1. mous received from ugc-hrdcs (annexure i) considering ... · goa university to seek original...

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1. MoUs received from UGC-HRDCs (Annexure I) considering its term and validity etc.

The status of MoU between UGC and respective UGC-HRDCs were reviewed. It was noted that

out of 56 MoUs proposals received from amongst 66, two are incomplete and 12 need the original copies

for signature, the rest are complete and may be signed by UGC. Those UGC-HRDCs who have yet to

send the MoUs despite repeated reminders shall be kept on hold for the release of grants.

The MoUs shall be signed annually before the release of grants.

2. HRDCs (66) are required to fill their self assessment report (Annexure II) and submit by 10th

May

2020 to HRDC bureau

2. Allotment of course for 2020-21 to 39/66 UGC HRDCs Annexed-IV.

The allotment of courses for 2020-21 to 39/66 UGC-HRDCs is attached as Annexure IV. The

refresher courses must provide an opportunity for "ongoing, voluntary, and self-motivated" pursuit of

knowledge for either personal or professional reasons to develop a more meaningful understanding of

how concepts apply to their teaching work with next generation students. It is essential that these

courses are highly interactive and customised to the needs of participants. This dynamic approach

will keep the course content interesting and relevant for faculty members. It not only enhances social

inclusion, active citizenship, and personal development, but also self-sustainability, as well as

competitiveness. The multicultural fabric of our nation requires that the institutions involved in

implementing the curriculum also work hard towards providing an environment to create, develop

and inculcate rational, ethical and moral attitudes and values to help the creation of knowledge

society needed for the advancement of our nation. The Statement of Principles with regard to

refresher courses and Academic Leadership Program for Academicians (Middle Level/Senior Level)

are available in Annexure III.

In addition, all the HRDCs should:

(i) All HRDCs may offer at least one Short Term Course on (a) Research Methodology (b)

E-Contents/ MOOCs Development & Delivery; (c) Yoga/Wellness/Life Skills; (d)

Academic Leadership Program for Academicians (Middle Level/Senior Level).

(ii) To train the senior and middle level academic administrators to enable them to bring

about systemic changes with renewed approaches, capacity, tools and skill in HEI, UK

India Education and Research Initiative (UKIERI) - UGC Higher Education Leadership

Development Programme may be implemented through HRDCs for one-week duration. A

typical capsule for middle level (experience more than 6 years) academic leadership is

provided in Annexure III.

(iii) Innovative short-term courses on Research writing, Ethics, Artificial Intelligence, Data

analytics, machine Learning, IoTs etc. may be offered by HRDCs and more in numbers.

The duration of SHORT TERM COURSES shall be 3 days and for WORKSHOPS it will

be 6days.

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(iv) Out of allotted RCs/STCs, need based programmes limited to few may be offered by

HRDCs keeping the total number conserved.

(v) OPs shall be phased out by ―Guru Dakshta‖ (Faculty Induction Programme).

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Recommendation for MoUs received from HRDCs

Annexure - I

S.No. Name of Universities Remarks

1. Andhra University Incomplete*

2. Hyderabad University Complete for signature

3. Osmania University Complete for signature

4. SriVenkatwshwar University Complete for signature

5. J.N.Techn. University Complete for signature

6. Maulana Azad National Urdu University Complete for signature

7. Gauhati University To seek original MoU*

8. B.R.A Bihar University To seek original MoU*

9. Patna University To seek original MoU*

10. Pt. RaviShankar shukla University Complete for signature

11. Guru Ghasidas University Complete for signature

12. University of Delhi Incomplete*

13. JamiaMilliaIslamia Complete for signature

14. Jawaharlal Nehru University Complete for signature

15. Goa University To seek original MoU*

16. Gujarat University Complete for signature

17. Saurashtra University Complete for signature

18. Sardar Patel University Complete for signature

19. Kurukshetra University Complete for signature

20. BPS MahilaVishwavidyalaya Complete for signature

21. Guru Jambeshwar University To seek original MoU*

22. Himachal Pradesh University To seek original MoU*

23. Ranchi University Not received*

24. University of Jammu Not received*

25. Kashmir University Complete for signature

26. University of Bangalore To seek original MoU*

27 Karnataka University Complete for signature

28. Mysore University To seek original MoU*

29. Calicut University Complete for signature

30. University of Kerala To seek original MoU*

31. Kannur University Complete for signature

32. Devi Ahliya Vishwavidyalaya, Complete for signature

33. Dr. Harisingh Gaur University Completer for signature

34. Rani Durgawati Vishwavidyalaya To seek original MoU*

35. Laxmibai National Institute of Physical Education Complete for signature

36. Dr.B.A.Marathwada University Complete for signature

37. University ofMumbai Complete for signature

38. Pune University Complete for signature

39. Nagpur University Complete for signature

40. Sant Gadge Baba Amravati University Complete for signature

41. Manipur University Not received*

42. North Eastern Hill University Complete for signature

43. Mizoram University To seek original MoU*

44. Utkal University Complete for signature

45. Sambalpur University Complete for signature

46. Pondicherry University Not received*

47. Guru Nanak Dev University Complete for signature

48. Panjab University Complete for signature

49. Punjabi University Complete for signature

50. Jai Narayan Vyas University Not received*

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* To Seek the original MoUs from the * marked HRDCs 24Nos.

51. Rajasthan University Complete for signature

52. Maharashi Dayanand SaraswatiUniversity Not received*

53. Bharathiar University Complete for signature

54. Bharathidasan University Complete for signature

55. University of Madras Complete for signature

56. Madhurai Kamaraj University Complete for signature

57. Aligarh Muslim University Complete for signature

58. Allahabad University To seek original MoU*

59. Banaras Hindu University Complete for signature

60. D.D.U.Gorakhpur University Not received*

61. Lucknow University To seek original MoU*

62 Kumaun University Complete for signature

63. University of Burdwan, Not received*

64. University of Calcutta Complete for signature

65. Jadavpur University Not received*

66. North-Bengal University Complete for signature

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Annexure - II

Self-Assessment Report of HRDCs

Assessment Period: 2015-16 to 2019-2020 Preamble: The relevance of HRDC‘s activities within the light of its own mission statement, UGC‘s objectives and national priorities,

as well as in terms of meeting the needs and demands of other key stakeholders and target groups (in particular target

groups in universities and colleges).

•The performance of HRDC in terms of the outputs of its capacity building/Training, outreach activities and research (if

any).

•The effectiveness of HRDC in terms of the outcomes and progress towards impact of its capacity building/Training,

outreach activities and research (if any).

•The sustainability of HRDC‘s funding, activities and outcomes.

Programme diversification presents an ongoing challenge for HRDC. The Centre should have slowly expanded from a

base in core areas, to and then onto areas of applied disciplines in response to opportunities.

Name of HRDC:

I: KEY-PERFORMANCE INDICATORS&SELF-ASSESSMENT REPORT:

PERFORMANCE/EFFICIENCY: Number of Programs conducted against sanctioned and utilization of

funds; the feedback of participants and resource persons (supported by data analytics, if any)

YEAR No of Programmes Conducted/ No Sanctioned % Fund Utilization

and date of submission

of UC&SE OP S.Ref Int.Ref. Mult.Ref. W./S. School S.T.C.

