Transdisciplinary Project-Centric

Learning (TD-PCL©) Course

Implementa on Handbook for Faculty Guides

Version 1.0 (August 2024)

 List of Acronyms
ABA Atmanirbhar Bharat Abhiyan
ABC Academic Bank of Credits
AC Autonomous Colleges
AECC Ability Enhancement Compulsory Courses
BOG Board of Governors
BTL Bloom’s Taxonomy Level
CA Con nuous Assessment
CETT Centre for Educa on Transforma on through Technology
CO/ COs Course Outcome/ Course Outcomes
CU Credit Unit (s)
CRCE Chenraj Roychand Centre for Entrepreneurship
DSC Discipline Specific Courses
DSE Discipline Specific Elec ves
DNA Deoxyribonucleic Acid
ESE End Semester Examina on/ Evalua on
GER Gross Enrolment Ra o
HEIs Higher Educa on Ins tu ons
HOD Head of Department
HOLO Higher Order Learning Outcomes
HOTS Higher Order Thinking Skills
IPR Intellectual Property Rights
JIVA JAIN Internal Valida on and Assessment
JUIC JAIN University Incuba on Centre
LOLO Lower Order Learning Outcomes
L-T-P-E Lecture – Tutorial – Prac cal – Experien al
ME&ME Mul ple Entry & Mul ple Exit System
MPE-Lab Marketplace Experience Lab
NCrF Na onal Credit Framework
NEP Na onal Educa on Policy
NHEQF Na onal Higher Educa on Qualifica on Framework
NSQF Na onal Skills Qualifica on Framework
NSEQF Na onal School Educa on Qualifica on Framework
OBE Outcome-Based Educa on
ODL Open and Distance Learning
PBL Project-Based Learning

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PEOs Programme Educa onal Objec ves
POs Programme Outcomes
PSOs Programme Specific Outcomes
PG Postgraduate
RU Research University
SDGs Sustainable Development Goals
SEC Skill Enhancement Course (s)
SWOT Strengths, Weaknesses, Opportuni es and Threats
TD Transdisciplinary
TD-PCL Transdisciplinary Project Centric Learning
TLEP Teaching-Learning & Evalua on Plan
TU Teaching University
UG Undergraduate
UGC University Grants Commission

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 CONTENTS

Contents Page No.

List of Acronyms……………………………………………………………………………………………………02

Introduc on…………………………………………………………………………………………………………………….. 05

Sec on 1: Overview of the TD-PCL Course………………………………………………………………………. 07

The Context….…………………………………………………………………………………………………………………. 08

The Concept.…………………………………………………………………………………………………………………… 12

Sec on 2: Implementa on of TD-PCL ……………………………………………………………………………….15

Role of TD-PCL Working Commi ee…………………………………………………………………………………. 16

Role of Heads of Departments…………………………………………………………………………………………. 16

Role of TD-PCL Coordinator……………………………………………………………………………………………… 17

Role of the Faculty Guide…………………………………………………………………………………………………. 19

Rubrics-Based Assessment………………………………………………………………………………………………. 22

Annexure 1: Sample TLEP for TD-PCL Course (UG Programme)………………………………………... 26

Annexure 2: Sample TLEP for TD-PCL Course (PG Programme)………………………………………….40

Annexure 3: Steps to Effec ve Execu on of TD projects…………………………………………………….58

Annexure 4: Process Owner’s Roles and Responsibili es…………………………………………………..60

Annexure 5: Glossary of Terms………………………………………………………………………………………….62

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 INTRODUCTION

The Transdisciplinary Project-Centric Learning (TD-PCL) ini a ve is the hallmark of the university’s
transforma ve journey called JAIN 2.0. The unique teaching-learning approach also strongly connects with
the cherished vision of NEP 2020 to foster learner-centric, outcome-based and prac ce-driven holis c
learning. It very well aligns with the Na onal Credit Framework (NCrF) mandate of the University Grants
Commission (UGC) to credi ze experien al learning. This innova ve course is specially designed to expand
learning opportuni es for students by transcending boundaries of academic disciplines and enabling
students to collabora vely work on real-world projects that address complex societal challenges.
Transdisciplinary projects are also an effec ve learning tool that emphasizes integra on of knowledge
from diverse disciplines to foster entrepreneurial orienta on in students. They work on these group
projects, where the groups consist of students drawn from diverse disciplines. The diverse teams, combine
their unique perspec ves and skills to develop innova ve, effec ve and sustainable solu ons to real-world
problems/ issues.

The learning experience of students is further enriched as they parallelly work on research projects and
Sree Kutumbh-The Marketplace Experience Lab (MPE-Lab) (refer explana on on pp. 13-14) offering a
dynamic environment where they not only acquire hands-on experience in live and real-world contexts,
but also gain valuable industry insights through research and prac ce, thus preparing themselves for
dynamic and interdisciplinary careers. The ‘Earn-while-you-Learn’ component of the Marketplace
Experience Lab enables the students to take care of the financial burden of their educa onal pursuits,
ul mately leading to a ainment of higher order learning outcomes with financial sustainability.

Further, TD-PCL is a model that helps in implemen ng the NEP 2020 in an integrated manner. Figure – 1
summarises the major impera ves of the Na onal Educa on Policy (NEP) 2020.

This implementa on handbook is a comprehensive guide for faculty members across programmes offered
by all the departments of the university to effec vely implement and engage in transdisciplinary project-
centric learning. It serves as a roadmap, clearly outlining the fundamental principles underlying TD-PCL,
methodologies and best prac ces needed to foster a cohesive and collabora ve learning environment,
where the benefits of diverse disciplines converge to address complex, real-world issues/problems
through transdisciplinary projects. It covers key aspects such as integra on of TD-PCL course into course
matrices of programmes, mapping its COs with POs/PSOs of concerned programmes, project team
forma on, project theme idea on and selec on, collabora ve project planning, execu on, and
assessment criteria, ensuring that all the par cipants have the necessary guidance for the successful
implementa on and a ainment of intended learning outcomes for students.

The handbook sheds considerable light on The MPE-Lab, which provides required industry partnerships
and case studies on new product development which can be seamlessly incorporated into the teaching-
learning and evalua on plans of the TD-PCL course. Faculty guides can clearly see the learning
opportuni es expand and change in their outlook as the traverse from theore cal learning to research-
based learning and then to prac ce-based learning, and apply their learning to solve problems of the

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industry, society and the community. At the same me, one can see how the project themes can be
beau fully aligned with the na onal and global missions and priori es including the United Na on’s (UN’s)
Sustainable Development Goals (SDGs).

Figure – 1

In summary, the handbook facilitates an easy and effec ve understanding of the concept of TD-PCL,
significance of the model, its ability to promote inter and transdisciplinary orienta on, while ini a ng
students into research and developing an entrepreneurial mindset in both faculty members and students.
It also explains how by bridging the gaps between theory and research, and then between research and
innova on for prac cal applica ons, it prepares students to be ready to face the complexi es of the
modern workforce by fostering in them cri cal thinking, crea vity, and problem-solving skills. It also helps
faculty members understand as to how they, using clear procedures and prac cal tools provided, can guide
the diverse disciplinary TD-PCL student groups working on common themes, to engage in ac ve learning,
think innova vely, understand the processes and technologies involved in developing products and
services. By developing insights into the products and pricing related issues, students can “earn as they
learn” with ac ve support from The MPE Lab, JAIN University Incubator and Accelerator and at the same
me earn credits and experience cer ficate from Chenraj Roychand Centre for Entrepreneurship (CRCE).

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 SECTION 1
OVERVIEW OF THE TD-PCL COURSE

India’s new Na onal Educa on Policy (NEP) 2020 envisions an educa onal ecosystem that priori zes
holis c development, skill-building, and flexibility for a learner while promo ng a culture of innova on.
TD-PCL is an innova ve, andragogical tool that redefines how a student engages in learning through a
project-centred curriculum where project work and prac cal experiences are core components of the
teaching-learning process. This leads to acquiring the higher order thinking skills (HOTS), and knowledge
co-crea on. Collabora ve educa onal experiences of learners prepare them be er for professional
careers by strengthening in them abili es such as crea vity, cri cal thinking, problem-solving, team-
work, leadership and effec ve communica on as essen al skills sought a er by recruiters and industry.
The relevance of TD-PCL in the implementa on of NEP has been discussed earlier and summarised in
Figure – 1.

TD-PCL is an educa onal approach that places projects and prac cal experiences of students at the centre
of the curriculum and has a stronger voca onal (i.e. skill-oriented) or industry-specific focus. With its
emphasis on transdisciplinary project driven learning, the TD-PCL course aims at offering to students an
expanded set of learning opportuni es and at the same me ini ates them into research and develops in
them innova on and entrepreneurship orienta on. The strengths and capabili es of each member of the
group consis ng of students from different disciplines, come alive as they work like a ‘start-up’ team. The
students work together in the project groups to achieve higher order learning outcomes (HOLOs) as
evidenced by business plans; an entrepreneurial start-up; a working model or prototype; a patent
(preferably the one with a commercializa on value); or at the least a research publica on at the end of a
semester/ year.

The TD-PCL course is offered to students of all programmes across the university irrespec ve of the
discipline they belong to. The course spreads across 6 semesters for the UG programmes and 4 semesters
for the PG programmes. The course is credi zed at the end of every academic year with 3 credit units (in
the even semesters) even though it appears in course matrix of each semester in the academic year and
the student groups work on these projects throughout the year. The TD-PCL encompasses an innova ve
educa onal approach that uses meaningful projects set in authen c contexts to achieve superior learning
outcomes for the student in a programme, the skill development focus of TD-PCL is emphasized and
assessed by the weightages assigned to the research project component (25%) and the MPE-Lab
component (25%) as part of the con nuous assessment (CA). The final output has 50% weightage assessed
at the me of End Semester Evalua on (ESE). The parameters of assessment for these components are
explained in the rubrics developed for assessment given in Figures 16, 17 and 18 on pages 23 and 24.

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The MPE-Lab is a unique component of TD-PCL which, in addi on to developing prac cal and
entrepreneurial skills, offers ‘earning-while-learning’ opportunity to all the students to eventually a ain
self-reliance at an early stage of their lives. This is possible through offering/ selling services and products
on the portal which are iden fied as they develop an in-depth understanding of products, processes and
prices. These services and products may be those developed by students on their own or could be from
their family businesses or even, manufactured by third party manufacturers. The third party manufactured
products may be offered as they are or can even be branded through white-labelling, which in addi on to
having earning poten al helps in insigh ul learning of brands, brand promo on, brand development and
others.

THE CONTEXT

Outcome-Based Educa on (OBE) is a student-centric learning framework that helps faculty members to
plan the course delivery and assessment with the end point (outcomes) in mind. In involves designing
down the curriculum and delivering it in forward manner to achieve the intended outcomes by the
learners. OBE has been progressively introduced in all programmes of JAIN encompassing both UG & PG
programmes. The framework provides for technology integra on, crea on of ques on banks, with each
ques on mapped to course outcomes, which are mapped to the programme outcomes (POs) and
programme specific outcomes (PSOs). The a ainment of POs/ PSOs leads to a ainment of Programme
Educa onal Objec ves (PEOs) and in turn of the mission and vision.

By applying the principles and strategies of OBE to TD-PCL, faculty guides can create an ecosystem of
educa on that will empower students and provide the founda on for its successful implementa on based
on four pillars of instruc onal design: namely, 1) Clarity of focus 2) Designing ‘down’ 3) High expecta ons,
and 4) Expanded opportuni es. These pillars serve as guiding principles for curriculum design,
instruc onal strategies and assessment prac ces ensuring that the educa onal experiences of learners in
TD-PCL are meaningful and impac ul leading to outcomes a ainment at appropriate Bloom’s Taxonomy
levels. The tradi onal teaching-learning methods in higher educa on tend to focus only on lower order
thinking with an emphasis on classroom-based instruc on. While a scien fically proven fact is that ‘the
more skilful you are at lower order thinking, the more capable you become at higher order thinking’,
lower order thinking is not sufficient to serve the purpose of industry or for naviga ng through the
complexi es of real-life for the student.

There is also an issue of expanding the learning opportuni es for the students, which is a prerequisite to
a ainment of learning outcomes, par cularly the higher order learning outcomes. In this context, a need
arises to understand the term ‘cross-disciplinary’, which refers to the integra on and collabora on of
different disciplines or fields of study to solve complex problems or address complex issues. It involves
breaking down tradi onal silos and boundaries between disciplines and encouraging collabora on and
knowledge-sharing between learners from different fields.

