hands-on Training” was organized in association with AMPP India section (SZ) & NIIS (SZ). The workshop trained postgraduate students, research scholars, faculty members, and industry personnel in electrochemical analytical equipment and related theory. It provided knowledge on the latest advancements in electrochemical corrosion and its control techniques.

Good Samaritan Law Awareness Event:

BSACIST conducted an awareness session on the Good Samaritan Law, encouraging bystanders to assist accident victims without fear of legal repercussions. The Crescent Legal Aid Committee, in collaboration with Crescent Blood Donors and Crescent awareness club, coordinated the event to spread awareness regarding Good Samaritan Law in case of road accidents with reference to Motor Vehicle Act.

Disaster Preparedness Awareness Program:

BSACIST, jointly with the Tamil Nadu Fire and Rescue Services Department, organized a “Disaster Preparedness Awareness Program” focusing on inclusive education, safety culture, and Sustainable Development Goals (SDGs). The program engaged students, faculty, staff, and the general public, demonstrating practical fire safety measures and the handling of household liquids and gases

Figure XVII-(3.4)-4 – Invitation- Disaster Preparedness Awareness Program

B. OUTREACH BEYOND CAMPUS

One-Day Legal Awareness Program on “Breaking Barriers: Understanding Gender Equity and Girls’ Rights:

BSACIST’s Crescent Legal Aid Committee spearheaded an outreach activity titled “Breaking Barriers: Understanding Gender Equity and Girls’ Rights” at Rajeswari Vedachalam Government Arts and Science College, Chengalpattu. The program empowered students with knowledge on gender equity and girls’ rights, addressing issues facing women’s rights in India.

The event featured a ceremonial inauguration and distinguished sessions that connected gender equity with everyday realities. A notable highlight was the handing over of five sanitary napkin vending and disposal machines, emphasizing women’s health, hygiene, and dignity within educational institutions. Sessions included insights on gender equity through Tamil literature, discussions on domestic violence laws, hiplines, and support mechanisms for issues such as stalking and forced marriages. These activities demonstrated BSACIST’s commitment to translating legal knowledge into actionable, community-facing initiatives that promote safety, empowerment, and informed civic participation. One-Day Legal Awareness Program on “Breaking Barriers: Understanding Gender Equity and Girls’ Rights”

C. Community Outreach through NSS Special Camp

BSACIST demonstrates a strong commitment to quality education through broad outreach activities for the local community, as evidenced by its NSS special camp4. The seven-day Green India Clean India camp, conducted at Keerapakkam with village surveys, Health and Safety Programs, Blood Donation Drives, Stress Management, Reading Challenges, Self-Defense Sessions, First Aid Awareness, and Sports Outreach, Showcases Hands-on Learning, Civic Responsibility, and Intergenerational Engagement.

B.S. Abdur Rahman Crescent Institute of Science & Technology demonstrates a commitment to SDG 4 (Quality Education) through various initiatives aimed at enhancing educational opportunities and promoting lifelong learning. The institution actively engages in programs that extend beyond traditional classroom settings, emphasizing community involvement and environmental awareness.

Monitoring and Evaluation

The effectiveness of the lifelong learning measures will be regularly assessed through participant feedback and community engagement metrics. Adjustments will be made based on evaluations to improve the policy’s impact continuously.

This revised policy document reflects the commitment of B.S. Abdur Rahman Crescent Institute of Science and Technology to promote lifelong learning and educational equity. By implementing these measures, the Institute aims to empower individuals and communities, contributing to the broader goals of sustainable development and social welfare.

PART – II: Progress Measurement

Rubrics for the SDG 4: Quality Education

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Support to students based on income, assistance to local start-ups) have been implemented
2 to 3	There is an explicit plan to address the ‘No Poverty’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 1
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 1 No Poverty

PART – III

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

The SDG Accord Progress Report 2025 frames universities and colleges as pivotal agents for implementing the United Nations Sustainable Development Goals through whole-institution approaches. The thematic focus on Learning and Teaching reveals that while progress is ongoing, learning and Teaching remains the least mature operational area for many signatories. BSACIST should view this as a guide to invest in curriculum integration of SDGs, faculty development, and assessment practices that explicitly test sustainability knowledge. The report notes significant barriers such as limited time for staff development and inadequate integration of sustainability into curricula. BSACIST can address these barriers by allocating dedicated funding and time for professional development, integrating SDG-related outcomes into degree programs, and creating standardized assessments that measure students’ sustainability competencies.

Figure XVII(3.4)-8_SDG ACCORD REPORT 2025

https://crescent.education/wp-content/uploads/2024/11/SDG-ACCORD-REPORT-2024.pdf

SDG 5 – GENDER EQUALITY

Equality in Opportunity

PART – I

B.S. Abdur Rahman Crescent Institute of Science and Technology, establishes a comprehensive gender equality framework aimed at recognizing gender parity as a fundamental right and a driver of sustainable development and productivity, with institute-wide applicability to admissions, staffing, leadership representation, academic tracking, and campus facilities and support services for women and all genders. Its core principles emphasize equality and non-discrimination across UG/PG/PhD programs, with gender options including Male, Female, and Trans genders, and a strategic objective to empower women through education, balanced staffing, leadership representation, and targeted support.

ADMISSIONS :

In admissions and representation, the policy prohibits gender-based discrimination, provides special provisions to encourage participation by female candidates, and mandates female representation on governance bodies (initially two female members, expanding to four with at least two women).

HUMAN RESOURCES:

Staffing and career progression emphasize gender parity in staffing and equal promotion opportunities, with women explicitly integrated into senior leadership and governance.

EDUCATION :

Academic tracking includes a mechanism to monitor female candidates from admission to graduation detailing academics and cocurriculars, and female-focused admissions assistance for traditionally male-dominated streams.

WELFARE BENEFITS:

Welfare and leave policies offer financial and academic accommodations, such as an additional Rs. 1,000 monthly stipend for female candidates in JRF/SRF, maternity and paternity leaves, an extension of PhD duration by up to two years for female candidates (total eight years), and up to 240 days of child care leave for female researchers, alongside general measures to support female participation.

FACILITIES:

Facilities and safety provisions include separate women’s toilets and secure women’s hostel accommodations with round-the-clock security.

Identifying the gaps and recommends enhancements, including establishing data collection and accountability metrics, clarifying the scope of transgender inclusion, detailing conflict resolution procedures with clear timelines, developing a robust implementation plan with responsibilities and resources, instituting monitoring and evaluation through audits and external reviews, and incorporating intersectionality to address the needs of other marginalized groups. The anticipated impact is positive, projecting improved gender equality, better educational outcomes for women, stronger governance diversity, a safer campus, and improved recruitment and retention of female staff and students, while risk factors such as resistance to policy changes and potential biases must be monitored. Key actionable items include publishing a formal policy with governance roles and timelines, implementing a centralized data system for gender metrics, formalizing grievance procedures with clear timelines, sustaining and funding Women Empowerment Cells, and clarifying leave entitlements and PhD extensions with transparent eligibility and processes.

A. ENHANCING GENDER DIVERSITY AT CRESCENT

According to the provided NIRF Gender Ratio document, the percentage of female students at Crescent is between 29.51% and 30.02% from 2020 to 2024, while the percentage of women faculty is between 41.67% and 45.06% during the same period2. The NIRF data also provides the total number of women students (Nws) and women faculty (Nwf) from 2020 to 2024. This data could be used to evaluate and track gender diversity within the institution.

The collected data is important for demonstrating universities’ commitment to gender equality through various initiatives and policies. Universities can actively support disadvantaged women students, ensure women’s access to higher education, promote gender balance in leadership, and support women’s success at the university. By implementing and monitoring these measures, universities contribute to creating a more equitable and inclusive environment, aligning with the goals of SDG 5.

Based on the above data and discussion, the Crescent Commits to Students Women Diversity should be improved from 30% to 50%.

The institute demonstrates a multi-faceted commitment to SDG 5 through education, health and well-being, empowerment, and community engagement.

Core programs include empowerment and mental health support, menstrual health initiatives, maternal health education, recognition of women achievers, financial support for education, and creative expression to challenge gender norms.

Overall impact areas: women’s education access, health and well-being, economic empowerment via scholarships, and societal attitude shifts toward gender equality.

Detailed Program Overview (Key Activities and Initiatives)

MOOVALUR RAMAMIRTHAM AMMAIYAR SCHOLARSHIP

Promoting Gender Equality through Education

The Moovalur Ramamirtham Ammaiyar Scholarship program directly contributes to Sustainable Development Goal (SDG) 5, which seeks to achieve **gender equality** and empower all women and girls. By targeting female students from economically disadvantaged backgrounds, particularly those from government schools in Tamil Nadu, the program aims to break the barriers that limit girls’ access to higher education. This initiative not only provides financial support but also tackles the socio-cultural barriers that often prevent girls from pursuing higher education, such as early marriage, gender-based discrimination, and lack of familial support.

https://www.myscheme.gov.in/

B. Increasing Female Enrollment and Retention

SDG 5 emphasizes the importance of increasing female participation in education, a goal that aligns with the core objectives of the Moovalur Ramamirtham Ammaiyar Scholarship. By providing financial assistance to girls pursuing undergraduate and postgraduate studies, the scholarship fosters gender parity in higher education, increasing female enrollment and retention rates. The program’s focus on education as a tool for empowerment ensures that girls are not only enrolling in school but also staying in school, completing their studies, and acquiring skills that will enhance their personal and professional lives.

Access to higher education is a key driver of socio-economic empowerment for women. The scholarship program contributes to SDG 5 by offering long-term benefits to female students, such as career development opportunities, mentorship, and internship placements. These resources empower young women to become self-sufficient and break the cycle of poverty within their families. In the broader context, by fostering women’s economic participation and leadership, the program helps to transform communities and create a more equitable society where gender is not a barrier to success.

The Moovalur Ramamirtham Ammaiyar Scholarship program embodies a holistic approach to gender equality by integrating data-driven solutions, community involvement, and policy alignment with Tamil Nadu’s government initiatives. By tracking and supporting female students through the University Management Information System (UMIS), the program ensures that students’ academic and financial needs are met transparently and efficiently. The scholarship’s governance model, with a dedicated Outreach & Guidance Wing and Selection Committees, ensures that gender considerations are embedded at every stage of the program, strengthening its ability to contribute meaningfully to SDG 5 and beyond. Through this approach, Crescent Institute plays a pivotal role in advancing gender equality and fostering an inclusive educational environment.

C. EDUCATIONAL ACTIVITIES FOR GIRL STUDENTS @ CRESCENT

The EmpowerHer project, aimed at advancing Women’s Wellness And Psychological Health, hosted an impactful workshop on March 14, 2024, at Crescent Campus. Led by Dr. Saranya, a Wellness Psychologist, the session focused on equipping female Rotaractors and students with the essential tools for managing mental and physical health. By emphasizing the interconnectedness of these two aspects, the event directly aligned with SDG 3: Good Health and Well-Being, which aims to ensure healthy lives and promote well-being for all individuals. The workshop provided a valuable opportunity for women to explore the importance of self-care and emotional resilience, ensuring that participants walked away with actionable strategies for maintaining a balanced and healthy lifestyle.

The workshop’s success can be attributed to the collaborative efforts of RTR. Vidhula Saravanan, the Project Chairperson, and the dedication of the EmpowerHer team. More than 45 participants benefited from the session, engaging in discussions and interactive activities that promoted community-building and shared learning. The initiative demonstrated a clear commitment to the SDGs, particularly SDG 3: Good Health and Well-Being, SDG 5: Gender Equality, and SDG 4: Quality Education. Through this workshop, EmpowerHer not only contributed to the physical and mental well-being of the participants but also empowered them with the knowledge needed to advocate for their own health, both in their personal and professional lives. The community aspect of the workshop allowed women to feel supported, encouraging them to take proactive steps towards their well-being.

The event addressed the unique psychological challenges faced by women, such as balancing personal, academic, and professional responsibilities, and the stress that often accompanies these pressures. Emphasizing SDG 5: Gender Equality, the workshop fostered an environment where participants could openly discuss mental health barriers and learn practical strategies for overcoming them. This was not just about individual well-being, but also about promoting gender equality by empowering women to break free from the mental health stigma often associated with gender-specific struggles.

The Institute has the potential to make an even greater impact through continued engagement and structured follow-up. Several recommendations have been made to enhance the initiative, including developing a comprehensive curriculum with clear learning outcomes and assessment metrics. This would enable organizers to measure the long-term effects of the workshops and provide tailored support. Additionally, introducing a peer-mentoring system could offer ongoing community support, helping participants sustain the benefits of the workshop and continue to share their experiences. By collecting anonymized pre- and post-surveys, the project could also assess the effectiveness of the program, ensuring continuous improvement and alignment with the evolving needs of women. With these enhancements, EmpowerHer can continue to empower women and foster a more inclusive and supportive environment for mental and physical well-being.

ONE-DAY LEGAL AWARENESS PROGRAM ON “BREAKING BARRIERS: UNDERSTANDING GENDER EQUITY AND GIRLS’ RIGHTS”

B.S. Abdur Rahman Crescent Institute of Science and Technology’s Crescent Legal Aid Committee recently spearheaded a meaningful outreach activity titled “Breaking Barriers: Understanding Gender Equity and Girls’ Rights”, which was held on October 8, 2024 at Rajeswari Vedachalam Government Arts and Science College, Chengalpattu. The one-day legal awareness program was designed to empower students and the broader college community with essential knowledge on gender equity and girls’ rights, addressing issues facing women’s rights in India. The event featured a ceremonial inauguration and distinguished sessions that connected gender equity with everyday realities.

A notable highlight was the handing over of five sanitary napkin vending and disposal machines, emphasizing women’s health, hygiene, and dignity within educational institutions. Sessions included insights on gender equity through Tamil literature, discussions on domestic violence laws, helplines, and support mechanisms for issues such as stalking and forced marriages. The event was a collaborative effort involving Crescent School of Law’s Legal Aid Committee, faculty coordinators, and student coordinators, under the guidance of the Dean of Crescent School of Law, Dr. C. Chockalingam.

Event Highlights

• Ceremonial Start:

The event began with the “Tamil Thai Vazhthu” and a lamp-lighting ceremony, symbolizing the formal inauguration. The Dean delivered the welcome address, emphasizing the importance of gender equity and quoting renowned social reformers for inspiration.

• Guest Felicitations and Presidential Address:

Mrs. A.S. Kumari, Chairperson of the Tamil Nadu State Women’s Commission, delivered the presidential address. She discussed gender equity laws, dowry prevention, sexual harassment, and the importance of self-respect, drawing insights from social reformer Thanthai Periyar.

A key focus of the event was the handing over of five sanitary napkin vending and disposal machine to Rajeswari Vedachalam Government Arts and Science College, Chengalpattu. This initiative, generously sponsored by both faculty and student coordinators, underscored the program’s commitment to promoting women’s health and hygiene in educational institutions.
The machine was officially handed over by the Dean, alongside faculty and studentorganizers, symbolizing proactive steps toward addressing menstrual health challenges faced by young women. The initiative not only provides necessary hygiene resources but also contributes to the ongoing efforts to normalize conversations around menstrual health, which is essential for achieving gender equity.

Key Sessions

1.Session by Mr. P.B. Prince Gajendra Babu:

Addressing gender equity, Mr. Babu utilized Tamil literature to underscore cultural values related to gender equity and highlighted the fundamental rights of women.

2.Session by Mrs. Poongodi Prakash:

Mrs. Prakash discussed domestic violence laws, helpline services, and provided information on support mechanisms for issues like stalking and forced marriages

PARTNERSHIPS WITH NGOs OR SOCIAL ENTERPRISES FOR SUSTAINABLE SUPPLY CHANNELS AND COST-EFFECTIVENESS.

BSACIST is actively engaged in community outreach through initiatives such as:

Sanitary Pad Drives: Distributed over 320 sanitary pads in Coimbatore and Chennai under Project 3232.

These activities demonstrated BSACIST’s commitment to translating legal knowledge into actionable, community-facing initiatives that promote safety, empowerment, and informed civic participation. This initiative aimed to empower students with knowledge on gender equity and girls’ rights, addressing pressing issues surrounding women’s rights in India.

D. INTERNATIONAL WOMEN’S DAY CELEBRATION

The International Women’s Day Celebration 2024 was held on March 11, 2024, at 11:00 AM in the Convention Centre at B.S. Abdur Rahman Crescent Institute of Science and Technology is an annual event that highlights the achievements of women through the Women Achievers’ Award Ceremony. This celebration serves as a platform to recognize and honor the remarkable accomplishments of women leaders within and beyond the campus. By acknowledging the outstanding work of women, the event aligns with the global commitment to gender equality and women’s empowerment, reinforcing the goals of SDG 5: Achieving gender equality and empowering all women and girls.

The event’s purpose is to celebrate the accomplishments of women and acknowledge their significant contributions in various fields. The ceremony aims to honor women who have achieved excellence, thereby motivating other women to break barriers and reach their potential. By focusing on recognizing women’s achievements, the event contributes to SDG 5 by fostering a culture of equality, respect, and opportunity for women in all sectors of society.

The distinguished guests at the event include Mrs. Qurrath Jameela (Chancellor), Prof. Dr. T. Murugesan (Vice-Chancellor), Dr. N. Thajuddin (Pro-Vice Chancellor), Dr. N. Raja Hussain (Registrar), and other notable faculty members such as Dr. Aisha Banu W. (Professor & HOD/CSE and Women Empowerment Cell), Dr. S. Kutti Rani (Professor & Director/PG Admissions), among others. These leaders emphasize the institution’s commitment to promoting gender equality in higher education and supporting women’s advancement within academia and beyond.

PUBLISH ANNUAL IMPACT REPORTS DETAILING AWARDEES’ PROJECTS AND SUBSEQUENT OUTCOMES.

The Women Achievers’ Award Ceremony plays a pivotal role in celebrating the success of women who have broken barriers and excelled in various domains. The event raises awareness across the campus about the importance of empowering women and highlights the role of female leaders as positive role models. It fosters an environment where students and faculty alike are inspired by these achievers and motivated to pursue their aspirations regardless of societal limitations. The visibility of such role models encourages others to engage in conversations about gender equality and aspire to make similar impactful contributions in their communities.

By fostering a supportive environment for female students and staff, the cell works to reduce gender-based discrimination, provide leadership opportunities, and encourage women to excel in traditionally male-dominated fields. This event is a reflection of the institution’s ongoing commitment to ensuring that women’s voices are heard and valued, reinforcing the importance of gender parity in all aspects of life.

HUES OF JUSTICE

ONLINE ART COMPETITION PROMOTING GENDER EQUALITY AND SOCIAL CHANGE

On November 25, 2024, the “Hues of Justice” online art competition brought together a diverse group of participants who used their creative talents to advocate for gender equality and challenge societal norms. The competition invited artists to express bold messages surrounding critical issues such as gender equality, domestic violence, and empowerment through their artwork. Themes such as “Breaking Cultural Norms,” “A Violence-Free World,” and “Empowering Women” encouraged participants to engage deeply with pressing social injustices. With 12 participants contributing their perspectives, the competition not only showcased their creativity but also became a platform for raising awareness about gender sensitivity and the urgency for change. The submissions were displayed in a digital gallery, and the winners were celebrated on December 3, 2024, creating a space for open dialogue and reflection on these important issues.

This initiative aligned closely with Sustainable Development Goal 5: Gender Equality, which aims to achieve gender equality and empower all women and girls. Through artistic expression, the competition highlighted the significance of challenging cultural norms and dismantling the barriers that perpetuate gender-based violence and inequality. The artworks served as powerful tools for education and advocacy, engaging the wider community in conversations about how societal norms can be reshaped to promote equality and respect for all genders. By fostering this dialogue, “Hues of Justice” encouraged participants and viewers alike to rethink their perspectives on gender roles and to take a stand for a more inclusive and just society.

The impact of the project, is recommended to create a physical exhibition or expand the digital gallery, allowing more people to engage with the artwork and the messages it carries. Additionally, collecting participant feedback through surveys would help measure shifts in attitudes toward gender equality and domestic violence, as well as the intention to advocate for societal change. Collaborating with campus clubs, art departments, and local communities would further broaden the scope of the initiative, allowing for a larger, more diverse audience to be exposed to the powerful messages of the competition. With these recommendations, “Hues of Justice” can continue to promote gender equality, challenge stereotypes, and inspire societal transformation through the powerful medium of art.

PART – II: Progress Measurement

Rubrics for the SDG 5: Gender Equality

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Support to students based on income, assistance to local start-ups) have been implemented
2 to 3	There is an explicit plan to address the ‘Gender Equality’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 1
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 1 No Poverty

PART – III: SDG Accord

SDG ACCORD REPORT 2025

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

Figure XVII(3.5)-8_SDG ACCORD REPORT 2025

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 6 – CLEAN WATER AND SANITATION

“Harnessing Intelligent Water Stewardship”

PART – I

B.S. Abdur Rahman Crescent Institute of Science and Technology demonstrates a robust commitment to water conservation and sustainability through various on-campus and off-campus initiatives. The institution’s Water Management and Reuse Policy, aligned with Sustainable Development Goal (SDG 6), emphasizes maximizing water reuse, reducing pollution, and implementing integrated water resources management. To support this policy, the university has invested in advanced water management technologies, including five sewage treatment plants (STPs) that recycle wastewater for non-potable applications and smart water management technologies for real-time tracking of water consumption. The institution also promotes water conservation through rainwater harvesting systems, diverse water sources, and adherence to national and international water conservation guidelines.

The university actively engages stakeholders in its sustainable water management strategy through extensive awareness programs and community-oriented projects. These initiatives include guest lectures, lake and beach clean-up drives, and vetiver planting projects to reduce water pollution and promote soil stabilization. The institution also implements measures to prevent water system pollution, such as a meticulously planned plumbing facility, separate sewer systems, and robust solid waste management practices. By integrating policy, infrastructure, community engagement, and continuous monitoring, B.S. Abdur Rahman Crescent Institute of Science and Technology effectively addresses its water needs and contributes to broader environmental sustainability goals.

A. Water Consumption and Tracking

The report on water consumption tracking at B.S. Abdur Rahman Crescent Institute of Science and Technology emphasizes the importance of managing water resources sustainably. For the academic year 2023-24, the institution utilized various water sources: 17,795 m³ from private suppliers and 3,157 m³ from university wells, totaling 20,952 m³ annually. The average daily consumption of water is 92 m³, utilized mainly by faculty, staff, students in hostels, and other facilities. The Institute comprises five water treatment plants that purify water for multiple uses and successfully treat approximately 1,143 m³ of lorry water in January 2024. With a sewage generation of 14,694 m³ per year, the sewage treatment plant effectively treats 13,005 m³, with 85% reused for gardening. This comprehensive water management approach reflects the Institute’s commitment to sustainability and responsible resource usage.

Wastewater Treatment

B.S. Abdur Rahman Crescent Institute of Science and Technology implements effective wastewater treatment strategies, operating two main sewage treatment plants with capacities of 250 KLD and an additional 100 KLD plant commissioned in 2022. The treatment process includes several stages, beginning with preliminary treatments to remove debris, followed by sedimentation and biological treatments enhanced by eco-bioblocks. The systems operate at 88.5% efficiency, with treated water primarily used for landscaping and toilet flushing, reducing fresh water reliance. Routine maintenance and monitoring of the water quality are conducted, focusing on parameters like pH, COD, and BOD to ensure effective reuse. The institute demonstrates a commitment to sustainable water management through continuous infrastructure enhancements and significant water recycling.

B. Preventing Water System Pollution

This document details the water management and pollution prevention strategies at B.S. Abdur Rahman Crescent Institute of Science and Technology. It describes the campus’s infrastructure, including color-coded water lines for raw water (green), treated water from the Sewage Treatment Plant (STP) (yellow), and sewage discharge (blue). Key features include the installation of a 25 kLD FOG treatment plant to manage kitchen wastewater and a decentralized 10 kLD STP for the Crescent Incubation Center to treat wastewater on-site. The layout emphasizes separate sewer systems to prevent contamination of potable water and guidelines for regular maintenance and inspections to avoid leaks. Solid waste management practices, such as garbage segregation and reduction of waste, are highlighted to mitigate pollution. The document underscores the institute’s commitment to sustainability and efficient resource management while maintaining clean water quality.

Water Conscious Planting

The B.S. Abdur Rahman Crescent Institute of Science and Technology emphasizes water conservation through its landscaping practices, covering 38% of the campus with greenery. The integration of drought-tolerant plants, such as Bougainvillea, Aloe Vera, and Tecoma stans, enhances both the aesthetic appeal and ecological balance of the campus while reducing water consumption. The campus serves as a sustainable model for other institutions by promoting local biodiversity and efficient use of water resources. This initiative aligns with the goals of Sustainable Development Goal 6, prioritizing clean water and sanitation through access, sanitation hygiene, water quality improvement, wastewater treatment, and increased water-use efficiency.

C. Water reuse measurement

The university has established a comprehensive water reuse strategy, recycling approximately 13,005 cubic meters of treated wastewater annually from a total of 14,694 cubic meters generated. The recycled water is primarily used for landscaping (85%), toilet flushing (10%), and housekeeping (5%), emphasizing sustainability and efficient resource management. Monthly data from January to December 2024 reveals consistent recycling efforts, with peak usage in May at 1,351 cubic meters, and a total of 18,718 cubic meters of treated water overall. This proactive approach supports conservation, enhances campus green spaces, and sets a benchmark for other institutions. Furthermore, the university’s water management reuse policy adheres to the principles of Sustainable Development Goal 6, focusing on equitable water access, sanitation, quality improvement, and ecosystem protection.

Water Management and Educational Opportunities

The NSS Special Camp 2023-24, themed “Green India Clean India,” was organized by B.S. Abdur Rahman Crescent Institute of Science and Technology, engaging 120 volunteers in community service across the adopted villages of Keerapakkam, Arungal, and Murugamangalam from February 21 to 27, 2024. Key activities included a village survey, blood donation camp, stress management sessions, and water conservation drives, designed to build teamwork and leadership among participants. Noteworthy initiatives on water conservation involved surveying local water resources, identifying leakage points, and promoting rainwater harvesting and the reuse of greywater. The camp concluded with a valedictory function reflecting on the participants’ contributions to social transformation and active citizenship. Additionally, a guest lecture titled “Water for Peace – World Water Day 2024” highlighted the significance of water conservation organized by the Institution of Engineers (India) in collaboration with the Department of Civil Engineering.

Off Campus Water Conservation Support

The document discusses a community-driven initiative led by volunteers from the National Service Scheme (NSS) and several engineering colleges to combat sewage-induced pollution in the Urapakkam Kolatchiammal temple pond through planting Vetiver grass. This intervention targets sedimentation and water quality degradation by utilizing Vetiver’s deep root systems to stabilize soil, filter runoff, and enhance groundwater recharge. The plants were strategically placed along the pond banks and in areas vulnerable to erosion to improve ecological health and reduce pollutant loads. Furthermore, the document outlines the broader water management reuse policy aimed at ensuring equitable access to clean water, improving sanitation, and fostering community engagement in water management. This policy emphasizes maximizing wastewater treatment and reuse while aligning with Sustainable Development Goals (SDGs) for clean water and sanitation.

Sustainable Water Extraction on Campus

The B.S. Abdur Rahman Crescent Institute of Science and Technology has developed a comprehensive sustainable water extraction strategy incorporating diverse water sources such as reverse osmosis, bore water, open wells, and rainwater harvesting. Advanced technologies like sewage treatment plants and IoT-based monitoring systems enhance water management efficiency. The institute strictly adheres to national and international water conservation regulations, ensuring sustainable practices. Engaging stakeholders through awareness programs promotes collective responsibility for water conservation. The institute aims for continuous improvement with goals to reduce groundwater extraction and enhance the use of treated water, while striving for EDGE certification for sustainability. This proactive approach addresses immediate water needs and contributes to broader environmental sustainability, serving as a potential model for other institutions.

Figure XVII (3.6) – 8: Rainwater harvesting pit

Co-operation on Water Security

The B.S. Abdur Rahman Crescent Institute of Science and Technology collaborates with the Government of India to enhance sustainable water management through hands-on learning, promoting responsible water use among students and the community. On-campus initiatives include rainwater harvesting, sewage treatment, and monitoring water consumption, while off-campus efforts involve community education and clean-up projects. The Crescent Water Management Policy aims to align campus learning with external engagement, fostering water-conscious behavior and effective resource management. The Water Management Reuse Policy emphasizes equitable access to safe drinking water and sanitation, improving water quality, protecting ecosystems, and supporting local community participation. It encourages the sustainable reuse of treated wastewater and establishes a framework for tracking water usage. Ongoing awareness programs and signage are part of the policy dissemination strategy, ensuring compliance is supervised by designated officials.

Figure XVII (3.6) – 9: Co-operation on Water Security at Crescent

Promoting Conscious Water Usage on Campus

On March 21, 2024, the Institution of Engineers (India) Kancheepuram Local Centre, in collaboration with B.S. Abdur Rahman Crescent Institute of Science & Technology, organized a guest lecture titled “Water for Peace” to celebrate World Water Day. Dr. Vasanthi Padmanabhan welcomed chief guest Dr. Sekhar Raghavan, an advocate for rainwater harvesting. Dr. Raghavan emphasized the importance of rainwater conservation in India, particularly in Chennai, and discussed strategies for effective rainwater harvesting. He offered practical tips for maintaining rainwater systems to ensure clean groundwater. Approximately 70 Civil Engineering students participated, benefiting from the lecture, which complemented their course materials on water resources. The institution is committed to promoting conscious water usage through operational protocols, and awareness programs aimed at sustainable water management were highlighted. Guidelines include requesting users to minimize tap usage and maintain cleanliness on campus.

The ground surface as it is more essential.

Water Conscious on Wider Community

On October 4, 2023, the B.S. Abdur Rahman Crescent Institute of Science & Technology, in collaboration with the Environmentalist Foundation of India (EFI), hosted a community-centric initiative titled “Lake Clean-Up with Seed Ball Plantation” in Kolapakkam village. This dual-pronged effort aimed to clean a polluted lake and restore its ecological balance through community involvement and education. Volunteers, guided by NSS Programme Officers, participated in litter removal, water quality monitoring, and the innovative use of seed balls to promote native vegetation and biodiversity recovery. The clean-up highlighted the critical need for sustainable practices in freshwater conservation while also addressing public health, economic, and ecological benefits. Future plans include ongoing collaboration between the institute, NSS, and EFI for additional restoration efforts and educational outreach, reinforcing the importance of community action in environmental stewardship.

Figure XVII (3.6) – 11: Crescent NSS Volunteers in Field Work

Free Drinking Water

The university promotes free drinking water availability through numerous fountains on campus, ensuring all community members have access to clean water. Regular testing of water quality, including microbial and chemical analyses, is conducted to maintain health standards and build confidence. The institution has installed 64 water dispensers, equipped with Reverse Osmosis (RO) units, totaling a capacity of 3,900 liters across various campus buildings. Monitoring data includes detailed locations and conditions of dispensers, showing general functionality but some signs of wear. Additionally, the university operates several RO plants with a combined capacity of 13,000 liters per hour and 62,000 liters per day to meet hydration needs, strategically placing dispensers across all floors. Continuous maintenance and quality assurance of these systems are pivotal for safeguarding the health of students, staff, and visitors.

Figure XVII (3.6) – 12: Free Drinking Water dispenser units at different locations

D . Water-Conscious Building Standards

B.S. Abdur Rahman Crescent Institute of Science and Technology has established a comprehensive water-conscious building standard that adopts a holistic approach to sustainable infrastructure and water management. The institute integrates advanced technologies such as rainwater harvesting, efficient sewage treatment, and smart water management systems to optimize resource usage and tackle water scarcity. Compliance with national and international regulations ensures adherence to strict environmental standards. The institute actively engages its community through awareness programs to promote water conservation practices among students, faculty, and staff, fostering a culture of collective environmental responsibility. With a commitment to continuous improvement in water management, future initiatives include maximizing treated water use and developing comprehensive policies. Additionally, the Ladies Hostel has achieved EDGE certification, showcasing significant reductions in energy and water consumption through sustainable building practices. The institute’s water audit process highlights the effective use of diverse water sources and storage capacity, while ongoing construction projects comply with green building certification standards. Overall, the institute is dedicated to sustainable development and serves as a model for environmentally conscious practices in education.

Figure XVII (3.6) – 13: GBCI-EDGE GREEN BUILDING Certification

WATER MANAGEMENT REUSE POLICY

Issue: 04; Revised on 2023

Policy Created on	July 2009
1^st Revision amended on	IQAC Meeting held on 27^th October 2017
2^nd Revision amended on	IQAC Meeting held on 31^st March 2021
3^rd Revision amended on	IQAC Meeting held on 16^th June 2023

Responsible Executive : Director (IQAC)

Responsible Office : Internal Quality Assurance Cell, Student Affairs, Estate Office, Academic Office, Library and SDG Cell

Contacts : Registrar and Director (IQAC)

6.1 STATEMENT OF POLICY

The B.S. Abdur Rahman Crescent Institute of Science and Technology is committed to achieving the following objectives in alignment with Sustainable Development Goal 6 (SDG 6) – Clean Water and Sanitation:

a) Ensure universal and equitable access to safe and affordable drinking water for all stakeholders.

b) Provide adequate and equitable sanitation and hygiene for all, with special attention to the needs of women, girls, and vulnerable groups.

c) Improve water quality by reducing pollution, eliminating dumping, and minimizing the release of hazardous chemicals and materials.

d) Halve the proportion of untreated wastewater and substantially increase recycling and safe reuse globally.

e) Substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and freshwater supply to address water scarcity.

f) Implement integrated water resources management at all levels, including transboundary cooperation as appropriate.

g) Protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers, and lakes.

h) Expand international cooperation and capacity-building support to developing countries in water- and sanitation-related activities and programs.

i) Support and strengthen the participation of local communities in improving water and sanitation management.

6.2 REASON FOR THIS POLICY

The policy aims to provide all stakeholders with adequate water supply, sanitation, and hygiene. It emphasises maximising the collection and treatment of sewage generated and the reuse of treated wastewater sustainably, thereby reducing dependency on freshwater resources. The policy promotes treating wastewater as an economic resource.

6.3 RESPONSIBILITIES

6.3.1 Policy Principles

a) The campus shall provide adequate water supply and maximize water reuse by adhering to the following principles:

Equitable access to safe and affordable drinking water for all stakeholders.
Access to adequate sanitation and hygiene, ending open defecation, with special attention to vulnerable groups.
Calculation of water usage per person (students, staff, and faculty) annually.
Improving water quality by reducing pollution and increasing recycling and safe reuse.
Utilization of recycled/treated wastewater for beneficial purposes, such as irrigation and toilet flushing.
Implementation of integrated water resources management at all levels.
Protection and restoration of water-related ecosystems on campus.
Expansion of rainwater harvesting initiatives.
Collaboration with government, NGOs, and industries in water-related activities.
Support for student and staff participation in water management.

6.4 WATER REUSE POLICY

6.4.1 Water Reuse Policy Objectives

Establish a comprehensive policy to maximize water reuse across the university.
Ensure that all new buildings adhere to water-conscious building standards that facilitate water reuse.
Implement systems for tracking and measuring water consumption and reuse.

6.4.2 Water Reuse

Water Reuse Policy: maximise water reuse across the university.
Water Reuse Measurement: Measure water reuse across the university.

6.5 DISSEMINATION OF POLICY

a) Display signage promoting water use efficiency across the campus.

b) Conduct awareness programs at regular intervals to increase water-use efficiency.

c) Post the policy on the Institute’s website and update it as necessary.

6.6 ENFORCEMENT OF POLICY

a) The Director (Planning & Development) and Deputy Director monitor compliance and address breaches.

b) Awareness of the policy among students, staff, and visitors is essential.

c) Breaches may lead to disciplinary action as per the Institute’s code of conduct.

https://crescent.education/wp-content/uploads/2025/11/6.4.1-Water-Reuse-Policy.pdf

PART – II: Progress Measurement

Rubrics for SDG 1: Clean Water Sanitation

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Support to students based on income, assistance to local start-ups) have been implemented
2 to 3	There is an explicit plan to address the ‘No Poverty’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 1
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 1 No Poverty

PART – III: SDG Accord

SDG ACCORD REPORT 2025

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 7 – AFFORDABLE AND CLEAN ENERGY

Powering the Future with Clean Energy

PART – I

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) demonstrates a strong commitment to Sustainable Development Goal 17, which emphasizes the importance of enhancing the capacity for effective public-private partnerships in the field of sustainable development. The institute has established comprehensive policies for energy-efficient renovations and divestment from carbon-intensive energy industries, aligning its practices with global sustainability efforts. By adhering to recognized energy efficiency standards such as EDGE, IGBC, and LEED, BSACIST ensures that all new constructions and renovations contribute to reducing the carbon footprint and promoting sustainable energy practices.

The implementation of these policies is evidenced by various initiatives, including the installation of rooftop solar photovoltaic power plants and solar water heating systems, which significantly reduce reliance on conventional energy sources. Furthermore, the institute actively engages with financial institutions to promote sustainable investment practices, ensuring transparency in its divestment from fossil fuels. Regular energy audits have identified substantial opportunities for energy savings, reinforcing the effectiveness of BSACIST’s strategies. Public accessibility to policy documents and ongoing community outreach programs further enhance stakeholder engagement, fostering a culture of sustainability and innovation within the educational sector.

Through continuous policy reviews and updates, BSACIST remains proactive in adapting to new challenges and advancements in energy efficiency technologies. This commitment not only positions the institute as a leader in sustainable practices within higher education but also contributes significantly to global efforts in combating climate change. By fostering partnerships and promoting sustainable practices, BSACIST sets a precedent for other institutions, demonstrating the vital role of collaboration in achieving the objectives of SDG 17.

A. COMPREHENSIVE ENERGY EFFICIENCY MEASURES

BSACIST demonstrates a comprehensive, multi-pronged approach to upgrading buildings for higher energy efficiency under its Green Campus initiative. The strategy combines energy-efficient infrastructure (LED retrofits, BEE 5-star inverter AC units, motion-sensor lighting), smart controls, and integration of on-site renewable energy. Notably, LED installations across the campus total 159.8 kW, achieving substantial electricity savings, while HVAC upgrades shift from older, less efficient units to centralized VRF and inverter models to save space and energy. The design emphasizes passive and active efficiency: optimized window-to-wall ratios, abundant natural daylight, external shading, high-performance AAC envelope, and solar thermal water heating, all aligned with BEE standards (4–5 stars) and low-CFC equipment.

BSACIST also highlights large-scale, renewable energy deployment and intelligent energy management. The campus hosts a rooftop solar portfolio totaling 775 kWp (650 kWp existing plus 125 kWp underway), delivering around 20% of total electricity consumption since 2014 and resulting in significant cost savings (over 5 crore INR saved to date). Complementary measures include solar water heating with a capacity of 39,500 litres and zero-export devices to prevent overproduction from harming diesel generators while allowing surplus energy to support the campus grid during load shedding. Smart door locks and other occupancy-based controls further reduce energy loss in shared spaces, reinforcing a cohesive, collaborative approach to reducing energy demand, cutting operating costs, and improving indoor environmental quality.

B. Enhancing Energy Efficiency with Smart Door Locks

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has implemented energy-sparing solutions through the installation of smart door locks in its facilities, such as the KBA Men’s Hostel. These state-of-the-art locking systems not only enhance security but also contribute to energy efficiency by controlling access to communal spaces based on real-time occupancy. The integration of smart technology allows for automatic locking and unlocking, reducing the frequency of door handling and minimizing energy loss associated with heating or cooling open areas. By ensuring that doors remain closed when not in use, these smart locks help maintain optimal indoor climates, furthering BSACIST’s commitment to sustainable practices. This innovative approach reflects the institution’s dedication to creating a more energy-conscious campus environment while prioritizing the safety and comfort of its residents.

Holistic Sustainability: Transforming Campus Energy Ecosystem

By integrating multiple approaches – solar power generation, energy-efficient technologies, smart infrastructure design, and collaborative student-driven projects – B.S. Abdur Rahman Crescent Institute of Science and Technology, has created a holistic framework for upgrading buildings to higher energy efficiency. The institute’s commitment goes beyond mere technological implementation, fostering a culture of sustainability and innovation. These strategic upgrades not only reduce operational costs and carbon footprint but also serve as a model for sustainable institutional development, demonstrating how existing infrastructure can be transformed into energy-efficient, environmentally responsible spaces.

Strategic Solar Infrastructure: BSACIST’s Comprehensive Energy Efficiency Approach

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has implemented a comprehensive strategy to upgrade existing buildings to higher energy efficiency through innovative renewable energy solutions. As part of its ‘Green Campus’ initiative, the institute has installed multiple rooftop solar photovoltaic power plants with a total capacity of 650 kWp, strategically positioned across various campus buildings. These solar installations include a 550 kWp grid-tied plant on academic buildings and a recently added 100 kWp plant in the New Architecture Block and CIIC Block, demonstrating a systematic approach to energy infrastructure upgrades.

C. Quantifying Success: Solar Power Generation and Financial Savings

The solar power implementation has yielded significant energy efficiency improvements.

Total Solar Power Generation – 650kWp up to from 2014 to 2024

Plant	Units	Amount Saved
150Kwp	16,49,008	1,51,57,896
100kWp	12,95,898	1,21,75,627
300kWp	20,38,673	2,02,81,665
New 100kWp	4,33,469	44,55,983
Total	54,17,048	5,20,71,171

These solar installations now constitute 18% of the total electricity consumption since June 2014, representing a substantial upgrade in the campus’s energy efficiency infrastructure.

Innovative Energy Solutions: Beyond Solar Power Generation

Beyond solar power, BSACIST has implemented complementary energy-efficient technologies to upgrade existing buildings. A notable example is the installation of solar water heating systems with a total capacity of 39,500 litres, equivalent to 365 electric geysers of 2kW capacity. These systems are strategically placed in Men’s Hostel blocks, Ladies Hostel, and New Staff Quarters, estimated to save approximately 24 lakhs in power consumption annually. The institute has also introduced innovative solutions like zero-export devices to manage surplus solar power generation and prevent potential damage to diesel generator sets.

Fig. 17.3.7 (iv) Geotag photos documenting the installation of Solar Panel in KBA Men’s Hostel, Ladies Hostel and Staff Quarters.

Block	No. of tanks	Capacity in litres
Men’s Hostel
A Block	20	5000
B Block	6	3000
C Block	6	3000
D Block	8	4000
Main block	20	5000
PG block	12	3000
Ladies Hostel
Main block	10	5000
Annexure Block	10	5000
New Block Phase 1	17	5750
Staff Quarters
New Staff Quarters	23	5750
Total Capacity	122	39,500Litres

Smart Infrastructure: Collaborative Energy Management Strategies

To further enhance energy efficiency, the institute has developed additional infrastructure improvements. Solar street lighting projects have been implemented along the road connecting staff quarters to the men’s hostel and the architecture block – a collaborative effort between third-year electrical engineering students and the estate electrical department. The zero-export device ensures that excess power generated by the solar power plant does not damage the diesel generator sets, while allowing the solar power to be shared across the campus grid during load shedding.