2015-16

2016-17

2017-18

2018-19

2019-2020 OP: Orientation Programme, S.Ref.: Subject Refresher; Int.Ref.: Interdisciplinary Refresher; Mult.Ref.: Multidisciplinary Refresher; W./S.

School: Winter/Summer School; S.T.C.: Short Term Courses; UC & SE; Utilization Certificate & Statement of Expenditure

•To what extent are HRDC‘s activities and outputs occupying a niche and/or duplicating work done by other

institutions?

•What are the responses of participants about the course, accommodation and the facilities in HRDC obtained through

feedback? Please provide the analysis of responses.

•Have you obtained the feedback from the resource persons about the participants? If yes, please provide the analysis of

responses.

•What have been the key outputs of HRDC in capacity building/Training, outreach activities and research (if any)?

Best Practices (if any)

•Have you networked with other HRDCs/ NGOs/ Institutions? If yes, please provide details along with copies of

evidence.

•Have you offered any training programmes for others on self-financing basis?

•Please state any other best practice your HRDC.

ACCEPTANCE/POPULARITY: DIVERSITY/DEMAND RATIO & SWOC ANALYSIS

YEAR

Outside Number / Total Number Selected/

Applied Orientation Programs Refresher Courses Winter/Summer Schools Participants Resource

Persons

Participants Resource

Persons

Participants Resource

Persons

2015-16

2016-17

2017-18

2018-19

2019-2020 •Specify new facilities created during the last five years for strengthening the curriculum and/or meeting the objectives

of HRDC.

•Specify the contributory efforts made by the HRDC by developing course/laboratory modules, conducting short-term

courses/workshops, programs for leadership development and non-teaching staff etc.

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• Do you know the areas in which your HRDC can improve and where it‘s doing well, both internally and externally?

Use Strengths, Weaknesses, Opportunities and Challenges (SWOC) analysis to provide a definitive answer on both

fronts by briefly summarising these.

II: Infrastructure, Learning Resources, Governance

Physical Infrastructure (Please provide the details of the infrastructure like):

• Number of classrooms

• Seminar hall

• Library

• Office space

• Computer lab

• Participants hostel

• Equipment

• Number of computers in working condition (please provide the photos)

• Xerox facility

• Lending of books from the library

• Any other resources

Leadership, Governance, Functional Efficiency and Transparency (Governing body, administrative setup,

and functions of various bodies): How many meetings were conducted in the last five years? [Frequency of the

meetings; and attendance therein, in a tabular form: The list of members of Academic Advisory Committee and

few sample minutes of the meetings and action-taken reports should be annexed.]. Defined rules, procedures,

recruitment, and promotional policies, etc.

Please provide the details of the following:

(a) Teaching staff:

• Director- Full time/In-charge along with the date of appointment.

• Associate Professor- Regular/In-charge along with the date of appointment.

• Assistant Professor- Regular/In-charge along with the date of appointment.

(b) Non-teaching staff:

• Technical Officer (ICT applications, maintenance and training)

• Section Officer

• Senior Assistant

• Junior Assistant

• Documentation Assistant (at the level of Professional Assistant)

• Steno-typist/Computer Operator

• Peon/Multi-Tasking Staff (at the level of Group-C)

• Hostel Attendant (in case of those HRDCs that have independent accommodation/hostel facilities)

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Annexure – III

STATEMENT OF PRINCIPLES: REFRESHER CORSES AND SHORT TERM COURSES

The various schemes or activities for Quality Mandate (https://www.ugc.ac.in/e-

book/UGC%20QUALITY%20MANDATE/index.html#p=1) are Deeksharambh (Student Induction

Programme), LOCF (Learning Outcomes Based Curriculum Framework for undergraduate education),

JEEVAN KAUSHAL (Curriculum for Life Skills), social and industry connect, CARE (Consortium for

Academic and Research Ethics), STRIDE (Scheme for Trans-Disciplinary Research for India's Developing

Economy), SATAT (Framework for Eco-friendly and Sustainable Campus Development), MULYA PRAVAH

(Guidelines for inculcation of human values and professional ethics), reforms in evaluation and assessment

systems, GURUDAKSHITA (Faculty induction programme) and PARAMARSH (Scheme for mentoring

NAAC Accreditation aspirant institutions to promote quality assurance in higher education). The Leadership

Development Programs are proposed for middle level and senior level as well-the outline is briefly discussed.

The detailed modules shall be developed in due course of time.

Professional Development offers a pragmatic approach to the issues surrounding strategic planning in

higher education to enhance quality of education and effectiveness of management. These issues can be

managed by having a two prolonged interventions:

1. Faculty knowledge up gradation through Refresher Courses,

2. Effective Institutional administration through Faculty Induction Programmes and Leadership

Development Programmes.

Refresher Courses (intra-disciplinary):

One of the goals of Refresher Courses that are intra-disciplinary (in specific subject) must be to make

them appreciate that it is imperative for a teacher of Higher Education Institutions (HEI) to identify, if students

are learning what we intended them to learn and dwell upon the pedagogic tools to make the teaching

effective.In order to do that we must identify varied methods, or tasks, to assess change, growth, and the

integration of knowledge, attitudes, or skills over time. There is increasing acceptance that assessment is at

least in part to do with preparation for later life and work beyond academia. This recognition has brought with

it a gathering momentum for a shift in emphasis from the acquisition of knowledge to the acquisition of skills,

from product to process, from grading to competence. To put it another way, if the teaching departments are

serious about widening the range of skills students acquire from their degree programmes, the range and type

of modules provided must be designed with that in mind, for which HRDCs are considered to be change

agents by reorienting the objectives of Refresher Courses.

As is known, in teaching, what ultimately matters is not what is taught, but what is learnt; therefore, the

refresher courses should equip the participants to understand that

• Teachers of HEI are ready to set their course objectives in terms of learning outcomes;

• what we teach and how we teach, and how we assess, ought to be aligned with the intended learning

outcomes, such that they are fully integrated and consistent with each other;

• The quality of teaching is judged by the quality of learning that takes place.

There are some skills that are so fundamental to all scientific fields and to scientific progress

that all trainees must learn them; these include mathematics, quantitative approaches, statistics,

computation, writing, speaking, and communication. To effectively monitor and influence the development

of students‘ thinking processes, inquiry skills, attitudes toward science, and learning behaviours requires

continuous forms of assessment integrated into everyday learning activities, therefore, the rationale for doing

systematic formative assessment is extensive and can be systematically subjected to evolution by participative

role of participants in a thematic subject specific refresher course as its deliverable.

Assessment Methods

At any level, the assessment method should:

Be meaningfully related to the student-learning outcome you are trying to assess.

Require that students‘ display in observable ways the knowledge, skills, or attitudes described

in the student-learning outcome.

