Cross Cutting Issues in Curriculum
The university grants commission in 2012 has setup a task force on gender sensitization. It is found the lack of gender sensitization one of the weakest aspects in our institutions of higher education, it is also observed that gender sensitization is not a matter of students alone but all the sections of the community, and it has recommended to introduce a course in G.S at all levels of education particularly higher education. The problem of violence and countering sexual harassment and issues related to equality and freedom as well as knowledge in the matters of law and rights.
Responding to this report many universities in the country came forward and introduced a course on Gender. The JNTUH, Hyderabad is the first university in the country to introduce a new course on Gender Sensitization in Engineering and Pharmacy courses from the Academic Year 2015-16 on the directions based on the UGC and Government of Telangana. Now it is a four credit mandatory course and a bilingual textbook titled “Towards a World Of Equals” is composed for the students.
Gender Sensitization
The induction and need of Gender Sensitization in the curriculum is a welcome step by the Government and the educational institutions. In fact it is a burning issue for the last few decades. It has become most relevant and dire need of the hour in the current scenario to focus on this issue. In other way it is really a tragedy that this gender which is half of the mankind is craving for safety and equal rights. It is an indication for the care being taken for this gender or is a strong signal to the civil society of erosion of our moral and ethical values. Now the aim of Gender sensitization is to modify the behavior of teachers, parents as well as the students. Gender sensitization is a weapon towards Gender Equity, Equal Opportunity and Women Empowerment which is essential for sustainable development.
Course Objectives
- To develop students sensitibility with regard to issues of gender sensitization
- To provide a critical perspective on the socialization of men and women
- To introduce students to information about some key biological aspects of gender
- To expose the students to debates on the politics and economics of work
- To help students reflect critically on gender violence
- To expose students to more egalitarian interactions between men and women
Course Contents
- Understanding Gender, Gender discrimination in the contemporary society in various fields and plat forms
- Gender and Biology
- Gender and Labor, Issues of Violence against the Gender
- Gender Co – Existence
- Social background, Paternal oriented in many societies. Religious sentiments and blind beliefs on the gender. Consequences of gender disparity, remedial measures. Responsibility of the society on this issue and corrective measures to be taken by the governments
Learning Outcomes
- Students can develop a better understanding of important issues related to gender in contemporary India
- Students will be sensitized to basic dimensions of the biological, sociological, psychological and legal aspects of gender. This will be achieved through discussion of materials derived from research, facts, everyday life, literature and films
- Students will attain a finer grasp of how gender discrimination works in our society and how to counter it
- Students will acquire insight into the gendered division of labour and its relation to politics and economics
- Men and women students and professionals will be better equipped to work and live together as equals
- Students will develop a sense of appreciation of women in all walks of life
- Through providing accounts of studies and movements as well as the new laws that provide protection and relief to women, the textbook will empower students to understand and respond to gender violence
Human Values And Professional Ethics
Human is one of the species existing on the earth along with the many other species. It is a bipedal locomotion existing since about six million years, but the modern form of humans just evolved about 200,000 years ago.
Civilized man is about 6,000 years old, and industrialization started in only 1800. It is just 200 years, the science and technology has set in the human lives. And the present system of education is largely based on this science and technology. It has brought in miraculous changes in the lives of modern man. Life become easier, faster and more comfort and sophisticated. But infect man is not happy because he started going just after pleasures, comforts and luxuries. un fortunately The Science and Technology is not aware /not knowing nor it can guide the humans that what is correct and good for the human to coexist with other humans and the remaining orders in the nature. For this we need to know what are the basic human values and ethics in profession .It is this subject that can steer and guide the human kind towards a happy life .If we notice the present scenario in the Human society the violence, Grief, wars, Intolerance, Religious fundamentalism, Bloodshed, weapons of mass killing, human bomb culture and so many all of which is aimed only to, kill humans damage the environment and which definitely result in tine annihilation of life itself on the earth. All these are clearly due to lack of morals and ethics and Induction of Value based education from the very beginning. Hence the need of this subject is very essential and mandatory.
