Teaching & Learning Framework

The teaching and learning framework of the program is carefully crafted to ensure that the first two years at Thakur College mirror the academic rigor and content of the first two years at the partner foreign universities. This framework encompasses the curriculum design, pedagogy, credit system, assessment methods, and faculty roles.

Curriculum Structure and Alignment with International Transfer Model

The curriculum structure for the first two years is built to be compatible with international curricula. In practice, this means that courses taught at Thakur College will closely correspond to courses taught in the first two years of the equivalent degree at the partner universities. The curriculum has been developed in consultation with subject matter experts and by reviewing syllabi from our partner universities to ensure alignment.

• Duration & Semesters: The initial phase at Thakur spans 2 academic years, each divided into two semesters (Semesters 1 & 2 in Year 1, Semesters 3 & 4 in Year 2). Each semester is approximately 16 weeks of instruction, plus an examination period, similar to a typical university semester system.

• Course Load: Students will take about 5 to 6 courses each semester, balancing core subject courses, laboratory/practical components (for the technology stream), and general education courses. Over two years, students complete roughly 20-24 courses, accumulating about 60 credits (assuming a standard three credits per course system). This credit load matches the half of a four-year degree, enabling full credit transfer. (Our agreements ensure that up to 60 credits earned at Thakur are recognised by the partner universities.

• Technology Stream Curriculum: In the first year, technology students cover foundational courses such as Mathematics (Calculus, Linear Algebra), Physics or Electronics basics, Introduction to Programming, and fundamental Computer Science/IT courses (like Programming in C/Python, Data Structures basics). There are also general courses like Communication Skills and Environmental Science (as per statutory requirements). The second year delves deeper into specialized subjects: e.g., Database Management, Object-Oriented Programming, Algorithms, Computer Networks basics, and possibly an introductory course in Software Engineering. Laboratory sessions accompany most technical courses to ensure hands-on practice (e.g., programming labs, electronics labs).

• Business Stream Curriculum: First-year business students cover introductory courses in Economics (Microeconomics), Accounting (Financial Accounting basics), Business Mathematics or Statistics, Principles of Management, and Business Communication. They also take broad courses like Business Computing (IT for business) and Business Law fundamentals. In second year, courses become more specialized depending on focus: e.g., Marketing Principles, Corporate Finance, Human Resource Management, Organizational Behavior, Management Accounting, and Entrepreneurship. In addition, business students might have one elective in an area of interest (such as International Business or Digital Marketing) to prepare for the specific pathways like RRU’s Sustainability focus or Rider’s BBA.

• General Education & Electives: To emulate the holistic education approach abroad, the curriculum includes a few general education courses such as a Humanities or Social Science elective (e.g. Psychology or Sociology), English composition, and a soft skills/personal development course. These broaden the student’s knowledge base and fulfill liberal arts requirements that foreign universities often have in the first two years.

• Alignment and Approval: Each course in the Thakur curriculum is mapped to an equivalent course or requirement at the partner institutions. These mappings are documented (for example, in an Appendix of the MoU with each university). Before finalising the curriculum, syllabi were shared with partner universities for feedback. They have given in-principle approval that completion of these courses will satisfy their prerequisites for third-year entry
  
  The curriculum also adheres to any local requirements (for instance, including an Environmental Science module as required by Indian UGC guidelines, without affecting credit transfer since foreign universities often have a similar requirement).

• Flexibility: While the curriculum is mostly set to ensure articulation, there is some flexibility. If a student knows early on which university they will aim for, academic advisors may guide them to choose a particular elective that aligns with that university’s program. For example, a student eyeing Royal Roads University’s Professional Communication degree might take an extra communications-related module in the second year. Overall, however, the program is designed so that any student can transfer to any of the partner universities after two years without needing a completely separate curriculum track for each destination. This is a key strength of the Thakur Transfer modelled framework – a common core that is widely accepted abroad.

Teaching Methodology and Assessment System

The teaching methodology in this program emphasizes an interactive, application-oriented approach to prepare students for the academic culture of Western universities. Key aspects of our pedagogy and assessment are:

• Learner-Centered Teaching: Classes are conducted in a student-centric manner. Instead of rote learning, the focus is on conceptual understanding and problem-solving. Faculty employ a mix of lectures, case studies, group discussions, and project-based learning. For example, in a business course, students might analyze real business case studies; in a technology course, students might work on mini-projects (like developing a simple application).