Learning Outcomes Teaching and Learning Activities Assessment Cognitive (Demonstrate: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

Lectures Tutorials Discussions Laboratory work Clinical work

End of module exam. Multiple choice tests. Essays. Reports on lab work and research project. Affective

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(Integration of beliefs, ideas and attitudes)

Group work Seminar Peer group presentation etc.

Interviews/viva. Practical assessment. Poster display. Fieldwork. Clinical examination. Presentation. Portfolio. Performance. Project work. Production of artefact etc.

Psychomotor (Acquisition of physical skills)

Strengths of a traditional approach to assessment • Strategic thinking. • Responding to pressure and time constraints. • Encouraging a broad knowledge base. Weaknesses of a traditional approach to assessment • Thinking skills – identifying and solving complex problems. • Presentation and oral skills – presenting complex problems and solutions orally in a comprehensible way, confidence building, use of PowerPoint, responding to unknown questions orally. • Interpersonal skills – communicating with colleagues, negotiating, developing leadership skills and managing interpersonal problems. • Research skills – finding unknown sources of information, research on the web and using libraries. • Entrepreneurial skills – identifying personal goals and the means to achieve them. • IT – basic skills, such as familiarity with core software and use of the internet. • Self-motivation and assessment – understanding personal motivation and objectives, and assessing progress achieved. The consistency of the traditional approach to assessment and identified learning goals

The traditional approach promotes a number of learning outcomes. The unseen examination requires students to

respond to pressure and time constraints. They develop strategic capacity in respect of the topics studied and the

questions answered, and selectivity in the material presented. In other respects, the traditional approach fares

less well.

The formative assessment is intimately linked with students‘ learning processes, helping to guide them in their

studies, motivating them, providing feedback on areas of learning requiring further work, and generally

promoting the desired learning outcome. In this role, assessment is to monitor student learning to provide

ongoing feedback that can be used by instructors to improve their teaching and by students to improve their

learning. More specifically, the purpose of formative assessments is:

To provide feedback to students: help students identify their strengths and weaknesses and target

areas that need work

To diagnose students‘ strengths and weaknesses: help faculty recognize where students are

struggling and address problems immediately

To help students to develop self-awareness.

To motivate students

Formative assessments are generally low stakes, which means that they have low or no point value.

Examples of formative assessments include asking students to:

draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback

Whilst most assessment is both summative and formative, generally, the summative function increasingly

predominates in a way that adversely affects student learning. The summative assessment is to evaluate student

learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative

assessments are often high stakes, which means that they have a high point value. Examples of summative

assessments include:

a midterm exam

a final project

a paper

a senior recital

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Information from summative assessments can be used formatively when students or faculty use it to guide their

efforts and activities in subsequent courses. Direct summative assessment methods are most often used to

measure student-learning outcomes at the program-level (e.g., portfolios, performances, thesis, comprehensive

exams, licensure or certification exams) and course-level (e.g., research papers, course exams, case studies, oral

presentations).

Purpose of summative assessment

To pass or fail a student.

To grade or rank a student.

To allow progress to further study.

To assure suitability for work.

To predict success in future study and work.

To signal employability and selection for employment.

Example of a Program-Level Method for Assessing Student-Learning Outcomes

Students give an oral presentation in which they demonstrate their mastery of key program content

through a critical analysis of and a viable solution for a problem posed in case study materials.

Students produce a portfolio containing specific artefacts evidencing students‘ accomplishment of

each of the learning outcome.

Faculty members use a structure, process, and rubric, scoring guide, or rating scale for assessing

the portfolios.

The individual artefacts in the portfolio are assessed in relation to specific student-learning

outcomes.

The rationale for doing systematic formative assessment is extensive. Summative assessment, which occurs

primarily through the use of periodic cumulative exams that test for information and low-level problem-solving

skill, encourages rote learning on the part of students and cannot be used by teachers to shape instruction in a

continuous and dynamic fashion. To effectively monitor and influence the development of students‘ thinking

processes, inquiry skills, attitudes toward science, and learning behaviours requires continuous forms of

assessment integrated into everyday learning activities:

Exploring Naive Concepts

Students come to their physics classes with a tremendous amount of experience and understanding. A

great deal of this prior knowledge is in conflict with formal physics concepts and principles. Students

need to become aware of their prior conceptions, have the opportunity to express their understanding,

and hear what other students think. Likewise, it is essential that teachers become aware of students‘ pre-

instructional understanding so they can better tailor learning activities to address their students‘

particular needs.

Honing and Clustering

When students first learn a formal physics concept, they do so in a limited context and in isolation from

other closely related ideas. Over time the students are expected to generalize their understanding of a

concept and integrate it with other knowledge so that they can apply the concept in a wide range of

contexts.

Analyze and Reason Using Concepts

Once students understand a concept (or set of concepts), an important goal is to get them to use their

understanding to analyse and reason about more complex situations. By analysis, we simply mean to

break a situation down into basic parts to better understand the whole. Reasoning involves putting

together the parts to draw conclusions or make judgments. Analyse and Reason assessment items

require students to deal with complex situations and questions that can be addressed qualitatively, but

would be extremely difficult for them to solve using an equation-centred approach.

Concept-Based Problem Solving

A goal of instruction is to improve students‘ ability to use their knowledge of physics concepts to solve

both quantitative and qualitative problems. In most traditional courses students focus so much on the

algebraic aspects of problem solving, they never learn how to use physics concepts to solve problems.

In order to put in practice, the systematic formative assessment requires development of e-diagnostic

modules on important topics to begin with. Conceptual understanding can be reliably ascertained only

by testing the same concept in a variety of contexts. Such a test would require a lot of time in evaluating

the responses. Immediate feedback cannot be given. The problem is further complicated due to

language difficulties. Objective tests are easy to evaluate. But they are not reliable indicators of

conceptual understanding unless a sufficiently large number of questions dealing with the same set of

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concepts are answered all correctly. In order to ascertain conceptual understanding a student may have

to take the test several times. A fresh set of questions must be presented with each attempt. Therefore,

for each set of concepts a very large set of questions must be available.

Keeping these observations in mind, there is a need to create e-diagnostic modules on important topics.

For this, the following procedure is suggested:

o Divide the topic into a small number of conceptual categories. Each concept category must

consist of a single concept or a combination of concepts.

o Arrange the concept categories in a hierarchical sequence. If mastery of concepts in category A

are a pre-requisite for correctly answering questions in category B then category A must appear

earlier than category B in this sequence.

o Prepare a very large number (about 50) of True/False questions for each category. Each

question must belong uniquely to one of the concept categories. To answer a question

belonging to a particular concept category correctly, it should be necessary to understand all the

concepts belonging to that category.

o To test for a particular concept category, present randomly chosen ‗n‘ True/False questions

from that category. The probability of correctly answering all the questions by random choices

is (1/2)n, so if the value of n is large, it will be unlikely that a student will be able to answer all

the questions correctly without understanding the concepts involved in the category. A good

choice of n is 7 as (1/2)7 = 1/128 is less than 1%.

o Present these questions one at a time and inform the student immediately whether the answer is

correct. This will allow a student to think about the reasons for getting the answer wrong. A

wrong answer challenges a student‘s conceptual framework forcing a rethink and modification

of the framework.

o Ask a student who is unable to answer all the 7 questions correctly, to take remedial measures

for overcoming the conceptual deficiency and take the diagnostic test again, till all 7 questions

are answered correctly.

o Motivate a student to persist with a concept category till proper understanding is achieved. It

can be assumed that a student who can answer all the 7 questions correctly has understood the

concepts required for that category. Thereafter the student can move on to the next concept

category.

o A diagnostic test has the advantage that a student has to spend time and effort on a topic only to

the extent needed.