Objectives
This introductory course input is intended:
- To help the students appreciate the essential complementarily between ‘VALUES’ and ‘SKILLS’ to ensure sustained happiness and prosperity which are the core aspirations of all human beings
- To facilitate the development of a Holistic perspective among students towards life, profession and happiness, based on a correct understanding of the Human reality and the rest of Existence. Such a holistic perspective forms the basis of Value based living in a natural way
- To highlight plausible implications of such a Holistic understanding in terms of ethical human conduct, trustful and mutually satisfying human behavior and mutually enriching interaction with Nature
Course Contents
- This course contains Holistic Value Education, All Encompassing covering all the 4 dimensions as an Individual: 1. Thought 2. Behavior, 3. Works, 4. Understanding/Realization
- Clarity in Thought and state of resolution covers all 4 levels as a Society: 1. Individual 2. Family 3. Society 4. Nature/Existence
- Fearlessness family in a society/ Trust NOT fears. Natural Acceptance To develop a critical ability to distinguish between, what is of value and what is superficial
- To move from discrimination to commitment (to develop sensitivity and awareness leading to commitment and courage
- Morals and ethics in profession And in social life Basic aspirations, universal value education. Value and skills’ Pre conditioning and what is suckhsuvidha, self and the body
Learning Outcomes
- This encourages students to discover what they consider valuable. Accordingly, they should be able to discriminate between valuable and the superficial in real situations in their life
- It follows a process of self verification, on the basis of one’s own Natural Acceptance, leading to self-empowerment
- It does not teach just values
- It encourages students to discover what they consider valuable. Accordingly, they should be able to facilitates discussion on: Their life goals, reflection on what they are and what they want to be; their relationships in family, with society and with nature/existence. What is real happiness how it can be achieved?
Environmental Science
It has been well recognized that environment issues like global warming and ozone depletion, acid rain, marine pollution and biodiversity are not merely national issues but are also global issues and hence must be tackled with international efforts and cooperation. The course has been designed to educate the student community the importance of preservation of the existing environment for the benefit of the not only the humans but also the life itself on the earth. It is also aimed to fill the gap between the cry for science and technology and safeguarding the natural environment which we share along with the other species.
Objectives
- Understanding the importance of ecological balance for sustainable development
- Understanding the impacts of developmental activities and mitigation measures
- Understanding the environmental policies and regulations
Course Contents
Ecosystems, Resources, Natural Resources: Classification of Resources: Living and Non-Living resources, water, Biodiversity and Biotic Resources, Environmental Pollution and Control Technologies: Environmental Pollution, Environmental Policy, Legislation & EIA.
Outcomes
- Based on this course, the Engineering graduate will understand / evaluate / develop technologies on the basis of ecological principles and environmental regulations which in turn help in sustainable development
- To enlighten the students about the importance of protection and conservation of nature
- To avoid indiscriminate release of pollution into environment
- To make them aware great number of environment issues, that have grown in size and complexity
- In day to day life that is threatening the survival of mankind on earth.. Environment studies have become significant for the following reasons
Table of Curriculum Enrichment Programs
SNO | NAME OF COURSE | ACADEMIC YEAR | YEAR/SEM | NAME OF THE FACULTY |
1 | Environmental Studies | 2012-13 | II/II-CSE | Mr. A. Shyam Kumar |
II/I-MECH | Mr.Shyam Kumar | |||
II/II-ECE | Mr.Shyam Kumar | |||
2 | 2013-14 | II/II-CSE | Mr.A.Shyam Kumar | |
II/I-MECH | Mr.A.Shyam Kumar | |||
II/II-ECE | Mr.Sudheerpal Singh | |||
3 | 2014-15 | II/II-CSE | Mr. T.Jagadeesh | |
II/I-MECH | Mr.Shyam Kumar | |||
II/II-ECE | Ms. Divya Vani | |||
4 | 2015-16 | II/II-CSE | Mrs.Krishnaveni | |
II/I-MECH | Dr.K.S.S. Praveena | |||
II/II-ECE | Ms. Divya Vani | |||
5 | 2016-17 | II/II-CSE | Mrs.Sridevi | |
II/I-MECH | Mr.Jagadeesh | |||
II/II-ECE | Ms. Divya Vani | |||
6 | Gender Sensitization | 2015-2016 | II/II-CSE | Mrs.Bindu Madhavi |
II/I-MECH | Mr.Jagadish | |||
II/II-ECE | Mrs.Ravilal | |||
7 | 2016-2017 | II/II-CSE | Mrs.Bindu Madhavi | |
II/I-MECH | Mrs. Swati | |||
II/II-ECE | Mrs.V.Sridevi | |||
8 | HVPE |
2015-2016 |
II/II-ECE | Mr.T.Jagadish |
9 |
2016-2017 |
II/II-ECE | Mrs.Sridevi/MrT.Jagadish |