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1. All UG students undergo 4-5 soft skills courses spread over the 4 year programs. Five
committees were formed to improve the soft skills courses in contents and delivery
methodology to make these courses interesting and more useful to students. 11x SDC
meetings were held for Committee I to revise the identified 5x Soft Skills courses (one in
each category). Several SDC meetings were held for Committees II, III, IV & V to implement
the strategy identified by Committee I in the remaining Soft Skills courses in each category:
Approved by 52nd
AP Rukaiza Khan, CEME HU-108 Comm & Interpersonal Skills (3-0)
AP Sana Ahmed, NBS MGT-403 Business Ethics & CSR (3-0)
AP Ameena Zafar, NBS MGT-163 Business Comm (3-0)
AP Sumavia Mumtaz, S3H HU-210 Technical Business Writing (3-0)
Lec Nida Karim, NBS MGT-272 Entrepreneurship (3-0)
ACM
b. 25x Topics Identified by SDC
Job Conflict / Resolution Job Market Research Skills Academic &
Risk Taking Management Job Planning & Org Skills Employment related
Time Management Job Image Management Paper Writing
Planning Org Skills Strategic Planning for Job Stress & Anger
Scholarship Hunt Market Mgmt
Self Confd at Workplace Intellectual Development Assertiveness & EI
Career Decision Making Self Confidence Dev & Maint
Process Social / Table Etiquettes / Networks &
Formula for Career Mannerism Collaborations
Satisfaction & Success Professional Dress Sense Electronic Comm /
Decision Making Process Presentation Skills Use of tech (e.g.
Personal Leadership Tolerance & Respect for linkedIn, Twitter,
Diversity sms, whatsapp etc)
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c. Teaching Methodologies Identified by SDC
Case studies / Scenarios
Student Presentations
Videos / Clips / Links
Pictures
Lectures
Class Discussions
Articles
Real life industry examples
Industry Guest speakers
Simulations
d. Committee – II (Communication Skills)
Composition Courses Remarks
AP Rukhaiza Khan, CEME HU-109 Comm Skills (2- Revisions to be presented
President 0) in 53rd ACM. Detail
Lec Salik Hasan Aslam, ASAB HU-100 English (2-0) attached at Annex A
Member HU-104 English Literature
Lec Aamna Hassan, SMME (3-0)
Member HU-110 English (3-0)
AP Ameena Zafar, NBS HU-405 Comm Skills (2-
Member 1)
e. Committee – III (Ethics)
AP Sana Ahmed, NBS HU-222 Professional Revisions to be presented
President Ethics (2-0) in 53rd ACM. Detail
Dr Hammad Mushtaq, S3H HU-223 Professional attached at Annex B
Member Ethics (3-0)
AP Afshan Hanif, S3H
Member
f. Committee – IV (Technical Writing/Presentation Skills)
AP Samavia Mumtaz, S3H President HU-212 Technical and Revisions to be presented
AP Alia Razia, MCS Member Business Writing (2-0) in 53rd ACM. Detail
Dr Ilyas Chishti , SNS Member HU-122 Technical Report attached at Annex C.
Writing & Presentation
Skills (1-1)
HU-113 Academic &
Technical Writing (3-0)
HU-304 Technical Report
Writing (2-0)
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Annex A
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Educational Objectives
5. At the end of the course the students should be able to:
a. Understand and comprehend language and demonstrate intermediate to advanced
level English language.
b. Apply and exhibit an enhanced ability in the general verbal and non-verbal
Communication Skills which can support real life Business settings requiring team
work and leadership skills.
c. Interpret and display such supporting language and personality grooming
techniques which can help in securing jobs and can cater to the requirements of
the corporate sector.
d. To bring unanimity in all course outlines of English courses taught in different
Schools of NUST.
Input Obtained from Industry/Corporate Sector/Subject Specialists/Academia
6. The committee comprising of senior selected subject specialists of English from
different schools imparted their expert opinions and approved the outlines. Furthermore, it
was presented to all regular faculty of English from different schools chaired by Rector. In
this session further input has been given by participants which has been finally incorporated
in the outlines.
