Syllabus for
BA (Liberal Arts/Honours/Honours with Research)
Academic Year  (2024)

A BA Liberal Arts (Honors/Honors with Research) will provide one with a passport to enter a highly rewarding career in fields including international relations, international business, foreign diplomacy, non-profit organizations, and more. Our majors’ program should be designed to offer a selection of stimulating coursework that prioritizes class discussion, featuring dedicated and experienced faculty, and prepares students for an inspiring career. It should shape one as an informed citizen who can make a difference in our increasingly globalised world. The Liberal Arts Degree is designed in a way that at the end of 3/4 years, the student can tailor their own specialization according to their own unique interests, from among the ‘Interdisciplinary Thematic Tracks’ mentioned below.

1. Track 1 - Environment: Science, Society and Policy (Environmental Science, Psychology, Sociology) 

2. Track 2 - Gender and Minority Studies (History, Policy Studies, Cultural Studies) 

3. Track 3 - Urban Studies (Economics, Sociology, Geography) 

4. Track 4  

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: To apply critical thinking and problem solving abilities using evidence-based reasoning to make rationalized and informed decisions Tracks : Foundational Course- Critical Thinking, Environment and Sustainability, Innovation and Infrastructure. All Tracks GA: Academic Excellence, Social Sensitivity

PO3: Apply logical reasoning to multiple narratives and demonstrate understanding to ethical concerns, and historical consciousness. Tracks: Environment and Sustainability, Gender and Minority, Peace and Conflict, Communication Studies. All Tracks GA: Leadership, Social Sensitivity,Academic Excellence, Professional excellence

PO4: Develop understanding of ideas and concepts on pluralism and cultural legacies by critiquing the dynamics of power to appreciate the lived social experiences in the areas of environment, sustainability, politics and history. Tracks:Peace and Conflict Studies,Gender and minority studies,Environment and Sustainability, Health care and wellness, Communication GA: Academic Excellence, Social Sensitivity, Personality, Communication

PO5: Develop collaborative, leadership, team- and network- building skills to be applied towards understanding, engaging and valuing diverse perspectives Tracks: Communication Studies; Gender and minority studies; Peace and Conflict Studies; Infrastructure and Innovation GA: Leadership, Social Sensitivity,Academic Excellence, Professional excellence

PO6: Employ effective written communication and disseminate knowledge acquired to both academic and non-academic communities the value of an individual voice, opinion, their education, and their cultural experiences through multiple mediums. Tracks: Communication Studies,Gender and minority studies,Peace and Conflict Studies ,Environment studies GA: Academic Excellence, Communication, Leadership

PO7: Demonstrate individual and social responsibility (civic responsibility, engagement, and ethical reasoning), a propensity for life-long learning, employment, and prepare for global citizenship Tracks: All of them GA: Leadership, Social Sensitivity,Academic Excellence, Professional excellence, Communication

PO8: Apply an interdisciplinary understanding of the knowledge gained from different disciplines in varying historical, socio-political and cultural contexts; environmental processes; and sustainability aspects through the display of critical skills in both theory and practice. Tracks: Environment and Sustainability; Urban studies; Industry innovation; Healthcare and Wellness GA: Academic Excellence, Leadership, Social Sensitivity

PO9: Apply appropriate research methods to generate effective multidisciplinary research Track: Foundational Research Methodology Course GA: Academic Excellence, Professional excellence, Communication

Assessment Details:

Faculty members who are offering courses to BA Liberal Arts Programs may choose their assessments from the following list:

1. In-class writing exercises: Teachers can provide students with ‘texts’ or contexts and ask them to read them closely and examine their language, rhetoric, style and narrative conventions. Teachers can require students to complete this task manually or without external resources to minimise the use of chatbots.

Skills to be tested: linguistic skills, analysis, synthesis, and critical thinking.

2. Presentations and debates: Teachers can guide students to prepare presentations on topics relevant to their courses. 

Skills to be tested: Public speaking, argumentation, linguistic skills, analytical skills, critical thinking, teamwork and interpersonal skills, research, creative skills, summarising, paraphrasing, leadership skills, cultural and social sensitivity, and verbal and non-verbal skills.

3. Content-creation and dissemination: Creative writing, blogging, Vlogging, other web or social media content, photo essays, graphic narratives, video essays, documentaries, exhibitions, and archive creations.

Skills to be tested: Creativity, linguistic skills, analytical skills, technical skills, critical thinking, teamwork and interpersonal skills, cultural and social sensitivity, research, writing for specific purposes and media, editing, proofreading, design skills, networking, professional ethics, and academic integrity. 

4. Role play and performances: Acting, scripting, storytelling, folk narrations, dance, forms of theatre such as mono act, street plays, mime etc., Reels, sketch comedies, Open mic, and performance poetry.

Skills to be tested: Creativity, linguistic skills, analytical skills, technical skills, critical thinking, leadership, teamwork, cultural and social sensitivity, and performative skills.

5. Written submissions: Critical essays, research essays, research papers, portfolios, reports, annotations, annotated bibliographies, precis writing, opinion pieces, and reviews. 

Skills to be tested: Research skills, Creativity, linguistic skills, analytical skills, technical skills, cultural and social sensitivity, professional ethics, academic integrity, and critical thinking.

6. Workshops/Seminars/Conferences/Symposia: Faculty-guided and student-led events, paper presentations, and poster presentations.

Skills to be tested: Research skills, Creativity, linguistic skills, analytical skills, technical skills, cultural and social sensitivity, critical thinking, leadership, professional ethics, academic integrity, teamwork, and networking skills.

7. Internship/apprenticeship: Service learning, community engagement, and discipline based professional development. 

Skills to be tested: leadership, professional ethics, academic integrity, cultural and social sensitivity, teamwork, and networking skills.

8. Research Projects: Dissertations, capstone projects, translation, mini-projects, short research papers, creative writing, field-based research, curating and archiving, language documentation, problem-oriented project work, surveys, ethnographic research.

Skills to be tested: Research skills, Creativity, linguistic skills, analytical skills, technical skills,  leadership, professional ethics, academic integrity, cultural and social sensitivity, teamwork, and networking skills.