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As an educational approach, cross-disciplinarity encourages learners to explore connections
between and among different disciplines, enabling them to gain a more comprehensive
understanding of complex issues and develop valuable skills that transcend traditional, single
disciplinary boundaries. Cross-disciplinary learning refers to learning ac vi es that are related with
a subject outside the scope of a discipline without any integra on from other disciplines.

In other words, cross-disciplinary study involves approaching one discipline through the perspec ve of
another. For example, the study of gene cs crosses several disciplines, including biology, chemistry (e.g.,
the molecular structure of DNA), and environmental science (e.g., plant gene cs). Addi onally, dimensions
of gene cs also overlap with mathema cs, social studies, and health studies. Similarly, understanding
various social sciences such as sociology, history and psychology through the perspec ve of music is
another example of cross-disciplinary study. Cross-disciplinarity, therefore, means that topics are studied
by applying methodologies of unrelated disciplines, with a view to expand the learning opportuni es.

The term cross-disciplinary is used and commonly accepted as a broad term to describe mul , inter, and
trans-disciplinary prac ces (Figure – 2).

Figure – 2: Cross-disciplinary Approaches

Mul disciplinary Interdisciplinary Transdisciplinary

The terms encompass the following approaches:

 Mul disciplinary: Mul disciplinary learning involves bringing together insights and methods from
different disciplines where in each discipline maintains its dis nct approach in isola on. Collabora on
occurs, but there may not be a strong effort to integrate diverse perspec ves into a cohesive whole.
Hence, mul disciplinary lacks interconnectedness among disciplines. For example, to understand
climate change learners study the science behind climate change, analyse its geographical impact, and
explore economic strategies for mi ga ng and adap ng to environmental changes. Similarly, to
understand World War II, learners examine historical events of the war (history), read literature from
the era (literature), and create ar s c representa ons to understand the cultural and emo onal
aspects of the me (art).

 Interdisciplinary: Inter-disciplinary learning involves integra ng knowledge and methods from mul ple
disciplines to address a complex issue. Learners interact and collaborate, o en aiming for a unified
understanding within the established disciplinary boundaries. For example, in a project centred on
designing a smart city, experts from urban planning, architecture, informa on technology, sociology
and environmental science interact with each other. By combining exper se, they can develop a
technologically advanced and sustainable urban environment. Similarly, studying the impact of
technology on mental health, learners from psychology, sociology, communica on studies and
computer science interact to explore how digital advancements influence an individual’s wellbeing.

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 Transdisciplinary: Transdisciplinary learning goes beyond interdisciplinary collabora on by integra ng
perspec ves not only from various disciplines, but also from non-academic sources such as community
members, prac oners, or other stakeholders. Transdisciplinary learning seeks to transcend tradi onal
academic boundaries and incorporate a broader range of insights/ perspec ves for a more holis c
understanding. For instance, a study of climate change impacts on a specific region would not only
involve collabora on of academic experts/learners from Meteorology, Ecology, Economics and
Geography to address the mul faceted challenges, but would also ac vely involve perspec ves of local
communi es, indigenous knowledge holders and policy-makers. Besides integra ng diverse academic
perspec ves, insights from a broader range of stakeholders are included to arrive at a holis c and more
inclusive understanding of the problem and a ain higher order learning outcomes.

Trans-disciplinarity thus calls for collaboration between and among disciplines to create a cohesive
curriculum in which learners and faculty mentors from different streams/disciplines collaborate in
groups to identify and solve multifaceted problems with real-world relevance.

The diagramma c presenta on of these terms is given in the Figure – 3.

Figure – 3: Mul -disciplinarity, Interdisciplinarity and Trans-disciplinarity

Tradi onally, higher educa on in India, is characterised by lack of innova on and applica on orienta on;
meaning that the research does not lead to innova on and also not applied to find solu ons to real-world
problems. The recent guidelines issued by the UGC on Na onal Credit Framework (NCrF) Figure – 4,
present three dimensions of educa on: Academic (or knowledge), Research & Innova on (or Skills) Figure
– 5: Skill Tree and Experien al (or problem solving/ entrepreneurship). The three dimensions highlight
two intersec ons, which lead to a disconnect between the knowledge and skills on the one hand and skills
and entrepreneurship on the other hand. TD-PCL, which has two parallel tracks namely; research project
and Sree Kutumbh-The Market Place Experience Lab will eliminate these disconnects i.e. Research Projects
take educa on at the intersec on of academics and Research & Innova on and MPE-Lab takes it to the

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intersec on of Research and Prac ce/ Entrepreneurship. The diagram (Figure – 6) depicts the two
intersec ons. The concepts will further get explained as one goes through this handbook.

Figure – 4: Na onal Credit Framework

Figure – 5: The Skill Tree

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 These skills are required to be integrated into the curricula of all the academic programmes.

Figure – 6: The Two Educa onal Intersec ons

THE CONCEPT

TD-PCL is different from the tradi onal Project Based Learning (PBL) approach. In PBL, the project theme
relates to only a course and even if it encompasses all the courses in a semester or term, it s ll relates to
only one discipline of study. In case of TD-PCL, the project theme becomes central to all the courses studied
by students in the group drawn from programmes in other disciplines. It also draws from each student’s
prior learnings and addi onal learning they undergo while working on research projects. The project
theme, therefore has to deal with real-life issues or problems, which bring the teaching-learning process
very close to real-life. The process of students’ thinking expands from single discipline to inter-disciplinary
and then to the trans-disciplinary context and expands learning opportuni es enabling them to a ain
higher-order learning outcomes through research, innova on and entrepreneurship-oriented projects as
depicted in the Figure – 7.

Figure – 7: Concept of TD-PCL

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Since the project themes may also deal with local issues and problems, they enhance local appeal of the
University. For example, in Atmanirbhar Bharat Abhiyan (ABA), when we apply globally benchmarked
frameworks, processes and technologies in solving the issues and problems involved, we can become vocal
about the local solu ons and scale them to na onal and global levels (e.g. SDGs).

The innova ve solu ons found to the issues and problems, if developed into services and products, offer
opportuni es to students to commercialize them and earn as they learn. The innova ons if not
commercialized, can be converted to Intellectual Property rights (IPRs) and then can be sold to large
companies or can be licensed to them for regular inflows in the form of royal es. For commercializa on
of innova ve ideas, students can get all possible assistance from CRCE and JAIN University Incuba on
Centre (JUIC). The concept in Figure – 7 is further applied to the MPE-Lab, which all the students will be
working on in parallel. MPE-Lab will provide appropriate case studies as well as products and services
manufactured and developed by third par es, which should be used by students to not only scan the real
environment of business but also understand the intricacies involved in product development, processes
and technologies involved and issues related to pricing decisions. The methods of sourcing products and
supply chain, and distribu on channels will also be understood by them. The students can gain experience
of how prices behave in markets and other issues related to star ng a business of their own since the 5-
member TD-PCL group will simulate a start-up like situa on. The TD-PCL thus effec vely shi s the learning
to take place outside the classrooms, by engaging students in innova ve and entrepreneurial thinking,
inculca ng many so and hard skills, and earn as they learn, which tradi onal teaching-learning processes
may not offer. The concept as expanded further to include the role of CRCE and JUIC on one hand and
integra ng MPE-Lab on the other hand is summarised in Figure – 8.

Figure – 8

While the Teaching-Learning & Evalua on Plan (TLEP) and the assessment rubrics will describe in details
the learning component (90%), for the “earning while learning” part, MPE-Lab can be used by the students
to market or distribute the products and services developed by themselves, those offered by their family
businesses or even by third party businesses or the manufacturers, with due permission/ approval from

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Sree Kutumbh. It should be noted that while the focus on earning while learning as part of TD-PCL is only
10%, it has unlimited poten al for students of the University to not only fund their own educa on but also
support their families and take it up as a business henceforth. In essence, through TD-PCL, the students
earn credit units, get to earn while learning and if completed in all respects, will get an experience
cer ficate from CRCE to put them ahead of their contemporaries from other Universi es/ Higher
Educa on Ins tu ons (HEIs).

TD-PCL essen ally enables the students to find learning opportuni es expanding as they undertake the
journey moving from “learning the concepts from semester courses” in the classroom to “research-based
learning” and then “learning in real-world contexts”. The following Table – 1 explains this as you move
from column 3 to column 5 in each semester and cover the modules successively.

Table – 1: Learning opportuni es expand for Higher Order Learning Outcomes (HOLOs) as
we move from Classroom to Research and then to Prac ce

The next sec on deals with step-by-step implementa on of TD-PCL Course.

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 SECTION 2
IMPLEMENTATION OF TD-PCL COURSE
The effec ve implementa on and conduct of TD-PCL course is extremely important to realize its full
poten al towards mee ng the intended outcomes. It requires appropriate training of the faculty
members, a me culously prepared detailed and intelligible implementa on plan, and open minded
approach on the part of all stakeholders. This requires transcending the tradi onal methods of teaching-
learning, con nuous handholding and support from the TD-PCL working commi ee, proac vely seeking
clarifica ons by the faculty guides whenever needed and not remaining with doubts, and mastery of OBE
framework and modern assessment tools by all the members of the faculty. This sec on of the handbook
provides a step-by-step plan for effec ve implementa on of TD-PCL across the university. It has been
carefully curated and incorporates very important feedback received from all the par cipants in the
training workshops across campuses and its objec ve analyses.

A clear understanding of the TD-PCL process flow is cri cal for the successful implementa on of the
course. This sec on provides a detailed explana on of the same, defining the key stakeholders and the
process owners, their roles and responsibili es, mul -level interac ons between and among them and the
steps involved. This structured approach will ensure that the TD-PCL course fosters a holis c learning
experience for the students.

The diagram given below in Figure – 9 presents the structure including the stakeholders involved and
implementa on flow of TD-PCL:

Figure – 9: TD-PCL Structure and Stakeholders

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The Centre for Educa on Transforma on through Technology (CETT), which is a part of the Academic
func on at University Head Office, func ons under the overall supervision by the Office of Chancellor, the
Vice Chancellor and other principal officers of the University. CETT ini ated a series of TD-PCL training
workshops for faculty members, formed the faculty working commi ee and with its assistance conducted
the workshop series for all faculty members of the University and has now prepared this implementa on
handbook. CETT conducts training of faculty members, analyses the feedback, and conducts review
(through JIVA or otherwise separately) of how effec vely it is being implemented. It also provides
con nuous support and handholding to all concerned stakeholders through the working commi ee.

The working commi ee will be largely responsible and work for the implementa on on the ground.
Consis ng of selected faculty members from across the university, the working commi ee works under
the guidance of CETT, implements guidelines, supports TD-PCL coordinators, facilitates cross-department
collabora on and co-ordinates the implementa on of the TD-PCL course across the university. The
members also provide training wherever required.

There is a TD-PCL coordinator in each department (if not, then one should be appointed immediately)
who will work towards involving every faculty member in development of instruc onal design and
assessment of the TD-PCL course. He/ she is the common link between Working Commi ee, HOD and
Programme Head on one hand and all faculty members of the department on the other hand. The overall
guidelines, suggested ac vi es, flow diagrams, formats and tables and other material contained in this
handbook and annexures will enable all concerned to create/review a comprehensive roadmap for
themselves towards the effec ve implementa on of the TD-PCL course including the Research Projects
and Sree Kutumbh – The MPE Lab components.

The following steps/ points will be of assistance to all:

1. The Heads of Departments (HODs) are an essential link for the effective implementation of the TD-
PCL course. Their role primarily involves aligning departmental efforts with the overarching goals of
the TD-PCL initiative and ensuring its smooth execution through collaboration and oversight and
regularly interacting with TD-PCL coordinators.

As a first step, all HODs must ensure that TD-PCL is included in course matrices of all programmes
offered by the department (including those offered by the research centres), along with all details as
in case of other courses. In semesters 1, 3 and 5 in case of Undergraduate (UG) programmes and 1
and 3 in Post Graduate (PG) programmes, in the column “Credit Units”, we should add, “-“. And in the
case of semesters 2, 4 and 6 in UG programmes and 2 and 4 in case of PG programmes, we should
add, “3”. Under L-T-P-E, we should write 0-1-0-8 in all semesters (odd as well as even). Please refer to
the table in Figure – 10. A er this, the relevance of TD-PCL with reference to POs/ PSOs should be
thoroughly discussed with all the faculty members in the department and in the presence of the
HODs and Programme Coordinators.