COMMUNITY OUTREACH

Local Outreach for Energy Efficiency – ENERGY 99 (29^TH AUGUST 2024)

The Crescent Energy Club, in association with IGEN (The Institution of Green Engineers) an NGO, organized the ENERGY99 awareness program at Mannivakkam Village with the objective of promoting energy conservation and sustainable living. The initiative aimed to empower the local community by introducing the “9 Energy Mantras”, which provide simple and practical ways to reduce energy usage, lower electricity expenses, and contribute to environmental protection.

As part of the outreach, the team visited over 100 households, directly engaging with residents and educating them on energy-efficient practices. Through interactive discussions and demonstrations, villagers were encouraged to adopt small but impactful changes to support resource conservation and climate action.

This initiative helped strengthen community awareness on sustainability and highlighted the role of responsible energy use in achieving a greener future

Fig. 17.3.7 (vi) – Crescent Energy Club – 9 Energy Mantras

https://crescent.education/wp-content/uploads/2025/11/EA-Report-BSA-Crescent-2025-1.pdf

D. International Outreach for Renewable Energy Adoption and Environmental Impact Reduction (SMaGEES 2024)

The SMaGEES 2024 an International conference, hosted by the B.S. Abdur Rahman Crescent Institute’s School of Physical and Chemical Sciences, demonstrates the pivotal role universities can play in bridging research and community action to accelerate renewable energy adoption and reduce environmental impacts. With ~300 participants from education community and industry community over two days, the event showcased advances in smart materials, energy storage, and sustainable technologies, emphasizing direct university outreach to local and regional communities. While the conference effectively disseminated knowledge and fostered networking, it also highlighted opportunities to strengthen the measurement of community impact, formalize partnerships, and document scalable demonstrations that translate campus-level innovations into neighborhood- and municipal-scale energy improvements.

Fig. 17.3.7 (vii) – BROCHURE – SMAGEES 2024

https://crescent.education/wp-content/uploads/2025/11/SMaGEES-2024-Brochure-2.pdf

https://crescent.education/wp-content/uploads/2025/11/SMaGEES-2024-Report-11122024-2.pdf

Purpose and scope: To illuminate how universities can

(a) promote renewable energy adoption,

(b) reduce environmental footprints through community-oriented outreach, and

ENERGY SERVICES TO INDUSTRY

Energy Efficiency Education:

Provide seminars and workshops aimed at industry professionals and students to disseminate best practices in energy efficiency, waste management, and sustainable design.

Industry-Relevant Training:

Deliver hands-on and theory-based training aligned with industry needs, including corrosion techniques, solar power design, solid waste management, and green design principles.

Guest Lectures by Experts:

Host industry and academic leaders to share insights on current trends, technologies, and policy implications affecting energy efficiency and sustainability.

Cross-Disciplinary Outreach:

Engage multiple schools and departments of the institute to broaden impact and foster collaboration with industry.

Technical Seminar on Durable Construction – Need for Corrosion Protection and Water Proofing

BSACIST’s Professor Dr. Haji Shaik Mohammed delivered a lecture focusing on the durability of recent buildings in Chennai. As the Dean of the School of Infrastructure at B.S. Abdur Rahman Crescent Institute of Science and Technology, Chennai, he addressed how coastal exposure and the marine environment heighten corrosion risks to reinforcement in concrete, with particular attention to water quality, moisture issues, and their impact on concrete and mortar performance, including reinforcement corrosion and efflorescence. He highlighted challenges with M-sand mortar adherence and higher water requirements, and proposed preventive strategies such as regular material testing (at source and on-site) for M-sand, cement, and rebars, anti-corrosive coatings on rebars (cement-polymer anticorrosive coating, CPAC) as a first line of defense, the addition of corrosion inhibitors to concrete, and the use of polymer-modified mortar/concrete for waterproofing terrace slabs and sunken areas. The lecture also covered practical procedures for applying CPAC and preparing polymer-modified concrete, emphasizing durability, proper storage of reinforcement, and ensuring a strong bond between steel and concrete.

https://crescent.education/wp-content/uploads/2025/11/FPA_bulletin-3.pdf

Fig. 17.3.7 (viii) Invitation for the Technical Seminar and Lecture Photo

PART – II: Progress Measurement

Rubrics for the SDG 7: Affordable and Clean Energy

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Energy-efficient renovation and building, Energy use density, Renewable energy, Outreach activities) have been implemented
2 to 3	There is an explicit plan to address the ‘Affordable and Clean Energy’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 7
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 7 Affordable and Clean Energy

PART – III: SDG Accord

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

Figure XVII(3.5)-8_SDG ACCORD REPORT 2025

https://crescent.education/wp-content/uploads/2025/11/EA-Report-BSA-Crescent-2025-1.pdf

SDG 8 – DECENT WORK AND ECONMIC GROWTH

People – Power – Progress

PART – I

Globalization has reshaped how organizations function by expanding the talent pool to include diverse skills and cultural adaptability. While building a diverse team can present challenges, it ultimately drives long-term growth and innovation. B.S. Abdur Rahman Crescent Institute of Science and Technology champions this diversity, ensuring every employee understands their roles, expectations, and success criteria. An annual performance appraisal provides constructive feedback that aligns individual efforts with institutional goals, reinforcing the institute’s commitment to a thriving, supportive workplace.

Accessible, decent work in safe, stable conditions is essential for lifting people out of poverty, reducing hunger, and improving health. In a time of rising precarious employment, modern slavery, and uneven growth, sustainable solutions are crucial. Universities, as major employers, are well positioned to lead: educators prepare future generations, and innovators develop fair, sustainable work practices.

At B.S. Abdur Rahman Crescent Institute of Science and Technology, the impact on faculty and staff’s personal and professional lives is meaningful and commendable. The institute supports its employees from recruitment to retirement, seeking to hire intellectually gifted, motivated, and committed individuals who are passionate about their work. This dedication to attracting top talent enhances both the work environment and overall productivity and job satisfaction.

A. Empowering Staff with Effective Welfare Measures

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) recognizes that decent work and economic growth are fundamental to achieving sustainable development, as outlined in Sustainable Development Goal 8 (SDG 8). The institution is dedicated to fostering a supportive and enriching environment for its faculty and staff, ensuring that their welfare is prioritized and effectively managed.

BSACIST has implemented a comprehensive range of welfare measures designed to enhance the personal and professional lives of its employees. These initiatives reflect the institution’s commitment to creating a workplace that not only values hard work but also promotes the well-being of its staff. Key welfare measures include:

1.Health and Insurance Benefits: The institution provides health insurance, medical leave, and maternity leave for eligible staff members, ensuring that their health needs are met. Additionally, a group insurance scheme is in place to offer further financial security.

2.Financial Support and Advances: BSACIST offers advances for school fees and festive occasions, demonstrating its understanding of the financial pressures staff may face. The institution also provides sponsorships for faculty to attend and present papers at conferences, both domestically and internationally, fostering professional development.

3.Work-Life Balance Initiatives: The institution promotes a healthy work-life balance through various measures, including access to a gym, recreational centers, and organized tours and sports activities. Faculty members benefit from summer and winter vacations, along with skill development courses for non-teaching staff to enhance their capabilities.

4.Supportive Infrastructure: BSACIST ensures that staff members have access to essential facilities such as a medical center, grocery store, and transport services at reasonable costs. The availability of staff quarters at affordable rates further alleviates housing concerns.

5.Cultural and Community Engagement: The institution fosters a multicultural environment by celebrating various festivals together, promoting inclusivity and camaraderie among staff. The establishment of a Women Empowerment Cell highlights BSACIST’s commitment to gender equality and empowerment within the workplace.

6.Performance and Recognition: The institution conducts annual performance appraisals to assess staff contributions and provide constructive feedback. Faculty members who enhance their research through quality publications are recognized through a research incentive scheme, motivating continuous professional growth.

7.Technological Integration: BSACIST employs modern technology, such as a biometric system for attendance and leave management, ensuring efficiency and transparency in administrative processes.

Through these initiatives, BSACIST not only adheres to the principles of SDG 8 but also creates a nurturing environment that encourages staff members to thrive both personally and professionally. By investing in the welfare of its employees, the institution is laying the groundwork for sustainable growth and development, ultimately contributing to the broader goals of economic prosperity and social well-being.

B. Enhancing Quality Employment:

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) exemplifies its commitment through a robust faculty composition that reflects diversity, experience, and educational qualifications. The data reveals a mix of experienced and newer faculty members, with various designations and backgrounds, contributing to a rich academic environment. The emphasis on hiring highly qualified staff, as evidenced by the presence of professionals with advanced degrees such as Ph.D, supports the institute’s goal of promoting sustained, inclusive economic growth and decent work for all. Additionally, faculty engagement in regular employment and their retention within the institution illustrates BSACIST’s dedication to establishing stable working conditions that enhance job security and professional development, thus aligning with the ethos of SDG 8. Efforts like these not only improve the quality of education but also empower individuals, fostering an environment where both staff and students can thrive.

Job Description – BSACIST

Vice Chancellor
Pro Vice-Chancellor
Registrar
Deputy Registrar
Director HR & FTA
COE
Dean Academics
Director – Admissions
Dean (Research)
Deputy Dean (Research)
Assistant Dean (Research)
Director – Sponsored research
Chief Financial Officer
CEO – CIIC
Director – Placement
School Deans
Dean – Law
HOD
Teaching Faculty
Librarian
Lab Assistant
Network Engineer
Physical Education

C. Operational Expenditure at B.S. Abdur Rahman Crescent Institute of Science and Technology: A Commitment to Sustainable Decolopment Goal 8

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has demonstrated a significant commitment to its operational expenditures over the past three academic years, reflecting its dedication to maintaining a high-quality educational environment aligned with Sustainable Development Goal 8 (SDG 8), which emphasizes decent work and economic growth. In the academic year 2023-24, the institution’s total operational expenditure amounted to ₹1,051,211,536, underscoring its investment in various critical areas, including salaries for teaching and non-teaching staff, maintenance of academic infrastructure, and other ongoing costs. Notably, salaries accounted for ₹651,993,782, highlighting BSACIST’s priority in investing in human resources—an essential factor for achieving sustainable economic growth and ensuring a motivated, skilled workforce.

Furthermore, the budget allocation for maintenance of academic infrastructure and consumables, amounting to ₹390,135,494, guarantees that the facilities and resources necessary for effective teaching and learning are robustly supported. This expenditure is crucial for providing a conducive learning environment that fosters innovation and academic excellence. Additionally, the investment of ₹82,389,293 in seminars, conferences, and workshops signifies the institution’s commitment to continuous professional development and knowledge sharing within the academic community. These events not only enhance the skills of faculty and staff but also promote collaboration and capacity building, further reinforcing BSACIST’s mission to empower individuals and contribute to economic stability.

The strategic allocation of operational funds not only highlights BSACIST’s dedication to fostering an enriching educational experience for its students and faculty but also aligns with the broader objectives of SDG 8, which aims to promote inclusive and sustainable economic growth, employment, and decent work for all. By prioritizing effective operational expenditure, BSACIST is actively contributing to a more sustainable and equitable future, exemplifying its commitment to excellence in education and the empowerment of its academic community.

Enhancing Employability Through Work Placements:

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) is dedicated to fostering a robust educational environment that aligns with Sustainable Development Goal 8 (SDG 8), which emphasizes decent work and economic growth. A critical component of this commitment is the focus on enhancing student employability through practical experiences, particularly through work placements.

BSACIST actively promotes work placements as a vital part of its curriculum, providing students with opportunities to gain hands-on experience in their respective fields. The university’s placement cell, as detailed on its dedicated placement webpage, plays a crucial role in facilitating these opportunities. It collaborates with various industries and organizations to secure placements that not only align with students’ academic pursuits but also enhance their professional skills and networks.

By integrating work placements into its educational framework, BSACIST not only adheres to the expectations set forth but also empowers its students to transition smoothly into the job market. This initiative not only contributes to individual career growth but also supports broader economic development by equipping graduates with the skills and experience necessary to thrive in their chosen professions. Through these efforts, BSACIST exemplifies its commitment to fostering a sustainable future where education and employment go hand in hand.

Effective Career Development Initiatives at B.S. Abdur Rahman Crescent Institute of Science & Technology

The Career Development Centre (CDC) at B.S. Abdur Rahman Crescent Institute of Science & Technology, plays a pivotal role in enhancing student employability. The placement process kicks off with pre-placement talks, followed by the actual placements, with numerous reputable organizations participating each year, reflecting the institute’s strong reputation. The CDC’s primary functions include creating awareness about the placement process through various programs, providing targeted training to prepare students for upcoming placements, and streamlining the process for both students and recruiters. The center aims to empower youth by equipping them with essential aptitude, soft, programming, and technical skills, alongside fostering professional leadership. Its objectives focus on imparting necessary skills at both undergraduate and postgraduate levels, improving placement statistics in top companies, and enhancing employability through advanced training and supplementary academic experiences such as seminars, guest lectures, and industrial visits, ultimately striving for 100% placement success.

PLACEMENT TRAINING PROGRAM

D. Celebrating Successful Placements of BSACIST Students: A Pathway to Future Success

PART – II: Progress Measurement

SDG 8: Decent Work and Economic Growth

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Employment practice, Expenditure per employee, Students’ placement, ) have been implemented
2 to 3	There is an explicit plan to address the ‘Decent Work and Economic Growth’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 8
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 8 Decent Work and Economic Growth

PART – III: SDG Accord

Figure XVII(3.8)-6_SDG ACCORD REPORT HOME PAGE

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

Figure XVII(3.8)-8_SDG ACCORD REPORT 2025

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 9: Industry, Innovation and Infrastructure

Innovating for resilient infrastructure

PART – I

A.INDUSTRY, INNOVATION AND INFRASTRUCTURE

B.S.Abdur Rahman Crescent Institute of Technology has established an Technology Based Incubator “Crescent Innovation and Incubation Council (CIIC)” at a sprawling 25000+ sq. ft of space for an immediate jumpstart on September 2018. CIIC was incorporated as a separate legal entity i.e. ‘Section-8 not for profit company’ on March 2019 as per the government norms for Incubation Centres.

https://ciic.ventures/

Since its inception, CIIC has strived to be at the forefront in the incubation arena. providing state-of-the-art facilities and high throughput technologies in the area of Industry 4.0, Life Sciences & Mobility and Transportation by establishing Centre of Excellence (CoE). These CoE’s supports with cutting edge techniques and technologies to start-ups& business coaching and mentoring to ambitious entrepreneurs. Networking with professionals from industries and academia, gain backing from the corporate and investors are the few core strengths of CIIC for their start-ups to venture to ensuing phase of their businesses.

The main objective is to convert more students into entrepreneurs and at the same time facilitate ideation stage start-ups in the ecosystem to accelerate them to the growth stage at a rapid pace. Our thrust areas are Life Sciences, Industry 4.0 and Mobility Transportation which are also the core economic sectors for the state of Tamil Nadu. We have received various Government grants from BIRAC, SISFS, EDII and GITA.

CIIC has currently incubated 200+ start-ups and has been acting as a “One Stop Shop – Technology Business Incubator (TBI)” for start-ups in the field of Life Sciences, Industry 4.0 and Mobility and Transportation.

CIIC aims to support & render start-up into a profitable entity through the mission statement called Triple ‘M’ – Market, Money and Mentor transforming innovation into scalable business models with high productive impact, encouraging interdisciplinary advancement both nationally and internationally.

CIIC is recognized by the European Commission for collaborative projects and soft landing of startups. CIIC is administered by 10+ full time team with industry background to support startups.

B. Advancing Economic Growth through Innovation

CIIC aligns with SDG 9 by creating an ecosystem where innovation thrives. By nurturing these startups, the center promotes economic growth that prioritizes sustainability, ultimately enhancing community resilience. The focus on innovative solutions is crucial for addressing pressing social and environmental issues, ensuring that economic advancements do not come at the expense of our planet.

In conclusion, CIIC’s commitment to fostering innovative and sustainable industrial practices is pivotal for advancing SDG 9. By empowering startups and promoting resilience, the center plays an essential role in shaping a sustainable future, fostering economic growth, and building a more innovative society.

C. Alumni, Faculty, Students and External Start-ups

D. Evaluating University Research Impact: Patents Citing B.S. Abdur Rahman Crescent Institute of Science and Technology

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) demonstrates a strong commitment to research and innovation, as evidenced by its growing portfolio of patents citing its research.

Notable innovations include advancements in recycling technologies and synthesis methods that reflect significant contributions to various fields, indicating the relevance of university research to both industry and society.

In addition to the number of patents cited, the institute prides itself on fostering an environment conducive to innovation, evident in the number of granted patents, which totalled four over the same period. This emphasis on research not only enhances the institution’s academic reputation but also highlights the importance of university-led innovations in addressing contemporary challenges. By linking research outcomes to industry applications, BSACIST underscores its role in contributing to Sustainable Development Goal 9 (SDG 9), which focuses on building resilient infrastructure and promoting sustainable industrialization for a more innovative future.

Patent Grant Recognition for Innovative Research at BSACIST

The B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has recently achieved a significant milestone in innovation with the granting of a patent for its research entitled “Synergistic Gas Nanoemulsion Compositions and Methods of Synthesis Thereof.” This patent, numbered 407699, reflects the institution’s commitment to advancing scientific knowledge and practical applications in emerging technologies.

Filed on September 15, 2021, the patent has been granted for the term of 20 years, showcasing the long-term value of the research conducted at BSACIST. This innovative work contributes to the fields of nanotechnology and emulsion science, presenting potential implications for various industrial applications, including energy solutions and environmental sustainability.

By securing this patent, BSACIST not only strengthens its academic and research reputation but also enhances its collaboration opportunities with industry partners eager to leverage cutting-edge technologies. This recognition is emblematic of the institute’s strategic focus on producing research that is not only academically rigorous but also commercially relevant, thereby bridging the gap between academia and industry.

The patent serves as a testament to the quality and impact of research conducted at BSACIST, contributing significantly to the university’s vision of fostering innovation that meets the needs of society and industry alike. It positions the institution as a key player in the development of sustainable technologies, which is essential for addressing the pressing challenges of today’s world.

Patent Certificate for Innovative Research at BSACIST

The B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has achieved a noteworthy milestone by being granted a patent for an innovative research project entitled “Method for the Synthesis of Graphene Oxide Incorporated Copper Bismuth Nanorods.” This patent, numbered 440391, was filed on April 10, 2021, under Application No. 2021411018915.

Key Details of the Patent

• Inventors: The research was led by Dr. Mohd Ashfaq along with collaborators Neetu Talreja and Divya Chauhan, showcasing a strong collaborative effort in advancing scientific inquiry at the institute.

• Date of Grant: This patent was officially granted on July 25, 2023, marking a significant recognition of the research’s novelty and potential applications.

• Duration: The patent is valid for a term of 20 years from the date of filing, providing a robust framework for the protection of intellectual property.

Significance of the Research

The research focuses on synthesizing advanced materials—specifically, copper bismuth nanorods incorporated with graphene oxide. The significance of such materials lies in their potential applications across various industries, including electronics, medical devices, and energy solutions. By developing efficient synthesis methods, this research contributes to the growing field of nanotechnology, enabling the creation of innovative solutions tailored for modern challenges.

Contribution to Innovation Ecosystem

This patent not only strengthens BSACIST’s position as a leader in cutting-edge research but also reflects the institution’s commitment to fostering innovation that aligns with global technological advancements. The success of this patent paves the way for further research endeavors, supports the establishment of a vibrant startup ecosystem, and contributes to India’s mission of self-reliance in technology—aligned with the “Atma Nirbhar Bharat Mission.”

In summary, the granting of this patent is a testament to the high-quality research and development efforts at BSACIST. It highlights the institution’s role in producing viable, market-ready innovations while encouraging young researchers to pursue groundbreaking scientific inquiries.

A. Synergistic Composition for Inhibiting Corrosion in Reinforced Concrete Structures

Overview

The B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has officially been granted a patent for its innovative solution aimed at combating corrosion in reinforced concrete structures. This development addresses a critical challenge in civil engineering, directly impacting the longevity and safety of infrastructure.

Importance of the Invention

Inhibiting corrosion is crucial for maintaining the integrity and durability of concrete structures, which are essential in various construction projects. The patented composition is designed to enhance the performance of reinforced concrete, thereby contributing to more sustainable and resilient building practices. The innovation is set to make a significant difference in the construction industry, aligning with current trends towards long-lasting and environmentally friendly construction materials.

Intellectual Property Impact

This patent underscores BSACIST’s commitment to advancing research and innovation in material sciences. The granted patent is protected for a term of 20 years from the filing date, ensuring the institute retains exclusive rights to this significant technological advancement. Such initiatives enhance the institution’s role as a leader in innovative research and development, fostering a culture of entrepreneurship and innovation.

In conclusion, the granted patent demonstrates BSACIST’s dedication to addressing real-world challenges through scientific inquiry, paving the way for further advancements in the realm of construction and material technology. This achievement not only reinforces the institute’s reputation but also supports the broader goal of enhancing infrastructure resilience and sustainability.

PART – II: Progress Measurement

SDG 9: Industry, Innovation and Infrastructure

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (University spin offs, Research income from industry and commerce) have been implemented
2 to 3	There is an explicit plan to address the ‘Industry, Innovation and Infrastructure’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 9
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 9 Industry, Innovation and Infrastructure

PART – III: SDG Accord

SDG ACCORD REPORT 2025

that inform broader regional development trajectories.

https://crescent.education/wp-content/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 10 – REDUCED INEQUALITIES

Inclusive Opportunity and Transformative Education

PART – I

The B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) is dedicated to promoting education for all, with a strong emphasis on reducing inequalities in alignment with the Sustainable Development Goals (SDGs). The institution believes that addressing inequality is essential for creating an inclusive environment where every individual can thrive.

A. Commitment to Reducing Economic Inequality

BSACIST’s Memorandum of Understanding highlights several key objectives aimed at ensuring educational opportunities are accessible to all, regardless of ethnicity, religion, disability, immigration status, or gender. The distinct clauses in their Memorandum support this vision by outlining a framework for equitable education, which includes:

Promotion of Education for Backward Communities: The institution prioritizes educational outreach to backward communities, including Muslims and other groups facing social and economic challenges, thereby contributing to the eradication of ignorance, superstition, and illiteracy.
Research and Knowledge Dissemination: By advancing research and facilitating the dissemination of scientific, technical, and cultural knowledge, BSACIST plays a pivotal role in enhancing community awareness and educational attainment.
Establishment of Inclusive Educational Institutions: The institution is committed to establishing and maintaining schools and training centers that provide education to the public at large, ensuring that no individual is excluded based on caste, creed, sex, or religion.
Financial Support for Education: BSACIST actively provides scholarships, donations, stipends, and other forms of aid to deserving students from economically disadvantaged backgrounds, promoting equal access to education.
Support for All Levels of Education: They focus on facilitating access to education from primary to higher secondary levels, ensuring modern teaching methods are employed to foster an awareness of societal issues among students.
Open Admission Policy: The institution enshrines an open admission policy, welcoming all citizens of India into its educational fold regardless of their background, which supports diversity and inclusivity in the academic environment.
Community Resources: By establishing libraries and digital resources, BSACIST aims to enhance public access to information, further supporting lifelong learning opportunities for everyone.

Through these initiatives, BSACIST exemplifies its commitment to fostering an equitable educational landscape, signifying that equality is foundational to sustainability. By actively addressing economic inequality and ensuring comprehensive access to education, the institution is not merely fulfilling statutory requirements but is also championing the transformative power of education that respects and uplifts every individual.

Promoting First Generation Students

BSACIST demonstrates a strong commitment to expanding access to higher education and supporting student success. In 2023-24, 2,640 students joined the First Year UG Programme, with 1,980 of these entrants identified as First-Generation students. This evidence-based effort underscores the institute’s focus on inclusive education and social mobility. By actively encouraging First-Generation students to pursue higher studies, BSACIST aims to uplift individuals and, in turn, contribute to a more educated society through high academic standards, targeted support, and opportunities that empower learners to transform their communities.

Number of students starting a degree in 2023-24

(First year ALL UG students)

2640

Number of first-generation students starting a degree in 2023-24

1980

B. Disability Support Services

BSACIST provides a range of facilities designed to support differently-abled students and faculty, ensuring they have equal access to education and resources. The available support services include:

Physical Facilities: Infrastructure designed to accommodate individuals with disabilities.
Provision for Lifts: Ensuring vertical mobility within the campus.
Ramps and Rails: Facilitating easy access to buildings and facilities.
Braille Software/Facilities: Enhancing accessibility for visually impaired individuals.
Rest Rooms: Equipped for the convenience of differently-abled users.
Scribes for Examinations: Providing assistance during assessments.
Special Skill Development Programs: Tailored training initiatives to empower differently-abled students.

https://crescent.education/wpcontent/uploads/2020/01/differently-abled-friendliness-resources.pdf

These resources reflect BSACIST’s commitment to inclusivity, allowing all students to pursue their educational goals without The B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) is dedicated to promoting education for all, with a strong emphasis on reducing inequalities in alignment with the Sustainable Development Goals (SDGs). The institution believes that addressing inequality is essential for creating an inclusive environment where every individual can thrive.

C.Measures Against Discrimination

In addition to supporting differently-abled individuals, BSACIST actively works to combat discrimination through several dedicated committees and initiatives:

Anti-Ragging Cell:
- Established to prevent ragging and ensure a safe educational environment.
- Complies with Supreme Court guidelines, including the formation of a committee comprising faculty, students, and public servants.
- Implements awareness campaigns and maintains a zero-tolerance policy towards ragging.

HEI ANTI-RAGGING COMMITTEE (ARC)
Type	Person Name	Designation	Email
HEI-ARC	Dr. N.Raja Hussain	Registrar, Convenor, ARC	registrar@crescent.education
HEI-ARC	Dr. Karthikeyan Ramalingam	Dean (Student Affairs), Co-Convenor, ARC	dean_student@crescent.education
HEI-ARC	Dr. Mohamed Ismail	Dean (Academic Affairs), Member ARC	dean_acad@crescent.education
HEI-ARC	Dr. S. Kaja Mohideen	Sr. Professor & COE, Member ARC	kajamohideen@crescent.education
HEI-ARC	Dr. Kuttirani	First Year Coordinator, Member ARC	skrani@crescent.education
HEI-ARC	Dr. A.K.Kaliluthin	Dy. Director (Campus Development), Member ARC	kalil@crescent.education
HEI-ARC	Mr. Mohamed Ali	Security Officer, Member ARC	securityofficer@crescent.education
HEI-ARC	Dr. Chockalingam C	Dean, Law, Member ARC	deanlaw@crescent.education
HEI-ARC	Dr. P.K.Jawahar	Professor/ECE & Director (CSD), Member ARC	director.cers@crescent.education
HEI ANTI-RAGGING SQUAD (ARS)
Type	Person Name	Designation	Email
HEI-ARS	Dr. M.Mohammed Sheikh Sirajudeen	Assoc. Prof	msheiksiraj@crescent.education
HEI-ARS	Dr. S.Jennathu Beevi	Assoc. Prof	jennathu.beevi@crescent.education
HEI-ARS	Dr. Indra Gandhi	Asst. Prof. (Sel.Gr.)	indra@crescent.education
HEI-ARS	Dr. M.S.Murshitha Shajahan	Assoc. Prof	murshitha@crescent.education
HEI-ARS	Ms. Arputha Rathna	Assoc. Prof	xarathina@crescent.education
HEI-ARS	Dr. P.Latchoumy	Assoc. Prof	latchoumy@crescent.education
HEI-ARS	Dr. Syed Masood	Assoc. Prof & Head	ms.masood@crescent.education
HEI-ARS	Dr. M.Abdur Rahman	Asst. Prof. (Sr. Gr.)	abdurrahman@crescent.education
HEI-ARS	Mr. M.Magesh	Asst. Prof. (Sr. Gr.)	magesh.m@crescent.education
HEI-ARS	Dr. C.Dinesh Kumar	Asst. Prof. (Sr. Gr.)	dineshauto@crescent.education
HEI-ARS	Dr. P. Gajalakshmi	Professor	gajalakshmi@crescent.education
HEI-ARS	Mr. Basanta Kumar Behra	Asst. Prof. (Sr.Gr)	bkbehera@crescent.education
HEI-ARS	Dr. C.D.Nandakumar	Assoc. Prof	cdnandakumar@crescent.education
HEI-ARS	Mr. S.Rajini	Asst. Prof. (Sr. Gr.)	rajini@crescent.education
HEI-ARS	Mr. M V.Duraish Kumar	Asst. Prof	duraishkumar.vf@crescent.education
HEI-ARS	Dr. A.Sulochana	Asst. Prof	sulochana@crescent.education
HEI-ARS	Dr. S.M.Shaheedha	Assoc. Prof	shaheedha@crescent.education
HEI-ARS	Ms. S.Diwari	Professor	Diwari@crescent.education
HEI-ARS	Dr. J.Hemalatha	Asst. Prof	hemalathaj@crescent.education
HEI-ARS	Dr. P.Ashok Kumar	Assoc. Prof	ashokkumar.sls@crescent.education
HEI-ARS	Mr. Shaji	Asst. Prof	shaji@crescent.education
HEI-ARS	Dr. Khalid Waheed	Asst. Prof	kwfalahi@crescent.education
HEI-ARS	Dr. T.Pattabiraman	Asst. Librarian	Pattabhiraman@crescent.education
HEI WARDENS
Type	Person Name	Designation	Email
HEI-WARDENS	Dr. K.Yogeswari	Professor & Warden TBAK women hostel, Member ARC	yogeswari@crescent.education
HEI-WARDENS	Dr. M.Asha Jhonsi	Assoc. Prof & Deputy Warden (Women)	asha@crescent.education
HEI-WARDENS	Mr. V.M.Niaz Ahamed	Asst. Prof & Executive Hostel (Men)	niazahamed.ca@crescent.education
DISTRICT OFFICIALS
Type	Person Name	Designation	Email
DISTRICT-OFFICIALS	Tahsildar, Chengalpattu	Tahsildar, Chengalpattu, Member ARC	tahcpt.tnkpm@nic.in
POLICE AUTHORITIES
Type	Person Name	Designation	Email
POLICE	Inspector of Police, Guduvanchery	Inspector of Police, Guduvanchery	cptsboffice@gmail.com
POLICE	Sub Inspector of Police, Otteri Police Station	Sub Inspector of Police, Member ARC	cop@vsnl.net

2.Anti-Discrimination Cell:

- Provides a mechanism for reporting caste discrimination, ensuring confidentiality and prompt action against offenders.
- Comprises committees focused on OBC, Minority, and SC/ST issues, promoting representation and support for marginalized groups.

Prevention Caste Based Discrimination

In case of incident of caste discrimination faced by any student, he/she may contact office of Dean student affairs immediately or mail at dean_student@crescent.education

Committee To Prevent Caste Based Discrimination

Karthikeyan Ramalingam, Dean Student Affairs – dean_student@crescent.education
Dr Vasanthi P., Dean School of Infrastructure – dean.infrastructure@crescent.education
Dr MVV Prasad, Dean Pharmacy
Dr P K Jawahar, HoD EIE
Mr Abdur Rahman, Asst Professor Mech
Ms Anitha, Asst Prof EIE
Mr Ravinder, Asst Prof Maths

Mechanism to report Caste Discrimination

Any student, faculty or staff members who feels aggrieved due to caste discrimination in any form can approach the above mentioned committee immediately in person or e mail the grievances.

A time bound immediate action shall be taken on the grievance.

Identity of complainant shall be kept confidential.

Appropriate action will be initiated against the defaulter.

OBC Committee Members

1.	Dr. D.Sharmila Shankar – Professor / Dept. of CSE	Convenor
2.	Dr. Haja Nazeer Ahmed – Asso. Prof. / Dept. of Pharmacy	Member
3.	Dr. A.Bernick Raj – Asst. Prof.(Sel. Gr.) / Dept. of Maths	Member
4.	Dr. S.Pakkir Mohideen – Assoc. Prof. / Dept. of MCA	Member
5.	Dr. E.Priyanka – Asst. Prof. / Dept. of Law	Member

Minority Committee Members

1.	Dr.I. B. Shameem Banu – Professor / Dept. Physics	Convenor
2.	Dr. Y. Ismail – Asso. Prof. / Dept. of Pharmacy	Member
3.	Dr. Khalid Waheed – Asst. Prof. / Dept. of Islamic Studies	Member
4.	Dr.P. D. Jeyakumar – Assoc. Prof. / Dept. of Mechanical	Member
5.	Dr.Rathika Meganathan – Asst. Prof. / Dept. of SSS & H	Member

SC/ST Committee Members

1.	Dr. S. Panboli – Assoc. Prof. / Dept. of MBA	Convenor
2.	Dr. N. Prakash – Assoc. Prof. / Dept. of IT	Member
3.	Dr. Vasimalai – Asst. Prof. (Sr. Gr.) / Dept. of Chemistry	Member
4.	Dr. C. Srinivasan – Asst. Prof. / Dept. of Commerce	Member
5.	Ar. Rajkumar J – Assoc. Prof. / Dept. of Arch	Member

3. Internal Complaints Committee (ICC):

- Adheres to UGC regulations for preventing and addressing sexual harassment in educational institutions.
- Ensures a safe and respectful environment for all students and staff.

Internal Complaints Committee (ICC) – Members

As per the guidelines provided as per UGC (Prevention, Prohibition and Redressal of Sexual Harassment of Women Employees and students in Higher Educational Institutions) Regulations, 2015 Internal Complaint Committee of B.S.Abdur Rahman Crescent Institute of Science & Technology has been constituted as under :-

Sl.No.	Name of the faculty	Designation
1	Dr. Latha Tamilselvan, Prof. & Director (MIS) / Department of Information Technology	Chairperson
2	Dr. C. Tharini, Prof. & Dean (SECS) / Department of Electronics & Communication Engg.	Vice-chairperson
3	Dr. S.Kuttirani, Prof. & Director (PG) Admissions / Department of Chemistry	Member
4	Dr. Ayub Khan Dawood, Prof. & Dean / Department of Commerce	Member
5	Dr. S. Rasool Mohideen, Professor / Department of Mechanical Engg.	Member
6	Dr. C.Chokalingam, Prof. & Dean / Crescent School of Law	Member
7	Ms. Nallini Olivannan, Advocate, Mail id : nallinioli@gmail.com, Mobile : 9940050056 Profile	External Member

Through these initiatives, BSACIST demonstrates its commitment to creating an equitable and supportive educational environment. By addressing both disability support and discrimination, the institution aligns its policies with the principles of SDG 10, striving to reduce inequalities and foster a culture of inclusivity. This holistic approach not only enhances the educational experience for all but also empowers individuals to reach their full potential, ensuring that no one is left behind.

D. Empowering Women and Promoting Gender Equality: A Commitment at BSACIST

The Gender Equality Policy at the BSACIST emphasizes the importance of empowering women and girls through education, equal opportunities, and support systems. It ensures non-discrimination in admissions, promotes female representation in leadership, and provides various measures for women’s safety and empowerment, including dedicated cells for grievances and support for academic and personal needs.

Women and girls represent half of the world’s population. Gender equality is considered basically as a fundamental human right and is very essential to achieve peaceful societies, with full human potential and sustainable development. Moreover, it has been shown that empowering women spurs productivity and economic growth as well to the Institute.

It is of paramount importance to end the multiple forms of gender violence and secure equal access to quality education and health, economic resources and participation in political life for both women and girls and men and boys. It is also essential to achieve equal opportunities in access to employment and to positions of leadership and decisionmaking at all levels.

No Discrimination

The Institute does not show any kind of discrimination among the students. In the application of admissions for UG, PG or PhD, the gender column shows three options to choose from – Male, Female and Trans genders. All the students are treated equally within the Institute. Being a Muslim minority institution, the Institute believes in the concept of educating a woman is equal to educating a family and for that purpose special privileges are provided to the female candidates during the admission process to ensure their active participation in studies.

Women Empowerment

Empowering a woman through education is something the Institute always try to achieve. For that purpose, several women empowerment strategies are founded by the Institute. As part of women empowerment, fifty percentage of the staff are female members and fifty percentage of the students are female. All the staff members are given equal opportunity at every stage of their career, be it promotion, incentives etc. The Institute always thinks one step ahead for the empowerment of the female members. In the senior administrative bodies, women members are given importance. In the Board of Management two members are from the faculty members of the Institute and later the same has been increased to four members, out of which two members should be female members. The same has been made mandatory. BoM, being one of the highest governing Council wants to empower the female members.

Academic Tracking Mechanism

Starting from admission till the graduation process, tracking mechanism for female candidates is employed by the Institute for assessing the progress of female students. There are more than 8000 students in the campus and for each and every individual student, History card is kept as a record which consists of all the details of the students including their personal details, performance of students in CAT 1, CAT 2, End Semester Examinations, their scholastic activities, co curricular activities etc. All the details are kept as a record for assessing the performance of the students.

Women support

Some branches like Mechanical Engineering and others, the admissions taken by the female candidates will be very less. So in such a situation, the Institute provides additional support to the female candidates who wish to join these streams without any hesitation.

Women related Cells and Committee

In the case of women candidates, there are several bodies created for their safety. A Women Empowerment Cell is established with the motive of empowering the students as well as the staff. Then an Internal Complaints Committee is established so that the female staff or students if they have any grievances, the same will be addressed. Several subordinate bodies like Anti Sexual Cell, Grievances Cell is also established by the Institute for the women and female students. The Dean, Research has taken a lot of specific measures when it comes to women empowerment.

Measures taken in relation to women empowerment

If a female student is qualified for JRF or SRF, she will be getting an additional amount of Rs.1,000/- per month in addition to the amount received as stipend.
Maternity leaves are provided by the Institute to the students, PhD scholars, supporting staff, faculty members etc.
There is also a provision of paternity leave if the male wants to support his family or have to take care of the children.
If a student enrols in PhD course, the minimum time limit for completing the course is six years, but in case of female candidates an additional time of two years is granted which makes it to eight years. So the Institute provides eight years for the female candidates to complete PhD course.
Child care leave up to two hundred and forty days are provided to the female research scholars.
Additional support is also provided to the female members to compete with the other gender.
Separate toilets adequate in number are provided for women in the campus.
A safe and secure accommodation with 24 x 7 security is available in the ladies hostel for women within the campus

PART – II: Progress Measurement

SDG 10: Reduced Inequalities

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (First-generation students, International students from developing countries, Students and employees with disabilities, Measures against discrimination) have been implemented
2 to 3	There is an explicit plan to address the ‘Reduced Inequalities’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 10
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 10 Reduced Inequalities

PART – III: SDG Accord

SDG ACCORD REPORT 2025

that inform broader regional development trajectories.

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 11 – SUSTAINABLE CITIES AND COMMUNITIES

Accessible Knowledge and Affordable Living

PART – I

B.S. Abdur Rahman Crescent Institute of Science and Technology emphasizes the importance of sustainable cities and communities, aligning with Sustainable Development Goal 11 (SDG 11). The institute serves as a custodian of heritage and environment, ensuring that both urban and rural communities benefit from its initiatives. The campus features a large Convention Centre, equipped with modern facilities, and promotes public access to libraries that have transitioned to e-resources, making information accessible to everyone. Additionally, the institute actively engages with the community through sports events and cultural programs, fostering a sense of unity and shared heritage. The institute also prioritizes affordable housing for students and staff, with multiple hostels and residential quarters designed to accommodate a diverse population. The construction practices adopted are eco-friendly, utilizing sustainable materials such as recycled concrete and low-VOC paints, contributing to a greener campus. The Crescent School of Architecture is notable for its design as a Net Zero Energy building, showcasing the institute’s commitment to sustainability. Progress in implementing these initiatives has been measured, indicating significant advancements in achieving the targets.

Public Access to Buildings, Libraries, Green Spaces, Arts & Heritages

A.Community Hub: BSACIST’s Commitment to Accessible Event Spaces:

B.S. Abdur Rahman Crescent Institute boasts of a very large Convention Centre which houses an auditorium of 1500 seating capacity and three sophisticated seminar halls of seating capacity 300, 200 and 100.
Set in bewitching landscape, this wonderful building has lofty pillars whose beauty is enhanced in turn by a series of small arches. As one enters the Convention Centre, a breath-taking expansiveness fascinates the visitor.
The auditorium accommodates 1500 persons in 2 galleries on the ground and mezzanine levels. Equipped with state-of-the-art sound and light systems. The centre has been designed for the best acoustics and space utilization

B. Open Access Revolution: BSACIST’s Dedication to Public E-Resource Sharing:

The revolution, which took place in information and communication technology (ICT) has made a paradigm shift in the route to access library & information centres. Realizing the importance of e-access and its advantages, the library has shifted its focus towards open access as well paid subscription to e-Books.

These e-Resources can be accessed from anywhere at any time through any device by anyone, including the common public (those who are not a member of our Institution).

C. B.S. Abdur Rahman Crescent Institute Unveils Sports Village for Community Engagement

B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has opened its Sports Village to the public. By providing access to its state-of-the-art sports facilities, BSACIST encourages participation from local communities and fosters a spirit of camaraderie and healthy competition. The Sports Village serves as a venue not just for the institute but as a shared space for promoting athletic talent and nurturing future sporting events. This initiative highlights BSACIST’s commitment to enhancing community engagement through sports and physical education.

Mini Marathon – 2023

• Event : 10th International Day of Yoga

• Organized by : DEPARTMENT OF PHYSICAL EDUCATION, NCC & NSS

• Date : 21.06.2024

• Venue : Crescent Sports Village

ALL INDIA INTER UNIVERSITY KORFBALL – MIXED TOURNAMENT 2023-24

• Event : KORFBALL – MIXED

• Organized by : ALL INDIA INTER UNIVERSITY

• Date : 01.03.2024 to 03.03.2024

• Venue : BSA CRESCENT IST

• Place / Position : IV PLACE

ALL INDIA INTER UNIVERSITY KORFBALL – WOMEN TOURNAMENT 2023-24

• Event : KORFBALL – MIXED

• Organized by : ALL INDIA INTER UNIVERSITY

• Date : 01.03.2024 TO 03.03.2024

• Venue : BSA CRESCENT IST

• Place / Position : IV PLACE

D. BSACIST’s Commitment to Sharing Heritage with the Public – PRAYER HALL

In campus, two prayer halls, one in Men’s Hostel and another in Institute campus. Women prayer hall is separately available in Hostel, Convention Centre & Community hall. These Prayer Halls are used by all the students, staff, and parents who ever visited the campus.