This course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, M&JH, PSYH, and POLS) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would allow students to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

The objective of the course is to

● Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

● Provide an understanding of various rhetorical strategies in various compositional pieces

● Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

The concept of a liberal education has been traditionally understood as teaching and learning aimed at developing the knowledge and capacities of free individuals. For much of the twentieth century, liberal arts education also signified study in academic arts and sciences subjects primarily, with liberal learning intentionally holding itself apart from pre-professional and vocational concerns. In curricular terms, a liberal education combines breadth and depth of inquiry through general education and the major, with the former often being seen as a prelude to the latter. Typically, arts and sciences departments provide courses that fulfill general education requirements aimed at promoting capacities for life-long learning. Increasingly, higher education also has emphasized the development of various intellectual skills, which also are described as fundamental to a liberal education.

We will begin the semester by exploring the basic nature and intent of a liberal arts education. This theme will be used as a springboard for the application of a liberal arts education to (1) perceptions on ways of knowing, (2) perceptions of culture and (3) perceptions of self and community. This set of lectures aim to introduce students to Liberal Arts Education and its history. Students will be introduced to Liberal Arts thinking and how it differs from traditional discipline-based thinking. The lectures are structured around areas of intellectual debate.

This course is a foundation course for students of the Liberal Arts program. It will explore issues about the nature and techniques of critical thought, viewed as a way to establish a reliable basis for our claims, beliefs, and attitudes about the world. We will explore multiple perspectives, placing established facts, theories, and practices in tension with alternatives to see how it could be otherwise. Views about observation and interpretation, reasoning and inference, valuing and judging, and the production of knowledge in its social context will be considered. Special attention will be given to translating what is learned into strategies, materials, and interventions for use in students' own educational and professional settings.

Course Objectives:

1. To promote independent thinking, personal autonomy and reasoned judgment in thought and action. This involves two related dimensions, and this course aims to do so:

• the ability to reason well and 

• the disposition to do so.

2. To acquaint students with logic as well as creativity. It will involve inductive and deductive reasoning, analysis and problem-solving as well as creative, innovative and complex approaches to the resolution of issues and challenges.

3. To create independent centres of consciousness among the students, with the fundamental ability to determine the contours of their own minds and lives.

4. To prepare learners for self-direction and not pre-conceived roles. It is, therefore, essential that learners be prepared for thinking their way through the maze of challenges that life will present independently.

5. To acquaint students with the 3 fundamentals of Critical Thought - Thinking, Reasoning and Analysis - because clear thinking, careful analysis, and reasoned deliberation are fundamental to democracy and democratic life.

Course Description:

This course is a foundation course for students of the Liberal Arts program. Ideas shape the world we live in—from why we get married, to what we believe will happen after we die, to why we support a particular political party, to what we believe will make us more prosperous. These ideas have trajectories in the past - histories. What we believe is not the same as what other people in other places and other times have believed in. And this is where the course stems from - Why is this the case? Why have some ways of knowing come to dominate in some periods and places, and not in others? Why and how have certain notions about politics, economics, culture, and the natural world pushed aside competing claims? What roles have intellectuals played in creating and disseminating important ideas? How do particular frames of reference shape our understandings of history? What is the relationship between material conditions and the development of a robust intellectual culture? 

There are many ways to approach the history of ideas, ideologies, and intellectuals and in this particular course we will focus on the history of philosophy, science, religion, political and economic thought, as well as broader social ideas. Some units will focus on intellectuals and the development of particular schools of thought; others will seek to put the realm of ideas into a range of social, economic or political contexts. The course will mix discussions of theoretical approaches with practical application of the concepts and theories. As such, typical classes involve case analysis, group problem solving, analysis of relevant materials (movies, podcasts, pictures etc.) and debate.

Course Objectives:

• One of the main objectives is to trace the human intellectual past – its ideological foundations and historical evolution from earliest experiences to the 21^stcentury. 
• The course’s focal point would be emphasizing discourses on communities, uniqueness and exceptionality, including the myths of origin and of cultural exclusivity, narratives of national history and even pantheons of heroes, in the creation of human memory and identity through ideas.
• To help the students ask and evaluate questions like – What factors shape our identities? What dilemmas arise when others view us differently than we view ourselves? How do our identities influence our choices? And what role does ‘Ideas’ play in all of this?
• To enable the students to realise that understanding the trajectory of ideas in the creation of identity is not only valuable for their own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the past as well as in the present.
• Acquaint the students with diversity of ideas and its politicization, as it becomes a topic of enormous contemporary relevance, with implications for the construction of national/international identity and responsibilities.
• Further, to educate students on the dangers of ideas when misused in the construction of national and other group identities – especially when religion and politics are intermixed, and ‘us and them’ dichotomies of difference are created and mobilized in mass atrocities.
• And finally, to make the student aware of the complexities in reconstructing the past of a nation on the basis of a trajectory of ‘ideas’ and to enable the learner to problematize the past as a non-monolithic entity.

Course Description:

This course is intended for students with little or no programming experience. It aims to provide students with an understanding of the role computation plays in this technology driven world, regardless of their major.

Although technology touches most aspects of life in a society in the modern world, a majority of people just use the technology created by a small group of companies without being curious about how the technology was built nor caring about the impact of these technologies on themselves and the society. In other words, we are creating a world of passive consumers who are divested of a basic understanding of their role in the technology world, thus handing a disproportionate amount of power to a small number of people, who learn how to make technology work for them.

In this course, students are not only taught the basics of programming, but are also encouraged to inculcate the habit of Computational Thinking (CT). CT is a way of approaching problems that enables students to use a computer or other tools to solve them. In order for the computer to be able to help solve a problem, the student will have to learn to conceptualise the problem in clear logical steps, identify patterns and think in abstract terms. This is a skill set that the course offers to its students.

Furthermore, the course declutters technology that is commonly used in everyday life and encourages students to envision new ways of contributing to society using technology. Using Python 3.5 as the programming language, the course provides a platform for students to start making technology work for them during their later semesters, as well as in their careers.

