Crescent Sustainability Initiatives
Partnerships for the Goals (SDG 17)
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/developm ent 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
Goal 1 – No Poverty
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 2 – Zero Hunger
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 3 – Good Health and Well-being
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 4 – Quality Education
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 5 – Gender Equality
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 6 – Clean Water and Sanitation
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 7 – Affordable and Clean Energy
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 8 – Decent Work and Economic Growth
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 9 – Industry, Innovation and Infrastructure
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Goal 10 – Reduced Inequalities
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 11 – Sustainable Cities and Communities
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 12 – Responsible Consumption and Production
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 13 – Climate Action
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 14 – Life below Water
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 15 – Life on Land
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 16 – Peace, Justice and Strong Institutions
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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Goal 17 – Partnership for the Goals
Knowledge and understanding | Skills and applications | Values and attitudes | |
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TVET |
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Tertiary education |
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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://bsacist.crescent.education/wp-content/uploads/2022/06/Dean-AA-B.Tech_.-Mechanical-R2021-CS-Amended-upto-Feb.2022-23.05.22.pdf
GED 2201 | WORKPLACE SKILLS AND APTITUDE FOR ENGINEERS | L | T | P | C |
SDG: 8 | 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 | |||||
SDG 8:Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. |
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. | |||||
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 value 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) : 4th BoS of SSSH held on 28.06.2021 | Academic Council: 17th AC held on 15.07.2021 |
PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO 10 | PO11 | PO 12 | |
CO1 | M | H | M | L | M | M | ||||||
CO2 | H | M | H | M | H | |||||||
CO3 | M | H | M | L | L | |||||||
CO4 | H | H | H | M | M | H |
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. |
S. No. | Course Code | Course Name | L | T | P | C | Mapped with SDG |
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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
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: 17th AC held on 15.07.2021 |
PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO 10 | PO 11 | PO 12 | PSO1 | PSO2 | PSO3 | |
CO1 | H | M | L | L | M | M | M | L | L | L | M | M | – | – | – |
CO2 | H | M | M | L | L | M | L | L | L | L | L | M | – | – | – |
CO3 | H | M | M | L | L | L | L | L | L | L | L | M | – | – | – |
CO4 | H | M | M | L | M | M | M | L | L | L | M | M | – | – | – |
CO5 | H | M | M | L | M | M | M | L | L | L | M | M | – | – | – |
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, 10th Edition, 2019. 2. Modi, P.N. and Seth, S.M.,” Hydraulics and Fluid Mechanics including Hydraulics Machines”, 21st Edition, 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) : 16th BOS of Civil held on 5.1.2022 | Academic Council: 18th Academic Council held on 24.02.2022 |
PO 1 | PO 2 | PO 3 | PO 4 | PO 5 | PO 6 | PO 7 | PO 8 | PO 9 | PO 10 | PO 11 | PO 12 | PSO1 | PSO2 | PSO3 | |
CO1 | H | M | L | L | L | L | M | L | L | L | L | M | L | L | L |
CO2 | H | M | L | L | L | L | M | L | L | L | L | M | L | L | L |
CO3 | H | M | H | L | L | M | H | L | L | L | L | H | L | L | M |
CO4 | H | M | M | M | L | L | M | L | L | L | L | H | L | L | L |
CO5 | H | M | M | M | L | L | H | L | L | L | L | H | L | L | L |
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) : 16thBoS of Civil held on 05.01.2022 | Academic Council: 18th AC held on 24.02.2022 |
PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO 10 | PO 11 | PO 12 | PSO1 | PSO2 | PSO3 | |
CO1 | L | H | |||||||||||||
CO2 | M | H | |||||||||||||
CO3 | M | M | M | H | |||||||||||
CO4 | M | M | M | H | |||||||||||
CO5 | M | M | H | H |
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. |
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
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) : 13thBoS of the Department of English held on 17.6.2021 | Academic Council: 17th 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 | PSO 1 | PSO 2 | PSO 3 | |
CO1 | H | ||||||||||||||
CO2 | M | H | |||||||||||||
CO3 | L | L | |||||||||||||
CO4 | M | L | |||||||||||||
CO5 |
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
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 2022-23 July – Dec. 2022 | 289 | 17 | 306 |
EVEN 2022-23 Jan. – June 2023 | 452 | – | 452 |
Total | 741 | 17 | 758 |
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 2022-23:
Details | IIT Bombay – Spoken Tutorial | |
Odd semester | Even semester | |
Total number of courses | 38 | 19 |
Total number of faculty involved / registered | 52 | 52 |
Total number of students | 2599 | 2400 |
The details of the number of courses and students enrolled in SWAYAM/NPTEL
courses in the academic year 2022-23 are:
Table XVII (4.1) -12 : Details of SWAYAM / NPTEL Courses offered during the AY 2021-22
Details | SWAYAM / NPTEL courses | |
Odd semester | Even semester | |
Total number of courses | 526 | 319 |
Total number of faculty involved / registered | 98 | 125 |
Total number of students | 753 | 1827 |
* 86 students pursued 13 NPTEL courses and availed credit transfer.
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 2022-23 for B.Tech. students:
Table XVII (4.1) -13 : Details of Courses offered during the AY 2021-22 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 | 39 |
2 | EEE and E&I | Project Management | 52 |
Policy for Partnerships for the Goals
Issue: 04; Revised on 2023
Policy Created on | July 2009 |
1st Revision amended on | IQAC Meeting held on 27th October 2017 |
2nd Revision amended on | IQAC Meeting held on 31st March 2021 |
3rd Revision amended on | IQAC Meeting held on 16th 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.
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