Organize and Interrelate Groups of Concepts

At the program level in particular, the desired overall outcome for students is not just the mastery of

individual components but the ability to put the pieces together in an integrated whole. Students should

have at least one opportunity to demonstrate such integration in an assessment that measures more than

one of the program outcomes

The Refresher Courses should reinvent itself by underlining the need of learning outcomes-based

curriculum framework (LOCF) adopted by UGC intended to acquire and maintain standards of

achievement in terms of knowledge, understanding and skills and their applications as well as the

development of scientific attitudes and values appropriate for rational reasoning, critical thinking and

developing skills for problem solving and initiating research, which are competitive globally and are on par

in excellence with the standard HEI as desired from a developed nation.

Refresher Courses (multi/ inter/ trans-disciplinary):

Some of the most significant research occurs at the interfaces between traditional research areas. This

is even more likely to be true in the future because the solution to complex problems will require experts and

expertise in many different disciplines—and increasingly expertise in more than one field. If this research is

to be successful, individuals must be broadly trained so that they can understand and contribute to

research that overlaps different fields. Therefore, the Refresher Courses that are multi/ inter/ trans-

disciplinary approaches are to resolve real world or complex problems, to provide different perspectives on

problems, to create comprehensive research questions and pave the way for nucleation of new disciplines into

a coordinated and coherent whole, therefore, these categories of Refresher Courses keep exploring such

possibilities by identifying emerging disciplines that are yet to be fossilised, as today's interdisciplinary

research often ends up as tomorrow's ―traditional‖ discipline. Sometimes an interdisciplinary field is in such

early stages that it has no name and there remains uncertainty about whether it will in fact emerge, for example

the intersection of robotics, computational models, machine learning, and developmental psychology is

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concerned with behaving organisms and devices learning to operate in a real-world environment.The field-

specific training could be ―broad training‖ that allows new concepts and approaches to develop through

synergy with new areas such as ―Synthetic biology‖ that will sequence and analyze genomes to create custom-

designed bootable organisms and biological robots that can produce chemicals from scratch, like biofuels.

Likewise,―Quantitative biology‖, as its name implies, may be an effort to understand biological processes

through the language of mathematics. Computational social science may study the copious amounts of

information left behind from emails, mobile phone calls, tweets, credit card purchases, Google searches, and

so on. Cognitive economics (or finance) may focus on the internal structure of individuals‘ decision-making

for example, how does information enter the mind and how is it processed, what form do preferences take

internally, and then ultimately how are all those processes expressed in our behaviour. An effort to quantify

and describe the broad social forces of history, both to study the past, and as a potential way to predict the

future and sometimes forecasting social unrest may be studied by broad training in diverse fields. The

astronomers are able to peer more closely into the inner-workings of nearby planets and moons, they're

increasingly able to track atmospheric conditions and weather patterns. Like exo-oceanographers and exo-

geologists, the Geologists may also be exposed to exo-meteorologists and may be interested in studying

natural processes which occur on planets other than Earth. Organic electronics may introduce the potential for

organic solar cells, self-assembling monolayers in functional electronic devices, and chemical circuits that

could replace computer chips for human implantation. The HRDCs in consultation with experts must venture

upon re-christening the new programs that are at interfaces and gauge their success if the discipline gets

recognitions in a given time frame.

SHORT TERM LEADERSHIP DEVELOPMENT COURSES

The Universities are envisaged as the torch bearers of the higher education efforts in India. It is therefore

important that the Universities are sensitized towards Leadership and developing a vision for excellence in

higher education in India. With an objective to promote introspection about the present culture and processes of

each university and discuss ways of creating a shared vision so that all stakeholders can jointly contribute to its

overall aspirations, ―Short Term Workshops‖ for ―Senior Level (teaching experience more than 8 years)‖ and

―Middle Level (experience more than 5 years)‖ Leadership for academic excellence in Higher education should

be conducted under the aegis of HRDCs.

It is envisaged that the HRDCs should come forward for offering Short Term Courses (6Days) on Leadership

Development covering following aspects (Each day the program starts with Yoga and Meditation):

[Managing Higher Education Institute: Strategic Change, Team Building, Globalisation of Indian Higher

Education: Challenges for Teaching and Research, People Skill & Interpersonal Effectiveness. New Education

Policy, Vision for Higher Education in India. Managing self, Grievance Management & Conduct Rules,

Effective Communication, Innovation in Teaching and Research, Leveraging IT for Organizational

Performance, Project Management, Financial Management, Performance Management, Higher Education

Institute: Crafting the way forward, Effective Communication, Leadership, Ensuring Student Discipline & their

good conduct on Campus, Handling Admissions & Conducting Examinations, Disciplinary Enquiries, Conflict

of Interest, Mentor-Trainee Responsibilities, Collaborative Research, Plagiarism, IPR, Data Management,

Change Management, MOOCs, UGC Schemes, RTI etc]

After introducing the concept of stress, various techniques may be discussed for managing the stress by way of

experiential learning, techniques of managing time at workplace and in general course of life following modules

may be introduced in abridged from:

An insight to participants may be given to understand on how vision, mission and goals can make a

difference to organizational performance and help them how to build a good vision and mission statements

and translate them into action.

To discuss the use of ICT in Academic Administration and the contribution of ICT in enhancing teaching

and learning in higher education institutions. Automating processes, Implementing state of art information

technology solutions, Develop and implement a robust campus maintenance system.

"Laboratory Management about different aspects of conducting and managing laboratory covering

documentation and safety management and designing laboratory course, standard operating procedures,

good laboratory practices. Sensitizing the participants about the significance of research, avenues for

sponsorship in R&D activities and R&D management. Discuss the role of an administrator in educational

institutes and universities, in developing the R&D eco-system. Importance of academia-industry

collaboration for a win-win outcome for both. Incubation and Sponsorship.

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To understand governance system for higher education for better performance.Enchasing the skill sets of

the administrators in Accounting, finance operations, and legal issues concerning an education institute.

Reduce duplication of effort, Ensure adherence to standards, Enhance the flow of information throughout an

information system, Promote adaptability necessary for a changeable environment, Ensure interoperability

among organizational and external entities, etc. Campus Management (Estate management, landscaping and

architectural refinements etc.) Project management, Planning and execution to respond to medical

emergency, preventive measures related to health care, Ecological management, House Keeping,

Management of Guest Houses, Student Hostels and Residential area, Create and manage medical facilities

on the campus

Importance of Skills to develop sustainable strategies such as– cognitive skills comprising analytical and

divergent thinking, knowledge of theoretical concepts and frameworks, and awareness of issues and

challenges in the business environment. To provide an overview of group behaviour and group dynamics.