Course Objectives:

·      With Computational Thinking as the overarching theme the course will introduce learners from a non - computer science background to world of computing.

It encourages them to think critically about technology around them rather than becoming mere consumers.

• To develop emotional intelligence. 

• Cultivate skills for life-long learning, entrepreneurship and employability through professionally oriented courses, 

• To equip themselves to face the challenges of society and the professional world by practising self-awareness, personal integrity, positive attitude, and respect for peers through curricular engagements.

This is the first of a compulsory two-course sequence. This paper aims to transmit the body of basic mathematics at the undergraduate level. The course aims at introducing the application of mathematical techniques in general.

CourseObjectives:

The course aims to help students to:

• understand basic skills in applied mathematics;

• understand the mathematical techniques that are used in Economics. 

This course has been designed taking into consideration the need to nurture and enhance some of the skills which are necessary for a society to function and individuals to interact with their immediate spaces and society at large. This course is an amalgamation of both personal and professional aspects and therefore would engage with questions of personal and professional integrity, social interactions, and harmonious living, so on and so forth.

Course Objectives:

The course is designed to:

• Enhance social interaction skills.
• Develop social awareness and sensitivity.
• Nurture best academic, professional, and personal practices.

Language and Contemporary Society is a course offered for the second semester students of the BA/BSc programmes (ENGH, ECOH, EPH, EMP, JOUH, PSYH) that introduces students to a wide range of expository, analytical and fictional and non-fictional works to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and cultural contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in varied genres, including essays, poetry, documentary and short story. The students would develop a sense to comprehend how a resource of language operates in any given text. The course is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India.

Cybersecurity is a popular topic, but do you know why it is essential? We are living in a digital era where data is everything. We must understand that private information is much more vulnerable than ever before. We often hear about data breaches and cases of identity theft that affect millions of consumers. The Internet has led to widespread and drastic changes in our lives. Due to its reach and coverage, more and more processes and activities in organizations large and small are shifting online. Banking and Communication sectors are just a couple of glaring examples of this development. However, the ease of use brought about by computers has brought with it a significant rise in malicious attacks on digital devices and software systems. 

With increased dependence on computers and the Internet, organizations are constantly exposed to high levels of business, operational and strategic risks. Hence, it is a challenge for these organizations to protect their data and systems from unauthorized access. This foundation program is geared towards generating and enhancing awareness about cyber security challenges and the concepts of cyber security and cyber ethics among the stakeholders to help them become responsible cyber citizens and participate safely and securely in the rapidly evolving information-age society. This course is in line with the directions of UGC to introduce an elementary course in cyber security at UG and PG level across all the Indian Universities/ Institutions. Thus, the course aims to address information gaps among people with respect to cyber security and can be used as a foundation course in cyber security across all the Indian Universities. The course content will contain recorded videos, which are based on the syllabus designed by the experts. All the participants, who are enrolled for the course, can take the course online. Also they can download the video/text material for later use. After the completion of each lecture, the students can clarify their doubts with the instructor, who is available online. At the end of the course, the students have an option to undergo an online test which is objective in nature. On successful completion of the exam, the student shall be provided with a certificate declaring the participation and successful completion of the course by the candidate as per the guidelines.

Course Description:

It can be reasonably argued that in India, from the beginning of its civilizational enterprise, nothing has remained singular for too long. Whether God or religion, philosophy or metaphysics, language or custom, cuisine or costume, every realm is marked by plurality. It is impossible, therefore, to talk about the ‘Indian’ tradition: there are multiple traditions, all authentically and robustly Indian. Central to the plural tradition, or sensibility, is the notion that there are many ways of looking at and living in the world. Plurality accommodates differences; and differences, in their turn, embody and enact dissent. Even in the ‘Nasadiya Sukta’, a major verse in the Rig Veda, the Vedic seers inserted a deeply metaphysical note of dissent – which arose because multiple perspectives on diversity was always accepted.

But despite this, our image of the present is one which is tied to a series of contemporary assumptions and as a result can become restrictive and limited – especially when we try to understand what the identity of being an Indian subscribes to, especially in the contemporary context. And this precisely where the danger of mixing faith, religion, beliefs with politics of identity begins. Especially when we keep in mind that – in this Nation – often ‘dissent’ has been either directly suppressed, by terming it anti-national, or the state has kept quiet when Dalits and minorities have been attacked, often brutally. A lot of this is sought to be justified on the grounds that Indian traditions, especially religious ones are being wrongly interpreted, and that there’s an urgent need to correct such distortions and prevent a civilizational collapse. Also central to this enterprise is propaganda and distortion of history. A massive cultural amnesia is often spread through biased, unpardonably partisan cultural events, education and media. Majority communities are told repeatedly that they have been wronged, discriminated against and unjustly treated. Selective facts and figures are being brazenly propagated by certain groups that have appropriated the right to speak for all.

Part of the problem lies in how we are educating our younger generations as well. And towards this end, this course seeks to engage the students with the myriad ways in which the past, though no longer present – is a presence in our lives today. This course is specifically designed to introduce students to methodologies that are required for understanding the Indian identity and history as a multiple, layered, and often a contested set of representations. The course is built as an in-depth series of case studies, with the aim of bringing together three distinct areas of analytical questions that are implied by its title’s key terms – ‘history’, ‘memory’ and ‘identity’. Questions like – what are main approaches to social and cultural memory of this Nation? What, and whose history is being remembered and narrated? And in this quagmire, how should the Indian identity be understood? – would be the prime focus of the course.

Course Objectives

This course attempts to

·       Emphasize discourses on communities, uniqueness and exceptionality, including the myths of origin and of cultural exclusivity, narratives of national history and even pantheons of national heroes, in the creation of an Indian memory and identity from earliest times to today.

·       Engage with the notions of empire and post-coloniality, (post)socialism and (neo)liberalism as equally distinct forms of historical memory organization, with their own repertoires of referential imagery and understandings of boundaries.

·       Explore the issues of memory of war, communal clashes and ethnic conflict. Archive, film, body and material objects, including buildings, are approached as culturally-specific memory devices and contested sites for historical memory, in turn leading to the construction of the said Indian identity.