The HOD is required to facilitate regular communica on with TD-PCL coordinators by scheduling
consistent weekly/bi-weekly mee ngs to review progress, address challenges, and offer guidance,

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 ensuring coordinators have the necessary resources and support. Also, he/she should oversee the
review and endorsement of TD-PCL project proposals within the department by evalua ng
submissions to ensure they meet academic criteria and inter/transdisciplinary goals, provide detailed
feedback, and authorize projects centred around a common project theme idea where student
groups from different disciplines come together to curate and work on towards achieving higher order
learning outcomes.

HOD is required to drive the crea on and ongoing refinement in the department-level TLEP of the
TD-PCL course through the TD-PCL coordinator and faculty guides to design and update course
content, incorporate diverse academic perspec ves and innova ve teaching-learning and rubrics-
based assessment methods. Overall, HOD’s role is crucial in driving effec ve implementa on of the
TD-PCL course, fostering a collabora ve and inter and transdisciplinary learning environment for both
students and faculty.

Figure – 10: Transdisciplinary Project Centric Learning in Course Matrices

2. The TD-PCL coordinator of each department is required to develop one TLEP, in the template format
a ached as Annexure 1, for a project theme of his/ her choice including CO-PO/PSO mapping for one
of the programmes to which any student might belong to, in consulta on with members of the
working commi ee as required, and this TLEP will be used as a sample/ reference for other faculty
members of the department as they develop TLEPs for the project theme they will be guiding.

Note that there are POs/ PSOs for each programme (already defined at the programme level), the
COs for TD-PCL course have already been defined by the university and will be used by all faculty
members, irrespec ve of the department they belong to or the group they may guide. These COs
(Course Outcomes) are given below:

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At the end of the TD-PCL course, students will be able to:

Course Bloom’s
Sl. No. Descrip on
Outcome Taxonomy Level
Examine ethical implica ons and sustainability prac ces of
1. CO1 (4)
complex issues in inter/transdisciplinary projects.
Develop entrepreneurial orienta on and skills through live
2. CO2 (5)
experien al/field-based projects in a marketplace context.
Cul vate holis c learning and integra ve skill sets through
3. CO3 collabora ve research projects with an (6)
inter/transdisciplinary focus.
Devise innova ve solu ons to real-world problems by
4. CO4 (6)
integra ng insights from diverse academic disciplines.

Note: Learning progression shall normally be as per sequence, thus leading towards a ainment of
higher order learning outcomes in due course of me. However, in certain cases some TD-PCL groups
where the progress is not sequen al, the learning progression in terms of acquisi on of skills may be
seen faster than others and should be factored.

CO-PO/PSO mapping will be done at the program level by the TD-PCL Coordinator in consulta on with
HOD, Program Coordinator and select faculty members and may seek assistance/ guidance from the
working commi ee and follow the mapping thumb rules (See the format in Figure – 11). Faculty
members are advised NOT TO DO SO individually.

Figure-11: Thumb-rules for COs to POs/ PSOs Mapping

The TD-PCL coordinator also facilitates project group forma on and regularly interacts and
collaborates with fellow TD-PCL coordinators of other departments to ensure inter-disciplinary team
composi ons and other issues related to implementa on of the course.

18
3. The role of the faculty guide (s) is to assist in deciding a project theme that is appropriate, has
transdisciplinarity and the poten al for TD-PCL student groups to a ain the COs at expected Bloom’s
Taxonomy levels (Table is given in Figure – 12). Certain engagements like the one given in Figure – 13
will help the group members develop an inter and transdisciplinary orienta on and understand how
it expands their horizons.
Figure: 12 Bloom’s Taxonomy (Revised)

Figure –13

4. The COs are pre-decided by the university. The theme should focus on devising innova ve and
sustainable solu ons to complex real-world problems and be aligned to na onal and or global
missions and priori es like SDGs. This is an extremely crucial step and can be granted two weeks from
commencement of semester and extendable by one more week. A er finaliza on, TLEP should be
provided to all the students.

19
 A er this the guide (s) should ensure that the student groups go through the process of TD-PCL as
per TLEP, specifically the research project and Sreekutumbh-The Marketplace Experience Lab
components with the desired spirit, keeping the principles of the OBE framework in mind. The
session-wise/ week-wise study/ work plan (135 hours per semester) is the most crucial part, which
each faculty guide has to me culously develop for all the 6 or 4 modules for UG and PG programmes
respec vely. Remember that TD-PCL is categorised as a ‘Skill Enhancement Course’ in the course
matrix, which runs through the en re programme semester a er semester as ‘TD-PCL 1’, ‘TD-PCL
2’, ‘TD-PCL 3’…‘TD-PCL 6’.

Thus, the guides will provide ongoing guidance to the TD-PCL groups, periodically using the rubrics
for CA-1 and CA-2 (Figures 16 and 17) as developmental rubrics, maintain COLAB-The Course File,
periodically review the project journal (Format is given in Table – 2) maintained by each student
individually, which is an important document and supports/ evidences the student’s work and
learning in a reflec ve manner.

Table – 2: Format of the Project Journal for Self-Reflec on

5. Also, it should be noted that semester a er semester, the level of output in terms of publica ons and
patents should improve in quality as they move towards development of prototypes or working
models and eventually start-ups. The importance and feasibility of deciding the appropriate project
themes is underlined by the fact that a weak idea may have to be dropped at some stage due to lack
of feasibility or poten al or both. In such cases, if any, the abandonment of the theme should be at
the earliest so that the group can choose another theme to work on and move forward. Otherwise,
they can con nue to advanced stages. If that be so, there will be situa ons when student groups of
the same batch may be at different stages in the con nuum of TD-PCL (Modules 1-6 for UG or
Modules 1-4 for PG programmes). Faculty guides and TD-PCL student groups should be aware of
such con ngent complexi es involved in the TD-PCL course.

20
6. The assessment of the TD-PCL course consists of Con nuous Assessment (CA) and End Semester
Evalua on (ESE). The propor on of CA:ESE is 50:50. CA is required to be done con nuously
throughout all the semesters with output assessed at the end of each semester (even though
credi za on happens annually). Assess the student performance based on rubrics as given in Figures
16, 17 and 18. One might think that how the same rubrics can be used for all the semesters/ years!
The answer is that in every successive semester/ year, the educa onal levels as per NCrF change from
lower to higher levels. That means 1st year of UG is level 4.5, 2nd year is level 5.0, 3rd year is 5.5 and
4th year is level 6.0. Same way, 1st year of a PG programme is level 6.0 and 2nd year is level 6.5. The 1-
year PG programme is level 6.5. In case of M. Tech programme which can be only of 2 years, the levels
are 6.5 and 7.0 for the 1st and 2nd year respec vely. Just to men on, PhD is level 8.0. For more details,
please read the document published by the UGC. The assessment using the same rubric is done
keeping in mind the educa onal levels.

Con nuous Assessment (CA) of 25% is based on research projects and 25% on Sree Kutumbh -The
Marketplace Experience Lab (MPE-Lab). The end semester evalua on (ESE) is for 50%. Note that while
assessment is done semester-wise as for other courses, credi za on for TD-PCL is done at the end of
even semester as explained earlier. Before we look at the assessment scheme and its mapping to COs,
let’s look at the competencies/ skillsets that need to be developed or inculcated in students as the
group progresses through the semesters and how possibly the assessment components will help us
in ascertaining their a ainment. The table in Figure – 14 below ar culates these competencies and
skillsets.

Figure-14: Competencies/ Skillsets Developed in Each Module and Tools of Assessment

21
 The assessment scheme is given below in the Figure – 15.

Figure – 15: Assessment Scheme (CA:ESE – 50:50)

7. In the TD-PCL course the integra on of rubrics-based assessment is essen al for assessing the
performance and learning of student groups performance. Rubrics offer clear, structured criteria that
outline expecta ons for various tasks and projects, evalua ng the learning that occurs throughout
the semester/ year. Rubric-based con nuous assessment aligns well with the TD-PCL approach,
where learning is experien al, dynamic, collabora ve, and integra ve across mul ple disciplines. It
supports the progressive development of students’ competencies by offering regular, forma ve
feedback that guides their learning trajectory. The ongoing assessment process enables students to
gain objec ve insights into the learning process, reflect on their performance, iden fy areas of
improvement, and take proac ve steps to enhance their skills.

By empowering students to take ownership of their learning process, the use of rubrics inspires deep
learning through the a ainment of higher-order learning outcomes such as interpreta on, analysis,
synthesis and crea on. The following 3 rubrics (Figures 16, 17 and 18) are to be used across the
university for CA-1, CA-2 and ESE. The assessment is required to be done twice during each semester
and at the end of each semester. It is to be noted that the learnings assessed by rubrics for CA-1 and
CA-2 will lead to a aining the course outcomes at the end of each semester and will be assessed
using the rubric meant for ESE. This way, COs will be assessed at each of educa on levels according
to NCrF as we progress through the semesters.

22
 Figure – 16: CA-1 Rubric - Research Project

Figure – 17: CA-2 Rubric - Marketplace Experience Lab

23
 Figure – 18: ESE RUBRIC - Patent/ Publica on/ Business Plan/ Working Models or Prototypes

8. The success of the course lies in its effec ve implementa on, which will help students in be er
Employability/ Entrepreneurship/ Prac cal Skills Development/ Research/ Innova on/ Problem-
Solving/ Inter/Trans-disciplinary Learning/ Applica on Orienta on. A sample implementa on plan of
TD-PCL in UG and PG programmes is given in Figure 19 below.

Figure 19: Indica ve Schedule for Implementa on of TD-PCL Projects for UG/PG Programmes

24
ANNEXURES

25
 Annexure 1
Sample TLEP for TD-PCL Course (UG Programme*)
* Note that the session/ week-wise plan is illustrative.

Programme: Bachelor of Science in Forensic Science (ACS, UK)

Teaching-Learning and Evaluation Plan
Course Information:

Course Code: Course Title: Transdisciplinary Project Centric Notional Learning Hours: 135/MODULE
Learning (i.e. 9 hours x 15 weeks = 135 hours)
Credit Units: 3 Faculty Mentor (s): L-T-P-E: 0-1-0-8
(i.e. 8 + 1 = 09 hours/week)
CA: ESE Weightage: 50: 50 Pass Marks (CA and ESE): 0% and 35% Aggregate Pass Marks: 40%
75% Attendance Mandatory

Programme Outcomes (POs)

At the end of the programme, students will be able to:

PO1 Instil and foster scientific mindset across diverse facets of forensic science.
Translate the concepts learnt to find creative and innovative solutions to real life problems of society and industry
PO2
through interdisciplinary and transdisciplinary research.
PO3 Demonstrate a profound understanding of the legal justice system in India and on a global scale.
PO4 Cultivate a range of multidimensional skills to contribute meaningfully in the field of forensic science.
PO5 Apply ethical principles proficiently in various aspects of one's professional and personal life as a forensic scientist.
Demonstrate adept written and verbal communication skills, particularly in formulating comprehensive reports and
PO6
presenting evidence in court.
PO7 Exhibit up-to-date knowledge and competencies that meet the global expectations in the field of forensic science.
Effectively use various principles of forensic science to investigate and validate protocols without cognitive biases and
PSO1
following ethical practices.
Demonstrate competency to carry out research using various methods/protocols, instrumentation of value in the
PSO2
investigative process following the use of appropriate ethical and validation protocols.
Exhibit competency to pursue entrepreneurial ventures for the investigative procedures and help allied law
PSO3
enforcement agencies or techniques involved in forensic investigation.

Course Objectives

The objective of this course is to develop among students an understanding of Entrepreneurship, Innovation and Research by
utilizing the expansion of learning opportunities in the advancement of knowledge while demonstrating the attainment of higher
order learning outcomes. The course intends to facilitate the development of an entrepreneurial mind set and to equip students
with necessary cutting-edge knowledge and skill sets vital for generating value in a knowledge-based economy.

Course Outcomes

26
At the end of the course, students will be able to:

Sl. No. Course Outcome Descrip on Bloom’s Taxonomy Level

Examine ethical implica ons and sustainability prac ces of
1. CO1 (4)
complex issues in inter/transdisciplinary projects.
Develop entrepreneurial orienta on and skills through live
2. CO2 (5)
experien al/field-based projects in a marketplace context.
Cul vate wholis c learning and integra ve skill sets through
3. CO3 collabora ve research projects with an inter/transdisciplinary (6)
focus.
Devise innova ve solu ons to real-world problems by integra ng
4. CO4 (6)
insights from diverse academic disciplines.