Title of the Degree
7. Not applicable
Proposed Timeframe of Commencement
8. The revised outline will be applicable from Fall 2019.
Detailed Curriculum
9. The detailed outlines along with course learning objectives and the details of
reference books are attached
a. Model Course: MGT 163 Business Communication (3-0) Annex G
b. HU-109 Communication Skills, Appendix 1
c. HU-100 English, Appendix 2
d. HU-104 English Literature, Appendix 3
e. HU-110 English, Appendix 4
f. HU-405 Communication Skills, Appendix 5
Faculty
10. The faculty is available in NUST constituent colleges and Schools to teach English
and communication skills courses.
Offering Session
11. This course is already scheduled in the academic curriculum.
12. Infrastructure
a. Audio/video aids should be provided for language learning like listening or correct
pronunciation learning.
b. Collar mikes are required for speaking.
Library
13. Reference books will be provided and made available in library.
Labs/Workshops
14. Not applicable
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Appendix 1 to Annex-A
HU-109 Communication Skills (2-0)
Course Details
Course Title: communication skills Prerequisite: None
Course Code: HU-109 Credit Hours: 2
Course Faculty
Learning Outcomes
Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO
CLO1. Write summary of lengthy as well as C2 10
complex texts without losing the gist and
10 important details of the original written piece
CLO2. Practice writing official letters, C3 10
memorandums and reports in a professional
manner C3 10
CLO3. Perform extensive reading activities in a
bid to improve reading skills, learn to aptly
place punctuation marks and use question tags A2 10
in an appropriate manner
CLO4. Identify presentation blind spots for
sound presentation skills through presentation
software such as Microsoft PowerPoint and
Prezi
Required Course Material
Wren and Martin, English Grammar and Composition
Building English Skills, Yellow Level
Practical English Grammar by A. J. Thomson and A. V. Martinet
High Schools English Grammar by P. C. Wren and H. Martin
Exploring the World of English by Sadat Ali Shah
Business Communication & Technologies (Beck, Harvey, Mylonas, Rasmussen )
Business Communication Today (Lesikar & Flatley)
Business Communication Today –ll (Bovee & Thill)
Business Communication (Mary Ellen Guffey)
Business Communication, Building Critical Skills (Locker & Kaczmarek)
Course Evaluation (Grade Breakup)
Final Exam 50%
Mid Semester Exam 30%
Presentations 10%
Assignments/Projects 5%
Quizzes 5%
Course Content (Weekly Breakdown)
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Course Contents (Weekly Breakdown)
Week Lecture Topic Reading/Activities
1.
Introduction to Communication skills General Course introduction will
be given, and its importance will
Definition
Theories in communication be highlighted in their(students)
The Communication processes. field
Communication in the workplace Each student will be asked to
introduce themselves; they can
talk about their hobbies, their
interests, reason for choosing
Verbal and Non-verbal Communication NUST or any other interesting
experiences
What is non-verbal communication? Interactive session is held to take
Barriers in both verbal and nonverbal the opinion and create interest
communication
among students for this course.
A comparison
Categories of non-verbal
communication
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essay
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4. How could the good news be
emphasized?
5. What techniques are used to state
good messages and bad messages
like
Dependent & independent clause
Active passive voice
Dangling modifiers
Practice different (good & bad)
messages from relevant chapters
provided in books
7. Message Composition-II Activity:
3. Persuasive messages Students are instructed with
general rules of writing persuasive
4. Sales Messages
messages and sales messages
They are asked to critically
analyze given(templates)
messages
Finally, students write sales
messages on given situation.
8. Employment Related Skills: Activity: students are given orientation on
job market demands and situation
Job Market Search Skills
Job Planning & Organization Skills https://www.youtube.com/watch?v=CCse
Interviewing for a job XLOXuMg
Salary Negotiations
They will also give briefing on
“how to prepare themselves for
interview like
maintaining portfolio,
searching for targeted organization
searching for applied designation
students are asked to work in pairs
and present mock interview in
front of class by giving different
situations
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10. Activity
Preparing formal Letters Students are provided with
different formats of letter
Block format
Un block format
Semi block format
AMS stratified format
Solicited and unsolicited messages
How to write resignation letters
Organization of persuasive, sales They are given templates for each
or commercial letters-AIDA letter format
formula
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12. Applying For a Job Activity:
1. Covering Letter: Students will be given general
Searching for a position, evaluating instruction on how to write cover
yourself, writing a good job letter and resume
application They will be provided with model
template to analyze the features of
covering letter and resume.