·       Acquaint the students with religious diversity and politicization, as it becomes a topic of enormous contemporary relevance, with implications for the construction of national/international identity and responsibilities.

·       Further, to educate students on the dangers of history when misused in the construction of national and other group identities – especially when religion and politics are intermixed, and ‘us and them’ dichotomies of difference are created and mobilized in mass atrocities.

·       Make students understand that deconstructing the Indian identity is not only valuable for their own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the past as well as in the present.

·       And finally, to make the student aware of the complexities in reconstructing the past of a nation and to enable the learner to problematize the past as a non-monolithic entity.

This course offers an introduction to the history of political ideas from the world ranging from ancient to modern political thought. Close readings of the canon allow us to discuss enduring questions regarding freedom, equality, legitimacy, political economy, and liberalism. Particular attention is paid to the development of political liberalism by western thinkers such as Hobbes, Locke, Rousseau, Kant, Machiavelli, Mill, Marx and Engels, Indian thinkers as Kautilya, Mahatma Phule,  Dr. B.R. Ambedkar. Justice M.G. Ranade, G,K. Gokhale, Bal Gangadhar Tilak, Sri Aurobindo, Mahatma Gandhi, Vinoba Bhave, Ram Manohar Lohia, Acharya Narayan Dev, R.P. Dutt and M.N. Roy as well as the radical critiques of liberalism advanced by traditionalism, socialism, feminism, and critical race theory. The course concludes with a look at the continuing impact of these canonical thinkers on contemporary political thought. The course will be pondering on the Indian and western construction of political thought. 

Build basic programs using fundamental programming constructs like variables, conditional logic, looping, and functions.

Work with user input to create fun and interactive programs.

Create simple games with images, animations, and audio using our custom beginner-friendly programming library, Wizardlib.

This course on statistical methods using MS Excel begins with basic concepts and terminology related to statistical analysis and inference. Then a detailed discussion of descriptive statistics starting from measures of central tendency to skewness and kurtosis is given in the second module. A separate module has been developed to deal with identifying the nature and the extent of the relationship between variables (correlation and regression analysis). MS Excel will be used to give a practical oriented approach to the subject.

Course Objectives:

This course has been designed to help students to:

• demonstrate an understanding of the basic elements of data reading and visualisation.

• apply summary statistics to describe the problem through data.

• quantify the relationship between variables to test theory(ies).

This course demonstrate an advanced understanding of conceptual and methodological frameworks in Performing Arts through classroom engagements, guided research and independent learning.This course will focus on applying the learning through production of a performance

Course objective:

-To Develop understanding of discourses related to contemporary social life and technologies such as ethics, privacy, surveillance, policy and citizenship through critical debates and discussions, simulations, peer engagements and activities.

-To Synthesize interdisciplinary approaches and perspectives for learning Performative Arts 

-To develop critical and creative solution-oriented thinking in research-based assignments and community-based engagements.

-To develop sensitivity and awareness on  sustainable practices related to performative arts, environment and diversity and inclusivity, through research and outreach endeavours

This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed textbook

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

 Course Objectives

·       To develop basic and communication skills sharpen oral and written skills.

·       To enhance knowledge on French culture.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

Course Description: This course mainly deals with the listening, speaking, writing, reading modules of basic German by using different pedagogies and effective strategies in order to meet the requirements of various situations. This course also enables the students to have cross-cultural competencies and cognitive skills.

 Course Objectives:

·       To achieve language proficiency skills on the basic level

·       To develop the skills demonstrated in the ability to interpret simple texts

·       To attain some transcultural competency: an awareness of cross-cultural differences between societies.

·       To develop the ability to formulate basic questions. 

This is a thirty hours course. Students will be exposed to the use of Hindi Language both in oral and written forms. During the course, Hindi alphabets, words, simple sentences, general vocabulary and basic grammar will be taught. At the end of the course students will be able to read, write and speak the Language

The detailed text book “Samkaleen Kavita Sanchay” edited by Dr. Sebastian K.A & Dr. Deepak Kumar Gond is an anthology of Modern Poems written by representative poets of Hindi Literature. The poems reflect on the social, environmental, cultural and political issues which are prevalent in our society since the medieval period. Cultural art forms of India, ispart of the syllabus. Since translation is a significant area in language and literature, as well as practice of it in the syllabus.

 Students will be exposed to the Indian culture through poetry. Through translation, students can understand different languages, literature and cultures. Famous cultural art forms of India will help the students to know more about the diverse cultures of India.

Paper I - Poetry, Cultural Art forms

Foundation  Kannada has been introduced for the Under Graduate Non-Kannada Speakers. These students are trained to converse in Kannada  language for their day-to-day life activities. It helps them to communicate among the group to create intimacy for their daily activity.  It also helps to un derstand the culture and tradition of the region. By the end of the course, students will be able to identify the letters, understanding meaning and speak simple sentences in Kannada language. The department of languages proposed to offer Functional Kannada (Conversational Kannada) along  with two credits and  thirty hours of class room teaching for the UG Programme from this academic year 2024-25.

 To enable students to communicate in the regional language Kannada.

• Helps the students to  converse in Kannada language particularly those have come from other states.

• The course mainly focuses on Conversation and writing skills.

Course Description

This course has been designed taking into consideration the need to nurture and enhance some of the skills which are necessary for a society to function and individuals to interact with their immediate spaces and society at large. This course is an amalgamation of both personal and professional aspects and therefore would engage with questions of personal and professional integrity, social interactions and harmonious living so on and so forth.

Course Objectives

The course is designed to:

1.      Enhance social interaction skills

2.      Develop social awareness and sensitivity

3.      Nurture best academic, professional and personal practices

We engage with the media everyday. The growth of technology equips people with various tools of communication. This course is designed to teach students how to critically and effectively access, analyze, evaluate and create various media messages. It provides theoretical and practical knowledge to empower students to be active learners in our media-rich environment and to think critically about how media shapes and influences culture. It exposes the students to the essential new media production skills and knowledge needed to create digital media messages for their studies and research, photo manipulation, video/audio production, blogging and podcasting.