COs to POs and PSOs Mapping:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3

CO1 03 02 02 03 03 03 03 - 02 -
CO2 - 03 03 - - 02 02 03 - 03
CO3 02 03 - 03 02 - 02 02 03 02
CO4 03 - 02 02 03 03 - 03 02 03
Articulation( 2.6 2.6
2.6 2.6 2.3 2.6 2.6 2.3 2.3 2.6
Average)
3 – high; 2 – medium, 1 – low

Course Contents (modules represent the stages of TD-PCL)

Module 1: Reading and Writing (135) Hours*

Develop comprehension of the issue/problem; primary/secondary research (Review of Literature); identification of research gaps;
finalizing the topic; understanding and ability to interpret the issue/problem; identifying the potential for innovative solutions to
real-world problems as an outcome.

Module 2: Data and Information Organizing (135) Hours

Tools of collecting using questionnaire, classifying and presenting data; synthesizing information and analysis; developing an
understanding of an industry/company/product/technology process as outcome, test ideas in the marketplace with potential
partners, vendors and investors as an outcome.

Module 3: Investigation and ‘Sense-Making’ (135) Hours

Create own questions, develop a research proposal, evaluate information as findings, draw conclusions, present results/findings of
investigations in the form of publications by ascribing meaning to data, art work, poster/oral presentations, Audio Visual
productions, Podcasts, photographic essays/collage, simulations, case studies and role plays.

27
 Module 4: Designing Solutions to Problems and Decision Making (135) Hours

Creativity and innovation, inventions using design thinking, user empathy, working models and prototype design using scientific and
artistic principles, minimum viable product, proof of concept and Alpha/Beta testing, decision making related to complex real-world
issues (pollution, healthcare, quality of life, poverty, world events)

Module 5: The Science of Argument Development (135) Hours

Write about issues, position papers, persuasive essays, approach papers, perspectives on complex issues and problems, formulate
a business plan.

Module 6: The Art of ‘Earning-while-Learning’ (135) Hours

Identifying solutions to real-life problems/issues having potential payoffs for stakeholders, impact and sustainability, improvement
in the quality of life of communities, service, understanding career pathways, internships, IPRs, startups and new venture creation,
simulations and case studies; navigating business challenges and opportunities through the Sree Kutumbh - The Marketplace
Experience Lab, product, price, process, service; industry structure analysis; demand-supply economics; startups and SME
ecosystem; future potential for demand; ‘Solopreneurship’ and entrepreneurial orientation; stakeholder sustainability; SWOT
analysis and evolving competitive scenario.

*Hours assigned to modules are minimum notional learning hours

Session Plan (Week-wise)

Teaching-
Readings & Mode of
Module Sessions Topic Learning Method CO
References Delivery
/ Activity Planned
TD-PCL
i. Sharing of TLEP and The TD-PCL TLEP Face-to-face
1 (1) Discussion
discussion on TD-PCL Document
ii. Discuss Module 1, Reading/ Writing

(2-10) ● Introduce and orient on forensic skills

Guided Research
sets developed during project centric
Selected Readings,
learning (15 hours):
Videos and other Self-Study
i. Forensic crime scene management skills
References
(02 hrs)
Peer
ii. Forensic idea generation (03 hrs) Asynchronous
Collaborative
iii. Building and Managing a Forensic
Learning
Investigation Team (03 hrs) CO3
iv. Financial Decision Making in Forensic
Online Learning
Contexts (03 hrs)
v. Fundamentals of Design Thinking and
Project Management in Forensic
Investigations (02 hrs)
vi. technical skills related to forensic
science and technology (02 hrs)

Map forensic skillsets of TD-PCL to the The TD-PCL TLEP

(11) Discussion Face-to-face
teaching-learning process Document

28
(12-20) Selected Readings,
● Provide application orientation in the Guided Research Asynchronous
Videos and other
teaching-learning process needed to
References
learn these skill sets (05 hrs) Self-Study

Peer
Collaborative
Learning

Online Learning

(21) Classify/categorize the Writing The TD-PCL TLEP

Discussion Face-to-face
component of Module 1 Document
(22-30) ● Introduce and orient on forensic Selected Readings, Guided Research
science Reading/Writing Videos and other Asynchronous
Preparing (20 %) References Self-Study
Gathering forensic science relevant
material, references, reading resources Peer
and library work. Collaborative
Sharing and Discussing (50%) Learning
Sharing the
readings/references/materials contents, Online Learning
etc. and discussing the same to arrive at
a shared understanding and
perspective/opinion/views.
Submitting (30%)
Writing the reflections (from reading and
discussion) and submitting the same in
the formats as listed.
(31) Discuss Reading skills, techniques and The TD-PCL TLEP
Discussion Face-to-face
strategies Document

29
(32-40) Guided Research
● Foundational Reading Strategies (5 Asynchronous
Selected Readings,
hours):
Videos and other Self-Study
● Understanding the Basics of Effective
References
Reading Comprehension in Forensic
Peer
Science (2 hours):
Collaborative
● Skimming and Scanning Techniques
Learning
for Forensic Analysis (2 hours):
● Active Reading Strategies such as
Online Learning
Annotation and Summarization in
Forensic Contexts (1 hour):
● This session will focus on active
engagement with forensic texts
through annotation and
summarization. Participants will
develop skills in highlighting key
points, annotating with relevant
comments and questions, and
synthesizing information into concise
summaries to aid in comprehension
and retention.
● Differentiating Between Main Ideas
and Supporting Details in Forensic
Literature (2 hours):
● Using Note-Taking Methods like
Concept Maps or Mind Maps in
Forensic Analysis (2 hours):
 Reading Complex Forensic Texts (3
hours):
● Strategies for Tackling Dense and
Challenging Forensic Texts (1 hour)
● Breaking Down Complex Forensic
Sentences and Paragraphs (1 hour)
● Building Resilience and Confidence
When Faced with Difficult Forensic
Material (1 hour)

(41) Discuss Writing skills, techniques and The TD-PCL TLEP

Discussion Face-to-face
strategies Document
(42-50) Selected Readings, Guided Research Asynchronous
● Significance of Writing in Forensic
Videos and other
Science (2 hours):
References Self-Study
● Demonstrating Academic Success,
Communication, and Critical Thinking
Peer
through Writing (1 hour)
Collaborative
● Developing Written Communication
Learning
Skills and Encouraging Self-
Expression and Reflection (1 hour)
Online Learning
● Writing Techniques in Forensic
Science (6 hours):
● Writing Clear, Concise Statements (2
hours)

30
 ● Using Correct Grammar and Simple
Phrases in Writing (2 hours)
● Providing Relevant Examples and
Evidence with a Focus on Clarity (1
hour)
● Utilizing Descriptive Language,
Revising, and Editing (1 hour)
Note: The formats for Module 1 given above
offer an immersive reading experience and
are to be used to build a reading/writing
mindset in students
(51) Discuss ways to combine research with
The TD-PCL TLEP
practice to create innovative solutions to Discussion Face-to-face
Document
real-world problems
(52-60) ● Ideate based on Reading-Writing-
Comprehension-Interpretation in
Forensic Science (2 hours):
● Engage in brainstorming sessions
leveraging readings of forensic
literature, writing reflections, and
understanding forensic issues.
● Develop Comprehension of the
Issue/Problem in Forensic Science (4 Asynchronous
hours): Selected Readings, Guided Research
● Analyze forensic case studies, reports, Videos and other
and research articles to fully grasp the References Self-Study
problem.
● Primary/Secondary Research (Review Peer
of Literature) in Forensic Science (5 Collaborative
hours): Learning
● Conduct primary research through
interviews with forensic experts and law Online Learning
enforcement professionals.
● Review secondary sources such as
academic journals and online databases
to gather relevant forensic literature.
● Identification of Research Gaps;
Finalizing the Topic in Forensic Science
(3 hours):
● Identify gaps in existing forensic
research and literature through critical
analysis.
● Refine the research topic based on
identified gaps and areas for further
investigation in forensic science.
TD-PCL Discuss Module 2, Data and Information The TD-PCL TLEP
Discussion CO3 Face-to-face
2 (1) Organizing (1hr) Document

31
(2-10) ● Introduce the importance of data
and information organizing in
forensic science. (2hrs)
Overview of the role of data and
information organizing in forensic
science and Importance of
structured data management in
forensic investigations (1hr)
Case studies illustrating the impact
of organized data on forensic
analyses (1 hr)
Guided Research
● Identify real-world issues and Selected Readings,
problems in forensic science. (2hrs) Videos and other
Self-Study
● Discussion on common issues and References
challenges in forensic investigations
Peer
and Exploration of specific real-
Collaborative
world problems faced by forensic
Learning Asynchronous
scientists (1hr)
● Case studies highlighting the
Online Learning
complexities of forensic analysis in
various contexts (1 hour
● Understanding the Tools of Data
Collection in Forensic Science (3
hours):
● Introduction to various tools and
techniques used for data collection
in forensics (1 hour)
● Hands-on demonstration and
practice with forensic collection
tools (1 hour)
● Discussion on best practices and
protocols for maintaining the
integrity of collected data (1 hour)
● Discussing Classification, Synthesis,
and Presentation Methods in
Forensic Science (4 hours):
● Overview of classification methods
used in forensic science (1hr)
● Examination of synthesis techniques
for integrating multiple sources of
forensic data (1 hour)
● Hands-on workshop on effective
presentation methods for forensic
findings (1 hour)
● Case studies and group discussions
on the application of classification,
synthesis, and presentation methods
in forensic investigations (1 hour)
Introduction to Questionnaire-Based
Data Collection in Forensic Science
(2hrs)

32
 11 Overview of questionnaire-based data
The TD-PCL TLEP
collection methods in forensic science Discussion Face to face
Document
(1hr)
12-20 Questionnaire-based data collection
methods in forensic science (11hr)
 Importance of questionnaires in Guided Research
gathering information from Selected Readings,
witnesses, victims, and suspects Videos and other
Self-Study
(2hrs) References

 Examples of forensic scenarios Peer

where questionnaires are used Collaborative
effectively Learning
 Designing Effective Questionnaires
for Forensic Investigations, Principles Online Learning Asynchronous
of questionnaire design in forensic
science, Types of questions: closed-
ended, open-ended, and scaled
questions (2hrs)
 Considerations for developing clear,
unbiased, and reliable
questionnaires
 Ethical considerations in
questionnaire design for forensic
investigations
21 Introduction to Data Classification,
The TD-PCL TLEP
synthesizing information and analysis in Discussion CO3 Face to face
Document
forensic science (1hr)
22-30 Data Classification in Forensic Science
Guided Research
(10hrs)
 Types of Forensic Data (1hr) Selected Readings,
Self-Study
 Methods of Data Classification in Videos and other
Forensic Science (1hr) References
Peer
 Data Presentation Techniques in Collaborative
Forensic Science (1hr) Learning
 Data Visualization Tools for Forensic Asynchronous
Analysis (2hrs) Online Learning
 Best Practices for Data Classification
and Presentation in Forensic Science
(1hr)
 Case Studies in Forensic Data
Analysis (1hr)
 Challenges and Future Trends in
Forensic Data Analysis(2hr)
31 Developing an understanding of a
forensic The TD-PCL TLEP
Discussion Face to face
industry/company/product/technology Document
process as an outcome (1hr)

33
32-40 Forensic industries (10hrs)
 Technologies and Tools in Forensic
Science (2hrs)
 Forensic Procedures and Protocols Guided Research
 Forensic Data Collection and
Self-Study
Preservation (02 hrs)
Selected Readings,
 Forensic Analysis Techniques
Videos and other Peer Asynchronous
 Legal and Ethical Considerations in References Collaborative
Forensic Science(02hrs)
Learning
 Forensic Industry Regulations and
Quality Assurance 02hrs) Online Learning
 Case Studies and Forensic Success
Stories
 Future Trends and Innovations in
Forensic Science (02hrs)
41 Test ideas in the marketplace with The TD-PCL TLEP
Discussion Face-to-face
potential partners (1hr) Document
42-50  Identify Potential Partners &
Testable Ideas (2hrs)
 Reach Out to Potential Partners Guided Research
(2hrs)
 Share Proposal and Collaborative Self-Study
Goals/ Selected Readings,
 Collaborate on Pilot Projects or Proof Videos and other Peer Asynchronous
of Concepts (2hrs) References Collaborative
 Collect Feedback and Iterate Learning
 Evaluate Market Potential (2hrs)
 Negotiate Partnership Agreements Online Learning
 Execute Full-Scale Projects
 Continuously Monitor and Adapt
(2hrs)
51 Forensic industry related potential
The TD-PCL TLEP
partners vendors and investors as an Discussion Face-to-face
Document
outcome. (1hr)
52-60 Forensic science Potential Partners:
(10hrs)
 Forensic laboratories and research
institutions: Collaboration for joint
research projects, technology
Selected Readings,
development, and knowledge
Videos and other Asynchronous
sharing. (3hrs)
References
 Law enforcement agencies:
Partnership for forensic
investigations, training programs,
and information exchange. (2hrs)
 Technology companies:
Collaboration for developing and