E . AFFORDABLE HOUSING FOR STUDENTS & STAFFS

S.No	Name of the Building	Built ups area in sft.	Covered area
1	Men’s Hostel Annexure	23,398.20	G+2 (RCC)
2	Mosque (college)	10,554.20	G+1 (RCC)
3	P.G. Hostel	49,445.20	G+3 (RCC)
4	Men’s Hostel Dining Hall (Old)	21,596.40	G+1 (RCC)
5	Men’s Hostel Dining Hall (New)	4,536.00	G (GI Sheet)
6	Men’s Hostel Main Building	107,395.60	G+3 (RCC)
7	Men’s Hostel New Block (A)	38,141.00	G+6 (RCC)
8	Men’s Hostel New Block -B	38,141.00	G+6 (RCC)
9	Men’s Hostel New Block – C	38,181.49	G+6 (RCC)
10	Men’s Hostel New Block – D	38,141.53	G+6 (RCC)
11	Mechanical Lab – I	3,744.30	GI sheet roof
12	Community Hall	2,350.70	GI sheet roof
13	Principal Quarters	3,177.80	G+1 (RCC)
14	Professors Quarters – 1	9,548.40	G+2 (RCC)
15	Staff Quarters (AP)- 2	6,183.90	G+2 (RCC)
16	Staff Quarters – 3	2,343.40	G+1 (RCC)
17	Staff Quarters – 4	2,365.40	G+1 (RCC)
18	Staff Quarters – 5	5,676.60	G+1 (RCC)
19	Staff Quarters – 6	2,906.40	G+2 (RCC)
20	Ladies Hostel Main Block	39,234.80	G+3 (RCC)
21	TBAK – Hostel (Annex)	32,371.60	G+3 (RCC)
22	Ladies Hostel Prayer Hall	682.80	G GI Sheet
23	Ladies Hostel Dining Hall	1,000.00	G GI Sheet
24	Parents waiting hall in men’s Hostel	1,500.00	G – Prefab
25	Essential Staff Quarters (GFRG)	5800.00	G+1(RCC)

Table XVII (3.11)-1 : Details of the Staff Quarters in the Campus

HOSTELS (Boys & Girls)

Separate Men’s Hostel complex with six multi-storied blocks containing 492 rooms shall accommodate 1708 boys including 54 AC rooms. Another complex with three multi-storeyed blocks containing 200 rooms shall accommodate 500 girls including 27 AC Rooms.

STAFF QUARTERS AND GUEST HOUSE

The residential accommodations of Teaching and Non Teaching staff are adequately furnished with following facilities.

1. 24 hrs Power backup.
2. Wi-Fi Connectivity
3. Cable, DTH Connection
4. Community Centre,
5. Vehicle Parking space for 4 wheeler and 2 wheeler
6. Elevator facility
7. Water Treatment Plant
8. Solar Water Heaters
9. RO Drinking Water
10. Children’s Park

Figure XVII (3.11) – 12 : Affordable Housing for Staff Members

Green Building In Construction

Sustainable and eco-friendly campus development has been adopted with following materials
Grass Crete: Method of laying Grass paver flooring, walkways, sidewalks and driveways to improve storm water absorption and drainage
Ash Crete: Fly ash (recycled) content with cement is being used for all Reinforced Cement concrete works.
Low – VOC paints: Painting with low VOC less than 50gm/liter is using for all painting works – Nippon and Berger
Engineered wood: MDF (Medium Densified Fibre) wood used for interior partition, doors and furniture’s.
Structural Insulated Panels (SIP): Foam board wall panels are used for prefab structures such as class room and indoor game space.
Insulated Concrete Forms: GFRC Technology being adopted to construct parent waiting guest rooms and essential staff quarters.
Steel: Steel roof panels (recyclable) used for workshop roofing.
Composites: Roof panels made of composite materials such as foam sandwiched between two metal sheets used for prefab class room ceiling.
Fibreglass: Fibreglass is also used in insulation in the form of Fibreglass batts for interior partition works.
AAC Blocks: Autoclaved Aerated Concrete blocks (non- toxic product) are used for the construction of all buildings to reduce low environmental impact.
Thermatek Roof tile: Heat Resistant Terrace tiles are used for all buildings.
VAV system: Variable air volume HVAC system is adopted to reduce energy consumption

Figure XVII (3.11) – 14 : GBCI-EDGE GREEN BUILDING CERTIFICATION FOR LADIES HOSTEL

CRESCENT SCHOOL OF ARCHITECTURE BLOCK, IS DESIGNED AS A NET ZERO ENERGY BUILDING AND REGISTERED UNDER USGBC-LEED GOLD CERTIFICATION

New Crescent School of Architecture block, is designed as a Net Zero Energy building and registered under USGBC-LEED Gold certification.

F. PEDESTRIAN PRIORITY ON CAMPUS

EDUCATIONAL OUTREACH

A guest lecture organized by BSACIST’s Department of Civil Engineering, titled “Ecological Footprint Tool to Assess the Environmental Impact of Buildings,” was held on 15 March 2024 via Google Meet. Dr. Dilawar Hussain spoke on calculating the carbon footprint of buildings by analyzing materials, manpower, techniques, and equipment, presenting a simple ecological footprint assessment tool. The session, coordinated by BSACIST faculty, attracted both offline and online attendees, including M.Tech and PhD students, and concluded with thanks from the organizers. The outcome highlighted that participants can evaluate and compare the environmental impacts of different buildings, contributing to SDG 11 and a greener environment.

https://crescent.education/wp-content/uploads/2025/03/Dean-SoI-Guest-lecture-on-Ecological-footprint-tools-Report-04.04.24-F.pdf

PART – II : Progress Measurement

SDG 11: Sustainable Cities and Communities

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Support and expenditure on arts and heritage, sustainable transportation and housing) have been implemented
2 to 3	There is an explicit plan to address the ‘Sustainable Cities and Communities’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 11
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 11 Sustainable Cities and Communities

PART – III: SDG Accord

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 12 – RESPONSIBLE CONSUMPTION AND PRODUCTION

Waste into Value

PART – I

BSACIST has advanced sustainable waste management under its Responsible Consumption and Production initiative, implementing comprehensive strategies across solid, liquid, and electronic waste. The institute uses a structured approach to segregate waste into organic, recyclable, and inert categories, ensuring effective processing and disposal. From 2016 to 2024, BSACIST diverted over 47,21,132 kg of waste from landfills to recycling initiatives, delivering meaningful environmental benefits. In solid waste management, a two-bin system supports organized collection, complemented by a dedicated processing team. Investments in infrastructure, including a biogas plant and incinerators, enable responsible handling of food waste and sanitary products.

Focusing on liquid waste, BSACIST operates two sewage treatment plants that recycle treated water for landscaping and toilet flushing, reducing dependence on freshwater resources. The institute also manages e-waste through proper disposal via authorized vendors to prevent hazardous materials from contaminating the environment. Collectively, these initiatives reflect a holistic approach to waste management and foster a culture of sustainability within the campus. Through awareness programs and training sessions, BSACIST engages stakeholders and empowers individuals to adopt responsible consumption practices, contributing to a greener and more sustainable future.

WASTE MANAGEMENT PRACTICES

B.S. Abdur Rahman Crescent Institute of Science and Technology takes initiatives to manage the different types of waste generated in the campus. The waste management includes

Solid waste management
Liquid waste management
E-waste management

A. SOLID WASTE MANAGEMENT

B.S. Abdur Rahman Crescent Institute of Science and Technology is committed to ensure that the built infrastructure of the institute has sustainability as a core principle in maintenance management of the campus.
An exclusive Estate Office of BSACIST aspires to follow a range of sustainable design features and practices implemented to build and maintain the institute as a complete green and sustainable campus continuously.
The solid waste management is practiced to safely dispose the waste generated at the campus by way of segregating the waste as organic waste, recyclable waste and inert waste and processing the waste thus segregated.
Implementation of solid waste management inside the campus is maintained by our inhouse team of Rs. 9.0 lakhs per annum is spend towards salary for the staffs.
Every year our institute contributes waste papers towards national recycling initiative organized by ITC Ltd (paper boards & specialty paper division) which is equivalent to saving 750 trees on an average.

WASTE QUANTIFICATION DATA – FROM 2016 TO DECEMBER 2024:

Total Waste Collected : 47,21,132 Kgs.
Total Organic waste : 19,51,857 Kgs.
Total Recyclable waste : 3,07,219 Kgs.
Total Inert waste : 24,62,056 Kgs.

ACTIVITIES CARRIED OUT

Two bins system is followed for waste collection one for organic and one for recyclables.
Collection of waste from the campus is done through a tractor and with the support of six-man power.
The collected segregated waste will be unloaded at the waste processing yard and processed through 15 staff called as ‘Green friends’.
The waste generated at the campus will be processing as per SWM Rules 2016
Bio-degradable waste is composted under windrow composing method.
Recyclable waste is further segregated and disposed through vendors on need basis.
Sanitary napkins waste is safely disposed using an incinerator fitted with wet scrubber for pollution control
Food waste is fed in the bio gas plant and the gas is utilized for cooking purpose in the canteen
E-waste and hazardous waste is handed over to the authorized processors and certificate of destruction as per norms is obtained from the processor.
2 Supervisory staff also been engaged for coordination and awareness creation activity at the campus and 10 green friends are engaged for waste collection and maintenance of bio gas plant.
Different types of Solid waste management Training and Awareness program conducted to college students, staff, Housekeeping workers, security and green friends.
The harvested bio compost will be given to the estate office every month, nearly 2000kgs, for garden use
Every month around 4000kg of recyclable waste is removed from waste yard for process.

B. LIQUID WASTE MANAGEMENT

The University takes sufficient measures to treat the wastewater generated within the premises and it ensures that the treated water is reused within the campus. Estate office has established suitable and sustainable sewage treatment plants with the design features to completely treat the wastewater generated in the university.
2 nos. of Sewage treatment plants of 250KLD capacity are available, one for Men’s Hostel and one for Institute campus.
The sewage generated in the University is generally characterized by the presence of organic, inorganic and suspended solids.
The chain of treatment is aimed to remove such pollutants from the wastewater so that it can be effectively reused.
The treatment system consists of preliminary treatment system followed by the primary and secondary treatment process.
The preliminary treatment system aims the removal of floating bodies and grits from the waste water. Bar Screens are used in the treatment plant to remove materials like plastics and other floating objects.
The grit chambers are used to remove sand and silts from the wastewater.
The primary sedimentation tank helps in the removal of the suspended solids.
The biological treatment system is the secondary treatment process used in the removal of organics from the wastewater
The suspended solids are removed using the primary sedimentation tank and after this the wastewater is subjected to biological treatment to remove the organic content from the waste.
The secondary treatment process is incorporated with ECO-BIO BLOCK so as to increase the efficiency of the treatment system.
The Eco-Bio Bricks helps in the attachment of bacteria in the treatment system and helps in the better removal of organic content from the wastewater.
This attached system will also help the treatment system to handle shock loadings if there is an increase in the organic loading rate in the biological treatment system.
The sewage treatment plant is working on the principle of attached growth aerobic system (Eco-Bio Block) followed by sand filter and carbon filter.
The carbon and sand filter ensures that any amount of organics that is left in the wastewater is suitably adsorbed from the wastewater and it is stored in the collection tank.
The entire Sewage Treatment Plant is periodically subjected to maintenance regularly.
The working of all the pumps and valves are checked periodically to ensure the smooth functioning of the sewage treatment plant.
The treated water is used for landscaping and toilet flushing purpose.
This helps the university to reduce its dependency of fresh water from wells for gardening.
The physical, chemical and biological characteristics of the treated water are tested to ensure the efficiency of the treatment systems.
Some of the important parameters checked include pH, solids, Chemical oxygen demand, Biochemical oxygen demand, Nitrates, chlorides etc.
The treated wastewater is checked periodically to ensure its quality so that it can be effectively reused for gardening and as well for the toilet flushing.

C. E-WASTE MANAGEMENT

The institute takes sufficient measures to dispose the e-waste generated inside the campus properly.
Our Institute also takes initiatives to reduce the generation of e-waste in the campus
All obsolete electrical and electronic waste is disposed as e-waste to vendors for proper destruction without damaging the environment and certificate for such destruction and disposal are obtained.
Electronic waste that are disposed includes
Old TVs, computer monitors, printers, scanners, keyboards, mouse, Radio, Phones, Fax, Photocopy machines, cables from computer laboratories of various departments
Flip flops, memory chips, motherboard, compact discs, cartridges
Kitchen equipment from staff quarters and hostels like toasters, coffee makers, microwave ovens etc.
Laboratory equipment’s from various departments.
Totally 2330kg E –waste generated is destructed every year.
The condemned electronic equipment’s are handed over to the estate office on a regular basis by the departments after checking or inspection by a committee consisting of Senior Professors. Once the equipment’s are certified as obsolete or non-working it is condemned and handed to estate office.
This E waste which is collected is then disposed to vendors.
It is also ensured that the generated E wastes are not disposed along with the other solid waste generated in the campus.
Collection of e waste separately is a sustainable approach to prevent such waste reaching the landfills and also provides an opportunity to recycle such waste.
The e waste collected separately is handed over to the vendors for recycling or disposal.
The company GEMS recycling PVT Limited, Neervallur Village, Kanchipuram district, Tamilnadu collects all the waste.
Our institute has received certificate for destruction and disposal of waste from the company for reprocessing/recycling the waste without harming the environment in an ecofriendly manner.
A Standard Operating Procedure has been evolved for handling the waste disposal system.
Awareness is also created among faculty, students and also office bearers on the usage of electronic goods, its usage and also on the ways that it has to be collected and disposed
Electronic goods are put to optimum use; the minor repairs are set right by the supporting staff and the Laboratory non-teaching faculty and the major repairs, by the professional technicians, and are reused.
The damaged computers are used by the instructors in the practical sessions. Finally, they are exchanged with the local dealers.
UPS Batteries are recharged / repaired / exchanged by the suppliers.
The waste compact discs are reused by civil engineering/architecture students for decoration/participation in competitions.
Steel, Iron, Aluminum, and Wood from construction site will be sent to scrap shop and further to recycling plants.
Steel, Iron, Aluminum, from laboratories will be sent to scrap shop and further to recycling plants.
All the communication of the institute is through Internet within the teaching and nonteaching faculty members.
There are hardly any floppies or CDs used for day to day operations.

DOCUMENTAL EVIDENCES FOR SOLID WASTE MANAGEMENT

The solid waste management project is intended to safely dispose the waste generated at the campus by way of segregating the waste as organic waste, recyclable waste and inert waste and processing the waste thus segregated.

Table XVII (3.12) – 1 : WASTE COLLECTION DATA FROM 2016 TO 2023 WASTE COLLECTION DATA FROM 2016 TO 2024

S.No	Year	Organic waste in Kg	Recycle waste Kg	Inert waste Kg	Total Waste in Kg
1	2016	73,924	34,950	1,03,870	2,12,744
2	2017	82,245	54,845	13,509	1,50,599
3	2018	1,24,615	78,098	19,578	2,22,291
4	2019	1,11,103	40,737	77,546	2,29,386
5	2020	65,270	9,016	3,77,583	4,51,869
6	2021	24,570	8,571	6,17,600	6,50,741
7	2022	9,61,330	25,912	87,750	10,74,992
8	2023	1,27,800	27,330	8,12,720	9,67,850
9	2024	3,81,000	27,760	3,51,900	7,60,660
TOTAL		19,51,857	3,07,219	24,62,056	47,21,132

BSA CRESCENT INSTITUTE OF SCIENCE & TECHNOLOGY – REPORT

Our endeavour at the college involved multifaceted initiatives aimed at fostering awareness,

responsibility, and sustainability within the campus community. Through a series of meticulously orchestrated awareness sessions, we engaged various stakeholders including students, faculty, residential community members, hostellers, cooking teams and the housekeeping team. These sessions not only disseminated crucial information but also cultivated a culture of conscientiousness and accountability.

Moreover, we bolstered our commitment by deploying a dedicated supervisor, ensuring continuous monitoring and support for the implemented strategies. This proactive measure served to reinforce the importance of our efforts and provided a tangible presence to address any emerging challenges promptly. Central to our mission was the cloth waste collection drive, which served as a poignant reminder of the significance of environmental stewardship. By collecting discarded clothing items, we not only diverted waste from landfills but also contributed to social welfare through donations of wearable garments and environmentally responsible recycling practices.

In summary, our comprehensive approach underscores the vital role of our service in fostering a sustainable and inclusive environment within the college community. By empowering individuals with knowledge, resources, and opportunities for positive action, we strive to inspire lasting change and leave a meaningful impact on both the campus and beyond. We have conducted trainings to different stakeholders at different intervals in the month of November & December 2024.

Figure XVII (3.12) – 5 : Empowering Individuals with Knowledge, Resources, And Opportunities For Positive Action

Three bin system being implemented at the residential community as a part of our waste Management intervention

SOLID WASTE MANAGEMENT – ECOBIN (250 KGS / DAY)

Figure XVII (3.12) – 6 : 250Kg Ecobin in BSACIST for the management of food waste

Operating Procedures

Food waste after segregate loaded and mixed with 10-15% of saw dust +0.1% Bioculum. Now the mixture lifted into feeding port of Ecobin. In the tank, mixing operation will be done with regular time intervals in a day by day using main agitator derive.

Air will pass through into the tank by using blower with regular time intervals. Repeating mixture operation for feeding 250kgs per day. After repeating the activities for 15 days’ compost developed at the bottom.

Around 31,484kgs of manure collected till December 2024 and used for fertilizing the soil by toping up in the soil.

D. SOLID WASTE MANAGEMENT – GARBAGE INCINERATOR

Garbage Incinerator machine installed in our campus/solid waste management yard with 50kg/hr. capacity reducing waste product to inert ash.
Daily generation 500kg/day and generated fly ash being used as manure.
Incinerated item will be less than 10% of their original bulk when reduced to ash
Use for incinerator of waste paper, tea cup, Dry garbage and kitchen dry waste.
Transport cost from point of work generation to disposal site are dramatically reduced.
Around 1,16,280kgs of waste collected and compost 19,775kg ash generated till December 2023 as an alternate solution to landfill.

Incinerator machine has been installed to dispose sanitary napkins.
Separate bins are provided in all ladies’ toilets in university and in Ladies Hostel to separate the napkins from other waste.
Wet scrubber is attached at the outlet of burner where the fumes gets scrubbed in water and gets filtered to remove the harmful emissions. Separate Napkin destroyer machine has installed in Ladies hostel 5 Nos and 1 in Medical Hall.

SOLID WASTE MANAGEMENT – BIO-GAS PLANT

A Biogas plant of 50 m³ capacity for Ladies Hostel was commissioned in June 2017. The gas generated from the plant is utilized for cooking in Ladies Hostel Mess Kitchen.

BIO GAS GENERATION FOR THE PERIOD OF JUNE 2017 – DEC 2024
Year	Total Gas consumed (cum)	Equivalent to LPG (KG)	Cost Saved
2017	917	412.35	29121
2018	1137.6	511.89	36485
2019	2615	1176.1	78010
2020	378	170.1	8097
2021	192	86.4	4706
2022	1400	639	34595
2023	211	94.95	11226
2024	163.2	73.87	5919
Total	7013.8	3164.7	208159

BIOBOX

Our Institute has established BIO BOX unit of 50Kg/day capacity in association with M/S.Kankyo Group of Companies to generate biogas from various organic solid waste.

PYRO-CRACKER

Our Institute has established Pyro- Cracker unit of 25 Kg/ Batch capacity in association with M/S.Kanyo Group of Companies for thermal pyrolytic degradation of plastic, biomass and mixed garbage.

CSIR – CLRI SPONSORED PROJECT – BIOGAS PLANT 500 KGS/DAY (ON GOING)

Establishment of new Biogas plant 500kg/day at Men’s Hostel

NEW 500KG BIO GAS GENERATION FOR THE PERIOD OF SEP 2021 to DECEMBER 2024 IN MEN’S HOSTEL

Month	Total Gas consumed (cum)	Equivalent to LPG (KG)	Cost Saved
Sep-21	27	3.5	3,150
Oct-21	150	10.725	9,652
Nov-21	188.95	13.496	12,146
Dec-21	320.3	22.87	20,590
Jan-22	155	56	3,616
Feb-22	45	24	2,916
Mar-22	103	48	7,420
Apr-22	188	92	13,470
May-22	249	131	18,132
Jun-22	319	164	22,815
Jul-22	292	146	20,925
Aug-22	194	98	13,905
Sep-22	383	188	27,405
Oct-22	279	148	19,980
Nov-22	423	224	30,260
Dec-22	90	45	6,440
Jan-23	17	7.65	771
Feb to Aug 23	Not working
Sep-23	11	4.95	441
Oct-23	23	10.35	1,033
Nov-23	15	6.75	689
Dec-23	11	4.95	502
Jan-24	12	5.4	546
Feb-24	14	6.7	683
Mar-24	22	9.9	1021
Apr-24	18	8.1	466
May-24	5	2.7	155
Jun-24	5	2.25	129
Jul-24	5	2.7	174
Aug-24	5	2.25	147
Sep-24	5	2.25	147
Oct-24	2	0.9	59
Nov-24- Dec 24	–	–	Not working
Total	3576.25	1,492.39	2,39,785

Biogas Plant 500 kgs/day from CSIR-CLRI, Govt. of India, Chennai funded by DST New Delhi in collaboration with KANKYO Technologies.
To handle the food waste generated from hostel kitchens and canteens
It will generate 15-20 m3/day gas from the plant and the same will be utilized for our cooking needs at Hostel kitchens and Canteens.
The total cost of project is 35 lakhs. (Crescent Contributed 10 lakh).

LIQUID WASTE MANAGEMENT – SEWAGE TREATMENT PLANT – 500KLD

2 nos. of Sewage treatment plants of 250KLD capacity are available, one for Men’s Hostel and one for Institute campus. The STP is of Eco-Bio Block type. The treated water is used for landscaping and toilet flushing purpose.
The sewage treatment plant is working on the principle of attached growth aerobic system (Eco-Bio bricks) followed by sand filter and carbon filter. The treated water is having a COD about 100 mg/L and BOD about 16 mg/L.

DETAILS OF SEWAGE TREATMENT PLANTS

Location	Capacity	Remarks
College campus	250KLD	Commissioned in 2003 as a 150KLd plant. Revamped and capacity increased to 250KLD in 2015
Men’s Hostel	350KLD	250KLDCommissioned in 2014.100KLD additional added in2023

DETAILS OF WASTEWATER GENERATION

Sewage Treatment Plant Recycled Water Detail for the period November 2017 to December 2024

Sewage Treatment Plant Recycled Water Detail for the period November 2017 to December 2024

Sl.No.	Year	No.of Loads	Total Qty. in (Ltrs.)	Qty. of treated water in Ltrs.
1	2017	17,640	17,64,00,000	14,52,70,800
2	2018	14,890	14,89,00,000	12,68,54,000
3	2019	15,381	15,38,10,000	13,05,06,000
4	2020	7,265	7,26,50,000	8,82,46,200
5	2021	8,390	8,39,00,000	9,37,65,000
6	2022	17,192	17,19,20,000	58,15,000
7	2023	16,660	16,66,00,000	15,92,58,000
8	2024	17,795	17,79,50,000	17,23,14,000
		1,15,213	1,15,21,30,000	92,20,29,000

E-WASTE MANAGEMENT

All obsolete electrical and electronic waste is disposed as e-waste to vendors for proper destruction without damaging the environment and certificate for such destruction and disposal are obtained. Totally 2330kg E –waste destructed in the year 2017

E. BIO-WASTE MANAGEMENT All biological waste generated from Life Science Department and Medical Centre is disposed as bio-waste to vendors for proper destruction without damaging the environment and certificate for such destruction and disposal are obtained.

PART – II: Progress Measurement

SDG 12: Responsible Consumption and Production

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Responsible consumption and production, Waste recycling, Publication of a sustainability report) have been implemented
2 to 3	There is an explicit plan to address the ‘Responsible Consumption and Production’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 12
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 12 Responsible Consumption and Production

PART – III : SDG ACCORD

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 13 – CLIMATE ACTION

PART – I

“Advancing Climate Action”

Climate change is a crisis that will affect every part of society, and every country. Universities need to be at the forefront of action to reduce the impact of climate change, especially amongst the poorest who will be the most affected.

B.S. Abdur Rahman Crescent Institute of Science and Technology is actively tackling climate change through a integrated strategy that combines research, education, and the deployment of low-carbon energy solutions. Acknowledging the uneven effects of climate change on vulnerable populations, the institute is dedicated to lowering its carbon footprint and embedding sustainable practices across campus. A key milestone in its sustainability agenda is the deployment of rooftop solar PV installations totaling 650 kWp, designed for captive consumption and capable of offsetting about 474 metric tons of CO2 annually—roughly equivalent to the carbon sequestration of 21,545 trees. This not only advances carbon neutrality but also supports SDG 7 by promoting affordable, clean energy. Beyond renewables, BSACIST conducts thorough carbon footprint assessments and environmental education. It hosts a Continuous Ambient Air Quality Monitoring Station (CAAQMS) in partnership with the Tamil Nadu Pollution Control Board, reflecting a strong commitment to air quality improvement. The institute also cultivates sustainability awareness through events like the Indian Social Science Congress, which brings together interdisciplinary dialogues on environment, energy, and health. Collectively, these efforts position BSACIST as a model for other institutions, demonstrating a sustained commitment to reducing emissions, expanding renewable energy, and engaging the campus community in environmental stewardship for a greener future.

Carbon Neutrality at BSACIST: A Comprehensive Approach to Sustainable Campus Management

Benchmarking Carbon Efficiency:

Redefining Institutional Environmental Performance B. S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) has implemented a comprehensive carbon management strategy that significantly reduces its carbon footprint through innovative and sustainable practices. The institute’s total carbon emission stands at 7,369 tons per year, with a per capita carbon footprint of 1.05 tons, which is remarkably lower than the national average of 1.58 tons per capita. This represents a 33.54% reduction from the national average, demonstrating the institution’s commitment to environmental sustainability and carbon reduction.

Green Infrastructure – Strategic carbon offsetting through Ecological Interventions:

The carbon offsetting strategy at BSACIST is multifaceted, leveraging green areas and renewable energy initiatives to mitigate carbon emissions. The campus boasts 19 acres of green spaces, including tree-covered areas, lawns, and Beema Bamboo plantations, which collectively absorb 747 tons of CO2 annually. This represents 10.13% of the total carbon emissions, with the green areas covering 37.86% of the campus. The solar infrastructure plays a crucial role in this carbon reduction effort, with 650 kWp of solar photovoltaic plants installed across campus buildings, offsetting approximately 474 tons of CO2 emissions annually – equivalent to planting 21,545 trees.

Green Areas – 19 Acres (37.86% of the Total Campus)

Holistic Emission Management : Integrated Technological and Operational Strategies

The institute’s carbon management approach extends beyond green spaces and solar energy. The comprehensive strategy includes multiple energy-efficient technologies and sustainable practices across various campus operations. Transportation emissions are carefully managed, with detailed tracking of petrol and diesel consumption. Electricity consumption, which accounts for the largest portion of carbon emissions (5,251,791 kg CO2), is being systematically reduced through energy-efficient technologies, including high-performance building envelopes, efficient lighting systems, and advanced HVAC technologies. The institute has also implemented water conservation measures and waste management strategies that contribute to overall carbon reduction.

Innovative Technologies and Collaborative Sustainability : Beyond Traditional Approaches

Innovative technologies and collaborative approaches further enhance BSACIST’s carbon management efforts. The implementation of zero-export devices for solar power management, solar water heating systems, and energy-efficient building designs demonstrate a holistic approach to sustainability. The solar water heating systems, with a total capacity of 39,500 litres, are estimated to save approximately 24 lakhs in power consumption annually. Additionally, student-driven projects, such as solar street lighting installations, showcase the institute’s commitment to engaging the academic community in sustainable practices.

Driving Sustainability: The Role of Eco-Friendly Vehicles in BSACIST’s Green Transportation Initiative

The integration of eco-friendly vehicles into the university’s transportation system highlights a practical application of BSACIST’s sustainability values, encouraging a shift toward cleaner mobility solutions while reducing overall campus emissions.

CARBON FOOTPRINT

Carbon foot print / Capita
Activity Data	Type	unit	GHG	Emission factor	Quantity	CO₂ emission / year
Transportation	petrol	litres	KgCO₂e	2.196	1300	2855
	diesel	litres		2.65	381461	1010872
Electricity		kWh	KgCO₂e	1.2	4376492	5251791
Paper consumption		kg	KgCO₂e	0.683	21900	14958
Water consumption	water supply	cum	KgCO₂e	0.8	160611	128489
Solid waste		kg	KgCO₂e	3.7	259560	960372
Total CO₂ Emission Per Year		Kg	KgCO₂e			7369336
Over all carbon foot print / year		Ton				7369
Total population (avg)						7000
Carbon Foot Print per capita in Ton						1.05

National average per capita	1.58 Ton/Capita/Year
Actual CO₂ emission	1.05 Ton/Capita/Year
% of CO₂ emission – on National avg.	66.63%
% of CO₂ reduced from National avg.	33.37%

CARBON OFFSETTING

Total Carbon Emission : 7369 tons/year
Classification of Green Areas	Area	Unit	CO₂ (avg.) absorption rate t/year	Total CO₂ absorption ton/year
Area of Tree – ref Google Map	2	Acre	160	336
Lawn & plant area	14	Acre	15	211
Beema Bamboo	2.5	Acre	80	200
Total green area in acre	9	Acre
Total CO₂ Absorption				747
% of CO₂ offset within the campus				10.13%

% of Green Area				37.86%

10 % of Carbon foot print is offset by the above environment – friendly measures in campus.

Calculation:

Carbon Offsetting

Total trees green area – 19 Acres

Total Co₂absorption ton/year – 747 tones

Over all carbon foot print/year (Co_{2 Emission}) – 7369 tones

% of Co₂ → offsetting within campus

(747 / 7369 X 100) – 10.13%

Bal: 90% to be offset by planting more trees or trading

% of Linear area (19/50 Acres – carbon foot print) – 38%

Carbon Footprint

Total Co₂Emission per year: Kg – 7369336

Over all carbon foot print / year = 7369336

———— – 7369 tones

1000

Total Population (Avg.) – 7000 (students)

Carbon foot print per Capita in Ton = 7369

——– – 1.05

7000

National Avg. per emission – 1.58 / ton / capita / year

Actual Co₂Emission – 1.05 / ton / capita / year

% of Co₂Emission on National Avg. 1.05

—— X 100 – 66.46%

1.58

% of Co₂reduced from National Avg. 100 – 66.46 – 33.54%

SUPPORT TO GOVERNMENT

Inauguration of “Continuous Ambient Air Quality Monitoring Station (CAAQMS)”

Tamil Nadu Pollution Control Board & B.S.Abdur Rahman Crescent Institute of Science & Technology Jointly organized and implemented Continuous Ambient Air Quality Monitoring Station (CAAQMS) in the Campus on 28th October 2020.

The Project was inaugurated by Mr. D.Vasudevan, District Environmental Engineer, Tamil Nadu Pollution Control Board and Dr. A.Peer Mohamed, Vice Chancellor. Dr. A.Azad, Registrar, Alhaj V.N.A.Jalal, Senior General Manager, Dr. N.Raja Hussain, Deputy Registrar took part in the inauguration.

Renewable Energy – Solar Power Plants

In modern times, the generation of energy is disproportionate to the demand. Therefore, conservation of energy is a pivotal requirement to meet the demand. The minimal use of energy and finding alternative sources ensures its continuous supply for a long time. With this aspect in mind, energy conservation is done by using the most modern techniques.

As a part of its ‘Green Campus’ initiative, our Institution has set up a 550 kWp grid tied Rooftop Solar PV Power Plant on its academic buildings. The plant is located in the vacant roof space of various buildings.

The outputs from all the plants are connected to the institute grid through local AC distribution boards. This output can be used anywhere in the campus. Available diesel generator set is being used to create the local grid during load shedding.

If a Solar Power Plant is connected with DG SET and the power consumption of connected Load is lower than the power generated by solar power plant, then the excess of power generated by solar power plant will reverse back to DG SET and this will lead to permanent damage of DG SET. Zero Export device has been installed to limit the surplus amount of solar power that their systems export to the DG SET.

INSTALLED ROOFTOP SOLAR PV POWER PLANT

Installed 550 kWp Rooftop solar plant shares all the power generated with DG set to reduce its dependence on diesel as fuel.

Most recently, a 100 kWp rooftop plant is installed in New Architecture Block and CIIC Block. This installation shall run in parallel to the existing 550 kWp solar plants.

B.S. Abdur Rahman Crescent Institute of Science and Technology undertakes initiatives to obtain energy from various natural resources. The Institute is pioneer in establishing renewable energy sources to meet the energy requirement of the campus.

Three Roof top solar power plants of total capacity of 650 KWp (against the sanctioned demand of 1200 KW) are installed in our campus.

SOLAR PANEL INSTALLED AT ROOF TOP IN VARIOUS BUILDINGS

Google Satellite Map View

RENEWABLE ENERGY – SOLAR WATER HEATERS

Installed total capacity of 36,500 liters. This is equivalent to 365 Nos electric geysers of 2kW capacities. The power saving is estimated to be around 24 Lacs per annum.

RENEWABLE ENERGY – SOLAR STREET LIGHT

Installed towards staff quarters to Men’s hostel road and Architecture block area. This project was done by our III yr. EEE students along with our Estate electrical dept. team.

Oxyzone Campus – Beema Bamboo Plantation

Planted bamboo saplings for 5000 run area throughout our compound to absorb dust, CO2 and to release more oxygen and to create pollution free environment. In future, Central bus stand will produce lot of pollution inside our campus, by planting bamboo, our campus become dust free zone with good oxygen supply. Our Institute is provided first OXYZONE inside our campus. Beema Bamboo Plants 2000 Nos Planted in whole campus for CO2 reduction.

Oxy Park

PART – II: Progress Measurement

SDG13: Climate Action

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Low-carbon energy use, Environmental education measures, Commitment to carbon neutral campus) have been implemented
2 to 3	There is an explicit plan to address the ‘Climate Action’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 13
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 13 Climate Action

PART – III: SDG Accord

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SSDG 14 – LIFE BELOW WATER

PART – I

“Aquatic Ecosystems”

BSACIST is deeply aligned with Sustainable Development Goal 14, emphasizing the conservation and sustainable use of oceans, seas, and marine resources. The institute prioritizes healthy aquatic ecosystems by safeguarding water quality across the campus. It conducts regular and rigorous testing of water sources, including RO water from multiple blocks, ensuring compliance with IS 10500:2012 for drinking water. This ongoing monitoring reflects a commitment to safe, reliable water for consumption and a broader understanding of water quality’s impact on marine life and biodiversity. In addition to testing, BSACIST supports initiatives that promote aquatic health and engages students and staff in sustainability education and participation. By centering SDG 14 through diligent water management and a culture of environmental stewardship, the institute aims to inspire other educational institutions to protect aquatic ecosystems for a sustainable future.

A. MAINTAIN ECOSYSTEMS AND THEIR BIODIVERSITY

B.S. Abdur Rahman Crescent Institute of Science and Technology is committed to ensure that the built infrastructure of the institute has sustainability as a core principle, both in construction and maintenance management of the campus. Estate office aspires to follow a range of sustainable design features and practices implemented to build and maintain the institute as a complete green and sustainable campus continuously.

Figure XVII (3.13) -1 : Green Areas – 19 Acres (37.86% of the Total Campus)

Biodiversity in the Campus through Flora & Fauna

Pro-VC and Registrar of BSACIST planted trees

B. BSACIST’s COMMITMENT TO MAINTAINING WATER QUALITY ON CAMPUS

BSACIST’s proactive approach to water quality management includes regular testing, adherence to safety standards, and immediate corrective actions when necessary. This commitment not only ensures the health and safety of students and staff but also reflects the institute’s broader dedication to environmental sustainability and responsible resource management. By prioritizing water quality, BSACIST sets a benchmark for other educational institutions, fostering a culture of health, safety, and environmental stewardship on campus. The RO Plant Report comprises multiple water quality analyses conducted by Bio Green Lab Services (Govt Registered, UAN TN02A0155256, ISO 9001:2015) for M/S B.S. Abdur Rahman Crescent Institute of Science & Technology, covering RO water samples from Ladies Hostel, Life Sciences Block, Men’s Hostel, Library, Campus plants, and STP/Treated water contexts. Results include physical, chemical, and microbiological parameters aligned to IS 10500:2012 (drinking water) standards and APHA methods. Several samples comply, while some show deviations requiring attention, particularly in turbidity, total dissolved solids, alkalinity, hardness fractions, and certain contaminants (chloride, sulfate, silica, oil/grease, COD/BOD in treated outlet).

Fresh-water ecosystems (Community Outreach)

https://crescent.education/wp-content/uploads/2025/11/1.-Lake-Cleanup-and-Plantation-Report-6.5.7-2.pdf

https://crescent.education/wpcontent/uploads/2025/11/2.-Beach-Cleanup-Drive-Report-02.10.2024-6.5.7-3.pdf

https://crescent.education/wp-content/uploads/2025/11/3.-Beach-Cleanup-Drive-Report-10.10.2023-6.5.7-3.pdf

https://crescent.education/wpcontent/uploads/2025/11/4.-Special-Camp-2023-24-Water-Conservation-Report-6.5.1-6.pdf

https://crescent.education/wpcontent/uploads/2025/11/5.-Water-for-Peace-World-Water-Day-event-Report-6.5.1-6.5.6-2.pdf

https://crescent.education/wp-content/uploads/2025/11/Vettiver-Plantation-to-Reduce-Water-Pollution-Report-6.5.3-6.5.4-2.pdf

https://crescent.education/wp-content/uploads/2025/11/6.-Vettiver-Plantation-to-Reduce-Water-Pollution-Report-6.5.3-6.5.4.pdf

PART – II: Progress Measurement

SDG 14: Life Below Water

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Supporting aquatic ecosystems through education and action, Water sensitive waste disposal, Maintaining a local ecosystem) have been implemented
2 to 3	There is an explicit plan to address the ‘Life Below Water’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 14
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 14 Life Below Water

PART – III: SDG Accord

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 15 – LIFE ON LAND

PART – I

“Healthier Land Through Community Engagement”

BSACIST is actively committed to sustaining terrestrial ecosystems by promoting sustainable forest management, countering desertification, and halting land degradation and biodiversity loss. The institute supports a range of programs to boost land health and environmental stewardship. A hallmark initiative was the World Environment Day tree plantation drive organized by the National Service Scheme (NSS), in which faculty, staff, and students planted over 100 saplings on campus. The Vice-Chancellor underscored the value of biodiversity and encouraged sustainable practices, including reducing plastic use and conserving resources. This effort not only aided afforestation but also fostered a sense of responsibility among participants. Beyond planting, BSACIST has pursued community outreach and education on sustainable agriculture. NSS volunteers assisted Organic Farm, learning about organic farming and aiding fieldwork, thereby benefiting farmers and imparting hands-on ecological knowledge to students. Collectively, these activities reflect the institute’s proactive stance on sustainability through tree planting, community involvement, and educational experiences, cultivating environmental awareness and action for the preservation of land ecosystems for future generations.

SUSTAINABLE OUTREACH

GUEST LECTURE ON GREEN DESIGN AND SUSTAINABILITY

A guest lecture on “Green Design and Sustainability” was organized by Department of Civil Engineering, School of Infrastructure on 19.08.2024 at Convention centre, B.S. Abdur Rahman Crescent Institute of Science and Technology for the benefit of final Year B.Tech students of School of Mechanical Sciences, School of Computer Information and Mathematical Sciences, School of Life Science, and School of Electrical and Communication Sciences. Dr. Kurian Joseph, Professor, Department of Environmental Engineering and the Director, the Centre for Climate Change and Disaster Management, College of Engineering, Guindy campus, Anna University, Chennai, delivered a keynote address.

https://crescent.education/wp-content/uploads/2025/03/Dean-SoI-Green-Design-Guest-Lecture-Report-19.08.24.pdf

SEMINAR ON SOLID WASTE MANAGEMENT

A seminar on “Solid waste management and its potential job oppurtunities” was organized by the Student Chapter of the Indian Plumbing Association (IPE), Department of Civil Engineering on 09.11.2023, 9.30 am at Seminar Hall for the benefit of III Year B.Tech Civil Engineering students.

Ms. Krishnapriya A. an environmental engineer and co-founder of Spreco Recycling Pvt. Ltd. She is a Certified Zero Waste Advisor, specializing in implementing sustainable practices and guiding organizations towards waste reduction goals. She briefed about ‘SPRECO’ which is a social enterprise being built by a group of young and vibrant professionals working towards creating an inclusive and formal waste management ecosystem.

https://crescent.education/wp-content/uploads/2023/12/Dean-SoI-Seminar-on-SWM-Report-20.11.23.pdf

MAINTAIN ECOSYSTEMS AND THEIR BIODIVERSITY

Biodiversity in the Campus through Flora & Fauna

https://crescent.education/why-crescent/eco-friendly-environment/

Land Ecosystems (Community Outreach)

https://crescent.education/wp-content/uploads/2025/11/1.-Lake-Cleanup-and-Plantation-Report-6.5.7-1.pdf

https://crescent.education/wp-content/uploads/2025/11/2.-Beach-Cleanup-Drive-Report-02.10.2024-6.5.7-2.pdf

https://crescent.education/wp-content/uploads/2025/11/3.-Beach-Cleanup-Drive-Report-10.10.2023-6.5.7-2.pdf

https://crescent.education/wp-content/uploads/2025/11/4.-Special-Camp-2023-24-Water-Conservation-Report-6.5.1.pdf

PART – II: Progress Measurement

SDG 15: Life on Land

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Supporting land ecosystems through education and action, Land sensitive waste disposal) have been implemented
2 to 3	There is an explicit plan to address the ‘Life On Land’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 15
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 15 Life On Land

PART – III: SDG Accord

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 16 – PEACE, JUSTICE AND STRONG INSTITUTIONS

PART – I

PEACE, JUSTICE AND STRONG INSTITUTIONS

BSACIST actively engages a broad range of stakeholders—parents, employers, alumni, students, and faculty—in shaping development and academic activities. These groups are represented on key committees (Board of Studies, School Level Advisory Committees, Academic Council) and provide valuable input for curricular and institutional growth. Their feedback is routinely sought during accreditation reviews by NBA and NAAC, reflecting a transparent, inclusive approach to quality assurance and governance. This stakeholder participation supports SDG 16, promoting participatory, inclusive, and well-governed institutions.

STUDENT UNION

The Crescent Student Council (CSC) introduces its office bearers and executive members for the new academic year, dedicated to leading and representing BSACIST’s student community across academics, culture, sports, and welfare. The team includes a President, Vice President, General Secretary, Joint Secretaries, and Portfolio Heads for Cultural Affairs, Academic Affairs, Sports and Wellness, Welfare and Student Rights, Public Relations, and Events and Activities, supported by core members and campus representatives. Members are encouraged to engage by attending meetings, sharing feedback, and joining committees. The CSC is committed to an inclusive, dynamic, and responsive student experience, listening to needs, facilitating opportunities, and advocating for student interests.