Course Objectives

The course aims to help students to:

• Provide an understanding of writing for the cyber media

• Effectively access, analyse and evaluate online information and digital media

• Understand the intricate things about writing for web based newspapers, radio and television

• Detect and examine misinformation and fake news in the media

All the first year BALIB students are expected to complete 1Immersive Project at the end of their First year. The first year students are encouraged to go for immersive experience which is generic in nature, so that they are able to better understand their interests and strengths as well as weaknesses. The student must complete 12 working days of the same.This will be done through an established immersive program organized by Liberal Arts department in collaboration with the organization. Students must complete a minimum of 12 working days, and submit a weekly report, final report, presentation and viva to get the credits.

Ojectives:

1. To expose the students to an industrial environment (viz. various materials, processes, products and their applications along with relevant aspects of quality control which cannot be simulated in the classroom) for application of existing knowledge in industrial situations, rural communities, ecological care.

2. To provide possible opportunities to learn and sharpen the real time technical, soft skills, interpersonal skills  and managerial skills required for a professional career.

3. Understand the social, environmental, economic and administrative considerations that influence the working environment [PO 6, 7]

4. To expose students to the professional’s responsibilities and ethics [PO 8]

5. To get acquainted with the working styles of industries at different hierarchy and learn to work in a team [PO 9]

6. To gain experience in all types of professional communications (viz. Pre-project applications, during work, people skills and documentation skills and post project reports/projects writing skills ) [PO 10]

7. To demonstrate the impact of the project on their lifelong learning and professional development [PO 12]

8. To provide the linkages of future job/research opportunities to students in the organisation [PO 12]

The course will provide the students a basic introduction to the concept and nature  of human rights, their conceptual and historical foundations.  It will give an overview of human rights philosophy, principles, instruments and institutions, and also an overview of environmental rights and protection. It aims to explore some aspects of the diverse and increasingly complex body of international law of human rights and environmental rights that has both national and international application. The course also seeks to analyze the ways in which human rights violations occur with concrete case studies.

Course Objective: The aim of the course is to Introduce the students to:

       CO1: Understanding foundational concepts related to human rights

1. Understanding how human rights relate to the environment and its protection 

2. Analysing the application of human rights and their implementation in terms of environment protection

3. Understanding norms in relation to human rights and environmental rights

This course should be accessible to anyone with an analytical mind and familiarity with basic concepts of economics. Since several environmental problems are caused by economic activity, for instance, carbon emissions, over-harvesting of renewable resources and air and water pollution as a by-product of industrial activity, this course examines different approaches to adjusting behavior through economic institutions such as markets and incentives as well as through regulation, etc. It also addresses the economic implications of environmental policies through practical applications of methods for valuation of environmental goods and services and quantification of environmental damages. Conversely, the impact of economic growth on the environment is also addressed under the rubric of sustainable development. Environmental problems and issues from the Indian and international context (especially global warming) are used to illustrate the concepts and methods presented in the course. 

The objectives of the course are to:

• introduce the key concepts and theories of environmental economics.

• enable the students to understand the economic implications of environmental issues.

• introduce the students to fiscal tools and policy options in managing the environmental issues.

• familiarize the concepts of environmental valuation, methods and its applications.

• provide an understanding of sustainable development measures in tackling the environmental issues.

Course Description:  This course examines the historical experiences of gender and minority groups, focusing on struggles, achievements, and contributions within various social, cultural, and political contexts.Histories of gender and minorities encompass a vast array of narratives, struggles, triumphs, and contributions across different cultures, regions, and time periods which has largely been overlooked in the mainstream narratives. This course aims to look at how historically gender roles have been deeply entrenched in societies, often prescribing distinct roles and behaviors for men and women. Together with this,the course will also explore  how the social construct of minority groups intersects with Gender to bring about deeper segregation in our social norms

In this course, students will delve into the intricate relationship between digital media and personal wellbeing. The curriculum explores both new and established technologies, assessing their diverse impacts on society. Through examining the benefits and challenges of digital engagement, students will gain a nuanced understanding of how to navigate and leverage technology effectively.

This course introduces the field of Environmental Psychology. It aims to provide a basic understanding of the influence of environment on human behavior and wellbeing and how do human behaviors influence the environment

Course Objectives: This course aims to

• Introduction to the emerging field and subfields of environmental psychology.

• Understand the different types of environment and its impact on human behavior and wellbeing.

• Understand the role of the environment on human behavior and wellbeing.

• Understand individual and situational factors influencing sustainable behaviour.

The course will provide the students a basic introduction to the concepts, historical contexts of development thinking and action, and theoretical approaches. Development is a normative discipline that is concerned with promoting a particular outcome—economic and human development—even if that outcome is contested. It aims to introduce students to the way the concept of development has changed since it was formalized in the post–World War II period by examining both the history of the idea and the foundational concepts of growth, inequality, and poverty. Through these discussions, the course also seeks to highlight the multi-dimensional facets of development.

Course Objectives: The aim of the course is to introduce the students to:

Examining the historical evolution of development paradigms.

Analysing key concepts such as growth, inequality, and poverty within the context of development studies.

Fostering a critical understanding of development and contested outcomes.

Analytical tools to navigate complex challenges in global development.

The course aims at providing a systematic introduction to mainstream approaches to the study of circular flow of Money in the current century. It has been designed in such a way that it stimulates awareness on Monetary Policy and policy management in progressive nations. It also aims at developing the ability for objective reasoning about macroeconomic issues.

This course provides an in-depth analysis of the intricate relationship between caste, politics, and development in India. It explores the historical evolution of the caste system, its influence on the socio-political landscape, and the resultant development and inequalities. Through a critical examination of contemporary debates and challenges, students will gain a nuanced understanding of how caste continues to shape and be shaped by political and developmental processes.

Course Objectives:

To provide students with a detailed understanding of the historical evolution of the caste system in India.

To examine how caste influences development outcomes and perpetuates inequalities.

To analyze the role of caste in shaping the political landscape of India.

To engage with current debates and challenges related to caste, politics, and development.