2. CV/ Resume Writing: They will be asked to look for job
Types of résumé, characteristics of advertisement for applying job and
CV writing, ask to write cover letter and
resume accordingly.
Students are assigned to write
organization / formats, common
problems in CV writing professional cover letter and
resume for internship in coming
summer vacations on their current
status
13. Presentations Activity:
Students are asked to present their
self as tourist guide and give
entertaining presentation on any
country they like about its culture,
famous places. their developments
…..etc
Students are also encouraged to
make interesting slides for
presentation.
14. Summarizing Industry-related Literature Activity:
and writing to difference target audiences
Students will be asked to choose
for specific purposes
any industry relevant to their
Define audience, message, purpose, discipline and select literature with
tone, style, jargon, wordiness and complex language; they will be
redundancy required to identify the potential
Recognize that the anticipated target market and rewrite the
audience determines the manner in message to suit the needs of the
which the message should be written
target audience
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complex texts techniques used in reading text
like
(b) Practice in understanding complex texts
How to skim
and instructions
How to scan
Recognize the purpose and function of
previewing, scanning, skimming and How to infer an idea
critical reading
How to critique (positive and negative) in
the text
Students are given text and its
related exercises
Which gives practice to all these
techniques.
16. Revision/Recapitulation
17. Make-ups [if any]
18. Final Term Exams
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Appendix 2 to Annex-A
HU-100 English
Course Details
Course Title: English Prerequisite: None
Course Code: HU-100 Credit Hours: 2
Course Faculty
Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO
1.Locate common errors usually made by the C2 10
learners of English as second language.
10
2.Demonstrate coherence and cohesion in C3 10
paragraph development
C3 10
A2 10
3.Write various types of essays,
magazine/newspaper articles and develop
effective paraphrasing and summarizing skills
Reference Books:
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Course Content (Weekly Breakdown)
Week Lecture Topic Reading/Activities
Week 1.
Activity
General Course introduction
Introduction to the course will be given, and its
Importance of English importance will be
Factors affecting English highlighted in their(students)
language field
Students are asked to share
their opinion and problems in
English communication.
Week 2. Activity:
Parts of Speech, verb tense,
subject-verb-Agreement, (a) students are given lecture
participle. on given topics and asked to
do Exercise/practice sheets
Types of pronoun
a) demonstrative pronoun
b) reflexive pronoun
C) reciprocal pronoun
D) relative pronoun
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Week 5 Oral Presentation Skills (Power Point Activity:
Presentations) Students will be given
Deliverence general instructions
Rhythm,intonation on how to give
Stress pattern presentation and then
Preparation asked to google out
Choosing Overall the latest/interesting
Organizational Pattern research in their field
Building Strong Opening and later present on it.
Tips for Creating a Great They will work in
Introduction and interesting pairs to conduct this
conclusion activity
Checking for Understanding Presentation/Assignment
Posture and Gestures Prepare a presentation
Audio-visual Aids on an interesting topic
Eye Contact and present it in the
Use of the Voice class using
First Impressions multimedia and other
Timing gadgets.
Handling Difficult Questions
Activity
Students are given different
techniques for note keeping.
Pre-writing Techniques Free-writing, Students are demonstrated
Week8 note keeping/making, brain storming, with the procedure of
mind mapping, identifying topics words,
developing topic sentences. identifying key words and
developing topic sentences
from the topic.
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Students are given exposure
Week9 of different techniques of
Paragraph Writing writing supporting details.
Developing thematic ideas and
supporting details They are given topic to
Invention & inquiry Technique develop paragraphs on it and
Usage of synonyms/Antonyms share with the class.
Developing unity in ideas
Week10 Activity:
Essay Writing Students are showed different
Types of Essay templates of beginning,
middle and end paragraph.