Student Council

Crescent Student Council Office Bearers and Members

Office Bearers
S.No	Name	Department	Year	RRN	Posting	Photo
1.	Mr. Vijayenthira Poopathy.DG	BA. LLB(HONS)	3	208041601058	President
2.	Ms. Poojha S	B. TECH MECH	2	210021601066	Vice-President
3.	Mr. Saifudeen. S	B.TECH ECE	2	210051601089	Secretary
4.	Mr. Nandha Kumar R	B.COM(General)	1	221291601100	Jt. Secretary
5.	Mr. Gokul Raam G	B. TECH MECH	3	200021601008	Treasurer

Executive Members
S.No	Name	Department	Year	RRN	Photo
1.	Mr. Sharan Dillibabu	BBA LLB(HONS)	4	198031601088
2.	Mr.Balaji	B. PHARM	3	208021601007
3.	Ms.Cassandra Rifflin C.R	B. TECH (BIOTECH)	3	200151601010
4.	Ms. Zeena Qaaida	B.SC BIOTECH	3	201391601043
5.	Ms Charumathi. P	B. PHARM	3	208021601009
6.	Ms.Faheema Jaffarin	BA. ENG (HONS)	3	201481601003
7.	Mr. Mohd. Rayanuddeen.S	BBA LLB (HONS)	3	208031601073
8.	Mr.Syed Ahmed	B.TECH CSE	3	200071601140
9.	Ms. Karthikaa R	B. TECH CSE	2	210181601021
10.	Mr. Danish	B. TECH CYBER	2	210181601011
11.	Ms.Noor Hamna	B. TECH (BIOTECH)	2	210151601041
12.	Mr.Kavinvelan .S	B. TECH AUTOMOBILE	2	210121601007
13.	Ms. Devidara M N	BA.LLB(HONS)	2	218041601010
14.	Ms. Asma Nowmin A	B. TECH (IOT)	2	210191601015
15.	Mr.Sathish .S	BCA (CTIS)	2	211351601044
16.	Mr. Naveen R	B.COM (Hons)	2	211451601033
17.	Mr. Shrinivas J R	B. TECH (IT)	1	220081601061
18.	Ms. Sindhu.C	BA. LLB(HONS)	1	228041601050
19.	Mr. Fawwaz Khan	B. TECH CSE (IOT)	1	220191601014

STAKEHOLDERS ENGAGEMENT

B.S. Abdur Rahman Crescent Institute of Science and Technology places strong emphasis on engaging its key stakeholders—parents, employers, alumni, students, and faculty—in shaping development and academic directions. These groups are actively represented on diverse committees such as the Board of Studies, School Level Advisory Committees, and Academic Council, ensuring their valuable insights inform curricular enhancements and institutional growth. Their feedback is particularly sought during expert reviews by accreditation bodies like NBA and NAAC, underscoring a transparent, inclusive approach to quality assurance. This sustained stakeholder participation aligns with SDG 16, which champions participatory bodies and inclusive engagement to foster accountable, peaceful, and well-governed institutions.

ANTI-CORRUPTION POLICY

https://crescent.education/wpcontent/uploads/2025/11/CERTIFIED-TRU-EXTRACT-OF-ANTI-CORRUPTION-POLICY.pdf

FINANCIAL DATA

B.S. Abdur Rahman Crescent Institute of Science and Technology The institute actively makes its financial data available on its official website.

https://crescent.education/mandatory-disclosure-2/audit-accounts/

PARTICIPATION IN GOVERNMENT RESEARCH

Ongoing Projects

Department of Principal Investigator	Name of Funding Agency	Funds Provided (Rs. In Lakh)
Dr. Khurshid Alam Khan (SLS)	ICMR	65.26
Dr.S.Bhagavathy (Chemistry)	SERB-POWER	23.50
	Total	88.76

Sanctioned Projects

Name of the Principal Investigator	Name of Funding Agency & Scheme	Grant sanctioned Rs.(In Lakhs)
Dr. N. Vasimalai (Chemistry)	TNSCST -STP	1.88
Dr. S. Ranjani (SLS)	ANRF-PM-ECRG	58.9
	Total	60.78

NIDHI – PRAYAS Program

NIDHI-PRAYAS Program: Empowering Innovators from Idea to Prototype

The NIDHI-PRAYAS Program, part of the National Initiative for Developing and Harnessing Innovations (NIDHI), serves as a vital resource for aspiring entrepreneurs and innovators in India. Aimed at facilitating the transition from innovative ideas to tangible prototypes, this program is crucial for those with limited financial backing. By offering incubation and prototype funding support, NIDHI-PRAYAS is designed to bridge the gap in early-stage funding, enabling quicker translation of concepts into successful startups based on emerging technologies.

Approved by the Department of Science and Technology (DST), Government of India, since March 2020, Deshpande Startups operates as a recognized NIDHI-PRAYAS center. The initiative invites students, graduates, professionals, and startups with innovative ideas to apply for prototyping grants. With funding up to ₹10 lakh, the program seeks to nurture indigenous innovations aligned with the “Atma Nirbhar Bharat Mission,” allowing young innovators to explore their ideas without the fear of failure.

Key Objectives

The primary objectives of the NIDHI-PRAYAS Program include:

Translation of Ideas: Supporting the conversion of innovative ideas into viable prototypes.
Fostering Experimentation: Providing a platform for rapid experimentation and adaptive strategies in the journey from idea to market.
Generating Local Solutions: Encouraging the development of innovative solutions to address both local and global challenges.
Attracting Young Innovators: Inspiring youth with problem-solving skills to engage in technology or knowledge-driven startups.
Enhancing Startup Quality: Improving the quality and volume of innovative startups entering incubators.
Building an Innovation Ecosystem: Establishing a collaborative network among innovators, academia, mentors, and incubators.

Focus Areas

NIDHI-PRAYAS places emphasis on several key domains, including:

Life Sciences: Innovations in bio-pharma, med-tech, agri-tech, and more.
Industry 4.0: Advents in AI, IoT, machine learning, automation, big data, and cybersecurity.
Smart & Clean Mobility: Advances in drone technology, electric vehicles, and sustainable transportation solutions.

By targeting these areas, NIDHI-PRAYAS aims to catalyze a culture of innovation and entrepreneurship within the country. The program also functions as a pre-incubation initiative, providing startups at their nascent stages with necessary mentorship and support to thrive.

In summary, the NIDHI-PRAYAS Program is a significant step toward fostering a vibrant innovation ecosystem in India. By empowering young innovators to transform their ideas into prototypes, it plays a critical role in enhancing the startup landscape and promoting sustainable economic growth. For more information, aspiring innovators are encouraged to visit here.

www.nidhi-prayas.org.

PART – II: Progress Measurement

SDG 16: Peace, Justice and Strong Institutions

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (University governance measures, Stakeholder engagement, University principles on corruption and bribery, Working with government, Graduates in law and civil enforcement) have been implemented
2 to 3	There is an explicit plan to address the ‘Peace, Justice and Strong Institutions’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 16
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 16 Peace, Justice and Strong Institutions

PART – III: SDG Accord

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

SDG 17: PARTNERSHIP FOR THE GOALS

PART – I

A. “Empowering through Cross-Sector Collaboration”

In 2024, B.S. Abdur Rahman Crescent Institute of Science and Technology (BSACIST) positioned itself as a proactive catalyst for the Sustainable Development Goals (SDGs) by fostering robust cross-sector dialogue. The institution embraced a multi-stakeholder approach, engaging government bodies, regional NGOs, industry partners, and academic peers to ensure that SDG ambitions translate into concrete actions. This orientation reflects a strategic shift from internal campus initiatives to expansive, collaborative platforms that connect science, policy, and practice.

The Keystone Event – SMaGEES 2024

The centerpiece of BSACIST’s cross-sector engagement was the SMaGEES – Smart Materials for Green Energy & Environmental Sustainability conference. This two-day international gathering convened government representatives, NGO leaders, and industry practitioners alongside researchers and students to identify policy gaps, test ideas, and co-create actionable recommendations. The event exemplified a collaborative learning methodology: modeling potential futures, monitoring impacts, and refining interventions through shared learning, thereby turning SDG aspirations into tangible policy questions, research agendas, and joint projects.

Knowledge Products and Policy Impact

SMaGEES 2024 yielded tangible outputs designed to influence SDG strategy beyond academia. The conference produced policy briefs, research summaries, and best-practice guidelines that were disseminated to regional NGOs and government agencies. These knowledge products serve as evidence of BSACIST’s contribution to SDG policy knowledge and reinforce the institute’s credibility as a policy-informing actor. By translating conference discussions into accessible, action-oriented documents, BSACIST helps bridge the gap between research and real-world impact.

Institutionalizing Cross-Sector SDG Dialogue

To sustain the momentum, BSACIST envisions formal mechanisms that institutionalize cross-sector SDG collaboration. A proposed cross-sector SDG task force would coordinate ongoing dialogue with government and NGOs, ensuring that insights from events like SMaGEES are translated into policy inputs, funding opportunities, and coordinated action across sectors. This structure would support continuous learning, provide a channel for feedback, and align institutional activities with national and regional SDG priorities.

Broader SDG-Driven Initiatives

Beyond SMaGEES, BSACIST’s 2024 portfolio included energy-awareness outreach, industry-facing Green Energy workshops, and World Water Day activities, all designed to reinforce SDG progress. Notable initiatives included energy-awareness sessions for alumni, which extended sustainability norms into professional environments; green energy workshops for industry that connected academic expertise with industry practice; and water conservation campaigns that highlighted governance, resilience, and practical sustainability. Collectively, these activities demonstrate BSACIST’s commitment to applying SDG principles across diverse contexts.

NSS and Community Engagement

The institute’s SDG agenda was further enriched by community and student engagement programs, including NSS-led campaigns like Green India Clean India. These efforts emphasized water conservation, energy efficiency, and environmental stewardship at the community level, reinforcing the idea that sustainable development starts with informed and engaged citizens. By linking campus initiatives to rural and urban communities, BSACIST showcased how education institutions can catalyze lasting social and environmental benefits.

Looking Ahead

As BSACIST advances its SDG agenda, the establishment of formal cross-sector mechanisms and the expansion of knowledge-sharing in policy-relevant formats will be critical. The integration of research, policy dialogue, and practical action creates a robust blueprint for sustainable development that other institutions can emulate. With continued emphasis on collaboration, adaptive management, and scalable impact, BSACIST aims to accelerate SDG progress not only within the campus but across regional ecosystems, reinforcing its role as a leadership hub where science, policy, and practice converge for a sustainable future.

ENGAGING ALUMNI FOR A GREENER FUTURE: ENERGY AWARENESS OUTREACH DURING REUNIONS (20th July 2024)

The Crescent Energy Club’s energy awareness outreach at alumni reunions demonstrates the institute’s commitment to sustainability and SDG-driven impact beyond campus. By engaging alumni in practical sessions on energy-saving practices, star-rated appliances, green procurement, and standby-power reduction, the program transforms former students into ambassadors of clean and efficient energy use in their workplaces. This approach extends campus-based initiatives to diverse industries, enabling real-world adoption of sustainable energy behaviors and fostering cross-sector collaboration through ongoing partnerships with faculty and industry.

Aligned with SDGs 7, 9, 12, 13, and 17, the initiative envisions a Green Alumni Champions Network, workplace energy audit support, and an annual Energy Sustainability Award to recognize alumni-led sustainability contributions. The program collects feedback to strengthen Crescent–Alumni collaborations and broadens outreach to future reunions, including anniversary batches. Through these efforts, the institute promotes a carbon-conscious culture, amplifying impact on national energy sustainability and reinforcing the university’s role as a catalyst for sustainable development across sectors.

Engaged attendees at the alumni reunion, listening to insights on energy awareness and sustainable practices

https://crescent.education/wp-content/uploads/2025/11/1.-Energy-Awareness-Alumni-Report-1.pdf

CRESCENT ENERGY CLUB HOSTS GREEN ENERGY AWARENESS WORKSHOP FOR INDUSTRY 2024 (19TH NOVEMBER 2024)

The Crescent Energy Club at B.S. Abdur Rahman Crescent Institute of Science & Technology organized a Green Energy Awareness Workshop for Industry on 19 November 2024, bringing together employees from Jayam Engineering Services and Mega Solar Solutions. The workshop aimed to foster sustainability and accelerate the adoption of green energy practices within industrial operations by providing practical knowledge on energy efficiency, clean energy adoption, and renewable energy solutions. Delivered by faculty experts and Crescent Energy Club members, the sessions highlighted cost-effective solar implementations, workplace energy-saving strategies, and real-world case studies, while encouraging interactive discussions to address organization-specific sustainability challenges.

Aligned with SDGs 7, 12, and 13, the event strengthened academia–industry collaboration and recognized proactive partner contributions with Certificates of Appreciation. The engagement marked a meaningful step in extending Crescent’s sustainability mission into the industrial sector, with plans for further outreach to support energy transitions across organizations. The workshop’s outcomes point to enhanced awareness, practical adoption of energy-efficient technologies, and a growing network of industry partners committed to greener, more resilient operations.

https://crescent.education/wp-content/uploads/2025/11/2.-Green-Energy-Awareness-Workshop-for-Industry-2024-Report-1.pdf

INTERNATIONAL GUEST LECTURE ON SUSTAINABLE DEVELOPMENT GOALS (SDGS) (22ND FEBRUARY 2024)

The International Guest Lecture on Sustainable Development Goals (SDGs), organized by the Department of Commerce at B.S. Abdur Rahman Crescent Institute of Science and Technology on 22 February 2024, featured Prof. Dr. MBM Ismail as the guest speaker. The session explored how technology and resilient business models can drive progress toward the SDGs, starting with a concise overview of the 2030 agenda and emphasizing the pivotal role of innovation in this journey. Prof. Ismail highlighted strategies for implementing technology-driven SDG solutions across businesses, governments, and civil society, underscoring the interconnectedness of digital tools, circular economy concepts, and robust governance in achieving sustainable outcomes.

The program targeted first- and second-year B.Com (Hons) and BBA students, pairing theoretical insights with practical implications for SDG implementation. Key themes included sustainable industry practices, supply chain transparency, risk mitigation, and the societal and environmental benefits of technology-enabled solutions. Student testimonials reflected heightened awareness and motivation to apply these insights in their future careers, reinforcing the institute’s commitment to aligning academic learning with real-world SDG action. The talk concluded with acknowledgment from Dr. N. Kogila and left attendees with actionable guidance on integrating technology, resilience, and sustainability to advance the SDGs.

https://crescent.education/wp-content/uploads/2025/11/3.-International-Guest-lecture-on-SDG-Report-1.pdf

SPECIAL CAMP – GREEN INDIA CLEAN INDIA: COMMUNITY SERVICE AND WATER CONSERVATION DRIVE BY NSS, FEB 21–27, 2024

The NSS Special Camp 2023-24, themed Green India Clean India, brought together about 120 volunteers from B.S. Abdur Rahman Crescent Institute of Science and Technology for a week of community service February 21–27, 2024. Focusing on the adopted villages of Keerapakkam, Arungal, and Murugamangalam, the camp combined service with leadership development and a deep dive into rural sustainability. Activities ranged from village surveys, a blood donation camp, stress management and reading challenges, to self-defense demonstrations, health and hygiene awareness, water conservation drives, and sports outreach. Inaugurated by senior institute officials and local dignitaries, the program fostered teamwork, civic responsibility, and practical experience in rural dynamics, equipping students with skills to effect social transformation both on campus and in their communities.

Water conservation emerged as a central theme in the Day 5–6 activities, with volunteers conducting resource surveys, identifying leakage points, and coordinating with residents to implement high-impact practices such as rainwater harvesting, greywater reuse, and water-saving devices. Educational sessions underscored the importance of protecting groundwater and waterways, while demonstrations and collaborative planning with Keerapakkam, Arungal, and Murugamangalam promoted sustainable water management beyond the camp’s duration. The NSS Special Camp thus not only advanced local conservation efforts but also reinforced a lasting spirit of volunteerism and active citizenship, aligning with broader goals of sustainable development and community resilience.

https://crescent.education/wp-content/uploads/2025/11/4.-Special-Camp-2023-24-Water-Conservation-Report-1.pdf

GUEST LECTURE ON “WATER FOR PEACE – WORLD WATER DAY CELEBRATION” (21ST MARCH 2024)

On 21 March 2024, as part of World Water Day celebrations, the Institution of Engineers (India), Kancheepuram Local Centre, organized a guest lecture titled “Water for Peace – World Water Day Celebration” in collaboration with the Department of Civil Engineering, School of Infrastructure, B.S. Abdur Rahman Crescent Institute of Science & Technology. Dr. Sekhar Raghavan, popularly known as the Rain Man and Director of the Rain Centre in Adyar, Chennai, delivered the talk, highlighting the urgent need for rainwater harvesting and sustainable water storage. The event, attended by around 70 students from IV and VI semester B.Tech Civil Engineering, underscored how effective rainwater governance can bridge gaps between water-rich and water-scarce regions, while reinforcing the vital role of rainwater management in ensuring long-term water security for communities.

The lecture emphasized practical RWH system maintenance, including regular cleaning of filters, pruning of overhanging branches, and vigilant inspection of roof-top piping to prevent leaks and sediment deposition. Dr. Sekhar’s insights drew connections to UG courses such as Stormwater and Flood Management, Hydrology, and Water Resources Engineering, demonstrating how theory translates into field-ready skills. The session also reinforced professional engagement with IE(I), encouraging students to explore project proposals for funding and to advocate for responsible water use as a civic and engineering imperative. The initiative underscored World Water Day’s theme of water as a shared resource and a catalyst for peace, resilience, and sustainable development.

Invitation

Dignitaries and Professors on the dias Chief Guest : Dr Sekhar Raghavan, Rainman of Chennai

https://crescent.education/wp-content/uploads/2025/11/5.-Water-for-Peace-World-Water-Day-event-Report-6.5.1-6.5.6-1.pdf

INTERNATIONAL CONFERENCE ON “SMART MATERIALS FOR GREEN ENERGY & ENVIRONMENTAL SUSTAINABILITY (SMAGEES 2024) (Date 11th-12th December 2024)

In 2024, BSACIST positioned itself as a proactive facilitator of cross-sector dialogue on the Sustainable Development Goals (SDGs) by orchestrating multi-stakeholder engagements with government bodies, regional NGOs, industry partners, and academic peers. The centerpiece was the SMaGEES – Smart Materials for Green Energy & Environmental Sustainability conference, which brought together government representatives, NGO leaders, and industry practitioners to identify policy gaps, test ideas, and co-create recommendations. This approach embodies a collaborative learning methodology that models potential futures, monitors impacts, and refines interventions through shared learning, translating SDG ambitions into concrete policy questions, research agendas, and actionable projects bridging science, policy, and practice.

The SMaGEES 2024 conference culminated in tangible knowledge products and policy-oriented outputs, including policy briefs, research summaries, and best-practice guidelines—disseminated to regional NGOs and government agencies to inform SDG strategy. To sustain this cross-sector dialogue, BSACIST envisions formal mechanisms such as a cross-sector SDG task force to institutionalize collaboration with government and NGOs, ensuring dialogue translates into policy inputs, funding opportunities, and coordinated action. With participation from hundreds of researchers and students and a documented track record of joint events and outputs, BSACIST reinforces its role as a credible policy-informing actor and a catalyst for sustainable development across sectors.

SMaGEES – 2024

https://crescent.education/wp-content/uploads/2025/11/6.-SMaGEES-2024-Report-1.pdf

PART – II: Progress Measurement

SDG17: Partnerships for the goals

4 to 5	There is significant progress in effective implementation compared to the previous year
3 to 4	The necessary processes/activities (Relationships with regional NGOs and government for SDG policy, Publication of SDG reports, Education for the SDGs) have been implemented
2 to 3	There is an explicit plan to address the ‘Partnerships for the goals’ and necessitated processes have been initiated
1 to 2	There is an understanding and willingness to contribute effectively for achieving the UN targets of SDG 17
0 to 1	There is no/partial willingness and plan to contribute for achieving the UN targets of SDG 17 Partnerships for the goals

PART – III: SDG Accord

https://crescent.education/wpcontent/uploads/2025/11/2025_sdg_accord_progress_report_final-1.pdf

EDUCATION FOR THE SDGS COMMITMENT TO MEANINGFUL EDUCATION

SDGs interwoven Curriculum Development considering Washington Accord Graduate Attributes and Professional Competencies

B.S. Abdur Rahman Crescent Institute of Science and Technology has been following outcome-based education since 2013 and adopted the graduate attributes of the National Board of Accreditation (NBA), New Delhi, which is a signatory member of the Washington Accord. Our curriculum of each undergraduate and postgraduate degree program is designed by following an outcome-based framework and Commonwealth curriculum framework for Sustainable Development goals. The revised graduate attributes of WA are:

Table XVII (4.1) – 1: Graduate Attribute Profiles by International Engineering Alliance (IEA)

Differentiating Characteristic	Engineer Graduate
Engineering Knowledge: Breadth, depth and type of knowledge, both theoretical and practical	WA1: Apply knowledge of mathematics, natural science, computing and engineering fundamentals, and an engineering specialization as specified in WK1 to WK4 respectively to develop solutions to complex engineering problems
Problem Analysis Complexity of analysis	WA2: Identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences with holistic considerations for sustainable development* (WK1 to WK4)
Design/development of solutions: Breadth and uniqueness of engineering problems i.e., the extent to which problems are original and to which solutions have not previously been identified or codified	WA3: Design creative solutions for complex engineering problems and design systems, components or processes to meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon as well as resource, cultural, societal, and environmental considerations as required (WK5)
Investigation: Breadth and depth of investigation and experimentation	WA4: Conduct investigations of complex engineering problems using research methods including research- based knowledge, design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions (WK8)
Tool Usage: Level of understanding of the appropriateness of technologies and tools	WA5: Create, select and apply, and recognize limitations of appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems (WK2 and WK6)
The Engineer and the World: Level of knowledge and responsibility for sustainable development	WA6: When solving complex engineering problems, analyze and evaluate sustainable development impacts* to: society, the economy, sustainability, health and safety, legal frameworks, and the environment (WK1, WK5, and WK7)
Ethics: Understanding and level of practice	WA7: Apply ethical principles and commit to professional ethics and norms of engineering practice and adhere to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WK9)
Individual and Collaborative Team work: Role in and diversity of team	WA8: Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote and distributed settings (WK9)
Communication: Level of communication according to type of activities performed	WA9: Communicate effectively and inclusively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, taking into account cultural, language, and learning differences.
Project Management and Finance: Level of management required for differing types of activity	WA10: Apply knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, and to manage projects and in multidisciplinary environments.
Lifelong learning: Duration and manner	WA11: Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WK8)
*Represented by the 17 UN Sustainable Development Goals (UN-SDG)

Aim of the Curriculum Framework

The Curriculum Framework is intended to be a flexible, non-prescriptive tool that follows a competency development model through a combination of knowledge, skills, values and attitudes. It also aims to enable the delivery of the SDGs by ensuring that each population has the relevant skills, knowledge, values and attitudes for social, economic and environmental development, and to work in partnership to create peaceful societies.

The Curriculum Framework can support the design, delivery and evaluation of national curricula across the Commonwealth, set the foundations for research and development, provide consistency across programmes for achieving the SDGs, and support the creation of learning and evaluation tools to align with the framework.

This framework will guide degree programmes in defining their contextual needs and the basic requirements related to competencies that must be demonstrated or acquired in order to achieve the objectives of the SDGs through education.

The framework includes the following three components, which make up the competencies that learners develop (i.e. integrated competencies that consist of an interrelated set of competencies including foundational knowledge): (1) knowledge, (2) skills, and (3) values and attitudes. Appropriate knowledge and understanding provide fundamental opportunities for skills development and sharing of values and attitudes, while values and attitudes enable skills to be successfully deployed within the knowledge context.

Purpose of the Curriculum Framework

The purpose of the framework is to develop successful learners, confident individuals, and responsible citizens who are resilient and uphold the core values and principles Core competencies

Sustainable development depends critically on the competencies of all citizens to cover knowledge, skills, values and attitudes that build on individual capacity. These include team building, communication, decision making, problem solving, sense of community, self-esteem, personal responsibility, empathy, moral development, ethics, values, resilience and improved inclination for educational achievement.

Alongside traditional learning outcomes, core competencies for achieving the SDGs are:

Envisioning – being able to imagine a better future. The premise is that when we know where we want to go, we will be better able to work out how to get there. The objective is to establish a link between long-term goals and immediate actions, and to motivate people to take action by harnessing their deep aspirations. Under this competency, key elements are: – identifying relevance and meaning to different people; – exploring how to achieve change; – offering direction and inspiration to take action; and – taking ownership of visions, processes and outcomes.
Critical thinking and reflection – learning to question our current belief systems and to recognise the assumptions underlying our knowledge, perspectives and opinions. Critical thinking helps people learn to examine economic, environmental, social and cultural structures in the context of sustainable development, and challenges people to examine and question the underlying assumptions that influence their world views by having them reflect on unsustainable practices. Critical thinking leads to confidence in addressing the dilemmas and challenges of sustainable development. It encompasses the knowledge, skills and processes associated with intellectual development. Under this competency, key elements are: – developing the ability to participate in change; – providing a new perspective; – promoting alternative ways of thinking; and – developing metacognitive awareness.
Systemic thinking – acknowledging complexities and looking for links and synergies when trying to find solutions to problems. Systemic thinking helps us recognise that the whole is more than the sum of its parts, and it is a better way to understand and manage complex situations. Under this competency, key elements are: – shifts in thinking from ‘things’ to wholes, and linking these to ‘processes’ and functions – understanding the nature of feedback and how feedback affects system behaviour; and – integrating decision-making and adaptive management techniques
Building partnerships – promoting dialogue and negotiation, learning to work together so as to strengthen ownership of and commitment to sustainable action through education and learning. Under this competency, key elements are: – building a shared vision among a diverse range of stakeholders; – motivating and adding value to initiatives; and – communicating, imparting and exchanging information.
Participation in decision-making – empowering oneself and others. This means being involved and involving people in joint analysis, planning and control of local decisions. Under this competency, key elements are: – decision-making and responsibility for outcomes; – a greater sense of ownership of and commitment to responsible action; – building capacity for self-reliance and self-organisation; and – empowering individuals to take action. Competencies relate to an aggregation of corresponding cognitive and practical skills, knowledge, motivation, values and ethics, attitudes, emotions, and other social and behavioural components that can be pulled together to achieve an aim in a specific setting (Rychen and Tiana 2004). According to the Institute of Electrical and Electronics Engineers (IEEE) reusable competency definition, a competency is defined as any form of knowledge, skill, attitude, ability or educational objective that can be described in a context of learning, education or training: ‘The goal of most learning, education and training is to acquire skills, knowledge and ability, i.e. competencies. Recognizing and validating the competencies that individuals have or should acquire are also fundamental to staffing, recruiting, credentialing, personal advancement, workforce development, curriculum development and policy making.

Methodology and review process

The methodology and review process for developing the Curriculum Framework entailed a number of phases: a literature review, including available national curricula, and consultative processes with member countries and relevant experts and partners. These included several technical workshops, as well as internal cross-divisional discussions and feedback.
Integrated competencies and learning outcomes are specified in three categories – knowledge, skills, and values and attitudes are shown in Figure.

Figure XVII (4.1) – 1: The three categories (knowledge, skills, and values and attitudes) of Integrated competencies and learning outcomes

The framework is developed as a matrix model with indicative core competencies that could be used to map the 17 SDGs (or as an auditing tool for the 17 SDGs).

Curriculum Framework mapping: overview

The following tables describe how education across all levels can shape learning outcomes, applying the competencies-based methodology. Each SDG is broken down to illustrate how this systematic methodology can be applied at technical/higher education and across all SDGs for the development of engaged global citizens, driven to support the achievement of the SDGs.

References:

https://www.ieagreements.org/assets/Uploads/IEA-Graduate-Attributes-and-Professional-Competencies-2021.1-Sept-2021.pdf
https://www.greenwich.edu.pk/images/PDFs/CFSDG_UPDF-003.pdf

Table XVII (4.1) – 2: Professional Competencies for all levels of education towards achieving the SDGs 1 – 17

Goal 1 – No Poverty

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Knowledge of different poverty alleviation and eradication strategies. Training for livelihood improvement and poverty reduction, including access to decent work (including informal sectors and non-traditional areas). Training to access decent jobs and support smallholder market and inclusive business models. Micro-finance and youth learning. Training in non-agricultural occupations and non-traditional areas to respond to labour market demand. Sustainable economic enterprises. Training for workers in the informal sector (including small and micro-enterprises) for livelihood improvement and poverty reduction. Developing an understanding of economic sustainability. Understanding of pro-poor and gender-sensitive development strategies, social protection systems and measures. Knowledge of skills and competencies required to succeed in work.	Ability to plan, implement and evaluate economic and social empowerment strategies and endeavours. Development of communication and negotiation skills for social development and financial application. Development and application of skills and aptitudes that allow engagement, adaptability and resilience within changing labour markets and economies. Ability to act on opportunities and have an understanding of how these initiatives can meet social and economic needs in the community. Demonstrate the basic skills and behaviours of entrepreneurship – risk, initiative, organisation, confidence, communication and collaboration.	Productive participation in society. Self-assessment of personal values in choosing work, considering livelihood generation in relation to personal, community and societal needs. Considers benefits and drawbacks of different choices. Proactive. Contribute to a human resource base that supports poverty reduction and inclusive growth.
Tertiary education	Complex understanding of the relationship between poverty, economics, power, conflict, inequality and other environmental, social and economic issues. Research on global development and current societal need to identify skills demand in priority industries. In-depth research on poverty alleviation and sustainable development, locally and globally. Financial education to improve micro-finance projects. Research the relationships between poverty, vulnerability and other stressors that are impacted further by climate change.	Complex financial and economic skills. Skills to support development co-operation activities. Ability to explain the relationship between poverty and other economic, social and environmental shocks and disasters. Application of data collection and analysis skills to develop strategies for poverty alleviation (e.g. report on consequences of poverty). Identify methods for mitigation and resilience. Ability to participate in debates related to poverty.	Concern for social justice. Pro-poor awareness. Willingness to engage in social, economic and political inclusion of all groups (including vulnerable populations, disadvantaged groups and migrant workers). Motivated to influence decision making related to poverty eradication, and participation in pro-poor development and poverty eradication activities.

Goal 2 – Zero Hunger

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Entrepreneurial and business skills courses to improve agricultural practices. TVET programmes on sustainable food systems that include environment, people, inputs, processes, infrastructures, institutions, etc., and activities that relate to the production, processing, distribution, preparation and consumption of food. Supply chain food safety management systems. Nutrition, crop diversification and farm management. Farm forestry; non-wood forest products and links with farming; artisanal food production; food tourism.	Conducting a community audit to identify hunger and possibilities for food security and food gardens. Rural youth appreciate and enter a broader range of new technical areas such as farm management, agribusiness development, value addition and marketing. Understand and measure the income opportunity of a farm food business in added value food production and/or food tourism. Awareness of the cost issues of animal treatment, husbandry and feed alternatives.	Promote best practice to ensure food safety in agriculture sector, food processing industries, food distribution system and in food value chains. Supervisors and managers appreciate nutritional needs of the workforce and ensure improved access to food at work through canteens and meal subsidies. Adaptive capacity among small-scale farmers. Motivated to become successful rural entrepreneurs. Appreciate artisan food production and food tourism as complementary to farming, adding value to entrepreneurial diversification and innovation.
Tertiary education	Research on food security and basic nutritional and calorie requirements for human populations. New areas of training in agriculture and food supply: environment and natural resource management, biotechnology, farming systems management and agribusiness. Conservation agriculture and agroforestry for enhancing food production in an ecologically sustainable fashion, and for providing mechanisms to expand and diversify livelihood options. Research on how to optimise conservation agriculture practices, including agroforestry and farmer-managed natural tree regeneration, conservation tillage, contouring and terracing, and mulching for strengthening ecological and social resilience. Impact of climate change on food security (production, access, availability, including transport, processing, storage, marketing and consumption). Climate change, energy, agriculture and food security nexus, within the context of sustaining and enhancing ecosystem services and agrobiodiversity.	Building socio-economic resilience of communities through climate-smart agriculture. Ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production. Ability to consider the relationships between nutrition, lifestyle, health and disease, and take appropriate measures. Understanding of diversity, interdependence and global connections that are critical to achieving and maintaining food security and eliminating hunger. Develop policies for the food and agriculture sectors (both agriculture and fisheries) and welfare policies. Adoption of sustainable land use practices. Understanding of potential interactions between climate change and other key drivers of food prices that act at national, regional, and global scales, and how these can be moderated. Generate human capital for research and advisory services.	Commitment to developing national policies and mainstreaming of food security concerns and awareness, at all levels. Adopt transformational change in agriculture and food systems to address environmental, social and economic challenges, and contribute to social equity and environmental stewardship in contexts of natural resource scarcity. Protect, promote and monitor rights and non- discrimination: right to adequate food and to be able to feed oneself in dignity, and all other related rights employment, land and water rights, with a focus on marginalised groups, poor households, children and women. Resilient to climate change impacts on food security including on livestock, fisheries and aquaculture. Respect for traditional medicine and indigenous knowledge systems. Enhanced producers’ capacities for innovation, and generating human capital for research and advisory services.

Goal 3 – Good Health and Well-being

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Knowledge of different poverty alleviation and eradication strategies. Training for livelihood improvement and poverty reduction, including access to decent work (including informal sectors and non-traditional areas). Training to access decent jobs and support smallholder market and inclusive business models. Micro-finance and youth learning. Training in non-agricultural occupations and non-traditional areas to respond to labour market demand. Sustainable economic enterprises. Training for workers in the informal sector (including small and micro-enterprises) for livelihood improvement and poverty reduction. Developing an understanding of economic sustainability. Understanding of pro-poor and gender-sensitive development strategies, social protection systems and measures. Knowledge of skills and competencies required to succeed in work.	Ability to plan, implement and evaluate economic and social empowerment strategies and endeavours. Development of communication and negotiation skills for social development and financial application. Development and application of skills and aptitudes that allow engagement, adaptability and resilience within changing labour markets and economies. Ability to act on opportunities and have an understanding of how these initiatives can meet social and economic needs in the community. Demonstrate the basic skills and behaviours of entrepreneurship – risk, initiative, organisation, confidence, communication and collaboration.	Productive participation in society. Self-assessment of personal values in choosing work, considering livelihood generation in relation to personal, community and societal needs. Considers benefits and drawbacks of different choices. Proactive. Contribute to a human resource base that supports poverty reduction and inclusive growth.
Tertiary education	Complex understanding of the relationship between poverty, economics, power, conflict, inequality and other environmental, social and economic issues. Research on global development and current societal need to identify skills demand in priority industries. In-depth research on poverty alleviation and sustainable development, locally and globally. Financial education to improve micro-finance projects. Research the relationships between poverty, vulnerability and other stressors that are impacted further by climate change.	Complex financial and economic skills. Skills to support development co-operation activities. Ability to explain the relationship between poverty and other economic, social and environmental shocks and disasters. Application of data collection and analysis skills to develop strategies for poverty alleviation (e.g. report on consequences of poverty). Identify methods for mitigation and resilience. Ability to participate in debates related to poverty.	Concern for social justice. Pro-poor awareness. Willingness to engage in social, economic and political inclusion of all groups (including vulnerable populations, disadvantaged groups and migrant workers). Motivated to influence decision making related to poverty eradication, and participation in pro-poor development and poverty eradication activities.

Goal 4 – Quality Education

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Skills for employability and entrepreneurship courses. Sustainable development. Eco-space, ecological footprint, natural capitalism, eco- efficiency. Lifecycles analysis, triple bottom line, environmental management system. Economic literacy, sustainable production/consumption. Managing small enterprises. Application of ‘6 Rs’: reduce, reuse, renew, recycle repair and rethink perspectives. The changing nature of work.	Work independently and in teams, with integrity and honour, honesty, punctuality and responsibility. Adapt to varying situations. Identify existing TVET programmes that need to be updated. Use logical–abstract thinking to diagnose problems, research and apply knowledge to propose solutions, and design and implement those solutions. Application of concepts related to sustainable development in the work place.	Values education, continues learning and pursues lifelong education in a learning society. Value and unleash the transformative potential of TVET. Plan a quality education awareness campaign or a community teaching and learning project. Envisioning alternative ways of working.
Tertiary education	Education as a public good. Education as a global common good. Education as a fundamental human right and a basis for guaranteeing the realisation of other rights. Sustainable development education and lifelong learning. Teacher education, pedagogy and andragogy. Competency–based curriculum and assessment of learning outcomes. Governance and management. Science, technology, engineering and mathematics (STEM)– related programmes and courses.	Reconceive education to allow space for diverse ways of knowing and new ways of being and becoming that reflect inclusivity. Build on SDG 4 to find out where people’s true interests lie and help to make training in these fields possible. Describe the relationship between education and sustainable development. Describe the situational context of learning in local and national domains. Analyse the role that educators might play in degendering education. Research factors that affect success in primary and secondary education.	Appreciation of the intrinsic value of quality education for all. Ambition to succeed in the larger community and the global realities of work and life. Appreciate and value the social benefits of education. Value different forms of knowledge including indigenous knowledge. Value education as a tool to act upon societal inequities. Appreciate education as a fundamental human right.
Tertiary education	Living and working with children: growth and development programmes for parents and teachers. Training to improve the capacity of the early childcare workforce. Understanding of the range of human rights as interrelated with education. The situational domain of teaching and learning nationally and globally. Understand the concept of education for sustainable development.	Application of knowledge to create age-appropriate learning environments for preschoolers and primary- school pupils. Ability to deliver education based on the multifaceted nature of and the various influences on child development and the universal rights of children (the right to food, shelter, safety and a peaceable existence).	Awareness of the value of inclusivity. Appreciation of gender equality. Commitment to the human rights agenda. Contribute to nation building and economic and social development through education. Value ECCE as the starting point for lifelong learning. Empowered kindergarten teachers and mothers, especially from underserved families.

Goal 5 – Gender Equality

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Gender economics. Barriers to women’s education and economic participation. Gender mainstreaming on issues of budgeting, development, etc.	Analyse how gender inequality affects women in health, education, the labour market and national political participation, and develop solutions.	Call to action. Analysis of gendered situations. Advocacy for good leadership qualities. Deepen understanding of gender inequality.
Tertiary education	Barriers to women’s education and economic participation. Teacher development and awareness of hidden curricula. Teacher development of inclusive education for girls. Encouraging men/boys to participate in discussions on the impact of patriarchal social relations. Focus on boys for developing an understanding of equality. Laws and regulations that guarantee women and men full and equal access to sexual and reproductive health care, information and education. Gender budget tracking.	Analyse the role of the hidden curriculum in education. Ability to develop gender-neutral curricula and implement gender-neutral teaching practices. Give equal attention and treatment to boys and girls. Track public allocations for gender equality.	Awareness of the hidden curriculum and how this supports gender inequality. Deepen understanding of gender inequality, particularly within education settings. Gender responsive classroom interaction. Greater social accountability. Better design and implementation of programmes and policies that support marginalised girls and women.

Goal 6 – Clean Water and Sanitation

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Water supply technology: maintenance and monitoring machines and plants for water production, preparing, routing, laying and repairing water pipes. Wastewater technology: preparing wastewater and maintaining wastewater pipe systems, and monitoring and steering operations in sewage treatment plants and canal systems. Recycling and waste disposal management: organising the collection and sorting of waste, its reuse or environmentally sound disposal. Pipe, canal, and industrial services: cleaning, monitoring and attending wastewater pipelines and canals, tanks and waste structures in the private and public spheres.	Assessment of energy and water use for wastewater management systems, improved renewable energy use, enhanced water storage and water resource management. Skills and capacity (including through TVET) to use natural resources more sustainably and promote hygiene. Ability to harness wind, solar, hydropower and geothermal energy. Monitor the evolution of knowledge and technology in the water use; identify existing TVET programmes that need to be updated.	Involvement in renewable energy technologies. Demonstrate knowledge about the possibilities for keeping water and air clean, for waste disposal and recycling. Promote information about the effects environmental protection measures will have on businesses. Make professional contributions to societal transformation. Take interest in greening TVET institutions. Raise awareness of the need to save water and the link between unsafe drinking water and disease.
Tertiary education	Innovation in technology management, including integrated water resource management and treatment, and environmental modelling. Soil and water resource management practices, including improved methods for rainwater harvesting and irrigation. Transdisciplinary water security and research. Research on scarcity of fresh water, particularly in small island states. Governance to address water management crisis. Water security. Sustainable water resource base. Water infrastructure resilience, water governance and adaptive management. Water security complexities including competing demands (e.g. human right v. commodification), transboundary management. Links between water resources, poverty, conflict and the economy. Understanding of inequalities and complexities involved in water resource access and use, pollution, poverty.	Use ICT to improve accountability of service providers. Capacity to set up low-cost and easy-to-manage technology to address groundwater scarcity. Implement water audits for populations to appreciate their water situation in a conscious way. Develop financially sustainable models for water projects, using fees and tariff structures that reflect future costs, and manage usage while subsidising water access for the poor. Innovation in technology and governance for sustainable water management. Water demand analysis and management, water demand modelling, water distribution systems analysis. Develop and implement water-related climate change mitigation and adaptation strategies. Applied research to promote access to clean water and sanitation in resource-poor areas.	Committed to reducing the ecological footprint by environmentally friendly management of energy, water and other resources, waste management and reducing emissions. Make professional contributions to societal transformation. Raise awareness of current water crises. Reduce water usage and avoid releasing effluent. Solution-minded approach to sustainable water use and ecosystem health. Valuing water and sanitation as a human right, and proactive in addressing inequalities and competing uses.

Goal 7 – Affordable and Clean Energy

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Different types of energy, with a focus on renewable energy. Renewable energy infrastructure and technologies, and energy efficiencies. Research into green trade opportunities. Highlight link between energy and climate change, mitigation and adaptive strategies.	Energy and environmental management, auditing, design and implementation of sustainable energy transitions. Promotion of improved energy conservation and uptake of renewables. Green and renewable energy skills, application of renewable energy technologies.	Increased awareness of the need for sustainable energy production. Ethical awareness pertaining to energy production and consumption. Environmental consciousness and advocacy for mainstream change.
Tertiary education	Complex understanding of the political, social and economic dimensions of energy, e.g. conflicting interests, rights of indigenous peoples, etc., and environmental and economic policies. In-depth research into green economy (e.g. trade opportunities, green investment, improvement models that support pro-poor growth and development, etc.). Research into sustainable energy development, costs and competition, alternative forms, socio-economic implications, etc.	Energy, climate and pro-poor modelling and design. Economic and energy research to drive the transition towards a green economy. Managing and sustaining energy transitions and green trade opportunities. Research and development of energy sources, infrastructure and technological innovations (e.g. energy system engineering and design, wind mapping/modelling, heat storage). Engagement with stakeholders to support co-operative change.	Advocate political change for a green economy and participation in development. Collaborative and proactive approach to change, and need for collective action. Focus of expanding and advancing technology, infrastructure and affordable access in developing countries. Motivated to influence cultural shift for sustainable energy adoption and addressing climate change. Concern for equitable access, and availability of safe and affordable energy solutions.