To provide insights into building effective teams. An insight to group decision making. Employees are the

biggest asset an organization has. Those who are managing institutes of higher learning have to lead,

motivate, train, inspire, and encourage, he/she has to also be responsible for hiring, firing, disciplining and

training and evaluating. A dean and director develop and lead a positive, productive innovative work force.

Collaborate with wardens, doctors, sport officer, and legal advisor, Managing and outsourcing of various

services and ensuring scheduling of works to ensure timely actions. To make participant understand the

importance of performance appraisal system in the institute of higher education.

Managing a huge organization required to have clear transparent process and clear responsibility and

authority distribution. The organization has to be socially relevant and law abiding. Strategic Planning and

Implementation, Corporate Governance

Delivery Mode Lecturing, Case studies, Experience sharing, Role plays, Assignments, Presentations

13

Annexure – IV

Recommendations of Committee towards allotment of courses for 2020-21 (RC/OP/STC

etc.) under the scheme of HRDC(Only 39 requests were received against existing 66 HRDCs). S.NO NAME OF HRDC/RECCOMMENDED PROGRAMMES BY THE COMMITTEE

1. BHARTHIAR UNIVERSITY

1. Faculty Induction Programme - 04.

2. Refresher Courses:Theme-LEARNING OUTCOMES AND COMPETENCES11

i) Commerce.

ii) Mathematics & Statistics.

iii) Tamil Literature.

iv) Chemistry

v) Library & Information Science.

vi) English.

Refresher Courses: Inter/Multi-disciplinary

vii) Cognitive Economics

viii) Quantum Biology

ix) Synthetic Biology

x) Computational Social Science.

xi) Historical Studies (Archaeology, Ethnology, History, Political Science, Public

Administration, Tourism)

3. Short Term Courses.

i) ―Research Methodology‖ (Social Sciences)-04.

ii) ―Cyber Crime‖.

iii) ―Digital Learning‖.

4. Workshops.-03.

i) Leadership Development. 02

ii) Outcome Based Learning

2. SAVITRIBAI PHULE PUNE UNIVERSITY.

1. Faculty Induction Programme – 04.

2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES11

i) Commerce & Management.

ii) Community Engagement.

iii) Earth Sciences- Exo-meteorology.

iv) Teachers‘ Educator: Learning outcomes and educational reform – Pedagogy,

Assessment and Quality Assurance

v) Library & Information Sciences.


vi) Synthetic Biology.

vii) Environmental Science/Education.

viii) ICT/MOOCs.

ix) Sociology:Forecasting social unrest: Clio-dynamics


i) ―Research Methodology‖

ii) Professional Development Programme for Class III Non-teaching staff.

4. Workshops-04.

i) Leadership Development -02

ii) Outcome Based Learning.-02.

3. RAJASTHAN UNIVERSITY.

1. Faculty Induction Programme – 04.

2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES 08.

i) Library & Information Sciences.

ii) Visual & Performing Arts.

iii) Research Methodology in Social Sciences and Humanities.


iv) Globalization and Emerging Socio Economic Challenges.

v) Sciences: Organic Electronics.

14

vi) Environment and Sustainable Development.

vii) Teacher Education: Learning outcomes and educational reform – Pedagogy,

Assessment and Quality Assurance.

viii) Winter School: Quantitative Biology.


i) Foreign Languages, Tool for Constructivist Learning.‘

ii) Soft Skills for Professional Excellence.

iii) Women & Child Development.

iv) Disaster Management.

4. Workshop. - 04.

i) Leadership Development 02

ii) MOOCs, e-content Development and Open Educational Resources.

iii) Pro Youth Mental Health Promotion: Resources and Outcomes

4. UNIVERSITY OF CALICUT

1. Faculty Induction Programme – 04. 2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES 11.

i) Languages, Literature & Cultural Studies (Indian, English & foreign Languages).

ii) Hindi Language & Literature.

iii) Art & Culture (Humanities & Languages).

Refresher Courses: Inter/Multi-disciplinary:

viii) Material Sciences:Recombinant Memetics (Chemistry, Nano Science/Technology,

Physics, Biological Sciences).

ix) Malayalam & Kerala Studies (Anthropology, History, Malayalam, Sociology).

x) Development Studies (Commerce, Management & Economics).

Winter/Summer School

xi) Experimental Techniques for Biological Sciences (Agricultural Science,

Biotechnology, Botany, Environmental Science, Veterinary Science, Zoology).

3. Short Term Courses i) ―Research Methodology‖

ii) Soft Skills Development for Asstt./Associate Professors.

iii) E-content Development and Online Pedagogy

4. Workshop. - 02.

i) Leadership Development Programme

ii) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows.

5. UNIVERSITY OF MYSORE.


2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES 10 i) Commerce.

ii) Languages, Literature & Cultural Studies (Kannada &Indian Languages).

iii) History.

iv) .Library & Information Science.

v) Physical Education.


vi) Cognitive Economics.

vii) Quantum Biology.

viii) Human Rights.

ix) Materials Science.

x) Teacher Educators: Learning outcomes and educational reform – Pedagogy, Assessment

and Quality Assurance.


i) ―Research Methodology‖

ii) ‗Gender Sensitization‘.

iii) ‗Disaster Management‘.

iv) ‗‗Soft Skills‘.

4. Workshop. - 05.

i) Leadership Development Programme 02

ii) MOOCs, Online Courses & Open Educational Resources

15


iv) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows

6. GURU NANAK DEV UNIVERSITY.


2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES 11. i) Languages, Literature & Cultural Studies (Indian, English & foreign Languages).

ii) Social Sciences (History, Economics, Public Admn., Political Science, Sociology,

Psychology, Lib. & Inf. Science, Physical Education, Law, Home Science,

Commerce etc.).

iii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


iv) Visual & Performing Arts.

Refresher Courses: Inter/Multi-disciplinary: v) Information Technology, Awareness & Applications.

vi) Environment Conservation.

vii) Indian Heritage and Human Values.

viii) Winter School (Engineering Science).

ix) Summer School (Synthetic Biology).

3. Short Term Courses

i) Research Methodology.

ii) Intellectual Property Rights and Ethics.

iii) Climate Change and Disaster Management.

iv) MOOCs& e-content development.

4. Workshop. - 04.


ii) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows

iii) Training Programme (for Non-teaching staff).

7. SARDAR PATEL UNIVERSITY.



i) Indian Languages, Literature & Cultural Studies.

ii) Commerce &Management

iii) Computer Science & ICT

iv) Science & Technology of Yoga and Meditation (Physical Education)

v) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


Refresher Courses: Inter/Multi-disciplinary: vi) Biotechnology & Medical technology : Synthetic Biology

vii) Nutrigenomics: Agricultural Sciences, Biosciences

viii) Disaster management

ix) Chemical Sciences: Organic Electronics

3. Short Term courses.

i) Gender Equality, Women Empowerment & Social Transformation

ii) Research Methodology.

iii) One-week contact hands on Experience Programme for ARPIT learners.

iv) Indian Educational Thinkers.