34
 implementing forensic software,
hardware, and analytical tools. (3hrs)
 Legal firms: Partnership for expert
witness services, forensic consulting,
and case support. (2hrs)
61 Forensic science industry related The TD-PCL TLEP
Discussion Face-to-face
Vendors (1hr) Document
62-70 Vendors:
 Equipment suppliers: Providers of
forensic laboratory equipment,
instrumentation, and consumables.
(2hrs) Guided Research
 Software developers: Suppliers of
forensic analysis software, data Self-Study
management systems, and digital
Selected Readings,
forensic tools. (2hrs) Peer Asynchronous
Videos and other
 Forensic service providers: References
Collaborative
Companies offering specialized Learning
forensic services such as DNA
analysis, fingerprinting, and crime Online Learning
scene reconstruction. (3hrs)
 Training and education providers:
Organizations offering forensic
training programs, workshops, and
certification courses. (3 hrs)
71 Forensic science business Investors: 1hr The TD-PCL TLEP
Discussion Face-to-face
Document
72-80  Venture capital firms: Investors
interested in funding innovative
forensic technology startups and
research projects.
Guided Research
 Private equity investors: Investors
seeking opportunities to acquire or
Self-Study
invest in established forensic service
Selected Readings,
providers or technology companies.
Videos and other Peer Asynchronous
 Angel investors: Individual investors References Collaborative
interested in supporting early-stage
Learning
forensic startups with seed funding
and mentorship.
Online Learning
 Government agencies: Funding
opportunities from government
agencies supporting research and
development in forensic science and
technology.
TD-PCL ● Discuss Module, Investigation & The TD-PCL TLEP
Discussion CO3 Face-to-face
3 (1) Sense Making Document
Selected Readings, Guided Research Asynchronous
● Introduce and orient on
(2-10) Videos and other
Investigation and Sense Making
References Self-Study

35
 ● Test feasibility of research idea, learn
to create own questions, design a Peer
questionnaire in law, justice and Collaborative
(11-19) governance Learning
● Collect and evaluate information,
hypotheses development and testing Online Learning
on forensic investigations
● Present results of investigations
through a variety of formats:
papers, artwork, photographic
essays, oral presentations, Audio
Visual productions, simulations and
plays
● Invent patentable products in
forensic tool kit, objects, art works,
models, digital applications such as
dashboard, etc. based on
scientific/artistic theoretical
principles
Note:
1. Investigation and sense-making are
essential processes for making sense of
complex problems, analyse data and
make informed decisions analysis and
problem solving which involves stages,
that include: planning, data collection,
analysis, interpretation, and reporting.
Investigators use interviews, surveys,
observation, experimentation, and data
analysis, to gather and analyse evidence
effectively.
2. Sense-making refers to the thinking
processes of creating meaning from
information and data, or experiences by
interpreting, organizing, and synthesizing
these into coherent models or narratives
offering insights into the underlying
dynamics or relationships.
Additional suggested formats to use for
Investigation and Sense Making:
Additional formats/tools for Module 3
are given below to enable PCL groups to
gain insight, understanding, and clarity
about a given situation, problem, or
issue.
1. Mind Maps 2. Root Cause Analysis 3.
Gap Analysis 3. Storyboarding 4. Decision
trees 5. Conceptual Models 6. Scenario
Planning 7. Role playing 8. Prototyping 9.
Data Visualization & Dashboards.

36
TD-PCL Discuss Module 4, Designing Solutions to The TD-PCL TLEP
Discussion CO4 Face-to-face
4 1 Problem Solving and Decision Making Document
(2-10) Selected Readings, Guided Research Asynchronous
● Introduce and orient on Designing
Videos and other
Solutions to Problem Solving and
References Self-Study
Decision Making in the area of
Forensics and Crime Investigation
Peer
● Find solutions to problems, decision
Collaborative
making related to as crime and
Learning
justice, pollution, world events,
healthcare, poverty, education,
Online Learning
environment and economic issues
(11-19)
● Enable/find/expand opportunities to
learn about complexities of issues –
both current and in future and
problems of communities and
society, find creative and innovative
solutions in crime investigation
Note:
1. Designing solutions to problem-solving
and decision-making in can effectively
enable researchers to address real world
challenges, overcome obstacles, and
enhance the quality and impact of their
higher order learning outcomes:
publications, patents, prototypes,
startups. etc.
Suggested formats to use for Designing
Solutions to Problem Solving and
Decision Making:
1. Articulate the problem or challenge
that needs to be addressed.
2. SWOT Analysis 3. Brainstorming 4.
Decision Matrix 5. Risk Assessment and
Management 6. Cost-Benefit Analysis 7.
Change Management Plan 8. Monitoring
and Evaluation Framework.
The formats for Module 4 given above
will enable PCL groups to effectively
design solutions for problem-solving and
decision-making projects, ensuring
successful outcomes and continuous
improvement.

TD-PCL (1) Discuss Module 5, Science of Argument The TD-PCL TLEP

Discussion CO3 Face-to-face
5 Development Document
(2-11) Selected Readings, Asynchronous
● Introduce and orient on Science of
Videos and other Guided Research
Argument Development
(12-20) References
● Identify key issues of importance in
Self-Study
forensics (after research, discussion,
validation)
(21-29)

37
● Write about issues selected and Peer
highlight perspectives/points of Collaborative
view/evidence to support the point Learning
of view in the form of persuasive
essays, position papers, approach Online Learning
papers, white papers, and proposals
on topics relations to forensic ethics
and cognitive biases in forensic
protocols
Note:
1. The science of argument development
has a transformative impact on students.
2. It equips them with essential skills,
knowledge, and attitudes necessary for
academic success, professional
achievement, and personal growth.
3. Arguments development fosters
critical thinking, effective
communication, empathy, and ethical
reasoning, empowering students to
thrive in an increasingly complex and
interconnected world.
Suggested formats to use for the Science
of Argument Development:
1. Critical Thinking Skills 2. Effective
Communication 3. Confidence and Self-
Efficacy 4. Research-orientation 5.
Perspective-Taking and Empathy
6. Ethical Awareness.
The formats for Module 5 given above
will enable TD-PCL groups to effectively
explore several ways in which argument
development can positively impact them.

38
TD-PCL Discuss Module 6, The Art of Earning- The TD-PCL TLEP
Discussion CO4 Face-to-face
6 (1) while-Learning Document
● Introduce and orient on Module 6,
Asynchronous
The Art of Learning-While-Earning Selected Readings,
● Finding solutions to real-life Videos and other Guided Research
problems/issues having potential References
payoffs to all stakeholders involved Self-Study
● Potential payoffs need to lead to
personal improvement, community Peer
(2-10) improvement and service Collaborative
● Multicultural, multidimensional Learning
explorations in real-world settings
related to the legal justice system Online Learning
(11-19) ● Understanding of career options,
build cooperative group experiences,
internships, IPRs and start-ups in
forensic investigation and protocols
(20-28) ● Sree Kutumbh: The Marketplace
Experience Lab
● Introduce and orient on the ‘earn-
while-you-learn’ opportunity, live
(29-37) experiential/field-based projects,
internships
● Product, service and marketplace
orientation (product, price, process),
scope and significance for learning,
pricing from factory to final user
● Company analysis, major players,
major variants/substitutes, current
market share
(38-46) ● Industry structure analysis; demand-
supply economics; future potential
for demand, supply chain of
products, warehousing and
transportation
● Startups and SME ecosystem;
‘Solopreneurship’ and
entrepreneurial orientation for
forensic scientists and professionals
● Stakeholder sustainability; SWOT
analysis and evolving competitive
scenario

39
 Annexure 2
Sample TLEP for TD-PCL Course (PG Programme*)
* Note that the session/ week-wise plan is illustrative.

Programme: M.Sc. in Psychology

Teaching-Learning and Evalua on Plan
Course Informa on:

Course Code: Course Title: Transdisciplinary Project Centric No onal Learning Hours: 135/MODULE
Learning (i.e. 9 hours x 15 weeks = 135 hours)
Credit Units: 3 Faculty Mentor (s): L-T-P-E: 0-1-0-8
(i.e. 8 + 1 = 09 hours/week)
CA: ESE Weightage: 50: 50 Pass Marks (CA and ESE): 0% and 35% Aggregate Pass Marks: 40%
75% A endance Mandatory

Programme Outcomes (POs)

At the end of the programme, students will be able to:

Foundational Understanding: Develop a comprehensive understanding of foundational concepts in various concepts

PO1
of Psychology.
Critical Thinking and Analysis: Cultivate critical thinking skills to evaluate and analyse psychological theories,
PO2
therapeutic interventions and research methodologies.
Applied Knowledge and Practical Skills: Apply psychological principles to real- world scenarios, integrating theoretical
PO3
knowledge with practical skills using the theoretical knowledge gained.
Research Proficiency: Demonstrate research skills in both quantitative and qualitative methodologies, including the
PO4
design and execution of experiments, and academic research writing.
Specialized Expertise: Acquire specialized expertise in chosen areas of specialization, including organizational behavior,
PO5
clinical psychology, counselling, neuropsychology, child and adolescent psychology, and other relevant domains.
Integrative and Inclusive Approaches: Integrate diverse perspectives from interdisciplinary activities, promoting an
PO6
inclusive understanding of psychological phenomena in various contexts.
Ethical and Professional Conduct: Demonstrate ethical conduct and professionalism in internships, extension activities
PO7
and furthermore while working in the field and by reflecting the ethical standards of the psychological profession
Communicate research findings: Conduct potent research through a major research project, contributing to the field
PO8 of psychology, and effectively communicate research findings through various formats such as articles, publications,
data analysis, discussions, report writing and presentations.
Describe a deep understanding of psychology, including academic knowledge and applicable skills, while staying
PSO1
informed about emerging developments in the field.
Apply psychological skills to assess mental health in various settings, utilizing appropriate principles and methodologies
PSO2
in clinical, educational, healthcare, and workplace environments.

Plan and execute psychology-related experiments, analyse data using statistical methods, and accurately report
PSO3
findings, connecting conclusions to relevant psychological theories.

Demonstrate critical skills through independent exploration of theoretical framework and evaluate case studies using
PSO4
psychological concepts and applying analytical skills in real life settings.

Course Objec ves

The objec ve of this course is to develop among students an understanding of Entrepreneurship, Innova on and Research by
u lizing the expansion of learning opportuni es in the advancement of knowledge while demonstra ng the a ainment of higher
order learning outcomes. The course intends to facilitate the development of an entrepreneurial mind set and to equip students
with necessary cu ng-edge knowledge and skill sets vital for genera ng value in a knowledge-based economy.

40
Course Outcomes

At the end of the course, students will be able to:

Sl. No. Course Outcome Descrip on Bloom’s Taxonomy Level

Examine ethical implica ons and sustainability prac ces of

1. CO1 (4)
complex issues in inter/transdisciplinary projects.
Develop entrepreneurial orienta on and skills through live
2. CO2 (5)
experien al/field-based projects in a marketplace context.
Cul vate wholis c learning and integra ve skill sets through
3. CO3 collabora ve research projects with an inter/transdisciplinary (6)
focus.
Devise innova ve solu ons to real-world problems by integra ng
4. CO4 (6)
insights from diverse academic disciplines.

COs to POs and PSOs Mapping:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PSO1 PSO2 PSO3 PSO4
CO1 3 - 3 3 2 3 - - 3 2 2 -
CO2 3 2 3 3 2 3 3 2 2 3 3 3
CO3 - 2 - 3 3 - 2 2 3 - - 3
CO4 2 - 3 - - 3 3 2 - 3 2 2
Ar cula 2.3 3 2
on ( 2.6 2 3 3 2.6 2.6 2.6 2.3 2.6
Average)
3 – high; 2 – medium, 1 – low

Course Contents (modules represent the stages of TD-PCL)

Module 1: Reading and Wri ng (135) Hours*

Develop comprehension of the issue/problem; primary/secondary research (Review of Literature); iden fica on of research gaps;
finalizing the topic; understanding and ability to interpret the issue/problem; iden fying the poten al for innova ve solu ons to
real-world problems as an outcome.

Module 2: Data and Informa on Organizing (135) Hours

Tools of collec ng using ques onnaire, classifying and presen ng data; synthesizing informa on and analysis; developing
an understanding of an industry/company/product/technology process as outcome, test ideas in the marketplace with poten al
partners, vendors and investors as an outcome.