Goal 8 – Decent Work and Economic Growth

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Contribution of an economy to the well-being of people. Understanding financial systems and their influence on economic development (investment, credit, interest rates, inflation and the stock exchange). Formalised on-the-job training and vocational education, featuring closer interaction between educational institutions and industry. Small and medium-sized enterprise business training. Role of co-operatives in the global economy.	Identify children at risk of child labour and work to make sure they attend school. Improve working conditions and social protection. Conduct needs assessment surveys. Ability to conduct a community audit in relation to sustainability. Establish decent work compliance in supply chains. Capacity to set up or manage co-operatives, including utility co-operatives and credit unions.	Campaign against forced labour and trafficking. Encourage formalisation and growth of micro, small and medium-sized enterprises including access to financial services. Coping mechanism and resilience in times of hardship and adversity. Limit exposure to physical/mental health risk factors, as well as to chemicals in the workplace.
	TVET content adapted to life and job market requirements in terms of skills. Training for rural entrepreneurs, including women and young people.	Ability to access micro-credit, capacity building, technical support and mentoring to lead business models.	Motivated to become entrepreneurs. Respect rights to fair and just conditions of work.
	Education content and training in line with economic changes and demand for ‘green skills’ and ‘green jobs’. Training for local leaders to improve their practices and responsiveness to enhance local services. Training for labour inspectors.	Practical application of ways of increasing access and employment opportunities for others. Ability to respond to employers’ expectations.	Knowing that each individual has a role in providing solutions (agency). Take initiative to ensure that the voice of the poor and marginalised is heard. Recognise rural women as farmers and workers.
Tertiary education	Changing role of technology. Understanding and matching skills to jobs in a changing environment. Understanding of the labour market requirements and changing educational expectations. Principles of business. Formal and informal labour rights. Individual/psychological effects of unemployment. Nature and condition of work. Impact of current economic decision making on growth of businesses, manufacturing, and availability of decent jobs. Understanding of how present approaches to the world and national economic planning may undermine the potential of youth/adolescent employment roles and opportunities. Theoretical assumptions, models and indicators of economic growth (GDP, Gini index). Structural causes, patriarchal norms, values and practices that do not consider women as individual rights holders, workers and key players for the economic development of countries.	Economical use of resources. Analyse labour markets to increase employment impact. Research, analyse and interpret examples of inequality. Critically analyse the root causes and systems of inequality in the labour market and the differentiation of income. Compare the impact of profit-driven capitalism and conscious capitalism in terms of employment opportunities and the availability of decent work. Develop labour migration indicators, including wage gap between migrants and nationals. Develop time-use data (time spent in paid and unpaid work, by gender). Identify roots of inequalities in labour. Capacity to assess risks associated with poverty, exclusion and youth not engaged in the world of work. Ability to respond to social change.	Global citizenship. Active citizenship. Resilience. Collaborative problem solving and learning. Sensitivity to geopolitical forces. Appreciation of the value of hard work. Recognise that inequality is human made and can therefore be addressed. Belief in the human ability to solve problems. Valuing all roles in society. Responding and acknowledging interconnectedness. Making ethical choices and taking action to ensure rural women’s access, ownership and control of livelihoods. Women’s participation in decision making, governance and management of productive and natural resources (land, water, forests, livestock, etc.). Resilient, successful workforce.

Goal 9 – Industry, Innovation and Infrastructure

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Understanding of concepts of sustainable infrastructure and industrialisation, and challenges in achieving sustainability. Knowledge of systemic and sustainable approach to development. An awareness of new opportunities and markets for sustainability innovation, infrastructure and industrial development. Understanding of value chains and markets. Understanding of different regional, national and transborder needs and challenges. Understanding of sustainability, environmental and health standards in industry.	Application of specialised skills to build resilient infrastructures, environmentally sustainable technologies and more sustainable industrialisation. Holistic analysis and application of best practice. Planning and design of sustainable infrastructure and management systems. Entrepreneurship. Development of entrepreneurial opportunities and small- scale industrial services. Development and upgrading of technologies; provision of technical support. Innovation to contribute to sustainable infrastructure and development.	Developing an awareness/consciousness of the need for sustainability. Proactive in mainstreaming of sustainable infrastructure. Resilient and sustainable economic development. Co-operation and capacity building. Greening of industry, infrastructure and service provision. Appreciation for the need for decent work. Awareness of social and environmental impacts of industrialisation and infrastructure choices. Promotion of best practice and upholding industry standards. Corporate responsibility.
Tertiary education	Research into innovations to contribute to sustainable infrastructure, development, industrial diversification and mitigating harm from pollution and climate change. The sustainability of transport infrastructure. Understanding of complex economic, social, political, cultural and historic industrial interrelationships (e.g. power dynamics, pollution outsourcing). Education for application of science, technology and innovation in sustainable practices. Development of expertise (e.g. specific economic and infrastructure areas).	Research, technological improvements and innovations. Inform economic decision making (e.g. policy development, industrial diversification options). Promotion of economic, social and environmental arguments for private sector and government to increase research and development, knowledge and technology support. Incorporation of integrative and long-term thinking/planning. Research, innovation and ICT application for solutions to sustainable development challenges.	Campaign for inclusive and sustainable industrialisation. Encourage technological and financial support across countries. Support for increased financial and human contributions for research and development. Engagement with policy-makers and industry leaders.

Goal 10 – Reduced Inequalities

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Use of new technologies such as big data and cloud computing to gain new insights to enhance risk and opportunity analysis. Cash remittance technologies. Low-cost, safe and highly accessible remittance services. Regulation and monitoring of global financial markets.	Develop strategies to increase access of vulnerable groups to financial services. Leverage new technologies such as mobile money payment services to create more efficient and effective operating and distribution models for new markets, which extends financial inclusion. Devise approaches to facilitate basic infrastructure and financial services in rural and peri-urban areas to improve economic opportunities for poor people.	Willingness to serve disadvantaged communities in a philanthropic manner.
Tertiary education	Links between poverty, child development outcomes and widening inequalities. Financial education including financial services (innovations in savings, insurance, payments and remittances). ODA, foreign direct investment and migrant remittances. Understand the impact of inequalities across income, age, sex, disability, race, ethnicity, origin, religion, and economic or other status.	Designing, planning, monitoring and evaluation of mechanisms for inequality and data on provision of social services, with regular monitoring of social security coverage. Develop strategies to remove structural barriers that may prevent people from exercising rights, to build people’s capabilities, and to provide them with the capacity to choose. Audit global positions of power for representativeness. Develop more inclusive financial markets and transparent, responsible financial services for all. Develop innovative uses of ODA (e.g. for strengthening leadership in developing countries in managing the diversity of finance and the mobilisation of domestic resources).	Adopt a rights-based approach to inequality and poverty, viewing people who are poor as rights holders with dignity, aspirations, ambition and the potential to shape their own destiny. Seek to empower girls and women as entrepreneurs, consumers and managers. Appreciate that remittances are a key source of financing for sustainable development and relevant to economic inclusivity. Eliminate discriminatory laws, policies and practices. Empowerment of migrants and respect for their human rights. Act as a voice for developing countries in decision making in global international economic and financial institutions.

Goal 11 – Sustainable Cities and Communities

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Urban v. rural lifestyles. Spatial planning, planning theory and city planning. Architectural design including design innovation and design at times of social change. Design of roof lights that can separate light and heat. Self-built rentable housing. Environmentally responsive and responsible design in architecture. Management of waste and general pollution. Urban green infrastructure and stormwater management. Human and physical processes that shape urban ecologies and environments.	Sustainable design and urbanisation. Master management of waste for efficiency and technological growth to minimise the use of resource and energy. Create affordable, sustainable, safe housing that harmonises with the surrounding environment. Evaluate the sustainability of the work environment. Identify environmental strengths of the work environment and areas where change may be effective. Evaluate how families are affected by new trends in household technologies.	Appreciate safe, green spaces and their integral place in well-being. Motivated to restore natural environment to create buffer zones around built communities. Foster ‘culture change’ by engaging in alternative entrepreneurial initiatives. Motivated to engage in recycling industry.
	Urban agriculture and local food systems. Principles of permaculture. Contextual TVET to address rapid growth of cities in the developing world, coupled with increasing rural-to-urban migration.	Apply concepts related to environmental sustainability in the workplace. Equipment maintenance and repair, and understanding technological change. Attention to the repair and recycling of modular components.	Resilience and sustainability. Integration opportunities that mitigate urban violence. Adopt a sustainable system approach that does not deplete resources or damage the environment.
	Urban ecology, waste management, green design, climate change, urban planning, parklands, water systems, environmental justice and ecological restoration. Climate change and cities, and climate justice. TVET programmes aimed at slum dwellers.	Regulate urban ecology, human activities in cities and associated water, energy, and chemical fluxes within city boundaries (e.g. vertical carbon fluxes in urban forests) or across rural-to-urban gradients.	Consciousness of the need to protect the environment balanced with sustainable housing.
Tertiary education	Sustainable energy for cities including residential thermal-energy research, improving efficiency for schools and use of solar water heating. Technical environmental science.	Incorporate a range of sustainable technologies and techniques that would maintain a growing urban population.	Preserve unique urban cultures against a backdrop of globalisation and the homogenisation of city life. Reconnect with, value and restore the natural environment.
	Infrastructure and sustainable human settlements including use of green open spaces for urban resilience, spatial planning and infrastructure design.	Plan resilient housing (especially in areas that are at risk from flooding) and address carbon emissions mitigation. Apply innovative urban governance.	Appreciate how social norms and pressures (e.g. demographic change) affect spaces and shelter requirements, and commit to providing shelter for everyone.
	Urban networks, governance system development, climate services for adaptation and mitigation, green and safe transport systems and fresh water supply.	Adapt and use existing urban spaces to provide food and employment for inner city areas. Build urban climate change resilience.	Develop local responses to local issues. Tackle social exclusion. Appreciate and respect the diversity of cultures in urban settings.

Goal 12 – Responsible Consumption and Production

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Understand ‘decoupling’ of economic growth from environmental impact, and production patterns. Food lifecycle – processing, engineering, energy use, etc.	Research and identify opportunities within production and consumption for improved environmental impact. Identify influences on buying decisions, and how to influence sustainable choices.	Responsible consumerism. Awareness of links between consumer behaviour and environmental impacts. Proactive in fostering widespread shift towards sustainable production and consumption.
Tertiary education	Waste minimisation methods and technologies, conservation and ecosystem health, ecological footprint reduction. Eco-audit and EMAS (Eco-Management and Audit Scheme). Circular economy: remanufacturing, repair, reuse, recycle (including recovery of materials into product design).	Advanced product design skills to facilitate resource recovery and reuse. Analyse ecological footprint associated with different products and with consumer choices. Ability to analyse ecosystem effects and impacts of production and management systems.	Driven to change wider consumption patterns, and address unsustainable consumer choices. Heightened awareness of responsible consumerism, involving consideration of factors related to the environment (e.g. in development/production of goods, environmental impact/energy efficiency of products/ services).
Tertiary education	Political economy of production and consumption, policies involved, corporate and consumer responsibility. Dynamics of transition at different scales, resilience and capability, options for greening the developmental phase, technological innovation for sustainable socio-ecological systems, and social learning for sustainability. Management of shared natural resources, including disposal of toxic waste and pollutants.	Understanding of different scales of decision making or multilevel governance. Planning and design of corporate social responsibility strategies. Research into adaptation, innovation and resilience. Analyse production and consumption practices for sustainable planning.	Appreciation of need to take decisions and co-ordinate resources at the right scale – subsidiarity. Greening of business and government. Importance of addressing interconnections between environment, society and economy to produce holistically sustainable systems. Appreciation of sustainable business models and lifestyles.

Goal 13 – Climate Action

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Understanding of climate and environment including human influence, environmental degradation, vulnerability, and interrelationship between human actions, climate change and secondary effects. Integrated assessment of the economic, environmental and social aspects of issues. Intergenerational and future dimensions. Green and blue economy. Understanding of climate change and agriculture/food supply, marine resources, energy production/consumption, etc. Mitigation and adaptation solutions.	Workplace skills, e.g. ocean management, green-economy planning, energy and natural resources management, energy technology skills (e.g. installation of solar water-heating systems). Develop possible adaptation and mitigation strategies for communities. Systems innovation skills. Holistic approaches to climate change and climate-compatible development. Connection of local actions with global processes. Integrate current and future climate risks into planning and practice.	Awareness raising and communication. Solutions-oriented. Corporate responsibility. Committed to sustainable production and consumption. Society, economy and environment are seen as interacting in an interrelated system. Climate-compatible focus.
Tertiary education	Research on governance, participation and social-ecological system change to inform policies on climate change, and the development of institutions for adaptation and mitigation, as well as for systemic integration of climate change. Research on adaptive and integrated governance systems to operate across multiple scales, including co-management and transboundary management arrangements for collective management of natural resources. Population, urbanisation, migration and conflict. Climate-resilient pathways. Expertise, understanding complexities, specialised research (e.g. gender-related vulnerabilities, impact and management of climate-related diseases). Research on social change and social vulnerability aspects of climate change. Climate and impact projections. Research on limits to adaptation and transformational approaches to adaptation. Understanding of various technological/economic models, including industrial ecology, agroecology, ecological engineering and social enterprise.	Research to identify innovative and creative approaches to enhance national and regional responses to climate change. Climate-resilient pathways to development. Research for strengthened knowledge base and addressing gaps. Integrated research, and development of holistic approaches to sustainable development. Cross-scale, integral systems thinking. Capacity for dealing with complexity (e.g. inequitable impacts). Climate modelling, scenario building and methodological development for adaptation. Understanding and assessments of risks, impacts and vulnerability aspects. Understanding of social, cultural, economic and political dynamics and influences on social practices and society. Strengthening of climate information and climate services through knowledge and research, including modelling, downscaling and scenario development. Capacities to access and manage climate finance. Ability to create linkages between various technologies/economic models.	Proactive engagement, and advocating open and transparent governance. Climate compatible and responsive development. Awareness raising; generating interest and developing capacity. Systemic, integrated perspectives on global change and climate-compatible development concerns. Need for collective action; mobilisation for wider change, greater resilience and improved quality of life. Climate ethics. Changes in social practice and habits, which in turn require new values and ethics, learning, social innovation and social learning. Ethical leadership in decision making. Appreciation for technologies/economic models in climate change.

Goal 14 – Life below Water

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Understand ‘decoupling’ of economic growth from environmental impact, and production patterns. Food lifecycle – processing, engineering, energy use, etc.	Research and identify opportunities within production and consumption for improved environmental impact. Identify influences on buying decisions, and how to influence sustainable choices.	Responsible consumerism. Awareness of links between consumer behaviour and environmental impacts. Proactive in fostering widespread shift towards sustainable production and consumption.
Tertiary education	Waste minimisation methods and technologies, conservation and ecosystem health, ecological footprint reduction. Eco-audit and EMAS (Eco-Management and Audit Scheme). Circular economy: remanufacturing, repair, reuse, recycle (including recovery of materials into product design).	Advanced product design skills to facilitate resource recovery and reuse. Analyse ecological footprint associated with different products and with consumer choices. Ability to analyse ecosystem effects and impacts of production and management systems.	Driven to change wider consumption patterns, and address unsustainable consumer choices. Heightened awareness of responsible consumerism, involving consideration of factors related to the environment (e.g. in development/production of goods, environmental impact/energy efficiency of products/ services).
Tertiary education	Political economy of production and consumption, policies involved, corporate and consumer responsibility. Dynamics of transition at different scales, resilience and capability, options for greening the developmental phase, technological innovation for sustainable socio-ecological systems, and social learning for sustainability. Management of shared natural resources, including disposal of toxic waste and pollutants.	Understanding of different scales of decision making or multilevel governance. Planning and design of corporate social responsibility strategies. Research into adaptation, innovation and resilience. Analyse production and consumption practices for sustainable planning.	Appreciation of need to take decisions and co-ordinate resources at the right scale – subsidiarity. Greening of business and government. Importance of addressing interconnections between environment, society and economy to produce holistically sustainable systems. Appreciation of sustainable business models and lifestyles.

Goal 15 – Life on Land

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Pollution sources. Resilient landscapes, restoration ecology, conservation science (e.g. integrated ecological–agricultural systems and biodiversity). Environmental protection policies and regulations. Development of technical expertise (e.g. building energy, wind power systems). Sustainable energy and low-carbon development for climate change mitigation.	Design and implementation of sustainable management. Application of environmental protection regulations. Integration of environmental thinking into company practices. Application of new and environmentally-friendly techniques and technologies. Identification of new strategies to respond to environmental issues.	Willingness to address occupational environmental issues. Respect for land and environment. Integration of environmentally friendly design and thinking into the working environment. Solutions-focused. Motivated to make the transition to low-carbon energy for a resilient future.
Tertiary education	Interdisciplinary research for sustainable livelihood generation (e.g. focusing on crop varieties resistant to drought). Sustainable energy and low-carbon development for climate change mitigation. Understanding of complex dimensions that influence human impact (e.g. political, cultural).	Advanced research and innovation for sustainable land use. Incorporation of indigenous knowledge into climate-proofing agriculture and food security. Documentation of traditional/indigenous knowledge and practices.	Co-operation and transfer of best practices and technology. Commitment to combat ecosystem degradation, and promote sustainable use. Concern for fair and equitable use of resources. Motivated to influence decision making, and to support a cultural shift.
Tertiary education	Research on resilient landscapes to develop pro-poor, sustainable and productive landscapes (integrated ecological– agricultural systems). Sustainable energy and low-carbon development for climate change mitigation.	Development of sustainable land-use management strategies appropriate to the local context. Development of low-carbon development strategies, and application of new technologies.	Integration of ecosystem and biodiversity value. Respect for the land and environment. Keenness to make the transition to low-carbon energy for a resilient climate future.

Goal 16 – Peace, Justice and Strong Institutions

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Virtual reality and cyber security. Supply chain auditing and security. Good governance of extractive and land resources. Skills training for ex-combatants and child soldiers.	Identify conflict and governance challenges in the supply chain, and develop solutions. Capacity to audit supply chains for conflict minerals. Implement and apply zero-tolerance policy on bribery and corruption. Rehabilitation in society.	Committed to making anti-corruption part of company culture and operations, and to promoting transparency and accountability at work. Advocate peace. Assertiveness and open-mindedness, as opposed to aggression or passivity, when looking for solutions to problems.
TVET	Effective law enforcement, with adequate anti-corruption and anti-money-laundering training. Training for security and military staff. Rule of law for civilian police. Security technology and infrastructure including radar systems.	Ability to counter transnational crime, corruption and terrorism. Identify drug trafficking routes and illegal fishing. Coastguards able to guard small island states that are relatively isolated. Operational skills of law enforcers to investigate links between crimes, corruption and money laundering.	Motivated to ensure global security. Reducing violence, promoting the rule of law, combating corruption and bribery. Improve marine conservation efforts and protect the world’s oceans. Protect fundamental freedoms.
Tertiary education	Teacher training in sport, music and arts. Gender-based violence, rights and gender justice. Legal education. Conflict resolution. Globalisation and impact on migration and mobility.	Co-operation and teamwork Assessing personal abilities and contributing to a group. Demonstrate understanding of globalisation in producing diverse forms of labour and dispossessed populations of migrants. Team building through sports, music and arts.	Sportsmanship, respect and camaraderie (e.g. shaking hands after matches and competitions). Gender respect and awareness. Respect for others’ contributions and styles. Motivated to seek solutions to existing problems in human flows.
	Convention on the Rights of the Child. Social protection.	Ability to promote and support the ending of violence against children (including trafficking). Critically reflect on the processes of participation.	Taking part responsibly in activities. Willingness to co-operate in building and safeguarding a fair and democratic society.
	Environmental law and governance. Constitutional law. Legal pluralism. International human rights law.	Capacity to ensure social cohesion through environmental law and governance, including water policy and water resource governance, as well as governance of rural livelihoods.	Building effective institutions, ensuring responsive and inclusive decision making and public access to information. Promoting non-discriminatory laws and policies. Committed to building democratic societies that are just, sustainable, participatory and peaceful.
	Legal principles of climate change.	Analysis of issues related to climate change, human settlements, migration and land conflicts, and development of solutions.	Increase community participation, foster a sense of belonging among migrants and build social cohesion in the face of growing cultural diversity.

Goal 17 – Partnership for the Goals

	Knowledge and understanding	Skills and applications	Values and attitudes
TVET	Understanding of tax systems and government regulations. Environmentally sound technology. Social responsibility of the private sector. Training in sector planning to identify national educational targets for effective development co-operation by both the developing country government and providers of development co-operation. Training in monitoring and evaluation for senior officials, technical experts, local governments and non-executive stakeholders for review of progress and bottlenecks.	Compliance of tax laws and other regulations. Capacity building. Innovation and technology application and diffusion. Ability to think creatively about new types of partnerships including public-private partnerships. Understanding of ODA, loan agreements, integrated impact assessments (IIAs), Retroactive Terms Adjustment (RTAs), etc. Mobilising and sharing of knowledge, expertise, technology and financial resources to support the achievement of the SDGs. Understanding of tax and fiscal burden.	Corporate responsibility. Social benefits of the tax system. Co-operation. Committed to the sharing and transfer of knowledge, technology and technological support. Make available the benefits of new technologies, especially information and communications. Horizontal cooperation across sectors and actors that is key to achieving the SDGs.
Tertiary education	Support interventions and practices that allow knowledge produced in universities to be shared with, and also developed with, communities. Building collective ownership to encourage participation and shared leadership. Governance models of partnerships, accountability and stakeholder engagement. Developing a knowledge base for collaboration and trust building among multiple stakeholders.	Knowledge that is produced nationally is fed into the community. Ability to review partnership strategy and structures to seize new opportunities. Establish and promote a common agenda across sectors. Apply knowledge to policy choices to drive development priorities. Awareness of bottlenecks to development through peer review and self-assessment.	Partnership and engagement for social change practices. Partnership activities scaled up to maximise impact. Foster effective partnerships through enabling environments. Knowledge mobilised, processed, developed and shared. Appreciate the value of data as a powerful tool to compare and learn from partners’ experience.

COMMITMENT TO MEANINGFUL EDUCATION AROUND THE SDGs ACROSS THE UNIVERSITY

B.S. Abdur Rahman Crescent Institute of Science and Technology initiated its curriculum for teaching the next generation to adopt sustainability in their Professional Career and in their personal lives. Targeted to commit a meaningful education around the SDGs, all the UG and PG programmes offered by this institute are framed and mapped with SDGs. Some of the sample courses for selected programmes are shown below. The detailed version of the curriculum and syllabi, which are mapped with SDGs is uploaded in the Institute Website and the links for the same are given below.

Table XVII (4.1) – 3: List of sample courses mapped to SDGs offered to B.Tech Mechanical Engineering students

S. No.	Course Code	Course Name	L	T	P	C	Mapped with SDG
1	CHD1181	ENGINEERING MATERIALS AND APPLICATIONS	3	0	2	4	9
2	GED 1101	ENGINEERING GRAPHICS	2	0	2	3	9
4	GED 1104	PROGRAMMING FOR PROBLEM SOLVING	1	0	2	2	8
5	END 1281	ENGLISH FOR ENGINEERS	3	0	0	3	4
6	GED 1202	BASIC ELECTRICAL AND ELECTRONICS ENGINEERING	3	0	2	4	3, 8, 12
7	GED 1206	ENVIRONMENTAL SCIENCES	2	0	0	2	3, 5, 6, 7, 13
8	GED 2101	ESSENTIAL SKILLS AND APTITUDE FOR ENGINEER	0	0	2	1	17
9	GED 2201	WORKPLACE SKILLS AND APTITUDE FOR ENGINEERS	0	0	2	1	8
10	GED 2202	INDIAN CONSTITUTION AND HUMAN RIGHTS	2	0	0	2	16

Weblink for the entire Curriculum and Syllabus :
https://crescent.education/wp-content/uploads/2024/11/B.Tech_.-Mechanical-R2021-CS-Updated-upto-September-2024_13.11.24.pdf

Table XVII (4.1) – 4: Sample Syllabus of B.Tech Mechanical Engineering denoting the SDGs

GED 2201	WORKPLACE SKILLS AND APTITUDE FOR ENGINEERS	L	T	P	C
SDG: 8	WORKPLACE SKILLS AND APTITUDE FOR ENGINEERS	0	0	2	1
COURSE OBJECTIVES:
COB1:To expose them to reading for specific purposes, especially in professional contexts
COB2:To expose them to the process of different kinds of formal writing
COB3:To prepare the students to be successful in their career
COB4:To familiarize various problem-solving techniques in aptitude and puzzles.
MODULE I	EXTENSIVE READING & WRITING				07
Reading for comprehension – inferring and note-making – Process of writing- paragraph development – elements of business writing: Email, memos.
MODULE II	INTENSIVE READING & WRITING				08
Intensive reading and reviewing – Interpretation of charts, graphs – Résumé – Letter of enquiry, thanksgiving letters.
MODULE III	QUANTITATIVE APTITUDE				08
Percentage – Ratio and Proportion – Profit and Loss – Averages, Allegations and Mixtures.
MODULE IV	LOGICAL COMPETENCY				07
Syllogism – Blood Relations- Number, Alpha and Alpha numeric series – Puzzles – Cubes and Dice – Odd One Out-Coding and Decoding
L – 30; TOTAL HOURS – 30
REFERENCES:
1. Sharma, R.C. and Mohan, Krishna (2010). Business Correspondence and Report Writing. 4th edition. Tata McGraw Hill Education Private Limited, New Delhi 2. Whitby, Norman (2014). Business Benchmark: Pre-Intermediate to Intermediate. Cambridge University Press, UK 3. Tyra .M, Magical Book On Quicker Maths, BSC Publishing Company Pvt. Limited, 2009 4. R. S. Aggarwal , Quantitative Aptitude for Competitive Examinations, S. Chand Limited, 2017 5. R. S. Aggarwal , A Modern Approach to Verbal & Non-Verbal Reasoning , S. Chand Limited, 2010 6. Khattar Dinesh , The Pearson Guide to Quantitative Aptitude for Competitive Examinations, 3e, Pearson India , 2016 7.Rajesh Verma , Fast Track Objective Arithmetic Paperback , Arihant Publications (India) Limited , 2018 8.Arun Sharma Teach Yourself Quantitative Aptitude Useful for All Competitive Examinations, McGraw Hill Education (India) Pvt. Limited, 2019.

COURSE OUTCOMES:
CO1:Demonstrate reading skills with reference to business related texts
CO2:Draft professional documents by using the three stages of writing
CO3:Apply various short cut techniques for solving complicated aptitude problems
CO4:To understand various problems and patterns of different ways to solve it
Board of Studies (BoS) : 13^thBoS of the Department of English held on 17.6.2021	Academic Council: 17^th AC held on 15.07.2021

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO10

PO 11

PO 12

PS O1

PSO 2

PS O3

CO1

CO2

CO3

CO4

CO5

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 8:Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

Statement:Demonstrating, Drafting and applying various techniques for sustainable growth to employment.

GED 2202	INDIAN CONSTITUTION AND HUMAN RIGHTS	L	T	P	C
SDG: 16		2	0	0	0
COURSE OBJECTIVES:
COB1: To explicate the emergence and evolution of Indian Constitution.
COB2: To have an insight into the philosophy of fundamental rights and duties, and Directive Principles.
COB3: To differentiate the structure of executive, legislature and judiciary.
COB4: To understand human rights and its implication – local and international and redressal mechanism.
MODULE I	INTRODUCTION AND BASIC INFORMATION ABOUT INDIAN CONSTITUTION				8
Meaning of the constitution law and constitutionalism – Historical Background of the Constituent Assembly – Government of India Act of 1935 and Indian Independence Act of 1947 – The Constituent Assembly of India – Enforcement of the Constitution – Indian Constitution and its Salient Features – The Preamble of the Constitution. Citizenship.
MODULE II	FUNDAMENTAL RIGHTS, DUTIES AND DIRECTIVE PRINCIPLES				7
Fundamental Rights and its Restriction and limitations in different complex situations – Directive Principles of State Policy (DPSP) & its present relevance in our society with examples- Fundamental Duties and its Scope and significance in nation building – Right to Information Act 2005.
MODULE III	GOVERNANCE IN INDIA				8
The Union Executive – the President and the Vice-President – The Council of Ministers and the Prime Minister – Powers and functions. The Union legislature – The Parliament – The Lok Sabha and the Rajya Sabha, Composition, powers and functions – Government of the State – The Governor – the Council of Ministers and the Chief Minister – Powers and Functions-Elections-Electoral Process and Election Commission of India – Indian judicial system.
MODULE IV	HUMAN RIGHTS AND INDIAN CONSTITUTION				7
Human rights – meaning and significance – Covenant on civil and political rights – Covenant on Economic, Social and Cultural rights – UN mechanism and agencies – The Protection of Human Rights Act, 1993 – watch on human
rights and enforcement – Roles of National Human Rights Commission of India – Special Constitutional Provisions for SC & ST, OBC – Special Provision for Women, Children & Backward Classes.
L – 30; TOTAL HOURS –30
TEXT BOOKS:
1. B.K. Sharma, Introduction to the Constitution of India, 6th ed., PHI Learning Private Limited, New Delhi 2011 2. Durga Das Basu “Introduction to the Constitution on India”, (Students Edition.) Prentice –Hall EEE, 19th / 20th Edn. 2008 3. M.P. Jain, Indian Constitutional Law, 7th ed., LexisNexis, Gurgaon. 2014.
REFERENCES:
1. Fadia B.L “Indian Government and Politics”, Sahitya Bhavan Publications. 2010 2. Kashyap Subhash C “Our Constitution: An Introduction to India’s Constitution and constitutional Law, NBT. 2017 3. M.V.Pylee “An Introduction to Constitution of India”, Vikas Publishing. 2002 4. Sharma Brij Kishore “Introduction to the Indian Constitution”, 8th Edition, PHI Learning Pvt. Ltd. 2015 5. Latest Publications of NHRC – Indian Institute of Human Rights, New Delhi.

COURSE OUTCOMES: At the end of the course, the students will be able to

CO1: describe the emergence and evolution of Indian Constitution

CO2: realize the status and importance of fundamental rights, fundamental duties and directive principles of state policy and relation among them by understanding the articulation of its basic values under the Constitution of India.

CO3: compare the various structure of Indian government.

CO4: recognize the human rights, cultural, social and political rights
and its relationship with Indian constitution.

Board of Studies (BoS) :
4thBoS of SSSH held on 28.06.2021

Academic Council:
17th AC held on 15.07.2021

PO1

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CO1

CO2

CO3

CO4

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Application of human, legal and political rights leading to empowerment in real-life situations for protection of fundamental freedoms and freedom from violence, abuse, trafficking and exploitation are at the core of human rights.

Table XVII (4.1) – 5: List of sample courses mapped to SDGs offered to B.Tech Civil Engineering students

S. No.	Course Code	Course Name	L	T	P	C	Mapped with SDG
1	PHD 1183	MECHANICS OF SOLIDS	3	0	2	4	4
2	CHD 1181	ENGINEERING MATERIALS AND APPLICATIONS	3	0	2	4	9
3	CED 2101	MECHANICS OF STRUCTURES	3	0	0	3	9, 11
4	CED 2102	MECHANICS OF FLUIDS	3	0	0	3	6
5	CED 2103	CONCRETE TECHNOLOGY	3	0	0	3	11
6	CED 2104	WATER AND WASTEWATER ENGINEERING	3	0	2	4	6
7	CED 2106	CONCRETE AND HIGHWAY LABORATORY	0	0	2	1	11
8	GED 2101	ESSENTIAL SKILLS AND APTITUDE FOR ENGINEERS	0	0	2	1	17
9	CED 2204	ESTIMATION AND COSTING OF INFRASTRUCTURE PROJECTS	2	0	2	3	8
10	CED 2206	SURVEY AND SOIL INVESTIGATION CAMP	0	0	2	1	11

Weblink for the entire Curriculum and Syllabus :

https://bsacist.crescent.education/wp-content/uploads/2022/08/Dean-AA-B.Tech_.-Civil-R2021-CSAmended-upto-Feb.2022-12.08.22.pdf

Table XVII (4.1) – 6: Sample Syllabus of B.Tech Civil Engineering denoting the SDGs

PHD 1183	MECHANICS OF SOLIDS (For Civil Engineering)	L	T	P	C
SDG: 4		3	0	2	4
COURSE OBJECTIVES: The objectives of the course are to impart knowledge on
COB1: the basic concepts of stresses, strains and deformation due to internal forces
COB2: the principal stresses, strains and theories of failure
COB3: theory of torsion and stresses and deformation in circular and hallow shafts.
COB4: concept of stresses in thin cylinders and spheres with its application.
COB5: concept of stresses and strains in thick cylinders

MODULE I	PROPERTIES OF MATERIALS		9
Introduction – stress – Types of stress – strain – Types of strain – Poisson’s ratio –Hooke’s Law – Elastic constants and their relationship – Volumetric Strain – Plastic deformation of metals; Tensile test – standards for different material (brittle, quasi-brittle, elastic and ductile) – True stress – strain interpretation of tensile test; and hardness of materials;
MODULE II	SIMPLE & COMPOUND STRESSES AND STRAINS		9
Deformation of simple and compound bars – Bar with uniform and varying section – Thermal Stresses – Principal Stresses, strain and maximum shear stresses – Mohr’s Circle for Plane stress – Principal theories of failure for a member subjected to biaxial stress.
MODULE III	TORSION		9
Theory of simple torsion – Stresses and deformation in circular and hollow shafts – Stepped shafts – Shafts fixed at both ends – Stresses and deflection of Leaf springs and helical springs.
MODULE IV	THIN CYLINDERS AND SPHERES		9
Thin Cylinders and Spheres- Derivation of formulae and calculations of hoop stress, longitudinal stress in a cylinder, and sphere subjected to internal pressures.
MODULE V	THICK CYLINDERS	9
Stresses in Thick cylinders subjected to internal and external pressure and compound cylinders – Stresses and strains in thick spherical shell.
PRACTICALS
1. Properties of steel rebar by tension test 2. Determination of hardness of metal by Rockwell and Brinell hardness test. 3. Determination of impact strength of metal by Izod and Charpy method. 4. Investigation of Hooke’s Law using timber and steel. 5. Determination of Stiffness and Modulus of rigidity of steel specimen by torsion test. 6. Determination of Stiffness and Modulus of rigidity of open coil spring
L – 45; P – 30; Total Hours – 75

TEXT BOOKS:
1. Popov, E.P and Balan, T.A., “Engineering Mechanics of Solids”, Pearson India Education Services, 2nd Edition, India, 2018. 2. Stephen Timoshenko, “Strength of Materials: Elementary Theory and Problems”, CBS Publishers & Distributors, 3rd Edition, New Delhi, 2004.
REFERENCES:
1. Jindal, U.C., “Strength of Materials”, Pearson Education, India, 2012 2. Ramamrutham, S and Narayan, S., “Strength of Materials”, Dhanpat Rai Publishing Company Pvt. Ltd., New Delhi, 2008.
COURSE OUTCOMES:At the end of the course, the student will be able to
CO1:describe stress, strain, elastic constants and their relationship.
CO2:determine the principal stresses and strains based on various methods.
CO3:develop the torsion equation and solve the problems based on torsion.
CO4:determine the stress in thin cylinders and spheres
CO5:determine the stress in thick cylinders and spheres
Board of Studies (BoS) :BOS of Physics was held on 21.6.21		Academic Council:17^thAC held on 15.07.2021

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–

CO2

–

CO3

–

CO4

–

CO5

–

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 4: Ensuring inclusive and equitable quality education for all persons and promote lifelong learning opportunities.

ED 2102	MECHANICS OF FLUIDS	L	T	P	C
SDG: 6		3	0	0	3
COURSE OBJECTIVES:
COB1: To impart understanding of key concepts and fundamental principles pertaining to fluid behavior.
COB2: To provide sufficient knowledge to understand the basic concepts of fluid flow.
COB3: To impart the basic knowledge on the dynamics of fluids and flow through pipes.
COB4: To expose to the significance of boundary layer theory and its applications.
COB5: To develop the basic knowledge on the dimensional analysis and model study.
MODULE I	FLUID PROPERTIES AND PRESSURE MEASUREMENTS				10
Dimensions and units – Properties of Fluids – Ideal and Real fluid – Definition of pressure – Pressure at a point- Pascal’s law- Absolute and Gauge pressure – Measurement of pressure – Simple and Differential Manometer theory and problems – Pressure gauges.
MODULE II	FLUID STATICS AND FLUID KINEMATICS				10
Fluid Statics – Hydrostatic law – Definition of total pressure, Center of pressure, Metacentric height, Buoyant force –Problems on hydrostatic force and depth of center of pressure on plane surfaces and submerged surfaces (Vertical, Inclined and curved). Fluid Kinematics – Velocity and Acceleration- Stream, Streak and Path lines – Classification of flows – Continuity equation (one-, two- and three- dimensional forms) – Stream and Potential functions – Flow nets.
MODULE III	FLUID DYNAMICS				9
Euler and Bernoulli’s equations – Application of Bernoulli’s equation – Venturimeter–Orifice meter- Laminar flow through pipes– Hagen Poiseuille equation – Turbulent flow – Darcy-Weisbach formula – Major and minor losses of flow in pipes – Pipes in series and in parallel – Moody diagram.
MODULE IV	BOUNDARY LAYER				8
Definition of boundary layer – Thickness and classification –Displacement
and momentum thickness – Separation of boundary layer – Development of laminar and turbulent flows in circular pipes.

MODULE V	SIMILITUDE AND MODEL STUDY		8
Dimensional Analysis – Rayleigh’s method, Buckingham’s Pi- theorem – Similitude and Models- Dimensionless numbers – Scale effect and Distorted models
L –45; Total Hours– 45
TEXT BOOKS:
1. Bansal R.K.,“A textbook of Fluid mechanics and hydraulic machines”, Laxmi Publications (P) Ltd., New Delhi, 10^thEdition, 2019. 2. Modi, P.N. and Seth, S.M.,” Hydraulics and Fluid Mechanics including Hydraulics Machines”, 21^stEdition, Standard Book House, New Delhi, 2018. 3. Som. S.K., Gautam Biswas and Chakraborty. S., “Introduction to Fluid Mechanics and Fluid Machines”, Tata McGraw Hill Education Pvt. Ltd., 2012.
COURSE OUTCOMES:At the end of the course the students will be able to
CO1:describe fluid properties, forces causing flow and will be able to solve problems involving fluid properties and fluid pressure measurements.
CO2:assess the knowledge related to hydrostatic forces acting on the floating bodies and analyze the flow using principles of fluid kinematics.
CO3:solve fluid problems using principle of fluid dynamics, estimate losses in pipelines and analysis of pipes connected in series and parallel.
CO4:demonstrate the concept of boundary layer and its application to find the drag force excreted by the fluid on the flat solid surface.
CO5:formulate the relationship among the parameters involved in the given fluid phenomenon and to predict the performances of prototype by model studies.
Board of Studies (BoS) :16^thBOS of Civil held on 5.1.2022		Academic Council:18^thAcademic Council held on 24.02.2022

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CO5

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 6: Clean, accessible water for all is an essential part of the world we want to live in.

CED 2103	CONCRETE TECHNOLOGY		L	T		P	C
SDG: 11			3	0		0	3
COURSE OBJECTIVES: The main objective of this course is to impart adequate knowledge on
COB1:significance of concrete constituent materials
COB2:workability of concrete and concrete mix design
COB3:hardened concrete properties and its significance
COB4: durability properties of concrete
COB5: different types of concrete currently used in the construction projects
MODULE I	CONCRETE CONSTITUENT MATERIALS AND WORKABILITY						9
Overview and significance of concrete constituent materials – Cement : chemical composition and compounds, hydration process, microstructure of concrete–Workability : water-cement ratio, influencing factors, site and laboratory methods to determine workability – Mineral and chemical admixtures : overview
MODULE II	CONCRETE MIX DESIGN						9
Manufacture of concrete: Construction practices to be followed in site – Concrete Mix Design: significance, salient parameters, mix design as per Indian Standards and American Concrete Institute method, validation of mix design, fresh concrete properties.
MODULE III	HARDENED CONCRETE PROPERTIES						9
Hardened concrete properties: overview and significance – compressive strength, flexural strength, splitting tensile strength, modulus of elasticity, bond strength, creep and shrinkage: test methods as per Indian standards, estimation of strength properties – NDT techniques for hardened concrete strength assessment : overview.
MODULE IV DURABILITY PROPERTIES OF CONCRETE 9
Sustainable construction – Durable concrete – life cycle cost benefits – Mechanisms affecting durability of concrete: physical mechanisms and chemical mechanisms : overview – Significance of proper selection of construction materials, mix design and good construction practices – Tests to assess durability of concrete : water absorption, water permeability, water
sorptivity, rapid chloride penetration test, accelerated corrosion test – test procedures and estimation methods.
MODULE V	CONCRETE FOR SPECIAL APPLICATIONS				9
High performance concrete – fibre reinforced concrete – polymer modified concrete – shotcrete – self compacting concrete
L – 45 ; TOTAL HOURS – 60
TEXT BOOKS:
1. Shetty.M.S., and A.K. Jain “Concrete Technology (Theory and Practice)”, S. Chand and Company Ltd.,2010. 2. Gambhir.M.L., “Concrete Technology”, 5th Edition, Tata McGraw Hill Education, 2017
COURSE OUTCOMES: On completion of the course the student will be able to
CO1: describe the composition and compounds of cement, hydration process and workability of concrete.
CO2: perform mix design of concrete as per Indian Standards and ACI method
CO3: describe the hardened concrete properties including its test method as per Indian Standard
CO4: describe the durability properties of concrete including its test method as per Indian Standard / ASTM
CO5: specify and describe the type of concrete for special applications.
Board of Studies (BoS) : 16^thBoS of Civil held on 05.01.2022		Academic Council: 18^th AC held on 24.02.2022

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Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable

Designing of durable concrete by properly understanding the properties of concrete constituent materials, expected strength, exposure conditions and application; make the human settlements safe and resilient and leads to sustainable development.