The primary aim of this course is to introduce students to the concept of institutions and the informal economy in a global context. The discourse examines the informal economy through the lens of institutional economics. The aim is to acquaint students with significant discourses and issues in policy design and intervention.

This course aims to help students to:

• outline the concept of institutions and institutional change through some of the major theoretical constructs in institutional economics.
• summarize and illustrate the various mechanisms of the informal economy connecting the theoretical concept to issues of measurement.
• examine the linkages of formal and informal economy;
• train students to hone their writing and presentation skills to effectively discuss these complex ideas.

This course provides an in-depth exploration of development finance, examining its fundamental principles, contemporary issues, and innovative practices. Students will gain a comprehensive understanding of how financial mechanisms are used to promote development in various global contexts. The course will cover essential topics such as the foundational concepts of development finance, the impact of globalization on development, current challenges in the field, and cutting-edge innovations shaping the future of development finance.

Course Objectives:

To establish a foundational understanding of development finance, its sources, instruments, and key institutions.

To analyze the impact of globalization on development and the financial strategies used to address global challenges.

To examine current challenges and debates in the field of development finance.

To explore innovative approaches and financial instruments that are transforming development finance.

Course Description: This course introduces students to a broad range of issues, concepts, and approaches integral to the study of peace and conflict. Aspects of war system and war prevention, conflict resolution and nonviolence, human rights and social justice, development and environmental sustainability will be discussed. 

Course Objectives: To provide students with  the theoretical empirical perspectives of peace and conflict issues, and apply those to the causes and consequences of conflicts–from the onset to the resolution. It will enable students to understand the multifaceted nature of contemporary conflicts. 

The course will look at Genocide – trace its ideological foundations and historical evolution from antiquity to the late 20th century. Genocide is a topic of enormous contemporary relevance, with implications for the construction of national identity and the responsibilities of the international community. While the focus will be on the Shoah (or Holocaust) due to its centrality within Genocide Studies, the course will also look at American, Asian and African cases. The analysis will be focused on the historical, cultural and social contexts along with the spatial, cultural and political memories they engender. The course will look at the phenomena of genocide through history. It will explore the causes and course of various episodes of genocide throughout world history, using a comparative approach. The core case studies are Armenia, the Jewish Holocaust, Cambodia and Rwanda, as well as pre-1900 genocides (particularly Native Americans and Africans). The students will analyse how the memory of genocide has been used and abused for political and other ends. This course is designed to challenge and enhance students pre-existing historiographical skills and encourage interdisciplinary awareness. The course concludes by asking students whether historical understanding can help us to prevent genocide in the future.

Communication Studies addresses critical thinking, communicative concepts and skills, and relational and participatory effectiveness in personal, public, and professional spheres. This is a Communication Studies course and as such, this course will give you the tools needed to dissect your experiences in our communicative world. Specifically, this course introduces you to major issues and perspectives in communication studies while helping you think about and analyze communication in a systematic way. This course will provide an introduction to the study of Communication. It aims to understand how and why we communicate and what impacts communication has on who we are and what we do. Topics include the functions, foundations, models, and modes of communication.  An overview of concepts and processes related to the functions of communication will be examined through current theoretical and empirical research. Emphasis is placed on communication theories and techniques used in interpersonal, group, public, intercultural and mass communication situations.  It focuses specifically on the relevance of communication study today and how different situations and technologies demand the evaluation and application of appropriate communication techniques. Students in the course will apply communication studies to developing applications of communication including business presentations, public speaking, organizational communication, and small group communication.

Course Objectives: 

• To critically analyze written and visual communication texts

• To Explore communication in different cultural contexts using case studies and personal experience.

• Analyze the trends and issues in modern society that impact communication.

• Identify and apply communication theory to adapt to your audience

The synergy between media and culture will be explored in this course. Theoretical perspectives introduced through the syllabus lead to informed critique of media as well as to mindful practice.The course combines cultural studies with media and sociology and explores processes and activities, from local to global levels. This course will introduce the students to the very latest research and theory in the study of our contemporary culture and the digital realm, and how our world is portrayed in the media

Course Objectives: 

The course aims to help students to:

• Understand the role of the media in society.

• Explain key concepts and debates in media and cultural studies

• Analyse how media informs and contributes to the formation of identity for individuals and groups in various cultural contexts

• Enable the students to become more effective media watchers, consumers, and practitioners.

• Understand the impact and implications of media content.

This course is designed to provide basic instruction in writing for print, broadcast and online media platforms. The course would allow students to explore the role of mass media in today’s world and its impact on our daily lives will be included in the course curriculum. It is designed to work on the necessary skills for writing for various media platforms. In the interest of the subject experiences with media professionals and hands-on learning will be provided. Instructional Methods: lecture, discussion, student-directed learning, hands-on production, observation, peer evaluation and guest speakers.

Course Objectives

The course aims to help students to:

• To analyze how technological and other trends in mass media are transforming traditional concepts of writing. 

• To examine aspects of content creation across multiple media platforms. 

• To analyze the media environment. 

• To apply the numerous styles of writing for mass media.

• Be able to critically review and modify mass media content.

• Identify and apply communication theory to adapt to your audience

Alternative narratives are positive, pluralist or progressive narratives based on the intercultural principles and respect for human rights. In the time of fake news, polarisation of debates, hate speech and dividing discourses, they are powerful tools to help the Intercultural populations to speak up and tell their story. These stories should be communicated in an inclusive manner, using language that includes and reaches everyone, regardless of their differences. This is the backdrop on which this course has been designed and developed.

The course attempts to construct communication as an object of intellectual concern and enquiry. It seeks to offer a selected survey of critical humanistic and social scientific theories on human communication. The course is designed to provide students with basic theoretical and conceptual aspects that are necessary to understand mass media’s relation to individuals, society, economy and culture. An attempt will be made to place these discussions in the Indian context.

Sanskrit is the ancient language of India. Foundational Sanskrit has been introduced to the undergraduate students.   This course helps the student to read, write, understand, and converse in Sanskrit. The focus would be on understanding the Sanskrit texts rather than just learning the grammar or the vocabulary.