Module 3: Inves ga on and ‘Sense-Making’ (135) Hours

Create own ques ons, develop a research proposal, evaluate informa on as findings, draw conclusions, present results/findings of
inves ga ons in the form of publica ons by ascribing meaning to data, art work, poster/oral presenta ons, Audio Visual produc ons,
Podcasts, photographic essays/collage, simula ons, case studies and role plays.

Module 4: Designing Solu ons to Problems and Decision Making (135) Hours

Crea vity and innova on, inven ons using design thinking, user empathy, working models and prototype design using scien fic and
ar s c principles, minimum viable product, proof of concept and Alpha/Beta tes ng, decision making related to complex real-world
issues (pollu on, healthcare, quality of life, poverty, world events)

Module 5: The Science of Argument Development (135) Hours

41
 Write about issues, posi on papers, persuasive essays, approach papers, perspec ves on complex issues and problems, formulate
a business plan.
Module 6: The Art of ‘Earning-while-Learning’ (135) Hours

Iden fying solu ons to real-life problems/issues having poten al payoffs for stakeholders, impact and sustainability, improvement
in the quality of life of communi es, service, understanding career pathways, internships, IPRs, startups and new venture crea on,
simula ons and case studies; naviga ng business challenges and opportuni es through the Sree Kutumbh - The Marketplace
Experience Lab, product, price, process, service; industry structure analysis; demand-supply economics; startups and SME
ecosystem; future poten al for demand; ‘Solopreneurship’ and entrepreneurial orienta on; stakeholder sustainability; SWOT
analysis and evolving compe ve scenario.

*Hours assigned to modules are no onal learning hours.

Session Plan (Week-wise)

Module Teaching-Learning
Readings & Mode of
Sessions Topic Method / Ac vity CO
References Delivery
Planned
TD-PCL1 i. Sharing of TLEP and
(1) The TD-PCL TLEP
Module -1 discussion on TD-PCL Discussion CO 3 Face-to-face
Document
ii. Discuss Module 1, Reading/Wri ng

(2-11) Introduce and orient on skills sets

Asynchronous
developed during project centric Baron, R.A. Guided Research &
learning in Psychology (15 hours): 2001/Indian reprint self-study
1. Effec ve characteris cs of 2002. Psychology
psychological skills (02 hrs.) (5th ed.). Allyn &
2. Psychological concept genera on Bacon.
(03 hrs.)
3. Fundamentals of psychological
thinking and project management Davis, S.F., &
(02 hrs.) Palladino, J.H. 1997.
4. Building and developing skills (03 Psychology.
hrs) Pren ce-Hall, Inc
5. Effec ve strategies related to
collabora on and team work (02
hrs.)
6. Applica on to real life cases (03
hrs.)

Map skillsets of TD-PCL to the teaching-

(12) learning process in Psychology:
1. Iden fy the ideas through the
process of idea on.
2. Map skills with teaching-learning
components. The TD-PCL TLEP
Discussion
3. Integrate learning from skills across Document
curriculum.
4. Provide support and feedback.
5. Promote transfer of learning.
6. Monitor progress and review.

42
(12-21)  Provide applica on orienta on in the Selected Readings,
Asynchronous
teaching-learning process needed to Videos and other
learn these skill sets in psychology References Self-Study
(05 hrs.)
1. Cogni ve skills (problem solving/ life Peer Collabora ve
skills, role play, simula on games. (02 Learning
hrs.).
2. Posi ve psychology skills (resilience/
reinforcement, communica on, stress
management. (01 hrs.).
3. Environmental skills
(environmentally friendly behaviour,
environmental conserva on behaviour)
(01 hrs.).
4. Expressive art skills (art, music,
dance etc.) (01 hrs.).

(22) Classify/categorize the Wri ng

The TD-PCL TLEP
component of Module 1 Discussion Face-to-face
Document

(23-32)  Introduce and orient on

Reading/Wri ng
Preparing (20 %) Guided Research
Gathering relevant material,
references, reading resources and Selected Readings, Self-Study
library work: Videos and other Asynchronous
 Develop comprehension of the References Online Learning
targeted topic/ problems
 Primary and secondary research
 Iden fica on of research gap
Sharing and Discussing (50%)
Sharing the
readings/references/materials
contents, etc. Discussing the same to
arrive at a shared understanding and
perspec ve/opinion/views:
 Finalizing the topic
 Understanding and Ability to
interpret the target ed
topic/problems
 Iden fying the poten al for
innova ve solu ons to real world
problem.
Submi ng (30%)
Wri ng the reflec ons (from reading
and discussion) and submi ng the
same in the formats as listed in TLEP.
(32) Discuss Reading skills, techniques and
strategies in Psychology
 Decoding The TD-PCL TLEP
Discussion Face-to-face
 Fluency Document
 Vocabulary development
 Comprehension
(33-42)  Founda onal Reading Strategies in Selected Readings, Guided Research Asynchronous
Psychology (05 hrs.) Videos and other
- Understanding the basics of effec ve References
reading comprehension (02 hrs.) Self-Study

43
  Previewing
 Ac va ng Prior Knowledge
 Using Context clues
 Monitoring Understanding Online Learning
-Skimming and scanning techniques
(02 hrs.)
 Read the tle and subheadings
 Read the instruc ons and
conclusion
 Iden fy keywords and key phrases
 Read the First and Last sentence of
paragraphs
 Focus on visual Aids
-Ac ve reading strategies such as
annota on and summariza on in
Psychology (01 hrs.) peer review
 Purpose (condensing the main
ideas and key details)
 Types (underlining key points,
wri ng margin notes, using
symbols and codes)
 Guided prac ce
 Discussion
 Peer review
 Cri cal reading skills (04 hrs.)
-Iden fying main ideas and suppor ng
details in psychology (02 hrs.)
Understanding the main ideas
(select texts, preview, iden fy
ideas & prac ce in Psychology
Analysing suppor ng details in
Psychology (iden fy suppor ng
details, evaluate relevance,
organize informa on)
-Analysing author’s purpose and tone
in Psychology (01 hrs.)
 Examine the tle of introduc on
 Consider the main ideas and
arguments
 Evaluate language and style
 Consider sentence structure and
syntax
 Evaluate Descrip ve details
 Consider context
 Compare contras ng elements

-Evalua ng arguments and evidence

(01 hrs.)
 Iden fy the main Arguments
 Analyse the structure of the
Arguments
 Evaluate the relevance of Evidence
 Assess the credibility of sources
 Consider counterarguments
 Assess the sufficiency of Evidence
 Reflect on personal Bias and
Assump ons

44
 Vocabulary Expansion in Psychology
(03 hrs.)
-Strategies for learning new words in
context (01 hrs.)
 Reading with inten on
 Vocabulary exercise
 Contextual Wri ng
 Discussion and Review
 Reflec on and planning
-Building a robust academic vocabulary
(01 hrs.)
 Using contextual cues to infer word
meanings (01 hrs.)
 Reading Comprehension Strategies
(05 hrs.)
- Ques oning techniques to enhance
understanding in Psychology (02 hrs.)
 Literal Comprehension Ques on
 Inferen al Ques ons
 Analy cal Ques ons
 Evalua ve Ques ons
 Synthesizing Ques on

- Making connec ons between texts

and personal experiences in Psychology
(02 hrs.)
 Iden fying Connec ons (text
selec on and personal experience,
analyse text, reflec on on personal
experience)

-Summarizing and synthesizing

informa on from mul ple sources (01
hrs.)
 Reflec ve responses
 Discussion Connec on
 Synthesize Insights
 Plan Further Explora on

 Reading for Different Purposes (05

hrs.)
-Reading academic texts from
Psychology (e.g. Textbooks, research
ar cles) (02 hrs)
 Familiarizing with the text
 Ac ve reading and note taking
 Cri cal Analysis and Reflec on
 Review and Synthesis
-Reading for research and informa on
gathering (02 hrs.)
-Reading for pleasure versus reading
for study purposes from Psychology (01
hrs.)
 Effec ve Note-taking from Texts
(06 hrs.)
-Strategies for taking organized and
concise notes (02 hrs.)

45
 -Differen a ng between main ideas
and suppor ng details (02 hrs.)
-Using note-taking methods like
concept maps or mind maps (02 hrs.)

 Reading Speed and Efficiency (03

hrs.)
-Techniques for improving reading
speed without losing comprehension
(01 hrs.)
-Time management strategies for
reading assignments and exams (01
hrs.)
-Prac cing skimming and scanning for
efficiency (01 hrs.)

 Digital Reading Skills in Psychology

(03 hrs.)
-Naviga ng and cri cally evalua ng
online sources (01 hrs.)
 Reliable pla orm
 Advanced search techniques
website credibility
 Check Author creden al
 Evaluate content quality
 Assess Bias and objec vity
 Verify Timelessness and currency
 Review User Feedback and reviews

-Understanding digital text structures

and formats (01 hrs.)
-Avoiding informa on overload and
maintaining focus (01 hrs.)

 Reading Complex Texts (03 hrs.)

-Strategies for tackling dense and
challenging texts related to the
subject (01 hrs.)
-Breaking down complex sentences and
paragraphs (01 hrs.)
-Building resilience and confidence
when faced with difficult material (01
hrs.)

 Metacogni ve Reading Strategies

(03 hrs.)
-Reflec ng on reading habits and
strengths/weaknesses (01 hrs.)
-Se ng reading goals and monitoring
progress (01 hrs.)
-Developing a personalized reading
strategy toolkit (01 hrs.)
(43) Discuss Wri ng skills, techniques and
strategies in Psychological Research
 Clarity and precision The TD-PCL TLEP
Discussion Face-to-face
 Audience awareness Document
 Organiza on and structure
 Conciseness and Efficiency

46
  Grammar and mechanics
 Cri cal Thinking and Analysis
 Revision and edi ng
 Engagement and Persuasion
 Research skills
 Adaptability and flexibility
(44-53)  Significance of Wri ng (02 hours)
demonstrate academic success- Asynchronous
communicate-think cri cally through
wri ng (01 hrs.)
-wri en communica on skills-self-
expression and reflec on (01 hrs.) Selected Readings, Guided Research
Videos and other
 Wri ng Techniques (06 hours) References Self-Study
-write clear, concise statements (02
hrs.) Peer Collabora ve
-use correct grammar-simple phrases Learning
in wri ng (02 hrs.)
-give relevant examples and evidence Online Learning
with focus on clarity (01 hrs.)
-use descrip ve language-revise-edit
(01 hrs.)

 Wri ng Styles (06 hours)

-demonstrate academic wri ng and
persuasive wri ng styles in Psychology
(01 hrs.)
-demonstrate descrip ve wri ng and
reflec ve wri ng styles in Psychology
(02 hrs.)
-demonstrate crea ve wri ng and
professional wri ng styles in
Psychology (03 hrs.)

 Wri ng Skills (06 hours)

-focus on clarity and conciseness in
wri ng (02 hrs.)
-structure your wri ng using grammar
and punctua on (02 hrs.)
-wri ng collabora ve research reports
with cita on (02 hrs.)
 Strategies to improve Wri ng Skills
in Psychological Research (10 hrs.)
-read widely and cri cally-write
regularly and consistently (05 hrs.)
-seek feedback and revise-experiment
and explore-learn from others and
yourself (05 hrs.)