Organization They are also oriented with
Common methods of beginning, discourse markers and its
middle, conclusion usage
Use of linkages/discourse They are finally asked to
markers. write on topic cohesively and
coherently.
Week 11 Students are given
Types of writing templates of different
Narrative writing writings.
Descriptive writing
Expository writing They are given practice
exercises of each type of
writing.
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about its culture, famous
places, their developments
….etc
Students are also encouraged
to make interesting slides for
presentation.
Week 16 Revision/Recapitulation
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Appendix 3 to Annex-A
Course Details
Course Title: English Literature
Course Code: ECO-112 / HU-104 Prerequisite: N/A
Program: ECO 2K15 / MC 2K16 Credit Hours: 3
Course Description
This introductory course does not assume that students have a prior knowledge of Literature.
The course is designed to ensure that students with no acquaintance with Literature as well as
those who have received some exposure to the discipline in high school or college feel
comfortable with the course content. The purpose of this course is to introduce various
literary genres and their complexities. Drama in its classical form will familiarize the students
with fundamentals of drama i.e. character, plot, setting, dialogue, and the use of costumes. An
in depth study of these plays would prepare them for a mature understanding of drama as a
popular genre in literature. The course also introduces various forms and styles of the genre
of poetry, originally in English or translated. Irrespective of any chronological or historical
development or the hierarchy of major and minor or continental and local or classical and
popular, the main purpose of these readings is to highlight the variety of poetry worldwide
and its possible inter-connection. The readers will study a variety of poetic genres such as
elegy, ode, lyric, ballad, and the free verse. In a way the variety of the poetic expression
informs about the sub-generic elements of verse. There is a lot of scope for further analysis
and research into the secrets of versification: tone and mood, meter, rhythm, rhyme, and such
technical details, but, above all the function is to aesthetically enrich the readers with various
mechanisms of musicality through words placed in poetic order.
Course Objectives
The objective of the course is to:
evaluate the continuum of English literature as a reflection of human values developed
through changing cultural milieu.
discriminate among human experiences presented in literature which will enrich his/her
own search for identity.
distinguish among the various literary genres through their salient techniques, themes,
and purposes.
recognize the organic nature of language as it has developed under changing demands and
conditions.
describe the types of literature as developments of historical periods and social conditions
and to interpret these types in terms of such factors.
interpret and evaluate the outstanding English writers and to analyze their purposes and
styles against the background of their times.
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The textbook for this course is:
Drabble, Margaret. The Oxford Companion to English Literature. 5th ed. rev. and
updated. Oxford; New York: Oxford University Press, 1995.
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Give role-plays on it
5 John Keats and the attributes of his poetry Listening of the poem
o Ode on a Grecian Urn – Reading, through audio aid.
analysis and discussion
6 Robert Browning and the Dramatic Monologue Activity: Poem Analysis: The
o The Last Ride Together – Reading, Road Not Taken
analysis and discussion
Course Policies
Class Participation
The students are encouraged and invited to participate actively in class discussion and activities. You
are expected to come to class prepared i.e. read the material and prepare some opinions/questions to
share. It is advised that you discuss your ideas and experiences with regard to how they relate to the
concepts discussed in the class. Please note that your in-class participation will be closely monitored
throughout the semester. Also, it is advised not to argue for the sake of argument; reflect and analyse
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the information given to you, think critically!
Attendance:
If you are absent, please ask a classmate for any missed course material or assignments.
Class attendance will be taken in first 5-10 minutes of the class. Anyone coming afterwards
will be marked absent for that session.
Assignments:
Please submit all your assignments via email unless told otherwise. This is to check the
submissions for plagiarism through plagiarism software.
All assignments should be submitted by 17:00 hrs on the due date. Any late submissions will
not be marked.
Make-ups:
There will be no make-ups for assignments, presentations and quizzes under any circumstances.
Academic Dishonesty:
You are responsible for knowing and enacting academic conduct that is in line with the University’s
statement entitled “Academic Dishonesty” available at:
http://www.nust.edu.pk/usr/showContents.aspx?mdl=1839
The statement highlights examples of unacceptable behavior which include, but are not limited to, the
following:
Cheating: Intentionally using or attempting to use unauthorized materials, information, or
study aids in any academic exercise; copying from another student’s examination; submitting
work prepared in advance for an in-class examination; taking an examination for another
person or conspiring to do so.