How (and when) was the world divided into two (East/West, Orient/Occident, and later, North/South), and when (and how) did this division assume the form of domination? This course intends to search the roots of this division (and later, a unilateral, cultural, political and economic domination) from the fundamental characteristics of ancient civilisations throughout the globe, to the more recent establishment of capitalism and its gradual ascension to a world order. The concepts of ‘Colonialism’, ‘Imperialism’, ‘Postcolonialism’ and ‘Orientalism’, as well as ‘Westernisation’, ‘Modernisation’ and ‘Development’ will be discussed, expanded and problematized, from historical, sociological, anthropological, cultural, political and psychoanalytic perspectives.The focus will also be on literary responses to colonialism and imperialism and to post- and neo-colonial contexts characteristic of more recent times. In the process – combining the close reading and analysis of literary case studies with the study of theoretical texts

1. Introduction of the concepts of ‘Civilisation’ and ‘Culture’, suggesting different outlooks in Cultural Studies and Social and Human Sciences.

2. Application of the basic concepts of ‘Colonialism’, ‘Imperialism’, ‘Postcolonialism’ and ‘Orientalism’, to Cultural Studies and Social and Human Sciences as well as the current international political situation.

3. Recognition of the major encounters between Postcolonial Studies and other transdisciplinary world-outlooks

This course is a comprehensive study of International Relations. It provides a foundational understanding of the theories and concepts of international relations. It will aid the students to analyze the major themes in international affairs and world politics.

Course Objectives

The course aims to help students to:

●      demonstrate an understanding of different schools of thought in International Relations.

●      develop an ability to integrate the theories and contextualize contemporary global events.

outline the behaviour of nation-states in the international arena.

Today’s generation is confronted with manifold challenges as a result of the rapidly changing economy and socio-political environment. The primarly goal of Liberal arts edcuation is to make students informed and responsible citizen. This coure aims to prepare graduates with skills which will not only make them efficient at their workplace but also nurture them as individuals who would make an effective contribution to the society. This has been done keeping in mind the paradigm shift from knowledge-oriented-approach to learning to skill-oriented-approach that the contemporary era necessitates.

This course provides a comprehensive exploration of Business, Ethics, and Sustainability. Students delve into various ethical frameworks essential for making informed decisions in business settings. They also critically analyze sustainable practices aimed at achieving a harmonious balance between profitability, environmental conservation, and social responsibility. Emphasis is placed on fostering long-term value creation through ethical leadership and active stakeholder engagement. Case studies are utilized extensively to demonstrate how ethical principles can be effectively integrated into sustainable business strategies, preparing students to address contemporary challenges and opportunities in the global business environment.

An Organization consists of different departments and processes. Managers at all level must understand how a company’s departments and processes “fit” together to achieve its goal. It focuses on all the functional areas of business and presents a cohesive strategic management model from a strategic perspective. The subject provides an insight on the strategy adopted by the companies in response to environmental change. The course provides a comprehensive and integrated presentation of current strategic management thinking in a clear and succinct format.

1. To understand the fundamentals of crafting strategies

2 .To equip students with skills of strategic management for agile businesses 

3. To enhance decision making skills from a strategic perspective

This paper is introduced to equip the students with modern trends and courses in the field of consumer behaviour. This paper provides a broad overview of the very interesting phenomena of the behaviour of consumers.

The course aims to help students to:

• Understand the importance of interdisciplinary perspective.

• Emphasize the role of psychological factors on people’s economic activity.

• Understand the process of decision-making involved in consumer behaviour.

This course aims to introduce students to the concept of ethics in business and understand its significance. It will explore a range of ethical issues and questions of justice related to the practice of business in a global context. It aims to address the issues of 

Questions that will be addressed include: When, if ever, is it morally acceptable to engage in bribery in the practice of international business? What are the human rights- related obligations of multinational corporations? Are corporations obligated to aid the victims of global crises? What does global labor justice require, and is it compatible with the operation of “sweatshops” by multinational companies? What should international intellectual properly law with respect to pharmaceuticals look like? What are the requirements of justice in international trade? Is it permissible for developing countries to restrict emigration in order to mitigate “brain drain?” Should there be an international financial transactions tax? Do countries and corporations with high historical emissions have special obligations to address the threat of climate change?

Course Objectives:

·         To provide clarity on the basics of Global Business and Trade.

·         To identify the different modes of Global Business expansion

·         To evaluate the effectiveness of the Globalization concept in the 21^st Century.

·         To analyze the importance of Global Business related institutions.

·         To develop the documentation regarding export finance and promotion.

The course aims at providing the students with a basic understanding of the microeconomic aspect of labour theories and labour market situations of the country. The students have to understand the labour market structure, wage determination, unemployment, the growth pattern and the changes that have taken place in the labour regulations of the country. The course also aims to introduce the various data available in the field of labour and employment, such as NSS data on employment and unemployment, that will enable the students to associate real situations with theories.

Course Objectives:

The course aims to help students to:

• apply microeconomic analysis to important labour market processes and outcomes.

• expose the students to a wide range of empirical issues in the Indian labour market.

• sensitize the students to the role of the government in the labour market.

The course will provide theoretical background concerning the institutions and processes of international diplomacy, including diplomatic practice, international negotiation, conflict mediation, and public diplomacy, as well as the conduct of diplomacy in international and regional bodies. It will introduce students to international law allowing them to have an understanding of how international law informs, regulates and sometimes constrains the conduct of diplomacy

This course covers the South Asian history through the edifice of the post-colonialism till date. We proceed chronologically and cover some of the major political, social, religious, and cultural developments in late-colonial South Asia and decolonisation process. Students will be exposed to primary sources, written and documented by a diverse array of people, as well as the politics of identities in the present day. Students will also learn about the practices of postcolonial history more broadly, including how to gauge paradigm shifts and identity narratives to conduct basic research on contemporary South Asia.

With more than 230 million global citizens living outside their home countries, international migration is one of the most critical issues facing the global community in the 21st century.