Table XVII (4.1) – 7: List of sample courses mapped to SDGs offered to B.Tech EEE students

S. No.	Course Code	Course Name	L	T	P	C	Mapped with SDG
1	EED 2201	AC Machines	3	0	0	3	8, 9
2	EED 2204	Power System Protection	3	0	0	3	7, 9
3	EEDX 62	Solar Energy Technology	3	0	0	3	7, 13
4	PHDX 01	Non Destructive Testing of Materials	3	0	0	3	4
5	PHDX 03	Biomaterials	2	0	0	2	4, 7, 14
6	PHDX 07	Fundamentals of Nanotechnology and its Applications	2	0	0	2	4
7	SSDX 02	Sociology Of Science And Technology	3	0	0	3	17
8	SSDX 03	Industrial Economics and Management	3	0	0	3	8, 9
9	SSDX 11	Economics of Sustainable Development	2	0	0	2	9, 12
10	GEDX 216	IPR and Patent Laws	3	0	0	3	9, 16

Weblink for the entire Curriculum and Syllabus :

https://bsacist.crescent.education/wp-content/uploads/2022/05/Dean-AA-B.Tech_.-EEE-R2021_CS-Amendments-updated-upto-February-2022.pdf

Table XVII (4.1) – 8: Sample Syllabus for the course “Essential Skills and Aptitude for Engineers” mapped with SDGs

GED 2101	ESSENTIAL SKILLS AND APTITUDE FOR ENGINEERS		L	T	P	C
SDG: 17			0	0	2	1
COURSE OBJECTIVES:
COB1:To enable them to make effective business presentations
COB2:To train them to participate in group discussions
COB3:To enhance the problem-solving skills
COB4:To train students in solving analytical problems
MODULE I	ORAL DISCOURSE					07
Importance of oral communication-verbal and non-verbal communication, Presentation Strategies- one minute presentation (using Audacity/vocaro) – Effective listening skills, listening for specific information
MODULE II	VERBAL COMMUNICATION					08
Understanding negotiation, persuasion & marketing skills – Listening to short conversations & monologues – Group Discussion techniques – Role plays – Interview techniques
MODULE III	BASIC NUMERACY					08
Simplification and Approximation – Competitive Examination Shortcut Techniques – Number Systems – Simple and Compound Interest-Progression
MODULE IV	ANALYTICAL COMPETENCY					07
Blood Relations – Clocks and Calendars – Coding and Decoding – Analytical Reasoning(Linear Arrangement, Circular Arrangement, Cross Variable Relationship and Linear Relationship)– Directions .
L – 30; TOTAL HOURS 30
REFERENCES:
1. Whitby, Norman (2014). Business Benchmark: Pre-Intermediate to Intermediate. Cambridge University Press, UK 2. Swan, Michael (2005). Practical English Usage, Oxford University Press 3. Bhattacharya. Indrajit (2008). An Approach to Communication Skills, Dhanpat Rai& Co., (Pvt.) Ltd. New Delhi.
COURSE OUTCOMES:
CO1: Make effective business presentations
CO2: Speak English intelligibly, fluently and accurately in group discussions
CO3: To apply the various problem-solving techniques
CO4: Understand and solve aptitude problem
Board of Studies (BoS) : 13^thBoS of the Department of English held on 17.6.2021		Academic Council: 17^th AC held on 15.07.2021

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Note: L- Low Correlation M – Medium Correlation H – High Correlation

SDG 17: Strengthen the means of implementation and revitalize the global partnership for sustainable development

Table XVII (4.1) – 9: Curricula and Syllabi of B.Tech, MCA and MBA programmes mapped with SDGs

S. No.	Degree	Name of the Programme	Weblink
1	B.Tech	Electronics and Communication Engineering	https://crescent.education/wp-content/uploads/2024/11/B.Tech_.-ECE-R2021-CS-Updated-upto-September-2024_updt_18.11.24.pdf
2	B.Tech	Electronics and Instrumentation Engineering	https://crescent.education/wp-content/uploads/2025/07/B.Tech_.-EIE-R2021-CS-Updated-upto-February-2025_FC_N.pdf
3	B.Tech	Computer Science and Engineering	https://crescent.education/wp-content/uploads/2024/03/B.Tech-CSE-R2021-Amended-upto-December-2023.pdf
4	B.Tech	Information Technology	https://bsacist.crescent.education/wp-content/uploads/2022/05/B.Tech_.-IT-R2021CS-Amended-upto-Feb.2022-27.05.22.pdf
5	B.Tech	Polymer Engineering	https://crescent.education/wp-content/uploads/2024/11/B.Tech_.-Polymer-R2021-CS-updated-upto-September-2024_13.11.24.pdf
6	B.Tech	Aeronautical Engineering	https://crescent.education/wp-content/uploads/2024/11/B.Tech_Aeronautical-R2021_16.05.24.pdf
7	B.Tech	Automobile Engineering	https://crescent.education/wp-content/uploads/2024/11/B.Tech_Aeronautical-R2021_16.05.24.pdf
8	B.Tech	Biotechnology	https://bsacist.crescent.education/wp-content/uploads/2022/07/Dean-AA-B.Tech_.-Biotech.-R2021-CS-Amended-upto-Feb.-2022-20.07.22.pdf
9	MCA	Master of Computer Applications	https://crescent.education/wp-content/uploads/2024/11/MCA_R2022_CS_updated-upto-Septmber-2024_04.11.24.pdf
10	MBA	Master of Business Administration	https://crescent.education/wp-content/uploads/2025/02/MBA-R2021_C_S-Amended-upto-September-2024_10.01.25.pdf

VI. Entrepreneurship Courses:

As part of the MoU signed with M/s.Wadhwani Foundation, National Entrepreneurship Network (NEN), Bangalore Basic Course in Entrepreneurship was taught to the students of B.Tech. programmes across discipline.

The course “Advanced Entrepreneurship” was offered as an elective for B.Tech.students aiming to become real-time entrepreneurs.

Table XVII (4.1) – 10: activities undertaken through Wadhwani Foundation, National Entrepreneurship Network (NEN):

Month & Year	Social Entrepreneurship Course	Advanced Entrepreneurship Course	Total No. of Students Enrolled
ODD 2023-24 July – Dec. 2023	295	25	320
EVEN 2023-24 Jan. – June 2024	505	–	505
Total	800	25	825

The orientation programme for “Social Entrepreneurship (MSC 3182)” course is arranged on 22.02.2023 for the V Semester students of ECE, EEE, EIE, CSE, CSE (IOT, AI & DS, CS) and IT. The key resource persons are Mr. Naveed Ahmed, Regional Manager and Mr. Ajay Chandran Jakle, Program Manager from Wadhwani Foundation, Bangalore.

VII. Value-added Courses through IIT Bombay Spoken Tutorial:

The staff and students of all programmes were encouraged to enroll in value added courses through IIT Bombay Spoken Tutorials portal. The courses help to enrich their knowledge and gather expertise in their areas of interest.

Table XVII (4.1) -11 : The number of courses and students enrolled in IIT Bombay – Spoken Tutorial Courses in the academic year 2023-24:

Details	IIT Bombay – Spoken Tutorial
Details	Odd semester	Even semester
Total number of courses	52	24
Total number of faculty involved / registered	65	64
Total number of students	2630	2480

The details of the number of courses and students enrolled in SWAYAM/NPTEL courses in the academic year 2023-24 are:

Table XVII (4.1) -12 : Details of SWAYAM / NPTEL Courses offered during the AY 2023-24
Students:

Year	Students
Year	Enrollment	Courses Enrolled	Total No. of Courses registered for the exam	Appeared for Exams	Certified
July – Dec 2023	2040	320	63	745	506

Faculty:

Year	Faculty
Year	Enrollment	Courses Enrolled	Total No. of Courses registered for the exam	Appeared for Exams	Certified
July – Dec 2023	180	155	48	73	70

Total no. of candidates enrolled : 2220
Total no. of courses enrolled : 408
Total no. of Courses registered for the exam : 95
Total no. of candidates appeared : 818
Total no. of candidates certified : 576

Link : NPTEL Courses Enrollment Details
Link : NPTEL Courses Certified Details

VIII. Courses offered by L&T Edutech:

As a part of MoU with L&T Edutech, the following courses were offered through L&T in the odd semester 2023-24 for B.Tech. students:

Table XVII (4.1) -13 : Details of Courses offered during the AY 2023-24 as an outcome of MoU between the Institute and L&T Edu

Sl.No.	Department	Course Name	No. of Students
1	Civil Engineering	Sustainable Design of Buildings	42
2	EEE and E&I	Project Management	55

SDG-aligned Outreach Activities and Events

S. No	Type	Title	Mapping with SDGs	Link
1	Health Awareness Program	“Thrive Well”	SDG 3	1. Health Awareness Program -Thrive well – SDG 3
2	International Conference	A. 4th Annual International Conference on Applications of Millets and Probiotics on Cancer Therapy and Management (ICAMP 2024)	SDG 3	2. 4th Annual International Conference
3	Awareness Program	Say no to Drugs	SDG 3	3. Against Drug Abuse and Illicit Trafficking
4	Awareness Program	A. Good Samaritan Law	SDG 4	4. GOOD SAMRITAN LAW
5	Awareness Program	Disaster Preparedness Awareness Program	SDG 4	5. Disaster Preparedness Awareness Program
6	Workshop	Women’s Wellness And Psychological Health	SDG 5	6. EDUCATIONAL ACTIVITIES FOR GIRL STUDENTS
7	Legal Awareness Program	Breaking Barriers: Understanding Gender Equity and Girls’ Rights	SDG 5	7. Legal Awareness Program
8	Guest Lecture	Water for Peace – World Water Day Celebration	SDG 6	8. Water for Peace – World Water Day event – Report
9	Awareness Program	Energy Efficiency – ENERGY 99	SDG 7	9. Report on Energy 99
10	Seminar	Ecozest 2.0	SDG 7	10. ECOZEST 2 REPORT_ SEPTEMBER 2024
11	International Conference	SMaGEES 2024	SDG 7	11. SMaGEES-2024 Report
12	Awareness Program	Energy Awareness Outreach to Alumni During Reunions	SDG 17	12. Energy Awareness – Alumni – Report
13	Workshop	Green Energy Awareness Workshop for Industry Employees	SDG 17	13. Green Energy Awareness Workshop for Industry 2024 – Report
14	International Guest Lecture	Achieving Sustainable Development Goals by Technology and Business Resilience	SDG 17	14. International-Guest-lecture on SDG – Report
15	Seminar	Solid waste management and its potential job opportunities	SDG 15	15. Dean-SoI-Seminar-on-SWM-Report-20.11.23
16	International Seminar	Recent Advancements in Civil Engineering	SDG 9	16. Dean-SoI-ISRACE-25-22.01.2025
17	Guest Lecture	Sustainable Project Development and National Building Codal Provisions	SDG 9	17. Dean-SoI-Sustainable-Project-Development-and-National-Building-Codal-Provisions-16.04.2025

Policy for Partnerships for the Goals

Issue: 04; Revised on 2023

Policy Created on	July 2009
1^st Revision amended on	IQAC Meeting held on 27^th October 2017
2^nd Revision amended on	IQAC Meeting held on 31^st March 2021
3^rd Revision amended on	IQAC Meeting held on 16^th June 2023

17.1. OBJECTIVE

17.2 STATEMENT OF POLICY

The following metrics and indicators will guide the implementation of this policy.

Research into Partnerships for the Goals: Increase the proportion of academic publications co-authored with low or lower-middle-income countries to foster global collaboration.
Relationships to Support the Goals: Develop mechanisms to gather data on SDG progress and promote best practices through cross-sectoral dialogue.
Publication of SDG Reports: Institutions must commit to publishing data on their performance against each of the 17 SDGs, ensuring transparency and accountability.
Education for SDGs: Ensure a commitment to meaningful education around the SDGs across all university programs relevant to all students.
Collaboration for SDG Best Practices: Engage in international collaboration to review and develop best practices for tackling the SDGs.

17.3 RESPONSIBILITIES

Establish Collaborative Frameworks:
- Create Memoranda of Understanding (MoUs) with local and international organizations, NGOs, and government agencies to formalise partnerships.
- Engage in joint research initiatives that align with SDGs
Enhance Sustainability Literacy:
- Integrate sustainability concepts into the curriculum across all disciplines, ensuring that students acquire the necessary knowledge, skills, and values to contribute to sustainable development.
- Implement workshops and training sessions for faculty and students to enhance understanding of the SDGs and their interconnections.
Promote Cross-Sectoral Dialogue:
- Organize annual conferences and seminars that bring together stakeholders from academia, industry, and government to discuss progress, challenges, and innovative solutions related to the SDGs.
- Facilitate platforms for knowledge exchange, such as webinars and collaborative projects, to share best practices and successful case studies.
Monitor and Evaluate Partnerships:
- Develop a robust monitoring and evaluation framework to assess the effectiveness of partnerships and their contributions to achieving the SDGs.
- Utilize data collected from partnerships to inform policy decisions and improve collaborative efforts.

17.4 IMPLEMENTATION

Short-term (1-2 years): Establish partnerships, integrate sustainability literacy into the curriculum, and initiate cross-sectoral dialogues.
Medium-term (3-5 years): Expand collaborative research projects, publish annual SDG reports, and evaluate the impact of partnerships.
Long-term (5+ years): Foster a culture of sustainability within the institution and the community, ensuring ongoing commitment to the SDGs.

17.5 DISSEMINATION OF POLICY

. A. Signage and Visual Communication

Campus Signage:
- Display clear and informative signage throughout the campus highlighting key aspects of the Partnerships for the Goals policy, focusing on sustainability practices.
- Utilize engaging visuals and infographics that effectively capture attention and communicate important messages.

B. Awareness Programs

Regular Workshops and Seminars:
- Conduct awareness programs at regular intervals, including workshops, seminars, and training sessions to educate the campus community about the importance of partnerships for sustainability.
- Use interactive formats to promote engagement, encourage dialogue, and facilitate knowledge sharing among participants.
Student and Faculty Involvement:
- Involve students and faculty in planning and executing awareness programs, fostering a sense of ownership and responsibility towards the policy’s implementation.
- Encourage student-led initiatives that promote collaboration and sustainability practices across campus.

C. Digital Communication

Website Updates:
- Post the Partnerships for the Goals policy on the Institute’s official website, ensuring easy access for all stakeholders.
- Regularly update the webpage with new information regarding events, initiatives, and progress related to the policy.
Social Media Engagement:
- Utilize social media platforms to raise awareness about the policy, share success stories, and promote upcoming events related to partnerships and sustainability.
- Create engaging content, including videos, infographics, and testimonials, to reach a broader audience and enhance visibility.

D . Key Performance Indicators (KPIs)

Track the effectiveness of dissemination strategies through metrics.

17.6 ENFORCEMENT OF POLICY

a) The Dean of Schools and Head of the Departments monitor compliance and address breaches.

b) Awareness of the policy among students, staff, and visitors is essential.

c) Breaches may lead to disciplinary action per the Institute’s code of conduct.

SDG 17 – Policy for Partnerships for the Goals

EDUCATION FOR SDGS – SPECIFIC COURSES ON SUSTAINABILITY

EDUCATION FOR SUSTAINABLE DEVELOPMENT: INTEGRATING SUSTAINABILITY INTO CURRICULUM

Table XVII (4.2) – 1: Specific Courses that address sustainability and the SDGs offered by various Departments/Schools with sample syllabus

S.No	DEPARTMENTS / SCHOOLS	COURSE_NAME	COURSE_CODE	SDG	Curriculum & Syllabi Link
1	Automobile Engineering	Automotive Emissions and Control	AUD 3211	13	PDF
2		Battery Technology for Electric Vehicles	AUD 3212	9
3		EV Technology and Business Management	AUDX 30	9
4	Public policy	Sustainable Development Goals And Disaster Management	PPD 3201	16	PDF
5	Public policy	Design Thinking And Frugal Innovation	PPDX 18	8	PDF
6	Architecture	Architectural Design Studio –VI	AR D 3204	11,9,4
7		Green Buildings And Rating Systems	AR D 5112	7,11,12,13
8		Sustainable Architecture And Planning	AR D 5211	11,13,15,6
9	Law	Economics – I	BLE 1103	8,12	PDF
10		English – I	BLE 1101	4
11		Law of Contract – II	BLE 1207	16
12		Law of Contracts – I	BLE 1107	16
13		Legal Language	BLE 1201	4
14		Organizational Behavior	BLE 1204	8,12
15		Principles of Management	BLE 1104	8,12
16		Sociology – I	BLE 1102	10
17		Sociology – II	BLE 1202	10
18	Commerce	Advanced Financial Accounting	COD 1201	8	PDF
19		Aptitude and Workplace Skills	GED 2204	8
20		Arabic Language	LND 1183	4
21		Auditing	CODX 41	8
22		Banking and Insurance	CODX 61	9
23		Blog Writing	COD 2204	4
24		Book Review	COD 2104	4
25		Business Analytics using Python	COD 3202	4
26		Business Economics	COD 1203	12
27		Business Ethics and Human Values	CODX 31	8
28		Business Intelligence using Excel and Access	COD 1104	9
29		Business Law	COD 1202	17
30		Business Mathematics and Statistics	COD 2103	4
31		Business Organisation and Management	COD 1102	8
32		Business Research Methods	CODX 51	4
33		Case Study Analysis	COD 3104	4
34		Corporate Accounting	COD 2101	4
35		Corporate Law	COD 2102	4
36		Cost Accounting	COD 2201	4
37		Current Business Affairs	COD 3203	16
38		Entrepreneurship Development	COD 2203	8
39		Environmental Studies	COD 1103	6
40		Financial Accounting	COD 1101	8
41		Financial Management	COD 2202	8
42		General English – II	END 1283	4
43		Goods and Services Tax	COD 3102	4
44		Human Resource Management	CODX 11	8
45		Income Tax Law and Practice	COD 3201	4
46		Introduction to Indian Constitution	COD 1105	16
47		Management Accounting	COD 3101	8
48		Marketing Management	CODX 01	8
49		Modern Communicative Arabic	LND 1283	4
50		National Service Scheme	COD 3103	10
51		Organisational Behaviour	CODX 21	8
52		People Management	CODX 83	8
53		Project Management	CODX 71	9
54		Project Work	COD 3204	8
55		Public Speaking and Presentation Skills	COD 1204	4
56		Summer Internship	COD 3105	4
57	Architecture	Enterperneurship In Design	IACX 09	9
58		Color, Material and Lighting	IACX 10	9
59		Theory of Design	IAD 1101	9
60		Personality Enhancement	IAD 1102	4
61		Design Medium I	IAD 1103	9
62		Design Product I	IAD 1104	9
63		Design Environment I	IAD 1105	9
64		History of Interior Design I	IAD 1201	9
65		Design Medium II	IAD 1202	9
66		Design Product II	IAD 1203	9
67		Design Environment II	IAD 1204	9
68		Estimation and Costing	IAD 2101	9
69		Design Medium III	IAD 2102	9
70		Design Product III	IAD 2103	9
71		Design Environment III	IAD 2104	9
72		History of Interior Design II	IAD 2201	9
73		Design Medium IV	IAD 2202	9
74		Design Product IV	IAD 2203	9
75		Design Environment IV	IAD 2204	9
76		Psychology	IAD 3101	9
77		Design Medium V	IAD 3102	9
78		Design Product V	IAD 3103	9
79		Design Environment V	IAD 3104	9
80		Professional Practice	IAD 3201	9
81		Entrepreneurship in Design	IAD 3202	9
82		Design Medium VI	IAD 3203	9
83		Design Environment VI	IAD 3204	9
84		Vernacular Architecture	IADX 01	9
85		Energy Efficient Architecture	IADX 02	9
86		Strategies for Innovation in Design	IADX 03	9
87		Landscape Design in Interiors	IADX 04	9
88		Applied Ergonomics	IADX 06	9
89		Textile Design	IADX 08	9
90		Design Thinking	IADX 09	9
91		Design Management	IADX 11	9
92		Digital Marketing	IADX 15	9
93		Sustainable Architecture	ON D 10	9
94	Computer Application	Environmental Law	BLD 5201	8
95	Life Sciences	General Tamil – I	LND 1181	16	PDF
96		German – I	LND 1182	4
97		Cell Biology	LSD 1101	3
98		Cell Biology Laboratory	LSD 1102	3
99		Microbiology	LSD 1103	3, 15
100		Microbiology Laboratory	LSD 1104	3, 15
101		Biomolecules	LSD 1201	3
102		Biomolecules Laboratory	LSD 1202	3
103		Basics of Genetics	LSD 1203	3, 15
104		Basics of Genetics Laboratory	LSD 1204	3, 15
105		Biochemistry	LSD 2101	3, 15
106		Biochemistry Laboratory	LSD 2102	3, 15
107		Molecular Biology	LSD 2103	3, 15
108		Molecular Biology Laboratory	LSD 2104	3, 15
109		Enzymology	LSD 2105	3, 15
110		Enzymology Laboratory	LSD 2106	3, 15
111		Plant Biotechnology	LSD 3101	3, 15
112		Plant Biotechnology Laboratory	LSD 3102	3, 15
113		Animal Biotechnology	LSD 3103	3, 15
114		Animal Biotechnology Laboratory	LSD 3104	3, 15
115		Immunotechnology	LSD 3201	3, 15
116		Immunotechnology Laboratory	LSD 3202	3, 15
117		Genomics and Proteomics	LSD 3203	3, 15
118		Genomics and Proteomics Laboratory	LSD 3204	3, 15
119		Basics of Computer	LSDX 001	9
120		Basics of Computer Laboratory	LSDX 002	9
121		Bioinstrumentation	LSDX 009	3
122		Bioinstrumentation Laboratory	LSDX 010	3
123		Herbal Technology	LSDX 011	3, 15
124		Herbal Technology Laboratory	LSDX 012	3, 15
125		Pharmacology	LSDX 019	3, 15
126		Pharmacology Laboratory	LSDX 020	3, 15
127		Disease Management	LSDX 051	3
128		Disease Management Laboratory	LSDX 052	3
129		Nanobiotechnology	LSDX 057	3
130		Nanobiotechnology Laboratory	LSDX 058	3
131		Food Biotechnology	LSDX 065	2
132		Food Biotechnology Laboratory	LSDX 066	2
133		rDNA Technology	LSDX 073	3
134		rDNA Technology Laboratory	LSDX 074	3
135		Industrial Biotechnology	LSDX 075	3, 9
136		Industrial Biotechnology Laboratory	LSDX 076	3, 9
137	Civil Engineering	Advanced Calculus	MAD 1281	4	PDF
138		Advanced Concrete Technology	CEDX 16	11
139		Advanced Design of RC and Masonry Structures	CEDX 01	11
140		Algebra and Differential Calculus	MAD 1181	4
141		Artificial Intelligence and Machine Learning Applications	GEDX 102	8
142		Basic Electrical and Electronics Engineering	GED 1202	3,5,8,12
143		Building Construction and Practices	CED 1201	9
144		Civil Engineering Drawing	CED 1203	9
145		Communication Skills for Career Success	GED 3101	4
146		Concrete and Highway Laboratory	CED 2106	11
147		Concrete Technology	CED 2103	11
148		Construction Management	CED 3202	9,11
149		Cyber Forensics	GEDX 207	9
150		Cyber Security	GEDX 208	8
151		Design of Bridge Structures	CEDX 03	9,11
152		Design of Structural Steel Elements	CED 3201	9
153		Design of Substructures	CED 3102	11
154		Dynamics of Indian Social Structure	SSDX 04	10,16
155		Earthquake Resistant Design of Structures	CEDX 04	9,11
156		Engineering Design	GED 1102	9
157		Engineering Economics and Management	SSDX 01	4,8,9,12
158		Engineering Graphics	GED 1101	9
159		Engineering Materials and Applications	CHD 1181	9
160		Engineering Mechanics	GED 1201	9
161		English for Engineers	END 1281	4
162		Essential Skills and Aptitude for Engineers	GED 2101	17
163		Estimation and Costing of Infrastructure Projects	CED 2204	8
164		Fundamentals of Entrepreneurship	MSD 3181	1 to 17
165		Gender, Technology and Development	SSDX 14	8
166		GIS and its Applications	CED 3105	9
167		GPS and Drone Surveying	CEDX 71	11
168		Hydraulic and Hydraulic Machinery	CED 3103	12
169		Hydrology	CEDX 51	13
170		Indian Constitution and Human Rights	GED 2202	16
171		Industrial Economics and Management	SSDX 03	8,9
172		Industrial Safety	GEDX 119	9
173		Internet of Things and its Applications	GEDX 214	4,9
174		Internship I	CED 3106	9,11
175		Internship II	CED 4102	9,11
176		Introduction to Artificial Intelligence	GEDX 121	1
177		Introduction to Marketing Essentials	GEDX 132	12
178		Lean Construction	CEDX 19	11
179		Manufacturing Practices Laboratory	GED 1103	9
180		Mechanics of Fluids	CED 2102	6
181		Mechanics of Soils	CED 2201	11
182		Mechanics of Solids	PHD 1183	4
183		Mechanics of Structures	CED 2101	9,11
184		Nano Materials and Technology	GEDX 218	4
185		Non Destructive Testing of Materials	PHDX 01	4
186		Numerical Methods for Integral and Differential Equations	MAD 2183	4
187		Principles of Architecture	CEDX 74	4
188		Professional Ethics and Human Values	SSDX 13	8
189		Programming for Problem Solving	GED 1104	8
190		Python Programming	GEDX 224	8
191		Reasoning and Aptitude for Engineers	GED 3201	4
192		Remote Sensing	CEDX 72	9
193		Repair and Rehabilitation of RC Elements	CED 3104	11
194		Smart Infrastructure	CED 4101	11
195		Sociology of Industrial Relations.	SSDX 12	8,9
196		Sociology of Science and Technology	SSDX 02	17
197		Storm Water and Flood Management	CEDX 53	13
198		Structural Analysis I	CED 2202	9,11
199		Structural Analysis II	CED 3101	9,11
200		Structural Concrete Design	CED 2203	9,11
201	Survey and Soil Investigation Camp	CED 2206	11
202	Surveying	CED 1202	11
203	Transportation Engineering	CED 2105	8
204	Water and Waste Water Engineering	CED 2104	6
205	Water Resources Engineering	CED 2205	9
206	Waterproofing of Concrete and Masonry Structures	CEDX 17	11
207	Workplace Skills and Aptitude for Engineers	GED 2201	8
208	Industrial Waste Water Treatment	CEDX 43	6
209	Hazardous Waste Management	CEDX 44	6 & 12
210	Environmental Risk Assessment	CEDX 45	3 & 6
211	Green and sustainable chemistry	OEEY 738	4,7,9	PDF
212	Advanced Construction Planning, Scheduling and Control	CEE 6221	9,11
213	Artificial Intelligence and IoT	OEEY 702	8
214	Automation in Construction	CEEY 261	11
215	Building Information Modeling	CEE 6224	9
216	Condition Assessment and Rehabilitation of Structures	CEEY 158	11
217	Construction Economics, Finance and Risk Management	CEE 6121	11
218	Construction Equipment Management	CEE 6124	11
219	Construction Quality and Safety Management	CEE 6223	11
220	Contract Laws and Regulations	CEE 6123	9
221	Energy Conservation Techniques in Building Construction	CEEY 258	11
222	Infrastructure Planning and Management	CEEY 151	11
223	Integrated Building Management Services	CEEY 153	11
224	Internship	CEE 7122	11
225	Lean Construction Management	CEE 6222	11
226	Logistics and Supply Chain Management	CEEY 157	11
227	Modern Construction Materials	CEEY 251	11
228	Probability and Statistics	MAE 6183	4
229	Project Management in Construction	CEE 6122	9
230	Project Work	CEE 7121	11
231	Research Methodology and IPR	GEE 6201	4,8,9
232	Resource Management in Construction	CEEY 257	11
233	Statistics Laboratory	CEE 6125	4
234	Electrical & Electronics Engineering	Energy Conservation and Audit	EEDX 03	3 & 9	PDF
235		Electric Energy Generation, Utilization and Conservation	EEDX 02	3,8,9,11,12
236		Energy Devices for Electric Vehicles	EEDX 54	7 & 12
237		Grid Integration of Renewable Energy Systems	EEDX 55	8,9 &12
238		Wind Energy Conversion Systems	EEDX 29	7,9,11,12 & 13
239		Solar Energy Technology	EEDX 62	7 & 8
240		Cost Economics of	EEDX 64	7 & 8
241	Mechanical Engineering	Green Manufacturing Design and Practices	MEDX 64	13	PDF
242		Rubber Recycling and Waste Management	MEDX 83	9
243		Materials for Energy Technologies	MEDX 89	9
244	Polymer Engineering	Biodegradable Polymers	PED 2105	12, 15	PDF
245	Polymer Engineering	Polymer Waste Management and Recycling	PEDX 16	9	PDF
246	Civil Engineering	Advanced Design of Concrete Structures	CEE 6101	9,11	PDF
247		Advanced Design of Steel Structures	CEE 6213	9,11
248		Advanced Foundation Design	CEEY 201	9,11
249		Condition Assessment and Rehabilitation of Structures	CEE 6103	11
250		Corrosion Prevention and Control in RC Structures	CEEY 202	9,11
251		Destructive and Non-Destructive Testing of Concrete	CEE 6104	9,11
252		Earthquake Resistant Design of Structures	CEE 6212	9,11
253		Finite Element Analysis in Structural Engineering	CEE 6211	9,11
254		Internship	CEE 7102	9,11
255		Prestressed Concrete Structures	CEEY 205	9,11
256		Probability and Matrix Theory	MAE 6184	4
257		Project Management	OEEY 711	9
258		Project Work	CEE 7101	11
259		Structural Modeling and Analysis Laboratory	CEE 6214	9,11
260		Water Proofing of Concrete and Masonry Structures	CEEY 108	11
261		Sustainable construction	CEEY 255	11

Sample Syllabus denoting the specific courses on sustainability

1. Department of Automobile Engineering

AUD 3211	AUTOMOTIVE EMISSIONS AND CONTROL		L	T	P	C
SDG: 13			2	0	2	3
COURSE OBJECTIVES:
COB1: To learn about air pollution from automotive engines
COB2: Impart the knowledge of emission formation from engines
COB3: To learn the emission control techniques in SI engines
COB4: To learn the emission control techniques in CI engines
COB5: Impart the knowledge of emission measurement techniques and driving cycles.
MODULE I	AIR POLLUTION FROM ENGINES					6
Air pollution from automotive engines, regulated and unregulated emissions, effect of emission on global warming, green gas, ozone and human health, photochemical smog, air quality standard, emissions standards
MODULE II	FORMATION OF POLLUTANTS					6
Combustion generated and other emissions – Carbon monoxide,NOx formation from SI and CI engines, unburned hydrocarbon from SI and CI engines, soot and particulates formation, NOx-particulate trade off, effect of SI engines design and operation variable on emission formation, effect of CI engines design and operation variable on emission formation
MODULE III	SI ENGINE EMISSION CONTROL TECHNOLOGY					6
Engine design parameters, positive crank case ventilation, evaporative emission control, exhaust gas recirculation, thermal reactor, catalytic exhaust after treatment, types of catalytic converter, gasoline direct injection stratified charge engines.
MODULE IV	CI ENGINE EMISSION CONTROL TECHNOLOGY					6
Fuel injection variables, electronic fuel injection system, exhaust gas recirculation(EGR), EGR cooling, EGR in turbocharged engines, EGR control, turbocharging, diesel oxidation catalysts, diesel de-NOx catalysts, selective catalysts reduction (SCR), urea injection, diesel particulate filters.
MODULE V	EMISSION MEASUREMENT TECHNIQUES AND DRIVING CYCLE					6
Non Dispersive Infrared Gas Analyzer, Chemiluminescent Analyzer, Flame Ionization Detector, Smoke Opacity And Filter Paper Measurements, Particulate Matter, Full Flow And Partial Flow Dilution Tunnel, Gas Chromatography. Transient Dynamometer, Test Cells, Driving Cycles For Emission Measurement, Chassis Dynamometer, CVS System, National And International Emission Standards.
PRACTICALS
List of Experiments 1. Performance study of single cylinder petrol engine at full throttle and part throttle conditions. 2. Performance study of twin cylinder constant speed diesel engine. 3. Performance and combustion study of single cylinder constant speed CI engine. 4. Performance study of variable speed single cylinder compression ignition engine. 5. Performance study of variable speed twin cylinder compression ignition engine. 6. Determination of volumetric efficiency and optimum cooling water flow rate in IC engines. 7. Head balance test of a Automotive diesel engine. 8. Measurement of HC, CO, CO2, O2 and NOx using exhaust gas analyzer. 9. Diesel smoke measurement.
L – 30 ; P – 30 ; TOTAL HOURS – 60
TEXT BOOKS:
1. Karthikeya Sharma, T.., Prasad Rao, G. Amba. Engine Emission Control Technologies: Design Modifications and Pollution Mitigation Techniques. United States: Apple Academic Press, 2020. 2. Pundir, B. P. Engine emissions: pollutant formation and advances in control technology. United Kingdom: Alpha Science International Limited, 2007.
REFERENCES:
1. Kuwahara, Takuya, and Okubo, Masaaki. New Technologies for Emission Control in Marine Diesel Engines. Netherlands, Elsevier Science, 2019. 2. Schäfer, Fred.,Basshuysen, Richard van. Reduced Emissions and Fuel Consumption in Automobile Engines. Austria: Springer Vienna, 2014.
COURSE OUTCOMES: After Completion of this course the student will able to:
CO1: Explain about the atmospheric pollution from engines and its impact on human health and environment.
CO2: Analysis the formation of emissions in both SI and CI engines.
CO3: Identify the various control methods/techniques used in SI engine to control the engine out emissions.
CO4: Analysis the various control methods/techniques used in CI engine to control the engine out emissions.
CO5: Explain the emissions measurement techniques and driving cycles.
Board of Studies (BoS) : 14thBoS held on 22.08.2022		Academic Council: 19thAC held on 29.09.2022

PO 1

PO 2

PO 3

PO 4

PO 5

PO 6

PO 7

PO 8

PO 9

PO 10

PO 11

PO 12

PSO 1

PS O2

CO1

CO2

CO3

CO4

CO5

Note: L- Low Correlation M -Medium Correlation H -High Correlation

SDG: 13 Take urgent action to combat climate change and its impacts

Statement : To understand the need of alternative fuel in the application of automobile and its leads to reduce impact on climate change.

AUD 3212	BATTERY TECHNOLOGY FOR ELECTRIC VEHICLES		L	T	P	C
SDG: 9			3	0	0	3
COURSE OBJECTIVES:
COB1:To understand the chemistry behind the working of battery
COB2:To gain knowledge in battery pack architecture
COB3:To study methods in battery charging
COB4:To know the principles behind battery management system
COB5:To know the principles behind thermal management system
MODULE I	BATTERY CHEMISTRIES					9
Types of batteries- Lithium-Ion, Nickel-Metal Hydride, Lead-Acid Batteries, Ultra capacitors. Anode and cathode chemistries. Electrical characteristics – Capacity, C-rate, impedance, DOD, SOC, SOH, Life cycles, Mechanical characteristics – case study on specifications of electric vehicle battery. Factors affecting the choice of EV battery.Future batteries for Electric Vehicles – Metal/Air Cells,Zinc/Air Cells,Lithium/Air Cells, Lithium/Sulfur Cells.
MODULE II	BATTERY PACK ARCHITECTURE					7
Factors to be considered for architecture. Cell architecture. Pack designs involving cylindrical, pouch or prismatic. Size and shape of cell. Assembly methods. Design consideration – Thermal, Electrical, Mechanical and Safety.
MODULE III	BATTERY CHARGING					11
Battery Charging Curve, Charging Methods – Current Control Method, Voltage Control Method, Constant Current‑Constant Voltage, Five‑Step Charging Pattern, Pulse Charging Method and Modern Intelligent Charging Method. Charger hardware technology – On-board Charger, Off‑Board Charger and wireless. Charging characteristics – charging capacity, efficiency and time. Connectors – CHAdeMO technology, standards – CCS2, GB/T, Wire harness.
MODULE IV	BATTERY MANAGEMENT SYSTEM (BMS)					9
Architectures of a BMS. Functions – Measurement, management, evaluation external communication, logging and telemetry – terminology for various types of BMS – Constant current/constant voltage (CCCV) chargers, Regulators, Meters, Monitors, Balancers, Protectors. Design of BMS – analog and digital. Topology – Centralized, Modular, Master-Slave and Distributed. Cell balancing. Battery charging management.
MODULE V	THERMAL MANAGEMENT SYSTEM (TMS)
Functions of TMS, Methods – Air cooling, Liquid cooling, Direct refrigerant cooling, Phase change material cooling, Thermoelectric cooling and Heat pipe cooling. Heat pipe cooling – basic elements in the heat pipe TMS. Thermal Modelling of cooling system. Recent technology in TMS.
L – 45 ; TOTAL HOURS – 45
TEXT BOOKS:
1. Jiuchun Jiang, Caiping Zhang, “Fundamentals and Applications of Lithium-ion Batteries in Electric Drive Vehicles”, 1^stedition,Wiley Publications, United states, 2015. (ISBN: 978-1-118-41478-1)
REFERENCES:
1. David Linden, Thomas B. Reddy,“Handbook of Batteries”, McGraw- hillPublishing, 3rd Edition, 2002. 2. Bruno Scrosati, Jürgen Garche, Werner Tillmetz, “Advances in Battery Technologies for Electric Vehicles” ,Woodhead Publishing,5th edition,(ISBN: 9783658017835) 3. Thomas B. Reddy, “Linden’s Handbook of Batteries”, McGraw- hillPublishing, 4th Edition, 2010.(ISBN:9780071624190) 4. Robert Bosch ,”Electric Vehicle Technology Explained”, 2nd Edition,Wiley Publications, 2012.(ISBN: 9781119942733) 5. Davide Andrea,“Battery Management Systemsfor Large Lithium-Ion Battery Packs”,Artech house Publications, London,1st Edition, 2010 (ISBN: 978-1608071043) 6. Gianfranco Pistoia, BoryannLiaw, “Behaviour of Lithium-Ion Batteries in Electric Vehicles”, Springer, 2018.(ISBN: 9783319699509)
COURSE OUTCOMES: Students should able to
CO1:Illustrate the chemistries behind the working of batteries.
CO2:Develop a battery pack architecture for electric vehicle.
CO3:Demonstrate various methods of battery charging
CO4:Design Battery management system for electric vehicle
CO5:Analyze the problems due to heating and cooling in battery and give solution through thermal management system
Board of Studies (BoS) : 14^thBoS held on 22.08.2022		Academic Council: 19^thAC held on 29.09.2022

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO10

PO11

PO12

PSO1

PSO2

PSO3

CO1

CO2

CO3

CO4

CO5

Note:L- Low Correlation M – Medium Correlation H -High Correlation

SDG No.9: To promote energy efficiency

Statement: The understanding of the course helps to increase performance of battery using innovative technologies which assists in pollution control.

2. Department of Public Policy

PPD 3201	SUSTAINABLE DEVELOPMENT GOALS AND DISASTER MANAGEMENT			L		T		P	C

SDG: 16				3		0		0	3
COURSE OBJECTIVES:
COB 1: To teach the students understand about the basic concept of sustainable development, the environmental, social and economic dimensions.
COB 2: To make the students know about in-depth learning and analysis of factors that support to achieve sustainability.
COB 3: To explore the demonstrate knowledge and understanding of the current sustainable development policies.
COB 4: To make students to understand the concepts of disaster management.
COB 5: To teach students to understand the eco system based disaster risk reduction.
MODULE I	INTRODUCTION TO SUSTAINABLE DEVELOPMENT								9
Broad introduction to SD – its importance, need, impact and implications; definition coined; evolution of SD perspectives (MDGs AND SDGs) over the years; recent debates; 1987 Brundtland Commission and outcome; later UN summits (Rio summit, etc.) and outcome
MODULE II	ECOSYSTEM & SUSTAINABILITY								9
Introduction to sustainability & its factors, requirements for sustainability: food security and agriculture, sustainability conflicts, a conceptual framework for linking sustainability and sustainable development.
MODULE III	DIMENSIONS TO SUSTAINABLE DEVELOPMENT								9
society, environment, culture and economy; current challenges – natural, political, socio-economic imbalance; sustainable development initiatives and policies of various countries: global, regional, national, local; needs of present and future generation – political, economic, environmental.
MODULE IV		DISASTER PREPAREDNESS					9
Concepts and definitions of Disaster, Types of Disasters in India, Vulnerability mapping, Risk Analysis and Capacity Building- Disaster Management Cycle, Basic Concepts of Disaster Risk Reduction (DRR).
MODULE V	DISASTER MANAGEMENT				9
NDMA, National Disaster Management Act, National Disaster Management Policy, Organisations and Institutions of Disaster Management. Hyogo Framework and Sendai Framework.
L–45; TOTAL HOURS – 45
TEXT BOOKS: 1. Franco, I.B. and Tracey, J. (2019), “Community capacity building for sustainable development: Effectively striving towards achieving local community sustainability targets”,International Journal of Sustainability in Higher Education, Vol. 20 No. 4, pp.691-725 2. Our Common Journey: A Transition Toward Sustainability. National Academy Press,Washington D.C. Soubbotina, T. P. 2004. 3. Elliott, Jennifer. 2012. An Introduction to Sustainable Development. 4^th Ed. Routledge,London. 4. Coppola D P, 2007. Introduction to International Disaster Management, Elsevier Science (B/H), London. 5. Manual on natural disaster management in India, M C Gupta, NIDM, New Delhi 6. An overview on natural & man-made disasters and their reduction, R K Bhandani, CSIR, New Delhi.
REFERENCES:
1. Rogers, Peter P., Kazi F. Jalal, and John A. Boyd. “An introduction to sustainabledevelopment.” (2012). 2. Sachs, J. D. 2015. The Age of Sustainable Development. Columbia University Press,New York. 3. Encyclopedia of disaster management, Vol I, II and IIIL Disaster management policy and administration, S L Goyal, Deep & Deep, New Delhi, 2006 4. Disaster Management Act 2005, Publisher by Govt. of India
COURSE OUTCOMES:
On successful completion of the course the students are able to
CO1: Illustrate the fundamental principles of sustainable development in environmental, social and economic dimensions.
CO2: Enumerate the in-depth learning and analysis of factors that support to achieve sustainability.
CO3: identify and explain the significance of sustainable development policies.
CO4: Understand the concepts of disaster management.
CO5: Understand the eco system based disaster risk reduction.
Board of Studies (BoS): 3^rd BoS of Department of Public Policy held on 27.03.2023			Academic Council: 20^th AC held on 13.04.2023.