Plagiarism: Intentionally or knowingly representing the words or ideas of another as one’s
own in any academic exercise; failure to attribute direct quotation, paraphrase, or borrowed
facts or information.
It is expected that all work that is handed will be your own. Any ideas or content that come from
another source must be properly cited (including any content taken from the Internet, books, articles
and lectures).
Moreover, TurnItIn will be used as the plagiarism software to evaluate all your submissions. Any
acts of plagiarism and cheating will be dealt strictly and in accordance with the policy in place by the
University.
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Appendix 4 to Annex A
HU-110 English
Course Details
Course Title: English Prerequisite: None
Course Code: HU-110s Credit Hours: 3
Course Faculty
Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO
Reference Books:
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Presentations 10%
Assignments/Projects 5%
Quizzes 5%
Course Content (Weekly Breakdown)
Week Lecture Topic Reading/Activities
Week 1.
General Course introduction
will be given, and its
Introduction to the course importance will be
Importance of English highlighted in their(students)
Factors affecting English field
language Students are asked to share
their opinion and problems in
English communication.
Week 2. Activity:
Parts of Speech, verb tense,
subject-verb-Agreement, (a) students are given lecture
participle. on given topics and asked to
do Exercise/practice sheets
Types of pronoun
a) demonstrative pronoun
b) reflexive pronoun
C) reciprocal pronoun
D) relative pronoun
Grammar Review-I
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Week 5 Oral Presentation Skills (Power Point Activity:
Presentations) Students will be given
Deliverence general instructions on how
Rhythm,intonation to give presentation and then
Stress pattern asked to google out the
Preparation latest/interesting research in
Choosing Overall their field and later present on
Organizational Pattern it. They will work in pairs to
Building Strong Opening conduct this activity
Tips for Creating a Great Presentation/Assignment
Introduction and interesting Prepare a presentation on an
conclusion interesting topic and present
Checking for Understanding it in the class using
Posture and Gestures multimedia and other
Audio-visual Aids gadgets.
Eye Contact
Use of the Voice
First Impressions
Timing
Handling Difficult Questions
Pre-writing
Week8 Techniques Free- Students are given different
writing, note techniques for note keeping.
keeping/making, brain They are explained the
storming, mind
mapping, identifying procedure of identifying key
topics words, words and developing topic
developing topic sentences.
sentences.
Students are given topic to
identify topic words for
developing topic sentences
after brain storming.
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Students are given exposure
Paragraph Writing of different techniques of
Developing thematic ideas and writing supporting details.
supporting details
Invention & inquiry Technique They are given topic to
Usage of synonyms/Antonyms develop paragraphs on it.
Developing unity in ideas
Week9
Essay Writing
Week10 Types of Essay Activity:
Students are showed different
Organization templates of beginning,
Common methods of beginning, middle and end paragraph.
middle, conclusion They are given lecture on
Use of linkages/discourse discourse markers and its
markers. usage
They are finally asked to
write on topic cohesively and
coherently.
Week 11 Précis Writing Activity:
Definition, Need/Importance, Provided general rules on
Characteristics, rules of précis writing precis writing
Then students are given with
model template of precis
writing and the original
writing for comparison and
contrast
Finally, students are given
one story to read and are
asked to write precis on it
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writing based on narration,
description and explanation.
Activity:
Week15 Word Skills Vocabulary Students are showed different
building, synonyms, videos on building
antonyms, effective use of vocabulary.
thesaurus, dictionary skills
They are given topics to hold
discussion in groups.
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and its dangers
Week 19 Revision/Recapitulation
Make-ups [if any]
Final Term Exams
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Appendix 5 to Annex A
HU - 405 COMMUNICATION SKILLS
Course Details
Course Title: communication skills Prerequisite: None
Course Code: HU-405 Credit Hours: 2-1
Course Faculty
Rukaiza khan, Assistant Professor.