As a result of globalisation, many countries have entered an era of superdiversity with societies more diverse in terms of ethnicity, and immigration status, than ever before. The major policy issue is not whether we should be tough on migration, but how we can better integrate new migrants and long established communities into their chosen societies, in a way that promotes social solidarity and inclusion. The world is moving, but not all opinions and governments are willing to accept this poorly understood reality. The issue affects both states and the planet, in a process of globalization and of regionalization of migrations, and raises new questions for international relations, now including the South. This course aims at improving knowledge of the subject, addressing the key issues raised by international migration, and assessing the trends of tomorrow. The course will examine the social, economic and political impacts of international migration and examine current, proposed and ideal approaches to welfare provision in the era of superdiversity. It will explore data to help map super diverse populations and examine the rights and entitlements of migrants in different societies.

Through introducing the concept of superdiversity the question of How migration transforms identity could be approached better.  The course will cover topics such as alienation, assimilation, generational memory, survival, nostalgia, hybridity, and transformation. Students can expect a wide range of writing assignments, both analytical and creative.Border control and  management play a vital role in the economy, trade and national security of all countries. This subject introduces students to an extensive range of border management issues including policy, legislation, compliance management, and economic and social impact. Comparative international studies and the application of international norms and legislation in areas such as migration and security are key aspects of this subject.

The course aligning with the vision of the liberal arts programme  provides a broad, theoretical understanding of human mobility and the role of both internal and international migration in economic and political processes, social change and globalisation.

This course covers a wide range of topics, including:

• Citizenship and Human rights

• Welfare

• Immigration policy

• Social cohesion and integration

• Human trafficking

• Race, ethnicity and identity

• Multiculturalism

• Popular media and creation of public onion around migration

The course caters to the demand for government agencies and private sector companies to develop expertise in these areas.  It provides the foundation for successful careers in government, international organisations, civil society, or further academic inquiry.

Policy studies provides a basic level analysis orientation towards public policy. This course is designed to prepare students to write and analyze a policy and offer an alternative public policy, which is a public policy analysis exercise. Topics include conceptual understanding of policy analysis, process of policy analysis, Identifying and structuring public policy problem, models, and tools of policy analysis.

Conditions of health and disease are inherently linked to states of peace and war. War and

violence have direct effects on human health including physical and mental trauma,

injuries, and death. War also has indirect effects on physical and mental health through

the disruption of the economic and social systems through which healthcare is delivered.

Both combatants and civilians are at risk of morbidity and mortality associated with

short-term loss of food, clean water, shelter, social support, or healthcare infrastructure.

More long term, societies at war also lose important infrastructure investments (schools,

institutions, systems), and fail to make investments in infrastructure because of the

diversion of resources for weaponry and war. Many individuals experience other physical

and psychological injuries associated with trauma and conflict induced ecological

damage. Conflict-associated structural violence, or the systematic ways in which social

structures harm or disadvantage individuals, also affects human health by creating

institutional barriers to achieving maximal health status.

The mass media is the primary means by which citizens learn about political issues, events and actors. While the media plays a key role in domestic politics, we should expect that the media are particularly important in informing citizens and shaping their opinions regarding issues of complex international matters where direct experience may be somewhat limited. For this reason, we investigate the effects of differential media coverage on public opinion of major contemporary global issues namely foreign policy and war, terrorism, climate change, and migration. However, many contend that the media are not simply the means by which information is transferred but constitute political actors themselves. We therefore also explore the causal factors that may shape media coverage of global affairs and how this varies across media organisations and across time and space.

Course Objectives

The course aims to help students to:

• To critically evaluate the evolution of global media from newspapers to new media looking at developments in the political and social sphere.

• Engage with different empirical and theoretical approaches to the analysis of mass media and public opinion  

• Identify causal mechanisms by which media coverage can (and cannot) shape public opinion on global issues and foreign policy  

• Compare and analyse the sources of influence on media coverage of international politics  Understand and articulate the effects of media framing and agenda-setting on contemporary climate change and immigration debate.

Science and Technology have a prominent role in a developing nation. The learning and practice of effective science communication are very crucial in the current world scenario. This course is designed to create awareness among the students regarding the significance of science communication and to evaluate the science communication techniques adopted by the mainstream media. The paper offers a theoretical perspective of science and technology communication, enabling the students to acquire knowledge about science communication's socio-political and developmental aspects. The course analyses the recent communication methods and practices in media outlets regarding the different fields of science reporting. Since the post-covid era demands more attention on health communication and related areas, the course has given emphasis to health communication.

Course Objectives:

• To understand the role of science and technology in society.

• To develop a scientific temper for the nation's sustainable development. 

• To analyze the significance of science communicators in imparting scientific awareness and outlook among society. 

• To Know the recent trends and techniques in mediated science communication.

In this course, students will learn about the power of stories to effect social change. Students will navigate the growing pool of research about the techniques and structure of effective storytelling that show how story components and narrative structure affect our brains.This course will help you develop communications, research and writing skills through exploration of traditional and contemporary stories. Students will review and experiment with new approaches to storytelling to build stories that can drive belief and behavior change.

Course Objectives:

• Understand the impact stories can have on individuals.

• Identify how storytelling is an instrumental tool of self expression and identity formation

• Develop the ability to identify and target specific audiences.

• Encourage students' critical thinking and critical expression skills

• Demonstrate an understanding of the difference between plot and structure and how the two can work together

• To tell stories and grapple with the practical aspects of storytelling as a communication art 

• To explore story sources, selection, performance, and narration 

Social media is a part of everyday lives, offering many opportunities and challenges for organizations and individuals. This course aims to explore the new possibilities and limitations of social media. It will explore  how social media on the Internet influences private companies, governmental and non-governmental organizations, and people's daily lives. The students  will learn how to plan, implement, and evaluate social media communication and plans for an organization using different social media channels.

    Course Objectives:  

•  To provide with in-depth understanding of the Strategic Communication and concepts 

• To equip learners with social media analytical tools and knowledge essential for effective strategic communication. 

• Be able to listen, participate in, and monitor online conversations in a professional and strategic manner.

•  To enable the student to use social media platforms for activism, advertising, education and entertainment