 Selected Formats of
Reading/Wri ng (10 hrs.):
1. A end
Conference/Workshops/Seminars related
to psychology
2. Research Papers from Psychology
3. E-Books from Psychology

47
 4. Classic Literature from Psychological
point of view
5. Bestsellers from psychology
6. Popular Novels related to psychological
concepts
7. Self Help/Self-Improvement in
Psychology
Books
8. psychological concept from Newspapers
9. Magazines and Periodicals
10. In-depth Interviews related to
psychological views
11. Book Reviews from psychology
12. True Accounts/commentaries
13. Short Stories from Psychology
14. Plays and psychology
15. Memoirs and Biographies of
Inspira onal Personali es from Psychology
16. Short Stories
17. Ar cles
18. Discussion on various mythologies on
psychological point of view
19. Poetry
20. Online ar cles and blogs (short-form
content)
21. Textbooks related to Psychology
22. Online courses related to Psychology
23. Psychological Educa onal blogs.
24. Essays
25. Case Studies.
26. Reports.
Note: The formats for Module 1 given
above offer an immersive reading
experience and are to be used to build a
reading/wri ng mindset in PCL groups
based on preference and access to
technology.
(54) Discuss ways to combine research with
prac ce to create innova ve solu ons
to real-world problems in Psychology
 Iden fy key issues
 Reviewing exis ng research
 Translate research into prac ce
The TD-PCL TLEP
 Develop innova ve Interven ons Discussion Face-to-face
Document
 Pilot test interven ons
 Evaluate Effec veness
 Disseminate Findings
 Scale up successful Interven ons
 Advocate for policy change/
systema c reforms

48
 (55-64)  Ideate based on reading-wri ng- Quality Inquiry And
comprehension-interpreta on in Research Design
Psychology (02 hrs.) (John, W. Creswell)
 Reading Introducing
 Wri ng qualita ve research
 Comprehension Asynchronous
in psychology (Carla
 Interpreta on Willing)
 Idea on the sage handbook
 Develop comprehension of the on qualita ve Guided Research
issue/problem in Psychology (04 hrs.) research in
psychology (Carla Self-Study
 Understanding theore cal Willing, Wendy
Frameworks Stainton)
 Primary/secondary research
(Review of Literature) (05 hrs.) Research
Iden fica on of research gaps; finalizing Methodology (C. R.
the topic (03 hrs) Kothari)
 Understanding and ability to interpret
the issue/problem (02 hrs)
 Iden fying the poten al for
innova ve solu ons to real-world
problems as an outcome from
psychological point of view (04 hrs)
TD- PCL 1 Discuss Module 2, Data and
The TD-PCL TLEP CO3
(1) Informa on Organizing (1hrs.) Discussion Face-to-face
Document
Module-2
(2-11) Introduce and orient on Data and Selected Readings, Guided Research
Informa on Organizing for par cular Videos and other
topic from Psychology (27 hrs) References Self-Study
 Ques onnaire design (5 hrs)
 Ques onnaire (5 hrs) Peer Collabora ve
 Administra on (4 hrs) Learning
 Data Collec on Tools (5 hrs)
(12-19)  Data valida on and quality control Asynchronous
(6 hrs)
 Ethical considera ons (2 hrs)
 Iden fy real world issues and
problems regarding psychological
issues (7 hrs)
 Understand the tools of data
(20-30)
collec on in psychology Research
(10hrs)
 Classifica on, synthesis and
presenta on methods in
(31-40)
Psychology Research (27 hrs)
 Data classifica on (5 hrs)
 Data presenta on (5 hrs)
 Data summariza on (5 hrs)
 Data interpreta on (7 hrs)
(41-50)  Data visualiza on techniques (5
hrs)
 Synthesizing informa on and
analysis in Psychology (10hrs)
 Data synthesis (2 hrs)
 Analy cal techniques (2 hrs)
 Synthesizing insights (2 hrs)

49
 Visualiza on and
presenta on(2hrs)
 Cri cal thinking and evalua on
(2hrs)
 Developing an understanding of an
industry/company/product/techno
logy process as outcome of
psychology (27 hrs)
 Industry analysis (3 hrs)
 Company analysis (5 hrs)
 Product analysis (3hrs)
 Technology process analysis
(3hrs)
 Market posi oning (3hrs)
 Customer analysis (3hrs)
 Financial Analysis (3hrs)
 Industry and Market trends
(4hrs)
 Test ideas in the marketplace with
poten al partners, vendors as an
outcome of Psychology (27hrs)
 Market Research and Analysis
(5 hrs)
 Partnership Iden fica on and
Assessment (5 hrs)
 Engagement strategy
development (5 hrs)
 Tes ng and feedback collec on
(5 hrs)
 Performance evalua on and
Decision Making (5 hrs)
Suggested Formats/Tools to be used
for Data/Informa on Organizing:
1. Tables
2. Charts & Graphs in MS-Excel
3. Lists
4. Mind maps
5. Concept maps
6. Digital Collage
7. Flow charts
8. Timelines
9. Tree Diagrams
10. Bulleted highlights
11. Reports
12. Case Studies
13. Essays
14. Ar cles
15. Gan Charts
16. Heat Maps
17. Venn Diagrams
18. Pie Charts
19. Digital twin
20. Simula on.
The formats for Module 2 given above
will enable PCL groups to organize data
and present informa on efficiently
contribu ng to greater clarity,

50
 accessibility, and ease of understanding
of real-world issues and problems.

TD-PCL 1  Discuss Module, Inves ga on & The TD-PCL TLEP

CO3 &
(1) Sense Making (in the field of Discussion 4 Face-to-face
Document
Module-3 psychology,1 hrs)
(1-11)
 Introduce and orient on
Inves ga on and Sense Making
(22hrs)
(12-21)  Scale prepara on in Applied
psychology
 Test feasibility of research idea in a
Asynchronous
real-world context, learn to create Guided Research
Selected Readings,
own ques ons and design a
Videos and other
research ques onnaire in the field Self-Study
References
(22-32) of psychology and related areas
(22hrs) Peer Collabora ve
Learning
 Collect and evaluate informa on, Online Learning
hypotheses development and
(33-43) tes ng in Psychology and related
areas (23hrs)

 Present results of inves ga ons

through a variety of formats:
papers, artwork, photographic
(44-56) essays, oral presenta ons, Audio
Visual produc ons, simula ons
and plays in Psychology and
related areas (23hrs)

(56-62)

51
  Implement design ideas, develop
prototypes/working
models/Minimum Viable Product
related to psychology experiments
and related areas (22hrs)

 Invent patentable products,

objects, art works, models, digital
applica ons such as dashboard,
etc. based on scien fic/ar s c
theore cal principles using a
behavioural psychology framework
(23 hrs)
Note:
1. Inves ga on and sense-making are
essen al processes for making sense of
complex problems, analyse data and
make informed decisions analysis and
problem solving which involves stages,
that include: planning, data collec on,
analysis, interpreta on, and repor ng.
Inves gators use interviews, surveys,
observa on, experimenta on, and data
analysis, to gather and analyse
evidence effec vely.
2. Sense-making refers to the thinking
processes of crea ng meaning from
informa on and data, or experiences
by interpre ng, organizing, and
synthesizing these into coherent
models or narra ves offering insights
into the underlying dynamics or
rela onships.
Addi onal suggested formats to use
for Inves ga on and Sense Making:
Addi onal formats/tools for Module 3
are given below to enable PCL groups
to gain insight, understanding, and
clarity about a given situa on,
problem, or issue.
1. Mind Maps
2. Root Cause Analysis
3. Gap Analysis
4. Decision trees
5. Conceptual Models
6. Scenario Planning
7. Role playing
8. Prototyping
9. Data Visualiza on & Dashboards.
Discuss Module 4, Designing Solu ons
TD- PCL 2 1 to Problem Solving and Decision The TD-PCL TLEP
Discussion CO 4 Face-to-face
Module-4 Making in Psychology (1 hrs) Document

52
 (2-11)  Introduce and orient on Designing
Solu ons to Problem Solving and
Decision Making (52 hrs)
 Training and educa on to the
students (incorporate case
studies, role playing exercise,
problem solving and decision- Asynchronous
making skills) Selected Readings,
Guided Research
 Cogni ve strategies Videos and other
(brainstorming, cri cal References
Self-Study
thinking, crea ve problem-
solving techniques)
Peer Collabora ve
 Emo onal Regula ons
Learning
(promote mindfulness,
relaxa on and stress reduc on
Online Learning
techniques)
 Collabora ve approach
(fostering teamwork,
communica on skills and
conflict resolu on strategies,
Group Decision Making))
(12-22)  Technology and Tools
(u liza on of Technology
based tools and so ware
(23-32) applica ons related to
psychology)
 Find solu ons to problems,
decision making related to as
pollu on, world events,
healthcare, poverty, educa on,
environment and economic issues
related to Psychology (42 hrs)
 Enable/find/expand opportuni es
to learn about complexi es of
issues – both current and in future
and problems of communi es and
society, find crea ve and
innova ve solu ons related to
Psychology (41 hrs)

Note:
1. Designing solu ons to problem-
solving and decision-making in can
effec vely enable researchers to
address real world challenges,
overcome obstacles, and enhance the
quality and impact of their higher
order learning outcomes: publica ons,
patents, prototypes, startups. etc.

Suggested formats to use for

Designing Solu ons to Problem
Solving and Decision Making:
1. Ar culate the problem or challenge
that needs to be addressed issues
related to Psychology

53
 2. SWOT Analysis in Psychology
3. Brainstorming in psychology
4. Decision Matrix
5. Risk Assessment and Management in
Psychology
6. Cost-Benefit Analysis in Psychology
7. Change Management Plan in
Psychology
8. Monitoring and Evalua on
Framework in Psychology

The formats for Module 4 given above

will enable PCL groups to effec vely
design solu ons for problem-solving
and decision-making projects, ensuring
successful outcomes and con nuous
improvement.
Discuss Module 5, Science of Argument
TD-PCL 2 The TD-PCL TLEP CO 3
(1) Development Discussion Face-to-face
Module-5 Document

(2-11)  Introduce and orient on Science of Selected Readings, Asynchronous

Argument Development in Videos and other Self-Study
psychology (40 hrs) References
 Cri cal Thinking (interpre ng Peer Collabora ve
Research findings, assessing Learning
the validity of theory,
formula ng Evidence based Online Learning
conclusion) (8 hrs)
 Persuasion and influence
(a tude change, leadership
communica on and therapist –
client interac on) (8 hrs)
 Conflict Resolu on (managing
agreement construc vely and
achieve mutual sa sfactory
(12- 22) outcome) (5 hrs)
 Interpersonal dynamics (how
interpersonal rela onship,
power dynamics and cultural
factors that influence
argument) (8 hrs)
 Prac cal Applica ons (applying
research finding in real work
context) (8 hrs)
 Iden fy key issues of importance
(a er research, discussion,
valida on) in Psychology (40 hrs)
 Mental Health Crisis-S gma
(23-40) Reduc on-Diversity and
inclusion (10 hrs)
 Technology and digital
wellbeing-Trauma and
Resilience (10 hrs)
 Lifespan development-
Intersec onality and iden ty-
Workplace mental health-
Addic on and substance abuse
(10 hrs)

54
  Environmental Psychology-
Technological advancement
and ethics -Demographic shi
and ageing popula on (10 hrs)
 Write about issues selected and
highlight perspec ves/points of
view/evidence to support the point
of view in the form of persuasive
essays, posi on papers, approach
papers, white papers, and
proposals related to psychology
and related areas (43 hrs)

Note:
1. The science of argument
development has a transforma ve
impact on students.
2. It equips them with essen al skills,
knowledge, and a tudes necessary
for academic success, professional
achievement, and personal growth.
3. Arguments development fosters
cri cal thinking, effec ve
communica on, empathy, and ethical
reasoning, empowering students to
thrive in an increasingly complex and
interconnected world.

Suggested formats to use for the

Science of Argument Development:
1. Cri cal Thinking Skills 2. Effec ve
Communica on 3. Confidence and Self-
Efficacy 4. Research-orienta on 5.
Perspec ve-Taking and Empathy
6. Ethical Awareness.