Mobile: 0301-5145183
Email: rukaiza.khan@gmail.com
Learning Outcomes
Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO
10
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Practical English Grammar by A. J. Thomson and A. V. Martinet
High Schools English Grammar by P. C. Wren and H. Martin
Exploring the World of English by Sadat Ali Shah
Business Communication & Technologies (Beck, Harvey, Mylonas, Rasmussen )
Business Communication Today (Lesikar & Flatley)
Business Communication Today –ll (Bovee & Thill)
Business Communication (Mary Ellen Guffey)
Business Communication, Building Critical Skills (Locker & Kaczmarek)
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Course Content /Breakdown
Lec No /
Work Topic Readings/Activities
Sessions
Introduction to Communication skills: Interactive session is held to
written and oral take the opinion and create
Basic Structure – Background interest among students for
concepts this course.
The Communication Process
1 Exploring the Communication
Process
Attributes of Effective
Communication
Communication Competence
Intercultural Communication
Students to hold discussions
in English language on a
Listening Skills variety of topics; they are
required to listen to the
Elements of the Listening Process
arguments carefully and
2 Effective Listening: Focusing on
provide counterarguments
required information
Components of active listening
Video Clips to demonstrate
active listening
Activity:
Students are told different
techniques used in reading
text like
Reading Skills How to skim
Effective Reading How to scan
3 Skimming, scanning and
How to infer an idea
contextual meaning
Mind Mapping How to critique (positive and
negative) in the text
Students are given text and its
related exercises
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Paragraph Writing: Structure
Activity
Power Point Presentation
Class activity for students to
How to make Power point
convert text into simple, easy
12 Presentation
to understand figure or smart
How to deliver a presentation
art
Using Visual Aids effectively
Power Point Presentation
13
(Practice and Assessed Sessions
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Annex B
Professional Ethics Course (2-0) &
Professional Ethics Course (3-0)
Background
1. This course will cover the various dimensions of the term ‘ethics’, with special focus on its
application to the actual world. Starting from the theoretical perspectives on ethics, the course
will cover different levels of ethics- individual, the organizational and the global. The
practical applications of the concepts will also be examined including whistle blowing,
conflict of interest and discrimination.
Rationale
2. Ethics is an important part of any industry. Students or managers, unfamiliar with many
ethical challenges, behaviours, or regulations will find themselves struggling in industries.
3. Today's managers must necessarily concern themselves with ethical issues, because
unethical behaviour creates legal risks and damage to society as well as employees and
consumers. Ethics have become an integral part of university education in general. A student
or manager who is well-versed in ethical behaviour and practices, not only in the domestic
market but internationally, will find him or herself better prepared to deal with issues or
situations that may arise but don't always involve easy answers or decisions.
4. Each one of us, from the individual consumer to the CEO of an international corporation,
is affected in some way by ethics during the course of his or her life. Therefore, everyone has
a stake in the ramifications resulting from unethical decisions. This course offers an
introduction into the concept of values, morality, as well as cultural beliefs and upbringing in
all areas, from consumer rights to corporate social responsibility. Decisions made by shift
managers or corporate presidents may affect thousands of individuals or entire communities.
Consumers today expect and demand integrity, honesty, and transparency in all levels of their
environment. Understanding those expectations is the key to communicating core values and
behaviour not only to employees, but society in general.
Course Learning Objectives
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The role of culture (organizational and national), leadership and teamwork in
developing an ethical organizational climate.
Barriers involved in ethical decision making at the organizational and individual level.
Moral dilemmas faced by the organizations pertaining to local and global operations.
Course Learning Outcomes
6. Upon completion of the course, the students will achieve the following learning
outcomes:
Acquisition and application of skills needed to apply ethical concepts to decisions.
Enhanced awareness and understanding of the nature of ethics in the global
environment.
Understand ethical implications from a stakeholder perspective.
Increased awareness of the challenges of corporate social responsibility.
Benchmark Practices
7. The proposed course outline has been prepared after the subsequent meetings of SDC
and reviewing course contents of the international and national universities
Implementation
10. It is proposed that the course be made mandatory for all UG programs and that it
should be offered in semester 6,7 or 8 across all undergraduate programs at NUST to attain
maximum benefit, as, by this level, students are mature enough to grasp the concept of
“ethics”. If approved, the new course outline should be implemented forthwith while
individual Schools / Colleges / Institutions be allowed to make adjustments in sequencing of
the course till Fall Semester 2019.