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Note: L- Low Correlation M – Medium Correlation H -High Correlation

SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

strong>Statement: This course helps the students to Promote peaceful and inclusive societies for sustainable development, and the students will inculcate the habit of standing up for justice

PPDX 18	DESIGN THINKING AND FRUGAL INNOVATION		L	T	P	C
SDG: 08			3	0	0	3
COURSE OBJECTIVES:
COB1: To teach the students about the human centred innovation and user needs
COB2: To educate the students about ideation, prototyping and testing
COB3: To make students understand about product and service Management
COB4: To teach students about the frugal innovation and innovation Management
COB5: To educate the students about the methods used to lead innovation in organisations.
MODULE I	HUMAN CENTERED INNOVATION AND USER NEEDS				9
Introduction to human centred design – Roots of design thinking – Design thinking as celebration – Digital Disruption & Technology Evolution – Knowing Your Users – Identifying Needs of Customers – Designing with Empathy – Designing for Diversity & Inclusion.
MODULE II	IDEATION, PROTOTYPING AND TESTING				9
Ideation Techniques – Tools for Fostering Creativity – Immersive Learning Exercises -Visualisation & Storytelling -Proof of prototyping Concept-Minimum Value Proposition- Designing, Tooling and Building – Learnings from Failed Designs.
MODULE III	PRODUCT AND SERVICE DEVELOPMENT				9
New Product Development Processes – Design for Products & Services – Sustainability through Design Thinking – Lean & Agile Product/ Service Design.
MODULE IV	INNOVATION MANAGEMENT AND FRUGAL INNOVATION				9
Innovation Project Life-cycle – Innovation Management Models, Frugal Innovation – Entrepreneurship Vs Intrapreneurship – Disruptive innovation – Innovation for Growth – Data-driven Innovation- Integrating Design & Technology for Impact.
MODULE V	LEADING INNOVATION IN ORGANISATIONS				9
Collaborative Ideation & Innovation – Transforming Businesses – Leadership and Commitment.
L –45; TOTAL HOURS – 45
TEXT BOOKS: 1. Cross, N., & Thinking, D. (2011). Understanding how designers think and work. Design thinking. 2. Martin, R., & Martin, R. L. (2009). The design of business: Why design thinking is the next competitive advantage. Harvard Business Press.
REFERENCES: 1. Liedtka, J., & Ogilvie, T. (2019). The designing for growth field book: A step-by-step project guide. Columbia University Press.”. 2. Liedtka, J., Hold, K., & Eldridge, J. (2021). Experiencing design: The innovator’s journey. Columbia University Press.
COURSE OUTCOMES:
On successful completion of the course the students are able to CO1: Understand human-centered innovation.
CO2: Analyse the techniques of ideation and prototyping
CO3: Learn about managing products and services
CO4: Understand the concept of frugal innovation and innovation management
CO5: Know the different strategies for fostering innovation in organisations.
Board of Studies (BoS): 3^rd BoS of Department of Public Policy held on 27.03.2023		Academic Council: 20^th AC held on 13.04.2023.

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Note: L- Low Correlation M – Medium Correlation H -High Correlation

SDG08: promote sustained inclusive and sustainable economic growth, full and productive employment and descent work for all.

Statement: This course helps the students to enrich themselves as human capital as they can dramatically strengthen a country’s competitiveness.

3. Crescent School of Law

BLE 1101

ENGLISH – I

SDG : 4

COURSE OBJECTIVES

COB-1

To develop effective communication skills in English, including speaking, listening, reading, and writing, through self-introduction and basic grammar.

COB-2

To enhance practical communication abilities for various real-life situations through interactive activities and role-playing exercises.

COB-3

To master the art of writing professional letters and correspondence in English, including email etiquette and formal writing styles.

COB-4

To acquire phonetic knowledge and improve language acquisition skills to enhance pronunciation and fluency in English.

COB-5

To gain proficiency in technical writing, including the ability to convey complex technical information clearly and concisely in English.

COURSE OUTCOMES

CO-1

Demonstrate effective communication skills in English for personal and professional contexts.

CO-2

Apply grammatical rules and structures accurately in spoken and written English.

CO-3

Ability to write clear and concise letters and correspondence in a professional manner.

CO-4

Understand and apply phonetic principles to improve pronunciation and language acquisition.

CO-5

Produce technical writing documents with clarity, precision, and appropriate language conventions.

COURSE OUTLINE

MODULE – I

SELF INTRODUCTION AND BASIC GRAMMAR

MODULE – II

COMMUNICATION

MODULE – III

LETTERS & CORRESPONDENCE

MODULE – IV

PHONETICS AND LANGUAGE ACQUISITION

Reading exercises- Proper pauses, Key Sounds, Accent – Consulting a Pronouncing Dictionary – Transcription of words into Phonetic scripts – Stress and Intonation

MODULE – V

TEXT BOOKS

Bas Aarts, Gergana Popova, Jill Bowie, The Oxford Handbook of English Grammar. United Kingdom, OUP Oxford, 2019.

Bakshi Sp, and Sharma, Richa, Descriptive English, Arihant Publication India Limited, 2017.

Rajendra Pal & J. S. Korlahalli, Essentials of Business Communication, Sultan Chand & Sons, New Delhi 2011.

Prof. P. N. Kharu & Dr. Varinder Gandhi, Communication Skills in English. India, Laxmi Publications Pvt Limited, 2009.

Dr. G.S.Kushwaha, English Phonetics and Pronunciation for Indian Learners. N.p., Notion Press, 2017.

Gupta, Sc. A Handbook for Letter Writing. India, Arihant Publication India Limited, 2016.

REFERENCES

Smith, J. English Grammar in Use. Cambridge Univ. Press, 2019

Richards, J. C. Approaches and Methods in Language Teaching. Cambridge Univ. Press, 2014.

Murphy, R. English Grammar in Use: A Self-study Reference and Practice Book for Intermediate Learners of English. Cambridge Univ. Press, 2019.

Jennifer Nycz, The Handbook of English Linguistics

The Handbook of English Linguistics. (2023). United Kingdom: Wiley.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

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PO-2

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M– MEDIUM CORRELATION

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SDG : 4

QUALITY EDUCATION: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Promoting quality education aligns with fostering effective communication skills, critical thinking, and literacy in the English language.

BLE 1102

SOCIOLOGY – I

SDG : 10

COURSE OBJECTIVES

COB-1

To develop a comprehensive understanding of sociology as a scientific approach to studying human societies and social interactions.

COB-2

To comprehend and apply key sociological concepts and theories to analyze social issues and phenomena.

COB-3

To recognize the significance of social institutions and their impact on shaping individuals and communities.

COB-4

To investigate the dynamic relationship between individuals and society, considering the reciprocal influences on behavior and identity.

COB-5

To explore social mobility and change as essential elements in understanding societal development and transformation.

COURSE OUTCOMES

CO-1

Understand the foundational principles and scope of Sociology, gaining insights into its significance in understanding human behavior and society.

CO-2

Acquire proficiency in key sociological concepts, enabling the analysis of social phenomena and interactions with a critical perspective.

CO-3

Explore various social institutions and their roles in shaping cultures, norms, and social structures within diverse societies.

CO-4

Examine the dynamic interplay between the individual and society, recognizing the reciprocal influence between personal experiences and broader social contexts.

CO-5

Investigate social mobility and change, comprehending the factors influencing societal shifts and the implications for individuals and communities in a rapidly evolving world.

COURSE OUTLINE

MODULE – I

THE NATURE OF SOCIOLOGY

MODULE – II

BASIC CONCEPTS IN SOCIOLOGY

Culture and Society – Community and Society – Social structure – Social roles and role conflict – Social Groups and Organizations – Class – Party – Social Capital

MODULE – III

SOCIAL INSTITUTIONS

Family, Marriage & Kinship – Education – Religion – Politics – Media – Peer groups – Economy and Work – Government – Impact of Social Institutions

MODULE – IV

THE INDIVIDUAL IN/AND SOCIETY

Socialization and Social Interaction – Social Stratification – Deviance and Social Control – Gender and Sexuality

MODULE – V

SOCIAL MOBILITY AND CHANGE

–

Total Hours

TEXT BOOKS

Haralambos, Michael, and Holborn, Martin. Sociology Themes and Perspectives

(Haralambos and Holborn). United Kingdom, HarperCollins Publishers, 2021.

Giddens, Anthony, et al. Introduction to Sociology, Sixth Edition. United Kingdom, W. W. Norton & Company, 2007.

Ferrante, Joan. Sociology: A Global Perspective. United States, Cengage Learning, 2013.

Ritzer, George. Essentials of Sociology. United States, SAGE Publications, 2019.

REFERENCES

Mills, C. Wright, The Sociological Imagination, United Kingdom, Oxford University Press, USA, 1999.

Lemert, Charles. Social Theory: The Multicultural, Global, and Classic Readings. United States, Taylor & Francis, 2018.

The Oxford Handbook of Sociology, Social Theory, and Organization Studies: Contemporary Currents. United Kingdom, Oxford University Press, 2014.

Billington, Rosamund, et al. Culture and Society: Sociology of Culture. United Kingdom, Bloomsbury Publishing, 1991.

Ritzer, George. The McDonaldization of Society: Into the Digital Age. United States, SAGE Publications, 2020.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

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H– HIGH CORRELATION

SDG : 10

REDUCE INEQUALITY: Reduce inequality within and among countries

BLE 1103

ECONOMICS – I

SDG : 8 & 12

COURSE OBJECTIVES

COB-1

To understand the fundamental principles and concepts of economics, including scarcity, opportunity cost, and the basic economic problem.

COB-2

To comprehend consumer behaviour and decision-making processes, including the concepts of utility, demand, and elasticity.

COB-3

To gain insight into the theory of production, the factors of production, and the relationship between inputs and outputs.

COB-4

To analyse various market structures and understand their characteristics and implications.

COB-5

To investigate the role of antitrust laws and government regulations in promoting competition and preventing market failures.

COURSE OUTCOMES

CO-1

Comprehend the fundamental principles of economics, its history, and relevance in shaping societies and markets.

CO-2

Analyse consumer behaviour, preferences, and decision-making processes to comprehend market demand and individual choices.

CO-3

Explain the concepts of production, costs, and the interplay between factors of production, aiding in efficient resource allocation.

CO-4

Explore various market structures and their impact on market outcomes and welfare.

CO-5

Examine the role of antitrust policies and government regulations in ensuring fair competition and market efficiency, and their implications on economic welfare and public interest.

COURSE OUTLINE

MODULE – I

INTRODUCTION

MODULE – II

CONSUMER THEORY

MODULE – III

THEORY OF PRODUCTION AND COSTS

MODULE – IV

MARKET STRUCTURE

MODULE – V

ECONOMICS OF ANTITRUST AND GOVERNMENT REGULATION

–

Total Hours

TEXT BOOKS

Lipsey, Richard G., et al. Economics. United Kingdom, Oxford University Press, 2020.

Mankiw, N. Gregory. Principles of Microeconomics. United States, Cengage Learning, 2020.

Belleflamme, Paul, and Peitz, Martin. Industrial Organization: Markets and Strategies. United Kingdom, Cambridge University Press, 2010.

Market Structure and Competition Policy: Game-Theoretic Approaches. United Kingdom, Cambridge University Press, 2000.

Frank, Robert H.. Microeconomics and Behavior. United Kingdom, McGraw- Hill/Irwin, 2006.

REFERENCES

Perloff, Jeffrey M.. Microeconomics: Theory and Applications with Calculus. United Kingdom, Pearson, 2017.

Baye, Michael, and Prince, Jeff. Managerial Economics & Business Strategy. United Kingdom, McGraw-Hill Education, 2016.

Areeda, Phillip, and Kaplow, Louis. Antitrust Analysis: Problems, Text, Cases. United States, Aspen Law & Business, 1997.

Belleflamme, Paul, and Peitz, Martin. The Economics of Platforms: Concepts and Strategy. United Kingdom, Cambridge University Press, 2021.

Mas-Colell, Andreu, et al. Microeconomic Theory. India, Oxford University Press, 2006.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

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PSO-3

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CO-2

CO-3

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CO-5

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M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 8

DECENT WORK & ECONOMIC GROWTH: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

SDG : 12

RESPONSIBLE CONSUMPTION AND PRODUCTION: Ensure sustainable consumption and production patterns.

The course focuses on promoting inclusive economic growth and responsible consumption, critical concepts for building a sustainable and equitable global economy.

BLE 1104

PRINCIPLES OF MANAGEMENT

SDG : 8 & 12

COURSE OBJECTIVES

COB-1

To understand the fundamental concepts and principles of management, including its evolution, functions, and significance in various organizational settings.

COB-2

To analyse the principles of organizational structure, design, and dynamics, and apply them to create efficient and effective organizational systems.

COB-3

To explore the key aspects of human resource management, including recruitment, selection, training, performance appraisal, and employee development.

COB-4

To examine the importance of employee welfare and well-being programs, and evaluate their impact on employee satisfaction, productivity, and organizational success.

COB-5

To develop strategies to foster a positive work culture, encourage employee engagement, and promote teamwork and collaboration within the organization.

COURSE OUTCOMES

CO-1

Understand the fundamental principles and theories of management in various organizational contexts.

CO-2

Analyse the principles of organizational management, including the design, structure, and decision-making processes of businesses.

CO-3

Explore the intricacies of Human Resource Management, examining recruitment, training, performance evaluation, and employee development.

CO-4

Evaluate the importance of welfare mechanisms in fostering a productive and motivated workforce.

CO-5

Synthesize knowledge from all modules to effectively manage employee- organization dynamics, fostering a harmonious and successful work environment.

COURSE OUTLINE

MODULE – I

INTRODUCTION TO MANAGEMENT

MODULE – II

ORGANIZATIONAL STRUCTURE AND DESIGN

MODULE – III

PLANNING AND DECISION MAKING

MODULE – IV

PRINCIPLES OF DIRECTION AND SUPERVISION

Techniques of direction. Meaning of importance of Supervision – functions of supervisor –

MODULE – V

CONTROLLING AND PERFORMANCE MANAGEMENT

–

Total Hours

TEXT BOOKS

Principles and Practice of Management – L.M. Prasad – Sulthan Chand and Sons, New Delhi – 2.

Principles and Practice of Management – Dr. S. C. Saxena (Sahithya Bhavan)

Principles of Management – P.C. Tripathi P. N. Reddi

Charles W.L. Hill and Steven L. McShane, Principles of Management, Tata Mc-Graw- Hill Company, New Delhi.

REFERENCES

Bright, David S., et al. Principles of Management. Ukraine, Open Stax Textbooks, 2022.

L.M.Prasad, Principles and Practice of Management, Sultan Chand & Sons, New Delhi, 2019.

C.B.Gupta, Management Theory and Practice, Sultan Chand & Sons, New Delhi, 2017.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

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PSO-3

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CO-2

CO-3

CO-4

CO-5

NOTE:

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M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 8

DECENT WORK & ECONOMIC GROWTH: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.

SDG : 12

RESPONSIBLE CONSUMPTION AND PRODUCTION: Ensure sustainable consumption and production patterns.

BLE 1106

LEGAL METHODS

SDG : 16

COURSE OBJECTIVES

COB-1

To understand the fundamental principles and distinctions of various laws, their classifications, and their application.

COB-2

To explore the diverse sources of law and their significance in shaping legal systems globally’

COB-3

To develop critical thinking and analytical skills for effective legal problem- solving.

COB-4

To master the rules and techniques of proper legal citation and referencing.

COB-5

To gain a comprehensive overview of the Indian legal system’s key concepts, institutions, and procedures.

COURSE OUTCOMES

CO-1

Demonstrate a comprehensive understanding of the meaning and classification of laws, enabling students to analyse legal issues effectively.

CO-2

Identify and critically evaluate various sources of law, providing students with a strong foundation to navigate legal frameworks.

CO-3

Develop advanced legal reasoning skills to analyse and solve complex legal problems, fostering critical thinking and logical argumentation.

CO-4

Master citation rules to accurately reference legal sources, enhancing legal research and writing proficiency.

CO-5

Gain a profound knowledge of the basic concepts of the Indian legal system, empowering students to engage with the legal landscape and contribute effectively in the legal profession

COURSE OUTLINE

MODULE – I

MEANING AND CLASSIFICATION OF LAWS

MODULE – II

SOURCES OF LAW

MODULE – III

LEGAL REASONING

MODULE – IV

CITATION RULES

Practical Exercises on Correct Citation.

MODULE – V

BASIC CONCEPTS OF INDIAN LEGAL SYSTEM

–

Total Hours

TEXT BOOKS

Saha, Tushar Kanti. Textbook on Legal Methods, Legal Systems & Research. India, Universal Law Publishing Company Pvt. Limited, 2010.

Dr. G.P.Tripathi, Legal Method, Central Law Publications, 2014

McLeod, Ian. Legal Method. United Kingdom, Palgrave Macmillan, 2020.

Bhup Singh Gaur, Keerthiraj, Tran Vang-Phu, Mangal Singh, Law And Legal Methods, Evincepub Publishing, 2022.

REFERENCES

Gray, John Chipman. The Nature and Sources of the Law. United States, Creative Media Partners, LLC, 2022.

Dernbach, John C., et al. A Practical Guide to Legal Writing and Legal Method. United States, Wolters Kluwer, 2021.

Dickerson, Darby. Alwd Citation Manual: A Professional System of Citation, Fourth Edition. N.p., Wolters Kluwer Law & Business, 2010.

O’Malley, Thomas. Sources of Law: An Introduction to Legal Research and Writing. Ireland, Round Hall Sweet & Maxwell, 2001.

Rathore, Aakash Singh, and Goswamy, Garima. Rethinking Indian Jurisprudence: An Introduction to the Philosophy of Law. United Kingdom, Taylor & Francis, 2018.

Burton, Steven J.. An Introduction to Law and Legal Reasoning. N.p., Aspen Publishing, 2007.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

PSO-1

PSO-2

PSO-3

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CO-2

CO-3

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CO-5

NOTE:

L – LOW CORRELATION

M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 16

BLE 1107

LAW OF CONTRACTS – I

SDG : 16

COURSE OBJECTIVES

COB-1

To understand the foundational concepts and essential elements of contracts.

COB-2

To explore the process and requirements involved in the formation of a valid contract.

COB-3

To analyse the various aspects of contract performance and the legal implications.

COB-4

To examine quasi-contracts and breach of contracts, and comprehend the remedies.

COB-5

To gain comprehensive knowledge of the Specific Relief Act, 1963, and its application to contractual disputes.

COURSE OUTCOMES

CO-1

Understand the foundational concepts of contracts, their significance in various transactions, and the legal framework that governs them.

CO-2

Analyse the essential elements and methods of contract formation, including offer, acceptance, consideration, and capacity, and their role in creating enforceable agreements.

CO-3

Evaluate the performance of contracts, examining the rights and obligations of parties, remedies for non-performance, and the consequences of breach.

CO-4

Examine the principles of quasi-contracts and their application in cases of unjust enrichment, as well as the legal implications of breaching a contract.

CO-5

COURSE OUTLINE

MODULE – I

INTRODUCTION TO CONTRACTS

MODULE – II

FORMATION OF A CONTRACT

MODULE – III

PERFORMANCE OF CONTRACTS

MODULE – IV

QUASI-CONTRACTS & DISCHARGE OF CONTRACTS

MODULE – V

SPECIFIC RELIEF ACT, 1963

–

Total Hours

STATUTORY MATERIALS

Indian Contract Act, 1872

Specific Relief Act, 1963

TEXT BOOKS

Ritu Gupta, Law of Contract– Includes the Specific Relief Act, 1963, 2015, LexisNexis.

Pathak, Akhileshwar. Contract Law. India, OUP India, 2011.

Sarkar, Mahim Chandra, et al. Sarkar Specific Relief Act. India, LexisNexis, 2020.

Koffman, Laurence, and Macdonald, Elizabeth. The Law of Contract. United Kingdom, OUP Oxford, 2007.

Singh, Avtar. Textbook on Law of Contract and Specific Relief. India, Eastern Book Company, 2009.

Bhadbhade, Nilima. Contract Law in India. Netherlands, Kluwer Law International, 2010.

REFERENCES

Pollock, Frederick, and Mulla, Dinshah Fardunji. The Indian Contract Act: With a Commentary, Critical and Explanatory. United States, Creative Media Partners, LLC, 2022.

Landmark Cases in the Law of Contract. United Kingdom, Bloomsbury Publishing, 2008.

Anson, William Reynell, et al. Anson’s Law of Contract. United Kingdom, OUP Oxford, 2010.

Blount, Simon. Electronic Contracts. Australia, LexisNexis Butterworths, 2015.

Narayana, Pemmasani Sankara, et al. Law of Specific Relief. India, Asia Law House, 2020.

BOARD OF STUDIES

ACADEMIC COUNCIL

Approved (09th Board of Studies – 25th March, 2023)

Approved (20th meeting of Academic Council – 13th April, 2023)

PO-1

PO-2

PO-3

PO-4

PO-5

PO-6

PSO-1

PSO-2

PSO-3

CO-1

CO-2

CO-3

CO-4

CO-5

NOTE:

L – LOW CORRELATION

M– MEDIUM CORRELATION

H– HIGH CORRELATION

SDG : 16

4. Department of Commerce

COD 1202 SDG: 17	BUSINESS LAW		L	T	P		C
			3	1	0		4
COURSE OBJECTIVES:
COB1: To give the students a broad understanding about important aspects of legal environment of business. COB2: To make students study on how various special contracts are brought into force. COB3: To impart knowledge about legal agreement so that the students get acquainted with the process of establishing legal relationships. COB4: To have knowledge of various measures protecting the interest of the consumers. COB5: To make the students gain knowledge on regulation and management of foreign exchange.
MODULE I	INDIAN CONTRACT ACT, 1872						15
Nature of contract and its essentials, Void, valid and voidable contracts, Consent, consideration and its‟ impact on contract, Agreements in restraint of trade, Performance, breach, revocation and termination of contract, Agency and bailment contracts, Contract of Indemnity, Contract of Guarantee and Pledge.
MODULE II	SALE OF GOODS ACT, 1930						10
Nature of sale, conditions and warranties, Performance of contract of sale and right of unpaid seller.
MODULE III	PARTNERSHIP ACT						15
Indian Partnership Act, 1932- General nature of Partnership, Rights and duties of Partners, Reconstitution of Firm and Registration and dissolution. Limited Liability Partnership Act, 2008- Formation and incorporation of LLP, Partners and their relations, financial disclosures, conversion into LLP, Foreign LLP, Winding up and dissolution.
MODULE IV	COMPETITION ACT, 2002 AND CONSUMER PROTECTION ACT, 2019						12
Competition Act, 2002: Objectives and basic concepts, Consumer, goods, service, Prohibition of anti-competitive agreements, Prohibition of Abuse of Dominant Position; Consumer Protection Act, 2019: Important definitions, Consumer Disputes Redressed Commission, Measures to Prevent Unfair
Trade Practices, Offences and Penalties
MODULE V	FOREIGN EXCHANGE MANAGEMENT ACT, 1999					08
Important definition, Regulation and management of foreign exchange, RBI Guidelines on KYC.
L – 45; T – 15; Total Hours – 60
Practical Exercises: The learners are required to: 1. Enlist steps involved in execution of contract. 2. Enlist steps involved in agreement to sale. 3. Enlist steps involved in discharge of contract. 4. Prepare agreement to sale and contract related to sale of movable property, pledging of property, indemnity & guarantee bond etc. 5. Enlist the various KYC documents for opening of bank account, e- wallet account, mutual fund account, bank locker, etc.
TEXT BOOK: 1. N.D.Kapoor, Dr.Rajni Abbi, Bharat Bhushan, Rajiv Kapoor, “Business Law”, Sultan Chand & Sons (P) Ltd, India, 2019
REFERENCES: 1. Bose, D. C. „Business Law‟, PHI Limited, New Delhi, 2008 2. Chopra, R. K. „Business Law‟, Himalaya Publishing House, New Delhi, 2015 3. Kuchhal, M. C., & Kuchhal, V.„Business Laws‟, Vikas Publishing, New Delhi, 2018 4. Singh, A. „Business Law‟, Eastern Book Company, Delhi, 2009
COURSE OUTCOMES:
On successful completion of this course, the learners will be able to; CO1: Examine various aspects of entering into a contract and implications of different types of contract. CO2: Interpret the regulation governing the Contract of Sale of Goods. CO3: Discuss the laws governing partnership and legal consequences of their transactions and other actions in relation with the partnership, and examine contractual obligations and provisions governing limited liability partnership. CO4: Describe the significant provisions of the Competition Act to prevent practices having adverse effect on competition and provisions of
the Consumer Protection Act to protect the interest of the consumers. CO5: Explain the law governing regulation and management of foreign exchange under FEMA.
Board of Studies (BoS): 15^thBoS of the Department of Commerce held on 24.6.2021		Academic Council: 17^th AC held on 15.07.2021

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PO 6

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PO 12

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PS O2

PS O3

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CO1

CO2

CO3

CO4

CO5

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 17: Partnership for Goals

Learners will be able to comprehend the partnerships and the legal implications if they understand the legal aspects of business, which is crucial for long-term development.

COD 1203 SDG: 12	BUSINESS ECONOMICS			L	T	P		C
				3	1	0		4
COURSE OBJECTIVES:
The Objectives of this course are: COB1: To acquaint the learners with fundamental economic theories and their impact on decision making COB2: To impart the theoretical knowledge of demand and supply pricing which helps in demand forecasting COB3: To familiarize with the theory of production and cost concept so as to maximize the profit. COB4: To acquaint the learners with the characteristics of different markets. COB5: To familiarize with applications of business cycle functioning.
MODULE I	BASIC CONCEPTS							10
Meaning, Nature and Scope of Business Economics, Basic Problems of an Economy and Application of Economic Theories in Decision Making, Steps in Decision Making
MODULE II	CONSUMER BEHAVIOUR AND ELASTICITY OF DEMAND							16
Theory of Demand and supply: The elasticity of demand: Concept, kinds, price, cross, income and advertising elasticity of demand, Measurement of elasticity of demand, factors influencing the elasticity of demand, Importance of elasticity of demand. Demand forecasting: Meaning, Need, Importance, Methods of demand forecasting Cardinal Utility Analysis: Diminishing Marginal utility and Equi marginal Utility Ordinal utility analysis of consumer Behaviour: budget line and indifference curve, consumer equilibrium. Income consumption curve and Engle curve, Price Consumption curve and derivation of demand curve, Income and Substitution; Effect of a price change; Consumer Surplus; Revealed Preference theory
MODULE III	PRODUCTION AND COST							12
Production Function: Concept Definition, Types of products, Law of variable proportions, Assumptions, Limitations and Significance. Isoquant curves, Definition, General properties of isoquant curves, marginal rate of technical substitution, economic region of production, Isocost lines, optimal combination of
resources, the expansion path, returns to scale. Cost of production: Concept of explicit costs, implicit costs and opportunity costs of production, derivation of short run and long run cost curves. Economies and Diseconomies of scale and the shape to the long run average cost.
MODULE IV		PRICING AND MARKET					12
Theory of pricing: cost plus pricing, target pricing, marginal cost pricing, going rate pricing; Objective of business firm, Concept of Market, classification of market- perfect competition, monopoly, monopolistic competition and oligopoly. price determination and equilibrium of firm in different market situations; Factor pricing.
MODULE V		MACRO ASPECT OF BUSINESS ECONOMICS					10
National Income and it‟s measurement, Gross National Product, Net National Product, Net National Income. Business Cycle phases and causes; Inflation and Deflation causes and remedial action; Consumption, Income, Savings and investment.
L – 45; T – 15; Total Hours – 60
Practical Exercises: The learners are required to: 1. Apply concept of demand analysis in real life; 2. Study various effects in changes in demand and supply in consumption; 3. Visit local markets and classify firms into various markets; 4. Visit any industrial unit and study its production process; 5. Prepare a production schedule for a hypothetical product under and particular condition of demand supply; 6. Visit any industrial unit and classify its cost into fixed and variable costs; 7. Analyse the effects of changes in demand and supply on pricing policies.
TEXT BOOK: 1. Ahuja, H. L. „Theory of Micro Economics‟, Sultan Chand Publishing House, New Delhi, 2019
REFERENCES:
1. Koutsoyannis, A. „Modern Microeconomics‟, Palgrave Macmillan, London, 1975 2. Chaturvedi, D. D., & Gupta, S. L. „Business Economics Theory & Applications‟, International Book House Pvt. Ltd., New Delhi, 2010 3. Adhikari, M. „Business Economics‟, Excel Books, New Delhi, 2000 4. Kennedy, M. J.„Micro Economics‟, Himalaya Publishing House, Mumbai,
2010 5. Seth, M. L. „Micro Economics‟, Lakshmi Narain Agarwal Educational Publishers, Agra, 2017 6. Relevant study material of ICAI: www.icai.org.
COURSE OUTCOMES: After the completion of the course, the learners will be able to: CO1: Examine how different economic systems function and evaluate implications of various economic decisions; CO2: Examine how consumers try to maximize their satisfaction by spending on different goods; CO3: Analyse the relationship between inputs used in production and the resulting outputs and costs; CO4: Analyse and interpret market mechanism and behaviour of firms and response of firms to different market situations; CO5: Examine various facets of pricing under different market situations.
Board of Studies (BoS): 15^thBoS of the Department of Commerce held on 24.6.2021			Academic Council: 17^th AC held on 15.07.2021

PO 1

PO 2

PO 3

PO 4

PO 5

PO 6

PO 7

PO 8

PO 9

PO 10

PO 11

PO 12

PS O1

PS O2

PS O3

PS O4

CO1

CO2

CO3

CO4

CO5

Note: L – Low Correlation M – Medium Correlation H – High Correlation

SDG 12: Responsible Consumption and Production

By understanding the environmental & social impacts of products and services, learners will ensure sustainable consumption and production.

5. Department of Bio-Technology

BTDX 36	WASTE MANAGEMENT AND UPCYCLING	L	T	P	C
SDG: 3, 15		2	1	0	3
COURSE OBJECTIVES:
COB1: describe the relation between biodiversity and environmental pollution
COB2: describe sources of pollution
COB3: describe methods for biomonitoring of pollution
COB4: describe applications of biotechnology for environmental remediation
COB5: explain potential of genetically engineering microbes for bioremediation
MODULE I	INTRODUCTION				9
Issues and Scope of Environmental Biotechnology: Introduction to Biodiversity, environmentalpollution, chemical pesticides and their effects, metal pollution, bioaccumulation of toxicants, Biotechnological methods for measurement of pollution. Biomonitoring of air and waterpollution, remediation of pollutants.
MODULE II	BIOLOGICAL TREATMENT OF WASTE WATER				9
Biological Treatment of waste water: Aerobic suspended and attached growth system- activatedsludge process, trickling filters, Rotating biological contractors (RBC). Anaerobic suspended andattached growth systems- anaerobic digestion, anaerobic filter process, UASB. Removal ofbiological nitrogen and phosphorus.
MODULE III	TREATMENT OF WASTE WATER FOR FOOD INDUSTRIES				9
Treatment of waste water of food processing industries: Starch, Dairy, Fruit & Vegetable, Confectionary, Beverages, meat and vegetable oil .
MODULE IV	SOLID WASTE TREATMENT				9
Solid waste management- Sources, preliminary operations, sludge thickening, sludgestabilization, conditioning of sludge, dewatering, heat drying, disposal of sludge, Composting, Vermicomposting, Biofertilizers.
MODULE V	BIODEGRADATION AND BIOREMEDIATION				9
Biodegradation and bioremediation- In situ and ex situ bioremediation, biodegradation ofhydrocarbons, pesticides, herbicides and xenobiotics. Bioremediation of contaminated soil, Genetically engineered microorganisms
in bioremediation. Phytoremediation.
L – 30; T – 15; TOTAL HOURS –45
TEXT BOOKS:
1. M.H. Fulekhar, Environmental biotechnology, 2017, CRC publishers 2. U. Satyanarayana, Biotechnology, 1st Edition, Books and Allied (P) Ltd, 2005
COURSE OUTCOMES:
CO1:describe methods for biomonitoring of pollution
CO2:describe principles and methods for biological treatment of waste water
CO3:describe methods for solid waste management
CO4:describe principles and applications of biodegradation and bioremediation
CO5:explain potential of genetically engineering microbes for bioremediation

Board of Studies (BoS): 8th BoS of SLS held on 5.07.2021 Academic Council: 18th AC held on 24.02.2022

PO1

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PO5

PO6

PO7

PO8

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PO 12

CO1

–

CO2

–

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–

CO4

–

CO5

–

EEDX 29	WIND ENERGY CONVERSION	L	T	P	C
SDG: 7,9,11,12,13	WIND ENERGY CONVERSION	3	0	0	3

N.Bhadra, D.Kasthra, S.Banerjee, “Wind Electrical Systems, ”Oxford Higher Eduction, 2005.

REFERENCES:

Thomas Ackermann, ”Wind Power in Power system, ”Wiley
L.Freris “Wind Energy conversion Systems”, Prentice Hall, 1990.
Jian Zhang, Adam Dysko, John O’Reilly, William E. Leithead,” Modeling and performance of fixed-speed induction generators in power system oscillation stability studies”, Electric Power System Research Vol. 78 (2008) 1416-1424.
Andre´s Feijoo, Jose Cidras, Camilo Carrillo, “A third order model for the doubly-fed induction machine”, Electric Power Systems Research 56(2000) 121-127.
Eurostag 3 Theory Manual Part I.
Ion Boldea, “Variable speed generators”, Taylor & Francis group,
W.Golding “The generation of Electricity by wind power”, Redwood burn Ltd., Trowbridge, 1976. S.Heir “Grid Integration of WECS”, Wiley 1998.

PO1

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CO5

CEE 6212	EARTHQUAKE RESISTANT DESIGN OF STRUCTURES	L	T	P	C
SDG: 9 & 11	EARTHQUAKE RESISTANT DESIGN OF STRUCTURES	3	0	0	3
COURSE OBJECTIVES:
COB1: To introduce the phenomena of earthquake and itsmeasurements and factors that affect the design of structures in seismic areas.
COB2: To impart knowledge on the fundamentals of load calculation for various structural systems, design and detailing aspects of structures subjected to earthquake loading.
COB3: To provide insight knowledge on the seismic retrofitting techniquesand response control system of structures.
MODULE I	ENGINEERING SEISMOLOGY				9
Introduction to engineering seismology – Plate tectonics – Faults – Causes of earthquake – Seismic waves – Liquefaction – Evaluations & its mitigation – Seismic bearing capacity of foundations – Magnitude of earthquake – Intensity measurement – Seismographs – Characteristics of strong ground motions – Seismic zones of India.
MODULE II	SEISMIC DESIGN CONCEPTS				9
Earthquake load on simple buildings – Load path – Floor and roof diaphragms – Seismic resistant building architecture – Plan configuration – Vertical configuration – Pounding effects – Mass and stiffness irregularities – Flexible building and rigid building systems – Torsion in structural system.
MODULE III	SEISMIC METHODS OF ANALYSIS				9
Philosophy and principles of earthquake resistant design – Design earthquake loads – Seismic methods of analysis – Seismic co-efficient method – Response spectrum analysis – Factors in seismic analysis – Modal Analysis – Time history method.
MODULE IV	SEISMIC BEHAVIOUR & DESIGN OF STRUCTURES				9
Behaviour of unreinforced and reinforced masonry walls – Behaviour of infill walls – Improving seismic behaviour of masonry buildings – Earthquake resistant design of RC members: beams, columns, joints of frames, slabs and staircases – Behavior and design of shear walls – Steel frames – Steel panel zones – Bracing members – Connection design and joint behaviour.

MODULE V	SEISMIC RESTORATION & RESPONSE CONTROL SYSTEMS	9
Seismic restoration techniques – Damages in structures – Repair materials for seismic strengthening – Retrofitting techniques – Response control systems – Base isolation – Active, passive, semi-active & hybrid systems.
L- 45; TOTAL HOURS – 45
REFERENCES:
1. Anil K.Chopra, “Dynamics of Structures Theory and Applications to Earthquake Engineering”, Prentice Hall of India (P) Ltd., New Delhi, 2^ndEdition, 2015.
2. Datta T.K., “Seismic Analysis of Structures”, John Wiley & Sons, 2010.
3. Duggal S.K., “Earthquake Resistant Design of Structures”, Oxford University Press, 2007.
4. Paulay.T and Priestly. M.N.J., “Aseismic Design of Reinforced Concrete and Masonry Building”, John Wiley and Sons, 2007.
COURSE OUTCOMES: At the end of the course, the students will be able to
CO1: Identify the types of seismic waves, measure the magnitude of earthquakes and describe the characteristics of ground motion.
CO2: Describe the conceptual design of the structural systems against earthquake
CO3: Perform seismic analysis of structures by using various methods.
CO4:Describe the seismic behaviour and design the masonry, RC and steel buildings.
CO5:Suggest suitable retrofitting and strengthening methods for structural members and describe the seismic base isolation & passive energy dissipation for seismic response control of civil engineering structures.

Board of Studies (BoS) : 17th BoS of Civil held on 10.08.2022 Academic Council: 19th AC held on 29.09.2022

	PO1	PO2	PO3	PO4
CO1	2	2	3	2
CO2	2	2	3	2
CO3	2	2	3	2
CO4	2	2	3	2
CO5	2	2	3	2

Note: 1 – Low Correlation 2 – Medium Correlation 3 – High Correlation

Statement: Earthquake Resistant Design of structures is more essential to ensure safe and sustainable building.

Policy for Partnerships for the Goals

Issue: 04; Revised on 2023

Policy Created on	July 2009
1^st Revision amended on	IQAC Meeting held on 27^th October 2017
2^nd Revision amended on	IQAC Meeting held on 31^st March 2021
3^rd Revision amended on	IQAC Meeting held on 16^th June 2023

17.1. OBJECTIVE

17.2 STATEMENT OF POLICY

The following metrics and indicators will guide the implementation of this policy.

Research into Partnerships for the Goals: Increase the proportion of academic publications co-authored with low or lower-middle-income countries to foster global collaboration.
Relationships to Support the Goals: Develop mechanisms to gather data on SDG progress and promote best practices through cross-sectoral dialogue.
Publication of SDG Reports: Institutions must commit to publishing data on their performance against each of the 17 SDGs, ensuring transparency and accountability.
Education for SDGs: Ensure a commitment to meaningful education around the SDGs across all university programs relevant to all students.
Collaboration for SDG Best Practices: Engage in international collaboration to review and develop best practices for tackling the SDGs.

17.3 RESPONSIBILITIES

Establish Collaborative Frameworks:
- Create Memoranda of Understanding (MoUs) with local and international organizations, NGOs, and government agencies to formalise partnerships.
- Engage in joint research initiatives that align with SDGs
Enhance Sustainability Literacy:
- Integrate sustainability concepts into the curriculum across all disciplines, ensuring that students acquire the necessary knowledge, skills, and values to contribute to sustainable development.
- Implement workshops and training sessions for faculty and students to enhance understanding of the SDGs and their interconnections.
Promote Cross-Sectoral Dialogue:
- Organize annual conferences and seminars that bring together stakeholders from academia, industry, and government to discuss progress, challenges, and innovative solutions related to the SDGs.
- Facilitate platforms for knowledge exchange, such as webinars and collaborative projects, to share best practices and successful case studies.
Monitor and Evaluate Partnerships:
- Develop a robust monitoring and evaluation framework to assess the effectiveness of partnerships and their contributions to achieving the SDGs.
- Utilize data collected from partnerships to inform policy decisions and improve collaborative efforts.

17.4 IMPLEMENTATION

Short-term (1-2 years): Establish partnerships, integrate sustainability literacy into the curriculum, and initiate cross-sectoral dialogues.
Medium-term (3-5 years): Expand collaborative research projects, publish annual SDG reports, and evaluate the impact of partnerships.
Long-term (5+ years): Foster a culture of sustainability within the institution and the community, ensuring ongoing commitment to the SDGs.

17.5 DISSEMINATION OF POLICY

. A. Signage and Visual Communication

Campus Signage:
- Display clear and informative signage throughout the campus highlighting key aspects of the Partnerships for the Goals policy, focusing on sustainability practices.
- Utilize engaging visuals and infographics that effectively capture attention and communicate important messages.

B. Awareness Programs

Regular Workshops and Seminars:
- Conduct awareness programs at regular intervals, including workshops, seminars, and training sessions to educate the campus community about the importance of partnerships for sustainability.
- Use interactive formats to promote engagement, encourage dialogue, and facilitate knowledge sharing among participants.
Student and Faculty Involvement:
- Involve students and faculty in planning and executing awareness programs, fostering a sense of ownership and responsibility towards the policy’s implementation.
- Encourage student-led initiatives that promote collaboration and sustainability practices across campus.

C. Digital Communication

Website Updates:
- Post the Partnerships for the Goals policy on the Institute’s official website, ensuring easy access for all stakeholders.
- Regularly update the webpage with new information regarding events, initiatives, and progress related to the policy.
Social Media Engagement:
- Utilize social media platforms to raise awareness about the policy, share success stories, and promote upcoming events related to partnerships and sustainability.
- Create engaging content, including videos, infographics, and testimonials, to reach a broader audience and enhance visibility.

D . Key Performance Indicators (KPIs)

Track the effectiveness of dissemination strategies through metrics.

17.6 ENFORCEMENT OF POLICY

a) The Dean of Schools and Head of the Departments monitor compliance and address breaches.

b) Awareness of the policy among students, staff, and visitors is essential.

c) Breaches may lead to disciplinary action per the Institute’s code of conduct.

SDG 17 – Policy for Partnerships for the Goals

EDUCATION FOR SDGS IN THE WIDER COMMUNITY

ENGAGING ALUMNI FOR A GREENER FUTURE: ENERGY AWARENESS OUTREACH DURING REUNIONS (20^th July 2024)

In line with the institute’s commitment to promoting energy conservation and advancing the United Nations Sustainable Development Goals (SDGs), the Crescent Energy Club launched a targeted outreach program at alumni reunion events. The initiative aims to empower alumni—who hold influential positions across industries and organizations—to adopt and implement sustainable energy practices within their workplaces, extending the impact of campus-based energy awareness beyond the university.

Objective

Extend energy awareness beyond campus through the alumni network
Encourage alumni to become ambassadors of clean and efficient energy usage
Motivate industries and workplaces to adopt energy-saving actions aligned with SDG goals

Program Highlights

Crescent Energy Club members engaged with alumni at reunion gatherings
Awareness sessions centered on the 9 ENSav Mantras for saving one unit of electricity per day
Alumni were introduced to:

- Energy-efficient workplace practices
- Star-rated appliances and green procurement
- Policies to minimize standby power losses
- Solar lighting and clean mobility initiatives

Alumni were encouraged to implement at least one green action in their workplaces
Feedback and willingness to collaborate on extended sustainability programs were collected

Impact & Expected Outcomes

Alumni adopt and advocate energy-saving policies in their professional environments
Potential for industry-level collaboration on green projects, audits, and clean energy adoption
Strengthened Crescent–Alumni sustainability partnership
Measurable contributions to SDGs:

- SDG 7 – Affordable & Clean Energy
- SDG 12 – Responsible Consumption & Production
- SDG 13 – Climate Action
- SDG 9 – Industry, Innovation & Infrastructure
- SDG 17 – Partnerships for the Goals

Future Plans

Establish Green Alumni Champions Network
Conduct workplace energy audit support through faculty–student collaborations
Launch an Annual Energy Sustainability Award for alumni-led organizations
Expand outreach to all upcoming alumni meets, including Silver/Golden Jubilee batches

Conclusion
The initiative reinforces the institute’s vision of a carbon-conscious society by transforming alumni into sustainability leaders. Through practical energy-saving actions in their organizations, the impact will multiply beyond campus, contributing to a greener nation.

https://crescent.education/wp-content/uploads/2025/11/1.-Energy-Awareness-Alumni-Report.pdf

CRESCENT ENERGY CLUB HOSTS GREEN ENERGY AWARENESS WORKSHOP FOR INDUSTRY 2024 (19TH NOVEMBER 2024)

The Crescent Energy Club at B.S. Abdur Rahman Crescent Institute of Science & Technology organized a Green Energy Awareness Workshop for Industry on 19 November 2024. The event engaged employees from Jayam Engineering Services (Karapakkam, Chennai) and Mega Solar Solutions (Chennai), with the aim of fostering sustainability and accelerating the adoption of green energy practices within industrial operations.