4. Workshop. - 05.





8. SANT GADGE BABA AMRAVATI UNIVERSITY


2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES08.

i) Chemistry.

ii) Library & Information Science.

iii) Physical Education, Sport Science & Yoga.

16

iv) Commerce & Management (Business Studies, Economics, Account, Business

Management, Business Economics).

v) Human Rights & Social Inclusion (Law, Political Science, History, Economics, Public

Admn., Sociology, social Work, Philosophy, Psychology).

vi) Basic Sciences (Physics, Mathematics, Statistics, Computer Sciences, Electronics).


vii) ICT

viii) Environment Studies

3. Short Term Courses:

i) MOOCs, E-content Development & Open Educational Resources.

ii) Gender Sensitization.

iii) Entrepreneurship, Innovation & Start Ups.

iv) Personality Development.

v) Water Resource Management.

4. Workshop. - 05.


ii) Research Methodology 02

iii) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows

9. RTM NAGPUR UNIVERSITY.



i) Life Sciences.

ii) Library & Information Sciences.

iii) Marathi.

iv) Business Studies (Commerce/Economics/Management).

v) Physical Education.

vi) Social Sciences (Sociology/Social Work/Public Administration/Political

Science/Psychology).


vii) Environmental Sciences.

viii) ICT Applications and Soft Skills.

ix) Science & Technology ofYoga and Meditation.


i) Research Methodology in Social Science.

ii) Research Methodology in Applied Sciences.

iii) Gender Sensitization.‘

iv) Disaster Management.

v) Teacher Educators.

4. Workshop. - 05.





10. DEVI AHILYA VISHWAVIDYALAYA, INDORE.



i) Languages, Literature & Cultural Studies (Hindi and Sanskrit).

ii) Applied Mathematics and Statistics

iii) Life Science (Zoology, Botany, Microbiology, Biotechnology).


iv) Science & Technology of Yoga and Meditation, Indian Values & Ethics



vi) Computer Application

vii) Research Methodology (For Sciences).

viii) Economic Policies.


17


ii) Disaster Management.

iii) Intellectual Property Rights.

iv) Learning Outcome Based Education.

v) Econometrics.

5. Workshop. - 04.




11. HIMACHAL PRADESH UNIVERSITY, SHIMLA.



i) Research Methodology for Social Science & Commerce.

ii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


iii) Earth Sciences.

iv) Economics.

v) Music & Performing Arts.

vi) Hindi & Sanskrit.


vii) Indigenous Knowledge & Ethics.

viii) Environment Awareness.

ix) ICT.


i) Science & Technology of Yoga and Meditation& Spirituality.

ii) Visual Art (Sculpture, Painting & Fine Arts).

iii) Journalism & Mass Media.

iv) Research Methodology.

v) Gender Sensitization.

vi) Geospatial Technology.

vii) Disaster Management.

4. Workshop. - 05.





12. UNIVERSITY OF KASHMIR.



i) Sciences.

ii) Social Sciences.

iii) Commerce, Economics & Management.

iv) Languages, Literature & Cultural Studies (Indian, English & foreign Languages).

Refresher Courses: Inter/Multi-disciplinary: v) Human Rights.

vi) Information Technology.

vii) Gender and Development studies.

Special Summer/Winter School.

viii) Earth System Sciences: Geochronology


i) Research Methodology for Science Scholars.

ii) Research Methodology for Social Science Scholars.

iii) Research Methodology for Arts & Humanities Scholars.

iv) Research Methodology for Commerce, Economics & Management.

4. Workshop. - 04.



18


13. ALIGARH MUSLIM UNIVERSITY.



i) Human Rights.

ii) Women‘s Studies.

iii) Environmental Studies.

iv) Library & Information Science.

v) Languages, Literature & Cultural Studies (Indian, English & foreign Languages).

Refresher Courses: Inter/Multi-disciplinary: vi) Oriental Studies.

vii) Learning outcomes and educational reform – Pedagogy, Assessment and Quality

Assurance.


i) Value Based Education.

ii) Research Methodology

iii) Inclusive Health.

iv) Soft Skills and Presentation Skills Legal Rights.

v) Gender Studies.

4. Workshop. - 05.




iv) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows.

14. BHARATHIDASAN UNIVERSITY.



i) Languages, Literature & Cultural Studies (Tamil & other Indian Languages).

ii) Business Studies.

iii) Mathematics & Statistics.

iv) Media studies.


v) Cognitive Economics.

vi) Bio-sciences.

vii) Environmental Sciences.

viii) Nano Science.

ix) Teacher Educators: Learning outcomes and educational reform – Pedagogy,



i) Gender Sensitization & Women Empowerment.


iii) Outcome Based Education & Curriculum Development.

iv) Human Rights Education.

4. Workshop. - 05.





15. UNIVERSITY OF DELHI.



i) Economics, Commerce & Business Management.

ii) Mathematics/Operational Research/Statistics and Computer Science.

iii) Chemistry.

iv) Life Sciences.

v) Journalism, Media and Cinema.


19

vi) Environmental Studies, Water, Earth and Environment

vii) Indian Philosophy, ―Samskara, Culture and Global Recognition‖

viii) Science & Technology of Yoga and Meditation

ix) Indian Folklore, Culture & Traditions

3. Workshop. - 07.



iii) MOOCs, Online Courses & Open Educational Resources

iv) E-content Development and Online Pedagogy

v) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows

16. MIZORAM UNIVERSITY.




i) Culture Studies.

ii) Earth Sciences-Geochronology.

iii) Life Sciences: Synthetic Biology

iv) Engineering and Technology.

v) Cognitive Economics: Management and Information Sciences

Winter/Summer School:

vi) Tribal Studies

vii) Comparative Literature & Cultural Studies (Indian & Native Languages).


i) Professional Dev. Course for Non-teaching staff.


iii) Applied Statistics.

4. Workshop. - 05.





17. NORTH EASTERN HILL UNIVERSITY.



i) Statistics.

ii) Folkloristics & Semiotics.

iii) History.


iv) Tribal Studies

v) Comparative Literature & Cultural Studies (Indian, English & foreign Languages).

vi) Quantum Biology

vii) Forecasting social unrest: Cliodynamics



ii) Bio-medical.

iii) SPSS.

iv) Soft Skills.

4. Workshop. - 04.




18. SAURASHTRA UNIVERSITY, RAJKOT

1. Faculty Induction Programme - 04


i) Commerce, Economics and Management

Refresher Courses: Inter/Multi-disciplinary: ii) Innovative Research Possibilities in Language and Literature

20

iii) Languages, Literature & Cultural Studies (Gujarati-Hindi)

iv) Skill Based Education for Sustainable Development

v) Indian Education system and Educational Vision of Indian Thinkers

vi) Study of cultural Heritage of Saurashtra Region


i) Yoga and Mental Health


iii) Patent and Start up in Higher Education

iv) Cutting Edge Technology in Research & Innovation

4. Workshop. - 05.




19. GURU GHASIDAS VISHWAVIDYALAYA, BILASPUR



i) Hindi

ii) Perspectives of Media & Social Change

Refresher Courses: Inter/Multi-disciplinary: iii) Banking Interaction and Financial Stability

iv) Law, Society and Social Change

v) Recent Trends of Research Areas of Engineering & Technology

vi) Nanoscience & Nano Technology and its Applications

Summer / Winter Schools vii) Novel Insights in Life Science Research

viii) Learning outcomes and educational reform – Pedagogy, Assessment and Quality

Assurance.