• Continuous Assessment: The assessment system is designed to mimic the continuous evaluation prevalent in foreign universities. Each course’s grade is composed of multiple components – assignments, quizzes, mid-term exams, lab evaluations, presentations, and class participation – in addition to a semester-end exam. For instance, a typical course might allocate 40-50% of the grade to continuous in-semester work and 50-60% to the final exam. This trains students to consistently engage with the material and manage their workload, rather than relying only on a high-stakes final exam.

• Grading System: Thakur College will utilise a credit and GPA system compatible with the partners. Courses are credit-weighted, and students will receive grades (A, B, C, etc. or numeric equivalent) that translate into a Grade Point Average each semester. For example, scoring above 85% might be an A grade (4.0 grade points). We will maintain a CGPA for the two years. This way, transcripts are easily interpretable by foreign universities. A minimum cumulative GPA (e.g., 2.5 on a 4.0 scale) is required to remain in good standing for transfer .

• Exam and Moderation: End-semester exams and mid-terms are set and evaluated by Thakur faculty, but to ensure quality, we plan to have a moderation system. Sample answer scripts or question papers may be reviewed by an external moderator or by the Academic Council (which could include a representative from Mumbai University’s affiliated Colleges or an academic from another institution) to ensure the grading standards are appropriate. The pattern of exams will also reflect an analytical approach – questions testing understanding over memorization.

• Practical and Project Work: In technical courses, lab work and projects are a significant part of learning. For example, by the end of Year 2, an IT student might complete a capstone mini-project (perhaps a small software application) which can be showcased during transfer applications. Business students may undertake a small project like a business plan or market survey. These projects foster independent learning and can mirror the kind of assignments they will get abroad.

• Use of Technology in Learning: Classrooms are equipped with modern teaching aids. We use a Learning Management System (LMS) where faculty post lecture notes, reading materials, and assignments. Students are trained to use online resources and databases (for research or coding practice) much like they would at a foreign university. This also builds their digital literacy and self-learning skills.

• Attendance and Discipline: While encouraging independent learning, the program also enforces a disciplined academic routine. Students are expected to attend classes regularly (with a minimum attendance requirement, e.g., 75%). The structure is such that students build good study habits and time management – critical for success when they transfer abroad, where they will handle greater independence.

• Feedback Mechanisms: The program implements a feedback loop for continuous improvement. Students will fill out course feedback forms each semester, and there will be periodic meetings where students can share their learning experience. Faculty use this feedback to adjust teaching methods if needed. Additionally, each student’s performance is monitored, and those who are struggling academically are identified early for remedial help (bridge classes or tutoring), ensuring no one falls through the cracks.

Credit Structure and Academic Credits

The program follows a credit-based structure identical to international norms:

• Each course typically carries 3 to 4 credits depending on its workload (with lab courses often being 1 or 2 additional credits, and projects varying).

• A normal semester load is about 15 credits (which is roughly five 3-credit courses). Over 4 semesters, students complete ~60 credits in total. This aligns perfectly with half of a 120-credit typical bachelor’s program, facilitating direct entry into third year abroad with junior status
  
  

• Credits reflect the total learning hours (generally, 1 credit ~ 15 hours of classroom instruction, plus additional self-study hours). Thus, a 3-credit course might have 3 hours of lecture per week.

• Transfer of Credits: The articulation agreements spell out the transferability: all these credits (when earned with passing grades) are accepted by the partner universities as fulfilling their course requirements. For example, the set of courses in the B.Sc. IT program at Thakur is pre-evaluated by UFV to grant 60 transfer credits and third-year standing in their CIS degree Likewise, RRU provides a block transfer into Year 3 of their BBA for BMS/BAF/B.Com students from Thakur. This means students do not lose time or credits when they move abroad.

• Credit Distribution: We ensure students meet all category requirements in the first two years: core technical/business credits, mathematics/analytical credits, communications credits, and general education credits. This distribution is important because foreign universities often require a breadth of study. Our program’s design, influenced by another successful long-running model, covers these categories so that partners acknowledge the completion of “Year 1 and Year 2 requirements”.