The formats for Module 5 given above

will enable PCL groups to effec vely
explore several ways in which
argument development can posi vely
impact them.
Discuss Module 6, The Art of Earning-
(1) while-Learning (1 hrs)
 Understand marketplace
TD-PCL
fundamentals
3 and 4 CO
 Market analysis and research on The TD-PCL TLEP
Discussion 2,3, Face-to-face
products/services Document
&4
 Earn while you learn opportunity
Module-6
 Entrepreneurship and startup
ventures

55
 (2-11)  Introduce and orient on Module 6, Asynchronous
The Art of Learning-While-Earning
(5 hrs) Selected Readings,
 Principles of ‘Learning’ – while Videos and other Guided Research
(12-22) earning (3 hrs) References
 Benefits of learning while Self-Study
earning (2hrs)
Peer Collabora ve
 Finding solu ons to real-life
Learning
problems/issues having poten al
payoffs to all stakeholders involved
in the field of Psychology (10 hrs)
 Iden fy the problem
 Stakeholder analysis
(23-31)  Collabora ve solu on
development
 Tailored Interven ons
 Evidence based Prac ces
 Community engagement and
empowerment
 Advocacy and policy change
 Evalua on and Feedback
Mechanism
 Poten al payoffs need to lead to
(32-40) personal improvement, community
improvement and service (15 hrs)
 Enhanced Mental Health
 Increased self-awareness
 Improved Coping Skills
 Strengthen Social Support
network
 Enhanced interpersonal
(41-42) rela onship
 Reduced an social behaviour
 Access to psychological services
 Advocacy and social change
 Training and capacity building

 Mul cultural, mul dimensional

(43-48)
explora ons in real-world se ngs
in the field of Psychology (15 hrs)
 Cultural competence and
awareness
(49-52)
 Intersec onality
 Community based research
 Cultural Adapta on of
Interven ons
(53-56)
 Cross cultural communica on
and Understanding
 Global perspec ve in
Psychology
 Social Jus ce and advocacy
 Ethical Considera on
 Understanding of career op ons,
build coopera ve group
experiences, internships, IPRs and
start-ups from Psychology (15 hrs)

56
 Crea ng entrepreneurs through
the Sree Kutumbh: The
Marketplace Experience Lab (10
hrs)
 Introduce and orient on the ‘earn-
while-you-learn’ opportunity, live
experien al/field-based projects,
internship related to Psychology
(20 hrs)
 Product, service and marketplace
orienta on (product, price,
process), scope and significance for
learning, pricing from factory to
final user (10 hrs)
 Company analysis, major players,
major variants/subs tutes, current
market share (10 hrs)
 Industry structure analysis;
demand-supply economics; future
poten al for demand, supply chain
of products, warehousing and
transporta on (15 hrs)
 Startups and SME ecosystem;
‘Solopreneurship’ and
entrepreneurial orienta on (10
hrs)
 Stakeholder sustainability; SWOT
analysis and evolving compe ve
scenario (5 hrs)

57
 Annexure 3
Steps for the Effec ve Execu on of TD Projects

1. Select a Complex Real-world Problem/Issue as Project Idea/Theme

 Real-World Relevance: Choose a real-world problem/issue that is complex and mul faceted,
necessita ng input from diverse disciplines and is of relevance to current industry challenges (refer
Box – 1 below for a checklist of items that qualify a TD project:

Box – 1: Transdisciplinary Projects - Key Qualifiers at a Glance

 Complexity and Social Relevance

 Diverse Disciplinary Perspec ves
 Insights from Non-Academic Stakeholders
 Higher Order Learning Outcomes
 Poten al Payoffs
 Innova ve and Sustainable Solu ons to Real World Problems (Holis c Approach)

2. Map Relevant Disciplines and Stakeholders

 Diverse Disciplinary Integra on: Map out relevant disciplines that can contribute valuable insights
and approaches to the commonly curated project theme idea by the TD-PCL student group
 Non-Academic Stakeholders: Iden fy and involve relevant non-academic stakeholders such as
industry partners, community organiza ons, policymakers, and end-users as advisors to provide
prac cal insights and real-world perspec ves

3. Priori ze Academic Integra on of Sree Kutumbh- The Marketplace Experience Lab

 Real-World Projects: Have TD-PCL groups led by the faculty guides partner with local businesses,
start-ups, or community organiza ons to provide TD projects for students to work on.
 ‘Earn-while-you Learn’: Integrate live/field-based projects into the teaching-learning process of TD-
PCL course to provide prac cal experience and financial incen ves.

4. Facilitate Communica on and Encourage Reflec ve Learning

 Regular Slots for Interac ons: Have TD-PCL student groups schedule regular mee ngs, workshops,
and collabora ve sessions to ensure open/ongoing dialogue and alignment.
 Reflec on Journals: Have student groups maintain project journals to document their learning
experiences, challenges, and reflec ons on interdisciplinary integra on in course of project progress
(Refer Table 2).

5. U lize Technology and Resources

 Digital Tools: Have faculty guides use project management and collabora on tools to create an
interac ve pla orm to facilitate efficient communica on and task management among TD-PCL
student groups.

58
  Access to Resources: Ensure TD-PCL student groups have access to necessary learning resources
such as research databases, industry so ware, and market data.

6. Ensure Ethical and Sustainable Prac ces

 Ethical Considera ons: Integrate discussions on ethical implica ons and have faculty guides ensure
that all the project-related ac vi es adhere to ethical standards.
 Sustainability Focus: Encourage TD-PCL students to consider sustainability in their solu on-
orientated approach to real world problems.

7. Disseminate Results and Learnings

 Outlets: Organize conferences/seminars where TD-PCL student groups can present their findings
and showcase solu ons to a broader audience, including stakeholders.
 Documenta on and Publica on: Encourage students to document their process and findings
through detailed reports, blogposts, vlogs, ar cles, or digital media for broader dissemina on.

8. Plan for Post-Project Con nuity

 Sustainability of Outcomes: Discuss how the project outcomes can be sustained or further
developed post-comple on.
 ‘Project Alumni’ Networks: Create networks for ‘project alumni’ to con nue collabora on and
support in future endeavours.

59
 Annexure 4

Process Owner’s Roles and Responsibili es

A. TD-PCL Working Commi ee

The TD-PCL Working Commi ee at the university level is instrumental in ensuring the successful
implementa on and sustainability of the Transdisciplinary Project-Centric Learning (TD-PCL) course across
departments at the university. The commi ee’s func ons encompass strategic planning, TLEP review,
training support, and close collabora on and coordina on with department heads as well as TD-PCL
coordinators to facilitate seamless integra on of the course into the curriculum and effec ve
implementa on.

Key Roles and Responsibili es:

 Department-Level TLEP Design and Review

Collaborate with TD-PCL coordinators at the academic departments to develop transdisciplinary
projects and project guidelines in alignment with the Course Outcomes of the TD-PCL course.

 Continuous Support and Interaction with TD-PCL coordinators

Interaction with PCL coordinators appointed in various departments, offering hands-on support and
guidance by holding regular meetings, providing feedback, sharing best practices, and troubleshooting
any issues the coordinators might face in implementing the course.

B. Role of the TD-PCL Coordinator

One faculty member from each department will be nominated by the departmental head as the TD-PCL
coordinator for the respective department. The faculty will act as a bridge between students, faculty
mentors, and the curricular framework, ensuring smooth operation and alignment with the learning
outcomes of the TD-PCL course.

Key Roles and Responsibili es:

 Continuous Interaction with Heads of Departments

Regularly communicate with department heads and TD-PCL Working Commi ee to report progress,
discuss challenges, and receive guidance.

 Lead Department-Level TLEP Prepara on for TD-PCL Course

Lead the design and con nuous improvement of the TD-PCL TLEP across six semesters to enhance the
transdisciplinary nature of the curriculum. Collaborate with the Head of the Department and other
faculty colleagues at the department to develop and update module-wise content, ensuring it

60
 incorporates diverse disciplinary perspec ves and innova ve, prac ce-driven teaching-learning
strategies to meet the requirement of 135 no onal hours (120 asynchronous and 15 synchronous).

 Support and Handhold Faculty Mentors

Provide ongoing support to faculty mentors to ensure effec ve course delivery by organizing training
sessions, offering resources, and assis ng with project review/approval, project theme-based TLEP
prepara on, project supervision.

Parameters for TLEP Review: Checklist

 Inclusiveness of TLEP (Whether accommodative of diverse disciplinary perspectives on complex real-world

issues/problems)
 Integration of Sree Kutumbh-The Marketplace Experience Lab with the teaching-learning process of the TD-
PCL course
 Relevant Learning Engagements (Face-to-Face Mode with Student Groups)
 Learning Engagements (Asynchronous in Self-Learning Mode)
 Mee ng 135 No onal Hours Requirement

Facilitate TD-PCL Group Forma on

 Facilitate forma on of diverse TD-PCL student groups and supervise the review, selec on and approval
process of TD-PCL projects within the department, ensuring that the project proposals meet the
desired academic and inter/transdisciplinary prerequisites and the groups have the necessary
networking and resource support to develop and execute their projects successfully.

 Quality Assurance and Monitoring

Regularly review project progress to ensure alignment with academic standards and course outcomes.
Provide construc ve feedback and implement correc ve ac ons as needed to maintain high-quality
outputs demonstrated as higher order learning outcomes at the end of the year (ESE).

 Communica on and Repor ng

Act as the primary point of contact for all stakeholders engaged with the TD-PCL course. Prepare and
deliver regular reports on project status, outcomes’ a ainments, course level planning in compliance
with the OBE framework and any issues to both departmental heads and the TD-PCL Working
Commi ee.

The TD-PCL Working Commi ee members will meet the TD-PCL coordinators online for a dura on of one hour once
weekly facilitated through CETT.

The TD-PCL team is required to meet every week for at least one hour. Discussions may be held either in-person or in
the online mode. The frequency of mee ngs is to be decided based on the project requirements.

61
 Annexure 5

Glossary of Terms

Andragogy Teaching approach or learning style that specifically

designed for adults.
Ascribing A ribu ng or assigning something to a par cular person,
en ty, cause, or source. It involves giving credit,
responsibility, or characteris cs to something or someone
based on certain quali es, ac ons, or evidence
Capstone A mul faceted assignment that serves as a culmina ng
academic and o en prac cal experience at the end of a
program of study
Collabora ve learning An educa onal approach that emphasizes ac ve
par cipa on, coopera on, and interac on among learners
to achieve shared learning goals
Earning-While-Learning The concept of acquiring income or financial resources
while simultaneously engaging in learning ac vi es or
pursuing educa onal goals
Educa onal eco-system Interconnected and interdependent network of various
en es, resources, and processes that contribute to the
overall educa onal experience and outcomes within a
par cular context
Entrepreneurial orienta on The strategic orienta on and mind set of an organiza on
or individual that is characterized by a strong emphasis on
entrepreneurial behaviours, a tudes, and ac ons
To preach or promote a par cular belief, idea, or cause
Evangelize with enthusiasm and convic on, o en with the inten on
of conver ng others to that belief or cause
Forma ve The process of shaping, influencing, or contribu ng to the
development or forma on of something
Holis c learning An approach to educa on that aims to address the whole
person, encompassing not just academic knowledge but
also emo onal, social, physical, and spiritual aspects of
learning and development
Immersive learning An educa onal approach that fully engages learners in an
interac ve and realis c environment, crea ng a sense of
immersion and ac ve par cipa on
Integra ve skill-sets A combina on of abili es, competencies, and knowledge
that enable individuals or teams to effec vely integrate

62
 diverse perspec ves, informa on, or elements into a
coherent and unified whole

Interdisciplinary An approach or perspec ve that involves integra ng

knowledge, methods, principles, and insights from mul ple
disciplines or fields of study to address complex problems,
challenges, or ques ons
Learning Opportuni es It refers to situa ons, experiences, or environments that
provide individuals with chances to acquire new
knowledge, develop skills, gain insights, and expand their
understanding
Learning Progression The structured and sequenced pathway of learning
experiences that students go through as they acquire
knowledge, skills, and competencies over me
Marketplace Experience Lab A simulated interac ve space that offers hands-on
experience to students, enhancing their understanding of
marketplace complexi es and innova on processes.
Market gaps Unmet or underserved needs, opportuni es, or segments
within a market or industry
Mul disciplinary An approach or perspec ve that involves integra ng
knowledge, methods, principles, and insights from mul ple
disciplines or fields of study to address complex problems,
challenges, or ques ons
Poten al Payoffs The an cipated benefits, rewards, or outcomes that may
result from a par cular ac on, decision, investment, or
effort
Project diary Summa on of all the diary ac vi es of the students on the
project is entered on chronology.
Project journal It captures significant learning engagement that are
planned and accomplished individually as well as part of
the TD-PCL group week-wise.
Prototype A preliminary version or model of something that is
created to test ideas, design concepts, func onali es, or
feasibility before producing a final product or
implemen ng a full-scale project
Research project A systema c and organized inves ga on that aims to
discover new knowledge, answer ques ons, solve
problems, or explore specific topics of interest
Solopreneurship The prac ce of running and managing a business or
entrepreneurial venture as a solo entrepreneur, without
employees or partners

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Science of argument development Development encompasses various principles, theories,
and methodologies related to construc ng, analysing,
evalua ng, and presen ng arguments effec vely. It draws
upon disciplines such as logic, rhetoric, cri cal thinking,
cogni ve psychology, communica on studies, and
argumenta on theory to understand how arguments are
formed, structured, and communicated. Here are key
aspects and components of the science of argument
development
Synthesizing The process of combining different ideas, concepts,
informa on, or perspec ves to create new understanding,
insights, or knowledge
Summa ve Assessments, evalua ons, or judgments that are
conducted at the end of a learning period, project, course,
program, or ac vity to measure overall performance,
outcomes, achievements, or effec veness
Transdisciplinary An approach or perspec ve that goes beyond
interdisciplinary collabora on to create integrated and
holis c solu ons to complex problems or challenges
Transcend To go beyond the usual limits, boundaries, or norms. It
implies surpassing or rising above something in a figura ve
or metaphorical sense

64