3. Short Term Courses. i) Disaster Management

ii) Gender Sensitization

iii) Research Methodology 02

4. Workshop. - 04.




20 ANDHRA UNIVERSITY



i) Life Science

ii) Languages, Literature & Cultural Studies (Indian, English & foreign Languages).

iii) Commerce & Management

iv) Human Rights

Refresher Courses: Inter/Multi-disciplinary: v) Environmental Sciences

vi) Computational Social Sciences

vii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


viii) Home Science (Food & Nutrition)


i) Professional Development Programme for Non Academic Staff

ii) Women Studies

iii) Research Methodology

iv) Applied Statistics for Teachers & Research Scholars

4. Workshop. - 04.




21

21 B.P.S. WOMEN UNIVERSITY, KHANPUR



i) Latest Trends in Economics and Business (Economics, Management, Commerce,

Hospitality and Allied

ii) Mathematics and Statistics

iii) Sports, Physical Education and Yoga (Physical Education, Sports and allied Subject

Refresher Courses: Inter/Multi-disciplinary: iv) Law and Human Rights & Social Transformation

v) Environment Management and Disaster Management

vi) Online Course Development and use of ICT Techniques of Teaching& Research

vii) Science & Technology of Yoga and Meditation

viii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,



i) Food History, Nutrition, Food preparation & Preservation and Dining Etiquettes

ii) Gender Studies


iv) Academic Writing

v) E-content Development and Online Pedagogy

4. Workshop. - 04.


ii) Capacity Building program for women in Higher Education

iii) MOOCs, Online Courses & Open Educational Resources

22 PT. RAVISHNAKAR SHUKLA UNIVERSITY, RAIPUR




ii) Chemistry

iii) Law

iv) Mathematics

Refresher Courses: Inter/Multi-disciplinary: v) Computational Sociology

vi) Environmental Science

vii) Life Sciences:Synthetic Biology

viii) Forecasting social unrest: Cliodynamics

ix) Tribal Studies


i) New Dimensions in Teaching & Research in Hindi Literature in 21st Century

ii) Research Methodology for Ph.D. Students

iii) Cognitive Capacity Assessment

iv) Outcome Based Learning

v) Interactive course for research Scholars

4. Workshop. - 05.





23 LAXMIBAI NATIONAL INSTITUTE OF PHYSICAL EDUCATION, GWALIOR



i) Physical Education – 06

Refresher Courses: Inter/Multi-disciplinary: ii) Cognitive Economics

iii) Science & Technology of Yoga and Meditation


i) Gender Sensitization

22

ii) Adventure Sports and Sports Tourism


iv) Disaster Management

v) Science & Technology of Yoga and Meditation

4. Workshop. - 04.




24 UNIVERSITY OF HYDERABAD



i) Commerce & Management

ii) Social Sciences

iii) Experimental Physics

iv) Life Sciences

Refresher Courses: Inter/Multi-disciplinary: v) Research Methodology

vi) Quantitative Biology

vii) Chemistry: Synthetic Biology

viii) English Language Studies


i) Academic Writing


iii) Disaster Management

iv) Gender Sensitization

4. Workshop. - 05.




25 DR. HARISINGH GOUR VISHWAVIDYALAYA



i) Computational Mathematics

ii) Research Methodology in History and Other Disciplines

iii) Recent Advances in Chemical Sciences

iv) Current Trends in Life Sciences

v) Science & Technology of Yoga and Meditation

Refresher Courses: Inter/Multi-disciplinary: vi) Literature Culture and Media : Innovative Trends in Knowledge

vii) Recent Trends in Economics, Commerce and Management

viii) Cognitive Economics

ix) Data Analysis Using Statistical Methods


i) Dialogue with Dr B R Ambedkar: Critical Reflection for Social Science Discourse

ii) Use of MATLAB in Research

iii) Research Methodology in Social Sciences and Humanities

iv) Research Methodology for Science

v) Gender Equality and Work Place Security for Women

vi) Yoga for Mental Health

vii) Cyber Crimes & Cyber Security: Preventive and Reactive Measures

4. Workshop. - 04.




26 HIMACHAL PRADESH UNIVERSITY



23

i) Research Methodology for Social Science & Commerce

ii) Basic Sciences



iv) Earth Sciences

v) Economics

vi) Music & Performing Art

vii) Languages, Literature & Cultural Studies (Hindi & Sanskrit)

Refresher Courses: Inter/Multi-disciplinary: viii) Indigenous Knowledge & Ethics

ix) Environment Awareness


i) Science & Technology of Yoga and Meditation

ii) Visual Art (Sculpture, Painting & Fine Arts)

iii) Journalism & Mass Media

iv) Gender Sensitization

v) Geospatial Technology

vi) Research Methodology

4. Workshop. - 05.





27 SAMBALPUR UNIVERSITY



i) Languages, Literature & Cultural Studies (Indian Languages& Oria

ii) Commerce and Management

iii) Physics

iv) Chemistry


v) Tribal Studies

vi) Entrepreneurship and Innovation

vii) Environment Studies

viii) Management of Natural Resources

ix) Biotech and Bio-Informatics


i) Disaster Management


iii) Research Methodology 02

iv) Science & Technology of Yoga and Meditation-02

4. Workshop. - 05.




iv) Non-Teaching Staff Training and Development

28 PATNA UNIVERSITY



i) Cognitive Disabilities in Learning: Psychology

ii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


iii) Chemistry

iv) Political Science


v) Geography & Geology: Exo-Meteorology

vi) Summer School on Computational Sociology

24

vii) Languages, Comparative Literature & Cultural Studies (Indian Languages)

viii) Human Rights

ix) Disaster Management


i) Research Methodology 02

ii) Science & Technology of Yoga and Meditation

iii) Gender Sensitization

4. Workshop. - 05.





29 UNIVERSITY OF JAMMU


2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES 10


ii) Library and Information Sciences

iii) Mathematical Sciences

iv) Quantum Chemistry




vii) Environmental Sciences

viii) Entrepreneurship Development Program/Commerce & Business Management

ix) Human Rights

x) Disaster Management


i) Research Methodology-5

4. Workshop. - 05.




iv) for Educational Administrators on GFR, E-Procurement, Accounts

30 OSMANIA UNIVERSITY



i) Languages, Literature & Cultural Studies (Telugu and Indian Languages)


i) Humanities

ii) Computational Social Science

iii) Life Sciences

iv) MaterialsSciences: Recombinant Memetics

v) Gender Sensitization

vi) Entrepreneurship Development Program/Commerce & Business Management

vii) Earth System Sciences& Exo-meteorology

viii) Political Science and Public Administration


i) Soft skills for professional excellence Financial and Econometric Tools

ii) Renewable Energy


iv) Sustainable Development Goals

v) Teacher Educators: Learning outcomes and educational reform

vi) Science & Technology of Yoga and Meditation

4. Workshop. - 05.




25


31 MAULANA AZAD NATIONAL URDU UNIVERSITY



i) Life Sciences

ii) Commerce & Management



Refresher Courses: Inter/Multi-disciplinary: iv) Cognitive Economics

v) Multiculturalism

vi) Disaster Management

vii) Political Science & Public Administration

viii) Forecasting social unrest: Cliodynamics.