Objectives

Build awareness of green energy solutions and their relevance to industrial operations.
Equip participants with practical knowledge on energy efficiency and clean energy adoption.
Encourage organizations to contribute toward the United Nations Sustainable Development Goals (SDGs).

Workshop Highlights

Introduction to renewable energy sources and their expanding role in industry.
Best practices for reducing power consumption in the workplace.
Insights into cost-effective solar energy implementations and energy-efficient technologies.
Case examples demonstrating measurable environmental and economic benefits.
Interactive discussions addressing workplace-specific sustainability challenges.
Delivery by faculty experts and Crescent Energy Club student members, emphasizing energy conservation’s role in mitigating climate change and reducing carbon footprints.

Impact and Outcomes

Increased awareness of clean energy adoption among the industry workforce.
Strengthened academia–industry collaboration in sustainability initiatives.
SDG Alignment: Actions contributing to SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action).
Acknowledgement through Certificates of Appreciation to partner organizations for their proactive participation.

Certificates and Acknowledgements

Certificate of Appreciation awarded to employees of Jayam Engineering Services, Karapakkam, Chennai, for attending the workshop on Green Energy (19 November 2024) organized by Crescent Energy Club.
Certificate of Appreciation awarded to employees of Mega Solar Solutions, Chennai, for attending the same workshop.
Certificates were issued by B.S. Abdur Rahman Crescent Institute of Science & Technology, with coordination by S. Jerney and Dr. S. Jennathu Beevi (Coordinator/Crescent Energy Club).

Outcomes and Future Outlook

The event marked a significant step in extending Crescent’s sustainability mission to the industrial sector.
Plans are in place for additional outreach programs to support organizations in their transition toward greener, more energy-efficient operations.

Figure XVII (4.3) – 3: Certificate of Appreciation

https://crescent.education/wp-content/uploads/2025/11/2.-Green-Energy-Awareness-Workshop-for-Industry-2024-Report.pdf

INTERNATIONAL GUEST LECTURE ON SUSTAINABLE DEVELOPMENT GOALS (SDGS) (22ND FEBRUARY 2024)

Organized by The Department Of Commerce, B.S. Abdur Rahman Crescent Institute Of Science And Technology.

The International Guest Lecture, organized by the Department of Commerce at B.S. Abdur Rahman Crescent Institute of Science and Technology, featured Prof. Dr. MBM Ismail as the guest speaker and focused on achieving the Sustainable Development Goals (SDGs) through technology and business resilience. The talk opened with a brief overview of the SDGs and underscored the pivotal role technology plays in driving progress toward sustainable development. Prof. Ismail highlighted the intersection of technology, business resilience, and sustainability, emphasizing how innovative solutions can accelerate progress toward global goals while addressing real-world challenges. The session also explored practical strategies for stakeholders—businesses, governments, and civil society—to implement technology-driven solutions that bolster resilience and foster sustainable practices.

The audience, comprising first- and second-year B.Com (Hons) and BBA students, engaged with the lecture through a structured program that included a Qur’ath and opening remarks, followed by a detailed presentation on the challenges of implementing technology-driven SDG solutions. The speaker shared actionable insights and recommendations, stressing the importance of resilient organizational models, circular economy concepts, supply chain optimization, and risk mitigation. The talk culminated with a vote of thanks delivered by Dr. N. Kogila and left participants with a sense of inspiration and practical guidance on how technology and business resilience can align with social and environmental objectives to advance the SDGs. Student testimonials echoed the session’s impact, noting increased awareness and motivation to drive positive change within their future careers.

Student Testimonials on the SDG Guest Lecture

The International Guest Lecture on Sustainable Development Goals (SDGs), organized by the Department of Commerce at B.S. Abdur Rahman Crescent Institute of Science and Technology, featured Prof. Dr. MBM Ismail and focused on leveraging technology and business resilience to advance sustainable development. The session stimulated thoughtful discourse and provided practical insights for students preparing to enter a rapidly changing global landscape.

Testimonial highlights

Irshath Mohammed A (III BBA General) described the session as enlightening. He noted Prof. MBM Ismail’s practical strategies and engaging approach, which inspired students to tackle complex global challenges and empowered them to drive positive change.
Sumetha (I B.Com Hons) appreciated the discussion on business resilience, emphasizing the importance of adaptive and agile organizations that weather disruptions while upholding sustainability. She highlighted the value of circular economy concepts, supply chain optimization, and risk mitigation as actionable pathways to align business operations with environmental and social objectives.
Sameer Shaik S (I BBA General) emphasized the central role of technology in achieving SDGs and addressing global challenges. He expressed gratitude to the Department of Commerce and faculty for organizing a program that provided actionable insights into business strategies and development, underscoring the potential for positive environmental, social, and economic impact.

https://crescent.education/wp-content/uploads/2025/11/3.-International-Guest-lecture-on-SDG-Report.pdf

NSS SPECIAL CAMP 2023-24 | GREEN INDIA CLEAN INDIA
KEERAPAKKAM ADOPTED VILLAGES: KEERAPAKKAM, ARUNGAL, MURUGAMANGALAM
FEBRUARY 21–27, 2024

The NSS Special Camp 2023-24 organized by B.S. Abdur Rahman Crescent Institute of Science and Technology brought together around 120 volunteers for a week of community service under the theme “Green India Clean India.” The program featured a carefully structured schedule that included a village survey, blood donation camp, stress management sessions, reading challenges, self-defense demonstrations, health and hygiene awareness, water conservation drives, and sports outreach. Inaugurated by senior institute officials and local dignitaries, the camp fostered teamwork, discipline, and civic responsibility among participants while engaging Adopted Villages Keerapakkam, Arungal, and Murugamangalam. The activities were designed to empower students with leadership skills, practical service experience, and a deeper understanding of rural dynamics and sustainable development.

Key highlights included a collaborative Blood Donation Camp with Dr. MGR Medical University, emphasizing safe practices and post-donation care; Day 2 stress management sessions addressing emotional well-being and resilience; Day 3 self-defense demonstrations integrating holistic approaches; Day 4 sessions on AI & its future and Health and Hygiene, exploring the role of technology in sustainable living and practical health practices; and Day 5–6 community-oriented efforts such as NEET survey collection, school cleanliness, water conservation, and first aid awareness. The program concluded with a valedictory function, reflecting on the participants’ contributions and the broader impact of NSS initiatives in fostering active citizenship, social transformation, and a lasting spirit of volunteerism in both the campus and the adopted communities.

WATER CONSERVATION AWARENESS

Water conservation was a central focus of Day 5–6 activities, where volunteers conducted community outreach and practical demonstrations to promote sustainable water use. Initiatives included surveying local water resources, identifying leakage points in village systems, and coordinating with residents to implement simple, high-impact practices such as rainwater harvesting, reuse of greywater, and the installation of water-saving devices. Educational sessions highlighted the importance of preserving dwindling groundwater, maintaining clean waterways, and adopting behavioral changes like timely water reporting and mindful irrigation. Through hands-on demonstrations, awareness drives, and collaborative planning with Keerapakkam, Arungal, and Murugamangalam communities, the camp fostered a practical understanding of sustainable water management and empowered participants to champion ongoing conservation efforts beyond the seven-day program.

https://crescent.education/wp-content/uploads/2025/11/4.-Special-Camp-2023-24-Water-Conservation-Report.pdf

GUEST LECTURE ON “WATER FOR PEACE – WORLD WATER DAY CELEBRATION” (21ST MARCH 2024)

Brief details about the programme:

Guest Lecture on “Water for Peace – World Water Day 2024”,was organized by the Institution of Engineers (India), Kancheepuram Local Centre in association with the Department of Civil Engineering, School of Infrastructure, B.S.Abdur Rahman Crescent Institute of Science & Technology on 21^stMarch 2024 as part of World Water Day Celebrations. Dr.Vasanthi Padmanabhan, Professor & Student Advisor IE(I) School of Infrastructure, B.S.Abdur Rahman Crescent Institute of Science & Technology welcomed the chief guest Dr.Sekhar Raghavan (Rain Man), the honorary secretary of IE(I) – KLC Dr.S.Karthikeyan, and the audience. She appraised the importance of conserving and effectively storing the rainwater and available water for the future use. Dr.S.Karthikeyan, honorary secretary IE(I) felicitated the gathering and briefed the essential role of water in our human life and its importance. He stated that the Institution of Engineers (India) is the National organization of engineering professionals in India. It is the largest multi-disciplinary engineering professional society. He insisted everyone to become member of IEI and encouraged the students to apply for the project proposal for which the fundings are given in order to motivate the students.

About the Lecture

Dr.Sekhar Raghavan is the Director of Rain centre at Adyar, Chennai which was been inaugurated by the Former Chief Minister Late. Dr.J.Jayalalitha. Dr.Sekhar Raghavana is also known as Rain man. The speaker started the lecture explaining the need, relevance and importance of rainwater harvesting. During his lecture he explained to students about his initiating the rain centre which was a part of his Akash Ganga Trust that spreads awareness about rainwater conservation in a country that thirsts for water yet allows the precious fluid to go waste. Hence a universal access to water still remains an issue in India and in particular in Chennai. He also shared his experience in bridging the gaps between society and rainwater harvesting in his life long journey to keep the water-tables high and the groundwater sweet (as opposed to salty groundwater due to over-use and seawater ingress). In this case moving forward to the future generation and needs. It’s that time of year when we should start worrying about our rain water harvesting systems and get them ready for the coming rains. The speaker shared about the most common problems that can be expected in RWH structures for which he has given few tips to follow. The issues are deposit of silt picked up by rainwater from dirty rooftops and driveways. Take preventive measures like pruning tree branches, empty and clean the filters, wash, dry and fill them. Regularly check the roof top pipes for leaks and replace where necessary. Finally, the speaker concluded by saying save rainwater as it is free. Around 70 students from IV and VI semester B.Tech, Civil Engineering participated in the event and got benefited. This lecture was useful and compliments the UG courses viz. CEDX 53 – Stormwater and Flood management, CEDX 51 –Hydrology and CED 2205 –Water Resources Engineering.

https://crescent.education/wp-content/uploads/2025/11/5.-Water-for-Peace-World-Water-Day-event-Report-6.5.1-6.5.6.pdf

INTERNATIONAL CONFERENCE ON “SMART MATERIALS FOR GREEN ENERGY & ENVIRONMENTAL SUSTAINABILITY” (SMAGEES 2024) (Date 11th-12th December 2024)

In 2024, BSACIST positions itself as an active facilitator of cross-sector dialogue on the Sustainable Development Goals. By engaging with government bodies, regional NGOs, industry partners, and academic peers through events like the SMaGEES – Smart Materials for Green Energy & Environmental Sustainability conference, the institute embodies the expectation of initiating and participating in multi-stakeholder discussions. This approach helps translate SDG ambitions into concrete policy questions, research agendas, and collaborative projects that bridge science, policy, and practice. The SMaGEES-2024 conference (in Figure 1.1) provides a structured platform for BSACIST to showcase relevant research and facilitate dialogue on green energy and environmental sustainability. By bringing together government representatives, NGO leaders, and industry practitioners, the event creates an environment for identifying policy gaps, testing ideas, and co-creating recommendations. Such cross-sector engagement aligns with the methodology’s emphasis on modelling potential futures, monitoring impacts, and refining interventions through collaborative learning.

https://crescent.education/wp-content/uploads/2025/11/6.-SMaGEES-2024-Report.pdf

EVENT DETAILS

Our International Partners

S.No	Name	Name of University	Country
1	Dr. Dennis solomon Balami	Nuclear Physicist University of Maiduguri	Nigeria
2	Prof.Michel Rerat	University de pau et des pays de\|’ Adour, University of pau	France
3	Veerappan mani	Leibniz Universitat Hannover	Germany
4	Prof. Dr. Detlef W.Bahnemann	University of Strathclyde	United kingdom

Outcome of the conference

Details of Participants (SMaGEES 2024)

S. No	NAME OF THE PARTICIPANT	NAME OF THE INSTITUTION	TITLE OF THE PRESENTATION
1	KISHOREE T	Manakula Vinayagar Institute of Technology, Puducherry	Quantum Dots: Bright future for Environmental Sustainability and Biomedicine
2	DHIYANESHWARI B	Vellore Institute of Technology, Vellore	Synthesis of K+ and Mn Codoped Cs2NaInCl6 Double Perovskites for White LEDs Application
3	AROCKIA JULIAS A	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Vibration Study on Cashew shell sandwiched fiber Reinforced Materials
4	SRIVIDYA T	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Bond Behaviour of FA GGBS based Geopolymer Concrete
5	NISHATH BEGUM J	Vellore Institute of Technology, Vellore	Thermoelectric Properties of Higher Manganese Silicide Synthesized by Molten Salt Shielded Synthesis Method
6	VAISHNAVI CHANDRAN K	Vellore Institute of Technology, Vellore	Effect of Tungsten and Cobalt as dopants to tune the metal insulator transition of VO2
7	SAIKRISHNA V	SRM Institute of Science and Technology	Biocomposite sponges loaded with bioactive small molecules: A sustainable solution for advanced wound healing
8	HARIHARASUDAN S	SRM Institute of Science and Technology, Ramapuram	A Comprehensive Review of Hyperspectral Remote Sensing Images Spectral – Spatial Classification Approaches
9	KAYASHRINI S	Vels Institute of Science, Technology & Advanced Studies (VISTAS), Chennai	Spectroscopic (FT-IR and UV-Vis) Structure Conformation, Electronic Properties, ELF, LOL, RDG Quantum Chemical Computational Investigation of 1,4-Benzenedicarboxylic Acid, Bis(2-Ethylhexyl) Ester Γ- Sitosterol and Molecular Docking Analysis of Anti-Cancer
10	HUSSAMULLAH V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Modeling and control of pH processes: Comparative Analysis of PID and Fractional PID Controllers
11	HEMASHREE	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development of Sustainable Self-Compacting Concrete with Copper Slag as a Partial Replacement for Fine Aggregates: A Green Building Approach
12	KATHIRAVAN A	Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai	Inner Filter Effect-Based Sensor for Selective Discrimination of Picric Acid
13	PAULINE IDA P	Sri Sivasubramaniya Nadar College of Engineering, Chennai	Characterization of Solid Biopolymer Electrolyte developed for sustainable Na-based Energy Storage Systems
14	GAJALAKSHMI P	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development of Sustainable Self-Compacting Concrete with Copper Slag as a Partial Replacement for Fine Aggregates: A Green Building Approach
15	ANBAZHAGAN V	Vinayaka Mission’s Kirupananda Variyar Arts and Science College, Vinayaka Mission’s Research Foundation (Deemed to be University), Salem	Synthesis, Characterization and Fluorescent Probe properties of Phenothiazine Derivative
16	JEYAKANTHAN M	Vinayaka Mission’s Kirupananda Variyar Arts and Science College, Vinayaka Missions Research Foundation,(Deemed to be University), Salem	Photoluminescence, Magnetic and Electrochemical studies of near white light emitting nanostructured Sr0.675Pb0.225Ca0.1WO4 mixed solid solution
17	MUKUND V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	IoT based localized air quality monitoring and prediction for construction sites
18	HEMAMALINI V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Investigation of Fe₂O₃/PVDF-HFP nanocomposites for electromagnetic interference shielding in secure communication systems
19	SRINIVASAN V	Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai	Anthracene-based Potential Biomaterials: Synthesis, Characterization, Computational and Biological Applications
20	PRITHIKA A	IIBAT, International Institute of Biotechnology & Toxicology, Shanmuga Nagar, Padappai	Valorisation of toxic Methyl Red Dye and its multifarious Applications
21	VISHNUVARATHANAN M	Kalasalingam Academy of research and Education	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
22	AJAY G	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Investigation of the structural, electronic, and magnetic properties of NiSe in cubic phase by incorporating Hubbard U corrections: A DFT+U study
23	CHENTHIS KANISHA C	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synthesis of Graphene oxide nanoparticles for enhanced antimicrobial properties against multi drug resistant bacteria
24	RAJAPRAKASH R	Kalasalingam Academy of research and Education	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
25	PALANISAMY S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Super hydrophobic Polyurethane Nano composite coating for Aluminium Composite Panel- (ACP)
26	NASREEN SAYED	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Microwave-Assisted Green Synthesis of CuO Nanoparticles: A Rapid and Efficient Approach for Biomedical Applications
27	NIKITHA S	Kalasalingam Academy of research and Education	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
28	PERCY J. SEPHRA	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Highly sensitive pH-dependent electrochemical detection of phosphate ions using CoMoO₄ and Ammonium molybdate- modified electrodes
29	BENITA MERLIN B	Alpha Arts and Science College, Chennai	Theoretical study on the Structural, Electronic and Optical Properties of ABC stacked trilayer 2D Materials: Graphene, Silicene, Germanene and Stanene
30	MOHAMED RIYAZ ALI	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Characterization and Bioactivity of Cation-Substituted Bioactive Glasses for Bone Tissue Engineering
31	PRAKASHRAJ M	Kalasalingam Academy of research and Education, Srivilliputhur	Development , Physical and mechanical characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
32	RAMYASHRI S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Realization of flexible pressure sensors based on ZnO nanowires /hybrid bilayers
33	SILVIYA N	Ethiraj College for Women, Chennai	Coprecipitated Ni2+ doped M-type hexaferrite – a superior catalyst with magnetoelectric properties
34	THENMOZHI R	Mother Teresa Womens University Kodaikanal, Dindigul	A Facile synthesis of Co Nanomaterial from Crotalaria Pallida leaves Extract by Hydrothermal method and their Anticancer, Ati-inflammatory, Antibioflim, Antifouling and Antibacterial Studies
35	KAMESHWARAN A	Sri Ramakrishna Mission Vidyalaya College of arts and science, Periyanaickenpalayam, Coimbatore	Photoinduced interactions of GSH capped CdX Quantum dots (X = S, Se and Te) for Luminescent road marking strips
36	SUDHARSAN M	Sri Ramakrishna Mission Vidyalaya College of arts and science, Periyanaickenpalayam, Coimbatore	Photoinduced interactions of GSH capped CdX Quantum dots (X = S, Se and Te) for Luminescent road marking strips
37	SRAVANTHI R	Ethiraj College for Women, Chennai	Quantum Computational Analysis of Pyridine Carboxylic Acid Derivative and its Interaction with the Silver Clusters
38	ROSARY V	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystal
39	SHABITHA BANU I	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystal
40	ARTANBUJ R	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Effect of Catharanthus Roseus extract on the Physical Properties of Hippuric Acid Single Crystals
41	PACHAYAMMAAL T	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development and Evaluation of Hybrid Carbon Black-Silica Fillers in Natural Rubber Matrices for Enhanced Mechanical and Rheological Properties
42	MOHANRAJ.M	Vels Institute of Science, Technology and Advanced Studies (VISTAS), Chennai	Studies on the Growth, Structural, Optical, Thermal, and LDT analysis of Guanidinium Carbonate Single Crystal for Second- Order NLO Applications
43	NOOR AMAN AHRAR MUNDARI	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synthesis of Visible Light Active N, F Co-Doped TiO2 Based Mixed Oxide Photocatalysts for Environmental Remediation
44	POOJITHA V	Ethiraj College for Women, Chennai	A Systematic study on the Effect of Cerium Doping on Bismuth ferrites Structural, and Physical Properties
45	GAYATHRE LAKSHMI A	Sri Sivasubramaniya Nadar College of Engineering, Kalavakkam, Chennai	Synergy of cuboidal In2O3 and cubic TiO2 as electron transport bilayer in carbon-perovskite solar cell
46	MAHALAKSHMI N	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	Inner Filter Effect-Based Sensor for Selective Discrimination of Picric Acid
47	VISHAL M	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Enhancing Mechanical and Fire Resistance of Cementitious materials through Graphene oxide
48	MANIVANNAN A	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	Sustainable concrete solutions using bacterial Geopolymerization of Industrial By-Products
49	REVATHI G	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	DFT Investigation of Cyclohexanone, 2,3-dimethyl-2-(3- oxobutyl)- And Molecular Docking for Anti-Cancer Activity
50	DIANA J	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Recycling of used mobile phone temper glass into carbonaceous nanomaterial towards luminescent road marking strip: Scrap to Score
51	PAVITHRA K	IIBAT, International Institute of	Valorisation of toxic Methyl Red Dye and its multifarious
52	MOHAMED HISAM R	Vels Institute of Science and Technology & Advanced Studies, (VISTAS), Chennai	Theoretical and experimental study on 6-(3,3-Dimethyl- oxiran-2-ylidene)-5,5-dimethyl-hex-3-en-2-one compound: Its optimization with DFT and structural and spectroscopic investigation, HOMO-LUMO, MEP, atomic charge, and NBO Analysis
53	JEFFRIN JA LAURA	Vels Institute of Science and Technology & Advanced Studies, (VISTAS), Chennai	Quantum Chemical Computation Calculations, Structural, Spectroscopic Characterization, Molecular Docking and HOMO-LUMO studies of 11,4-Methanoazulene-9-methanol, decahydro-4,8,8-trimethyl-, [1S-(1α,3aβ,4α,8aβ,9R*)]
54	POORNIMA K	Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology, Chennai	Anthracene-based Potential Biomaterials: Synthesis, Characterization, Computational and Biological Applications
55	RAJPRAKASH R	Kalasalingam Academy of Research and Education Krishnankovil, Srivilliputtur	Development, Physical and Mechanical Characterization of Tree Bark Nano Powder Reinforced 3D Printed PLA Bio Nanocomposites
56	MEERA A	Sri Sivasubramaniya Nadar College of Engineering, Kalavakkam, Chennai	Synergistic effects of Z-scheme band engineering for enhanced hydrogen evolution in TiO2 based ternary nanocomposite
57	PAVITHRAA R	Anna University-BIT Campus, Tiruchirappalli	Development of organic semiconductor-tailored transition metal phosphides and Application of electrochemical hydrogen evolution and photocatalytic degradation
58	ABDULLAH R	Anna University –BIT Campus, Tiruchirappalli	Metal based bio-nanocomposite for Biological & Environmental Application
59	TAMILARASI R	SRM Institute of Science and Technology, Kattankulathur, Chennai	Investigating the role of aluminium doping in Ca3Co4O9 for enhanced supercapacitor applications
60	SUGUNA P	Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Chennai	Investigating the Interaction between 9-Aminoacridine and Reduced Graphene Oxide
61	GAJALAKSHMI T	SRM Institute of Science and Technology	Development of Food Waste-Derived Electrode Material for Energy Storage Applications
62	KAVYA G	Saveetha College, Chennai	A Study on Waste Water Treatment with Special Reference to Chennai
63	VISHWA PREETHI V S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Effect of Catharanthus Roseus extract on the Physical Properties of Hippuric Acid Single Crystals
64	LAVANYA Y	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystals
65	ASHWIN K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Smart Earthing Monitoring System for Enhanced Electrical Safety
66	NAGARAJAN N	Government Polytechnic College, Keezhapalur, Ariyalur	Synthesis and Characterisation of 2- (trifluoromethyl)pyrimidine and Carbazole based D-A-D Fluorophore
67	SHAHITHA PARVEEN J	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Development and Characterization of Poly (vinyl) alcohol- based Hydrogel with long term biocompatibility for skin wound repair
68	DAULATH BANU R	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Studies on Dynamic Properties of Polypropylene /Al-C LDH /GNPs Hybrid Composites
69	MOHAMED BAK K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synerization of Tal Palm Fiber and Coir Fiber with Combination of Tamarind Seed Powder and Nanoparticles Reinforced Epoxy Composite Material and Change in its Mechanical Attributes
70	PADMAVATHY	Thiru Kolanjiappar Government Presentation	Co Doped Haematite Nanoparticles Crystallographical Optical Morphological Magnetic Properties and Application for Antibactrial Activity
71	SUJATHA DEVI S	Periyar Arts College , Cuddalore	Effect of Dariegated Groundnut Shell Ash Incorporation on the Technological Properties of Fried Clay Bricks
72	MAHALAKSHMI V	Thiru Kolanjiappar Government Presentation	Effect of Dariegated Groundnut Shell Ash Incorporation on the Technological Properties of Fried Clay Bricks
73	GOPINATHAN N	Adhiyaman College of Engineering	Analysis of structural, morphological and optical properties of Rb3Bi2I9 perovskite-structured semiconductors for optoelectronic applications
74	SARAVANAPERUMAL.V	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
75	PRIYADHARSHINI SIDDARTH	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
76	CATHERINE SHALOM.G	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
77	MOHANA KRISHNA . C	Manakula Vinayagar Institute of Technology, Puducherry	Carbon diooxide Capture
78	BHAGYASHRI.K	SRM Institute of Science and Technology, Kattankulathur, Chennai	Carbon Quantum Dots Incorporated Aloe Vera Hydrogel for Effective Wound Healing
79	RAMAPRIYA. C	Mother Teresa Womens University Kodaikanal,	A Facile Synthesis Of Co Nanomaterial from Crotalaria Pallida leaves Extract by Hydrothermal Method and Their Antiulcer, Anticancer, Anti-inflammatory, Antibiofilm, Antifouling and Antibacterial Studies
80	VEERA MUTHAMMAL	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Synthesis, characterization and antimicrobial activity of Zn(II) complex incorporating adamantylazo Schiff base ligand
81	YOGESWARI.K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Investigating the synergy of LLDPE and Photovoltaic cells in Roof Tile Applications
82	SOWMIYA NARAYAN .K	Manakula Vinayagar Institute of Technology, Puducherry	Quantum Dots: Bright future for Environmental Sustainability and Biomedicine
83	YOGAPRIYA.S	Vinayaka Mission’s Kirupananda Variyar Arts and Science College, Vinayaka Mission’s Research Foundation (Deemed to be University), Salem	Invasion of Zinc in BiFeO3/Bi25FeO40 Perovskite-Structured Material as an Efficient Electrode for Symmetric Supercapacitor
84	VENKATRAMANAN KUMAR	CSIR- Central Leather Research Institutev(CLRI)	Water soluble sulphur quantum dots: A novel approach to fibrillation inhibition and latent fingerprint visualization
85	ARUN DANIEL	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Effect of Catharanthus Roseus extract on the Physical Properties of Hippuric Acid Single Crystals
86	PADMAVATHI.R	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Super Hydrophobic Carbonaceous Nanomaterials for Surface Coatings
87	ABINAYA	SRM Institute of Science and Technology, Kattankulathur, Chennai	A novel approach for profiling of nature-inspired and bioactive proteins and peptides isolated from selected medicinal plants as bio-factories and their implications in Alzheimer diseases by in-silico analysis
88	PINKI KUMARI SINGH	SRM Institute of Science and Technology, Kattankulathur, Chennai	Insights into metabolites & hormonal regulation in Lagenaria siceraria for agricultural sustainability
89	LILLY PRIYADHARSHINI.M	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystals
90	MAHALAKSHMI.S	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	A tool for Estimate the Carbon footprint Calculation for Flexible Pavement Construction in India
91	MOHAMMED THOUFEEQUE P K	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	PVDF based polymer nanocomposites for Flexible Electronics Application
92	GEETHA A	SRM Institute of Science and Technology, Kattankulathur, Chennai	Investigating the role of aluminium doping in Ca3Co4O9 for enhanced supercapacitor applications
93	ABDUL MAAJITH B	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	Smart Earthing Monitoring System for Enhanced Electrical Safety
94	SHABITHA BANU I	B. S. Abdur Rahman Crescent Institute of Science and Technology, Chennai	An Investigation on Structural and Optical properties of the Green Extract doped Hippuric Acid Single Crystals

WATER MANAGEMENT REUSE POLICY

Issue: 04; Revised on 2023

Policy Created on	July 2009
1^st Revision amended on	IQAC Meeting held on 27^th October 2017
2^nd Revision amended on	IQAC Meeting held on 31^st March 2021
3^rd Revision amended on	IQAC Meeting held on 16^th June 2023

Responsible Executive : Director (IQAC)

Responsible Office : Internal Quality Assurance Cell, Student Affairs,

Estate Office, Academic Office, Library and

SDG Cell

Contacts : Registrar and Director (IQAC)

6.1 STATEMENT OF POLICY

a) Ensure universal and equitable access to safe and affordable drinking water for all stakeholders.
b) Provide adequate and equitable sanitation and hygiene for all, with special attention to the needs of women, girls, and vulnerable groups.
c) Improve water quality by reducing pollution, eliminating dumping, and minimizing the release of hazardous chemicals and materials.
d) Halve the proportion of untreated wastewater and substantially increase recycling and safe reuse globally.
e) Substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and freshwater supply to address water scarcity.
f) Implement integrated water resources management at all levels, including transboundary cooperation as appropriate.
g) Protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers, and lakes.
h) Expand international cooperation and capacity-building support to developing countries in water- and sanitation-related activities and programs.
i) Support and strengthen the participation of local communities in improving water and sanitation management.

6.2 REASON FOR THIS POLICY

6.3 RESPONSIBILITIES

6.3.1 Policy Principles

a) The campus shall provide adequate water supply and maximize water reuse by adhering to the following principles:

Equitable access to safe and affordable drinking water for all stakeholders.
Access to adequate sanitation and hygiene, ending open defecation, with special attention to vulnerable groups.
Calculation of water usage per person (students, staff, and faculty) annually.
Improving water quality by reducing pollution and increasing recycling and safe reuse.
Utilization of recycled/treated wastewater for beneficial purposes, such as irrigation and toilet flushing.
Implementation of integrated water resources management at all levels.
Protection and restoration of water-related ecosystems on campus.
Expansion of rainwater harvesting initiatives.
Collaboration with government, NGOs, and industries in water-related activities.
Support for student and staff participation in water management.

6.4 WATER REUSE POLICY

6.4.1 Water Reuse Policy Objectives

Establish a comprehensive policy to maximize water reuse across the university.
Ensure that all new buildings adhere to water-conscious building standards that facilitate water reuse.
Implement systems for tracking and measuring water consumption and reuse.

6.4.2 Water Reuse

Water Reuse Policy: maximise water reuse across the university.
Water Reuse Measurement: Measure water reuse across the university.

6.5 DISSEMINATION OF POLICY

a) Display signage promoting water use efficiency across the campus.
b) Conduct awareness programs at regular intervals to increase water-use efficiency.
c) Post the policy on the Institute’s website and update it as necessary.

6.6 ENFORCEMENT OF POLICY

a) The Director (Planning & Development) and Deputy Director monitor compliance and address breaches.
b) Awareness of the policy among students, staff, and visitors is essential.

c) Breaches may lead to disciplinary action as per the Institute’s code of conduct.

SUSTAINABILITY LITERACY: TRANSFORMING DIGITAL AWARENESS INTO COMPREHENSIVE LEARNING

The Social Awareness Club (SAC) of B.S. Abdur Rahman Crescent Institute of Science and Technology, Department of Computer Science and Engineering, exemplifies a transformative approach to sustainability literacy, strategically addressing key dimensions of comprehensive environmental and social understanding. By leveraging digital platforms, the channel systematically develops critical competencies that align with the core principles of sustainability education, focusing on knowledge acquisition, critical thinking, and practical application of sustainable practices.

UNDERSTANDING SUSTAINABILITY THROUGH DIGITAL NARRATIVES

The YouTube channel (https://www.youtube.com/@SAC-CrescentCSE) demonstrates exceptional capability in breaking down complex sustainability concepts into accessible content. Each video serves as an educational tool that introduces fundamental sustainability principles, including sustainable development goals, ecological interconnectedness, and systemic environmental challenges. By presenting information through engaging narratives and practical demonstrations, the channel effectively transforms abstract concepts into comprehensible knowledge, enabling viewers to develop a nuanced understanding of sustainability beyond traditional academic frameworks.

CRITICAL THINKING AND SYSTEMS PERSPECTIVE

The channel’s content strategy goes beyond mere information dissemination, actively encouraging critical thinking and systems-based understanding. Videos exploring themes like natural food systems, agricultural practices, and consumption patterns challenge viewers to analyse interconnections between environmental, social, and economic systems. This approach cultivates a holistic perspective, enabling young audiences to recognize the complex relationships between individual actions and broader global sustainability challenges, thus developing essential critical analysis skills.

PRACTICAL SUSTAINABILITY LITERACY AND ETHICAL ENGAGEMENT

SAC-Crescent CSE distinguishes itself by bridging theoretical knowledge with practical implementation strategies. The videos provide actionable insights into sustainable practices, demonstrating how individuals can contribute to environmental conservation, responsible consumption, and community development. By highlighting local contexts and grassroots initiatives, the channel reinforces the ethical dimensions of sustainability, emphasising social responsibility, community empowerment, and intergenerational equity.

ASSESSMENT AND FUTURE LEARNING STRATEGIES

To enhance sustainability literacy, the channel could implement structured assessment mechanisms such as:

Pre and post-viewing knowledge surveys
Interactive comment section discussions
Viewer challenge initiatives encouraging practical sustainability actions
Collaborative project recommendations
Reflective content that prompts personal sustainability commitments

These strategies would transform passive viewing into active learning, creating a comprehensive ecosystem of sustainability education that extends beyond digital platforms.

KEY LITERACY DEVELOPMENT COMPONENTS:

Systematic knowledge transmission
Critical thinking cultivation
Practical skills development
Ethical awareness enhancement
Community engagement promotion

By integrating these elements, the SAC-Crescent CSE YouTube channel emerges as a pioneering model of digital sustainability literacy, demonstrating how technology can be leveraged to educate, inspire, and mobilize young change-makers committed to sustainable development.

Figure XVII (4.4) – 1 : YouTube – Social Awareness Club – Crescent CSE – Channel

SUSTAINABILITY LITERACY: TRANSFORMING STUDENT ENGAGEMENT THROUGH THE 17-DAY SDG CHALLENGE

The Social Awareness Club’s 17-day SDG Activity Challenge represents an innovative approach to enhancing sustainability literacy among students. It is meticulously designed to address key dimensions of comprehensive sustainability education. This initiative demonstrates a strategic method of transforming theoretical knowledge into practical, experiential learning that aligns perfectly with the core principles of sustainability literacy.

UNDERSTANDING SUSTAINABILITY THROUGH STRUCTURED ENGAGEMENT

The challenge systematically breaks down complex sustainability concepts by providing daily activities mapped to specific Sustainable Development Goals (SDGs). This approach directly addresses the fundamental requirement of understanding sustainability by:

Introducing students to comprehensive SDG frameworks
Providing context-specific learning experiences
Encouraging active exploration of global sustainability challenges
Creating opportunities for hands-on learning across different SDG domains

CRITICAL THINKING AND SYSTEMS PERSPECTIVE

The challenge’s design inherently promotes critical thinking and systems approach by:

Requiring daily task completion and reflection
Encouraging multiple submission formats (photos, artwork, videos, articles)
Challenging students to connect individual actions with broader systemic impacts
Facilitating a deeper understanding of interconnected sustainability challenges

ASSESSMENT AND LITERACY DEVELOPMENT METHODOLOGY

The challenge incorporates multiple sustainability literacy assessment strategies:

Pre and post-challenge knowledge evaluation
Diverse submission formats demonstrating understanding
Peer and expert review of submissions
Performance-based recognition through prizes
Documentation of learning journeys

KEY LITERACY DEVELOPMENT COMPONENTS:

Structured SDG exploration
Practical skill development
Critical analysis encouragement
Collaborative learning
Experiential knowledge acquisition

INNOVATIVE LITERACY ENHANCEMENT STRATEGIES:

Multi-modal learning approaches
Gamification of sustainability education
Peer-driven knowledge sharing
Practical application of theoretical concepts
Recognition and motivation mechanisms

ETHICAL AND SOCIAL RESPONSIBILITY INTEGRATION

The challenge embeds ethical considerations by:

Promoting responsible citizenship
Encouraging community-oriented thinking
Creating platforms for social impact
Developing a sense of global interconnectedness

TECHNOLOGICAL AND DIGITAL LEARNING ECOSYSTEM

Leveraging digital platforms for challenge management:

Google Classroom for submission tracking
Online registration process
Digital documentation
Social media engagement
YouTube channel content integration

INSTITUTIONAL SUPPORT AND COLLABORATION

The challenge benefits from:

Faculty mentorship
Student leadership
Institutional backing
Clear communication channels
Professional coordination

FUTURE LEARNING OBJECTIVES (2026)

Develop comprehensive sustainability literacy benchmarks
Create standardised assessment frameworks
Expand challenge scope and participant engagement
Establish long-term impact measurement strategies

The 17-day SDG Activity Challenge represents a holistic, innovative approach to sustainability literacy, transforming passive learning into active, engaged understanding. By providing structured, meaningful, and enjoyable learning experiences, the initiative demonstrates how educational institutions can effectively cultivate sustainability awareness and competence among young learners.

Figure XVII (4.4) – 2 : Social Awareness Club – 17 days SDG Activity Challenge

Figure XVII (4.4) – 4 : Building Awareness for Sustainable Future

Figure XVII (4.4) – 4 : Building Awareness for Sustainable Future – Brochure

SUSTAINABILITY LITERACY: ADVANCING RESEARCH AND INNOVATION THROUGH STRATEGIC COLLABORATION – CGOM

The landmark Memorandum of Understanding (MoU) between Crescent Global Outreach Mission R&D and NanoFold Inc. represents a sophisticated model of sustainability literacy development. It demonstrates how institutional collaborations can transform educational and research paradigms while addressing critical global challenges.

UNDERSTANDING SUSTAINABILITY THROUGH INTERDISCIPLINARY RESEARCH
The collaborative project embodies comprehensive sustainability literacy by:

Integrating multiple scientific disciplines
Addressing critical global challenges in sustainable materials and energy storage
Connecting academic research with real-world industrial requirements
Providing practical context to theoretical sustainability concepts

KEY SUSTAINABILITY LITERACY DIMENSIONS

1. Systems Thinking

Demonstrates interconnectedness of materials science, energy technology, and sustainable development
Illustrates complex relationships between technological innovation and environmental solutions
Showcases how different scientific domains collaborate to address holistic challenges

2. Critical Analysis and Problem-Solving

Develops research frameworks targeting sustainable building materials
Explores innovative energy storage solutions
Encourages analytical thinking beyond traditional disciplinary boundaries
Promotes solution-oriented approach to global sustainability challenges

3. Practical Skill Development

Provides hands-on research experience
Enables faculty and student engagement in cutting-edge projects
Creates opportunities for practical application of theoretical knowledge
Develops technical competencies aligned with sustainable development goals

ASSESSMENT AND LITERACY MEASUREMENT STRATEGIES

1. Research Output Evaluation

Tracking project milestones and deliverables
Assessing technological innovations generated
Monitoring potential market and environmental impacts
Documenting knowledge transfer and skill acquisition

2. Collaborative Learning Mechanisms

Interdepartmental knowledge exchange
Industry-academia partnership model
Exposure to real-world research challenges
Mentorship from experienced researchers

ETHICAL AND SOCIAL RESPONSIBILITY COMPONENTS

Alignment with national sustainable development goals
Potential for transformative technological solutions
Addressing global challenges in construction and energy
Promoting responsible innovation

Table XVII (4.4) – 1: sustainability literacy development framework

Dimensions	Strategies	Outcomes
Conceptual Understanding	Interdisciplinary Research	Comprehensive Sustainability Insights
Practical Skills	Industry Collaboration	Innovative Technological Solutions
Ethical Awareness	Social Impact Assessment	Responsible Innovation
Critical Thinking	Complex Problem Solving	Adaptive Research Approaches

FUTURE LEARNING AND RESEARCH OBJECTIVES

Establish sustainable research collaboration models
Create transferable knowledge frameworks
Develop industry-relevant curriculum
Foster continuous innovation ecosystem

INSTITUTIONAL IMPACT

Positioning as a leader in sustainable research
Inspiring future scientific innovators
Contributing to the national sustainable development agenda
Creating knowledge pathways for complex global challenges

The CGOM-NanoFold collaboration exemplifies an advanced approach to sustainability literacy. It transforms traditional educational boundaries by creating dynamic, interdisciplinary learning environments that prepare students to address complex global challenges through innovative research and technological solutions. KEY TAKEAWAYS:

Integrated approach to sustainability education
Practical research-based learning
Interdisciplinary collaboration
Real-world problem-solving
Ethical technological innovation

Figure XVII (4.4) – 5 : Memorandum of Understanding (MoU) between Crescent Global Outreach Mission R&D and Nano Fold Inc.

SDG-aligned Outreach Activities and Events

S. No	Type	Title	Mapping with SDGs	Link
1	Health Awareness Program	“Thrive Well”	SDG 3	1. Health Awareness Program -Thrive well – SDG 3
2	International Conference	A. 4th Annual International Conference on Applications of Millets and Probiotics on Cancer Therapy and Management (ICAMP 2024)	SDG 3	2. 4th Annual International Conference
3	Awareness Program	Say no to Drugs	SDG 3	3. Against Drug Abuse and Illicit Trafficking
4	Awareness Program	A. Good Samaritan Law	SDG 4	4. GOOD SAMRITAN LAW
5	Awareness Program	Disaster Preparedness Awareness Program	SDG 4	5. Disaster Preparedness Awareness Program
6	Workshop	Women’s Wellness And Psychological Health	SDG 5	6. EDUCATIONAL ACTIVITIES FOR GIRL STUDENTS
7	Legal Awareness Program	Breaking Barriers: Understanding Gender Equity and Girls’ Rights	SDG 5	7. Legal Awareness Program
8	Guest Lecture	Water for Peace – World Water Day Celebration	SDG 6	8. Water for Peace – World Water Day event – Report
9	Awareness Program	Energy Efficiency – ENERGY 99	SDG 7	9. Report on Energy 99
10	Seminar	Ecozest 2.0	SDG 7	10. ECOZEST 2 REPORT_ SEPTEMBER 2024
11	International Conference	SMaGEES 2024	SDG 7	11. SMaGEES-2024 Report
12	Awareness Program	Energy Awareness Outreach to Alumni During Reunions	SDG 17	12. Energy Awareness – Alumni – Report
13	Workshop	Green Energy Awareness Workshop for Industry Employees	SDG 17	13. Green Energy Awareness Workshop for Industry 2024 – Report
14	International Guest Lecture	Achieving Sustainable Development Goals by Technology and Business Resilience	SDG 17	14. International-Guest-lecture on SDG – Report
15	Seminar	Solid waste management and its potential job opportunities	SDG 15	15. Dean-SoI-Seminar-on-SWM-Report-20.11.23
16	International Seminar	Recent Advancements in Civil Engineering	SDG 9	16. Dean-SoI-ISRACE-25-22.01.2025
17	Guest Lecture	Sustainable Project Development and National Building Codal Provisions	SDG 9	17. Dean-SoI-Sustainable-Project-Development-and-National-Building-Codal-Provisions-16.04.2025