• Academic Progression: To progress from Year 1 to Year 2, and subsequently to be eligible for transfer, students must earn a certain number of credits and maintain a minimum GPA. For instance, by end of Year 1, they should have at least 30 credits. If a student fails a course, they will have opportunities to reattempt or take summer courses to catch up (subject to availability). However, a student consistently failing to meet academic standards may be counseled out or might not be recommended for transfer until they do – this is to maintain the integrity of the program and our agreements with foreign universities.

• Transcripts and Records: Thakur College (being autonomous in this program) will issue transcripts at the end of each year (or each semester if needed) showing the courses, credits, grades, and CGPA. The format will be aligned with what foreign institutions expect. At the end of two years, a comprehensive transcript and a credit transfer letter (mentioning the articulation and mapping to partner curriculum) will be provided for each student to facilitate the admission and credit transfer process.

• Credit Evaluation for US: We use WES, IEE or any of the 8 Credit Evaluation Agencies accredited under NACES for assessing credits for US-bound students for a seamless credit transfer process.

Faculty Involvement and Teaching Resources

Faculty Quality and Training: Thakur College will deploy its best faculty for this program, including professors and lecturers with advanced degrees (PhDs, MPhils, or Masters with significant teaching experience). Many faculty members come from a background of research or have industry experience, which enriches classroom discussions, especially in applied fields. We ensure that the faculty teaching in this program are well-versed with international academic standards. To this end, periodic faculty development workshops are conducted:

• Some workshops are in collaboration with the partner universities For example, foreign faculty visits (as guest lecturers) are arranged at least once a semester These sessions not only benefit students but also allow our faculty to interact with and learn from foreign professors.

• Our faculty have access to the course materials (like textbooks, reference curricula) used in partner universities. They often incorporate these references in teaching to keep content parity. In subjects like programming or accounting, faculty might use the same software tools or case studies that are popular internationally.

Faculty Roles: In addition to regular teaching, faculty in the program play multiple roles:

• Academic Advisors: Each student is assigned a faculty advisor (mentor) who guides them throughout the two years (we discuss academic advising in Section 6 as well). Often, a faculty member who teaches in the first semester will continue as an advisor, tracking the student’s progress and advising on improvements. Faculty advisors help students plan for their specialization choices and eventual transfer university selection.

• Assessment and Evaluation: Faculty are responsible not just for teaching but for designing assessments that meet learning outcomes. Given the twinning nature, they prepare detailed course plans and share them with the Program Coordinator (and indirectly with partner universities if needed for review). They also ensure fairness and transparency in evaluation. Any significant deviations in class performance (like if an exam turned out very tough) are addressed by moderation to align with expected standards.

• Research and Industry Connect: The program encourages faculty to integrate research insights or industry trends into their teaching. Some faculty might involve interested students in small research projects or guide them on how to write papers or participate in competitions. This enriches the student profile, which can be a bonus when applying abroad or for internships.

• International Liaison (Academic): A few senior faculty members act as liaisons with their counterparts at partner universities. For example, the lead faculty for Computer Science courses might periodically talk to a professor at UFV to ensure our topics covered are up-to-date. This faculty exchange of ideas keeps the curriculum dynamic. There may even be opportunities in the future for faculty exchange semesters, where a Thakur faculty could visit the partner campus or vice versa for a short duration – contributing further to cross-pollination of teaching practices.

• Use of Teaching Assistants: If enrollment grows, senior students or alumni (especially those who might have finished the program and are back for visits) could act as teaching assistants or tutors, helping current students in tough subjects under faculty supervision. This mimics the TA system in foreign universities and provides near-peer learning opportunities.

Overall, the Teaching and Learning Framework is student-focused and quality-driven. We combine the rigor of Thakur College’s academic excellence with the global orientation of the partner universities’ curricula. By the end of two years, students are academically prepared to smoothly transition into the foreign university’s environment – they will find the level of coursework a natural progression, not a sudden jump. This integrated preparation is what makes the program robust and ensures that our students stand out and succeed on the international stage.