ii) Quality Assurance in Higher Education

iii) Research Methodology in Social Science

iv) Research Methodology for Sciences

4. Workshop. - 05.




iv) Sustainable Development Goals

32 GOA UNIVERSITY



i) Natural Sciences

ii) Commerce/ Management

iii) Political Sciences


iv) Cognitive Economics and Business

v) Languages, Comparative Literature & Cultural Studies (Indian, English & foreign

Languages).

vi) Computation Social Sciences

vii) Environmental Sciences

viii) Life Sciences: Quantum Biology


i) Science & Technology of Yoga and Meditation

ii) Intellectual Property Right and Patents

iii) Solid Waste Management

iv) Teacher Educators: Learning outcomes and educational reform

v) Research Methodology

vi) Geological Mapping and Remote Sensing value Education

4. Workshop. - 04.


ii) MOOCs, e-content development and Open Educational Resources

iii) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows

33 GAUHATI UNIVERSITY



i) Languages, Comparative Literature & Cultural Studies (Indian languages &Assamese)

ii) Life Sciences

iii) Library & Information Sciences

iv) Political Science

v) History


26

vii) Disaster Management

viii) Gender Studies

ix) Machine Learning

x) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


xi) Winter School on Science & Technology of Yoga and Meditation for Stress

Management


i) Peace & Conflict

ii) Disaster Management

iii) Value Education

iv) Judicial Activism

v) Research Methodology

4. Workshop. - 05.





34 BANGALORE UNIVERSITY

1. Orientation Programme – 4



ii) Mathematics

iii) Law and Human Right

iv) Physics

Refresher Courses: Inter/Multi-disciplinary: v) Languages, Comparative Literature & Cultural Studies (Indian languages & Kannada)

vi) Cognitive economics and Business

vii) Information and Communication Technology

viii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


ix) Life Sciences

Summer/Winter School

x) Winter School: Science and Technology of Yoga and Meditation

xi) Summer School: Quantum Biology



ii) Communication Skills and computer Applications



v) Workshop on MOOC‘s e-content development and open education Resources

vi) Non-Academic Staff Training

4. Workshop. - 05.





35 KANNUR UNIVERSITY



i) Chemical Sciences

ii) Physical Sciences

iii) Languages, Comparative Literature & Cultural Studies (Indian, English & foreign

Languages).

iv) Earth Sciences

Refresher Courses /Summer - Winter Schools: Inter/Multi-disciplinary:

iv) Cognitive Economics, Commerce & Business Management

27

v) Teacher Educators: Learning outcomes and educational reform – Pedagogy, Assessment


vi) Biological Sciences

vii) Winter School: Mathematics, Computer Science & Information Technology

viii) Summer School: Computational Social Sciences


i) MOOC‘s & Open Educational Resources 03

ii) Professional Skill Development for Non-Teaching Staff

iii) Research Methodology – Social Science & Humanities

iv) Research Methodology – Science

v) Gender Studies

vi) Human Rights & RTI Act

vii) Student Guidance, Counselling and Career Planning

viii) Climate Change & Disaster Management

4. Workshop. - 05.





36 KURUKSHETRA UNIVERSITY




ii) Chemistry

iii) Business Studies

iv) Mass Communication & Media Technology

v) Environmental & Earth Sciences


vi) Legal Provisions & Social Transformation

vii) Environment Challenges

viii) Computational Social Science


i) Research Methodology

ii) Gender Issue & Diversity Management

iii) Sustainable Development

iv) Inclusive Learning Spaces: Building Behavioural Competencies

4. Workshop. - 05.



iii) Professional Development Programme for Non-Academic Group B & C


37 GURU JAMBHESHWAR UNIVERSITY OF SCIENCE & TECHNOLOGY


2. Refresher Courses: Theme-LEARNING OUTCOMES AND COMPETENCES07 i) Physics

ii) Chemistry

iii) Mathematics & Statistics

iv) Business Studies (Commerce, Economics, Management for Social Science)

v) Research Methodology for Social Sciences

Refresher Courses: Inter/Multi-disciplinary: vi) Sharpening Teaching Skills through Pedagogy, Transaction and Evaluation

vii) Quantitative Biology


i) Cultivating Positive Mind-set through Yoga, Meditation & Spirituality


iii) Big Data Analytics & Artificial Intelligence

iv) Capacity Building for Women Academic Administrator

28

v) Development Programme for Non Academic Staff

4. Workshop. - 05.





38 RANI DURGAWATI VISHWAVIDYALAYA UNIVERSITY



i) Languages, Literature & Cultural Studies(Hindi and Sanskrit Literature)

ii) Remote Sensing and relief features

iii) Languages, Literature & Cultural Studies (Indian, English & foreign Languages).

Refresher Courses: Inter/Multi-disciplinary: iv) Environmental Education and Disaster Management

v) Cognitive Economics and Policies

vi) Computational Social Science

vii) Teacher Educators: Learning outcomes and educational reform – Pedagogy,


viii) Synthetic Biology (Pharmacy, Macromolecular Research, Biological Sciences)


i) Constitutionalism, Law & Human Rights



4. Workshops

i) Information and Communication Technology

ii) Special Interaction Programmes for Students at Ph.D/Post-Doctoral Levels from the

Centre of Advanced Studies/Department of Special Assistance Centres

iii) Leadership Development Programme 02

iv) MOOCs, Online Courses & Open Educational Resources

v) E-content Development and Online Pedagogy

vi) Interaction Programme for Ph.D. Research Scholars/Post-Doctoral Fellows

39 LUCKNOW UNIVERSITY




ii) Remote Sensing and relief features

iii) Physics

iv) Commerce & Management

Refresher Courses: Inter/Multi-disciplinary: v) Cognitive Economics and Policies

vi) Computational Social Science

vii) Teacher Educators: Learning outcomes and educational reform – Pedagogy, Assessment


viii) Synthetic Biology (Pharmacy, Macromolecular Research, Biological Sciences)


i) Constitutionalism, Law & Human Rights



iv) Yoga for Mental Health

v) Cyber Crimes & Cyber Security: Preventive and Reactive Measures

4. Workshops





29

Programmes under the scheme of HRDC for the year 2020-21 have been allotted to 39/66 HRDCs

on the basis of tentative schedule provided by the HRDCs. It is proposed that we may seek

tentative schedules from the remaining 27 HRDCs, which have not sent the same yet despite

several reminders.

1. mous received from ugc-hrdcs (annexure i) considering ... · goa university to seek original...

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