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Professional Ethics Course (2-0)
Appendix -1 to Annex B
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Employer- Sexual Harassment
Changing Social
Contract and Ethics
13 Employee/ Employee’s Obligations to Firms –
Employer- formula for career satisfaction and
Changing Social success
Contract and Ethics Case Discussion: Walmart
14 National Culture Ethics in Cross Cultural Setting
and Ethics
15 Project Project Presentations
Presentations
16 Project Project Presentations
Presentations
17 Guest Speaker Session : Ethics across international boundaries
18 Final Semester Exam
*Individual Assignments: Students will be assigned two case studies (for each assignment)
and they will be asked to provide solutions to ethical dilemma faced by the company. This
exercise will expose them to the challenges of ethical decision making at the corporate level.
**Group Project: Final project will be a 5000 words paper on corporate social
responsibilities of chosen organization. The project will include literature review, study
question(s), research methodology, and actual research ( the help of interviews/
questionnaire), discussion, recommendations and comments on its suitability and conclusion.
One page write-up will be submitted for approval prior to commencement of project detailing
chosen organization and research question. This will be an appropriate mix of theoretical
concepts and their practical application.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/course learning objectives and outcomes
**** All the contents have been shared in this working paper except licensed material
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Professional Ethics Course (3-0)
Appendix 2 to Annex B
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*Individual Assignments: Students will be assigned two case studies (for each assignment)
and they will be asked to provide solutions to ethical dilemma faced by the company. This
exercise will expose them to the challenges of ethical decision making at the corporate level.
**Group Project: Final project will be a 5000 words paper on corporate social
responsibilities of chosen organization. The project will include literature review, study
question(s), research methodology, and actual research ( the help of interviews/
questionnaire), discussion, recommendations and comments on its suitability and conclusion.
One page write-up will be submitted for approval prior to commencement of project detailing
chosen organization and research question. This will be an appropriate mix of theoretical
concepts and their practical application.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/course learning objectives and outcomes
**** All the contents have been shared in this working paper except licensed material
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Annex C
(Revision of HU-113, HU-304, HU 122, HU-212)
Revision of HU-113: Academic and Technical Writing (3-0), HU-304: Technical Report
Writing (2-0), HU-122: Technical Report Writing and Presentation Skills (1-1), and
HU-212: Technical Business Writing (2-0)
Sponsored by
S3H, SNS, MCS
Background
1. Seeking insights from the already revised 5 x soft skill courses (HU-108, HU-210,
MGT-163, MGT-272 MGT-403) on the directives of Rector NUST, revisions / changes, and
interactive teaching methodologies adopted in the five selected courses are required to be
incorporated and further implemented in all the relevant courses offered to UG students
across NUST. The rationale behind incorporation of the revised dimensions is to benefit from
the thoughtfully deliberated and all-inclusive revised courses which entail all the requisites
catering to the needs of the modern day curriculum. The entire constructive exercise is
exclusively meant to refining students’ communicative competence and ensuring
incorporation of the modern day requisites of the curriculum. In this connection, different
committees were formed by Acad Dte mandated to incorporate similar modifications in all
the relevant courses. The committee tasked to revise the 4x soft skills courses relevant to this
working paper was constituted as under:
Composition of Committee Courses to be Revised
AP Samavia Mumtaz, S3H President HU-113 Academic & Technical Writing (3-0)
HU-304 Technical Report Writing (2-0)
AP Alia Razia, MCS Member
HU-122 Technical Report Writing &
Dr Ilyas Chishti , SNS Member Presentation Skills (1-1)
HU-212 Technical and Business Writing (2-0)
2. The proposed working paper aims to review the subject courses by incorporating the
revised methodology which is in complete conformity with the recommendations of Student
Development Committee (SDC), multiple discussion sessions spanning over a year and a
half, and directives of Rector NUST, formally approved in 52nd ACM held in January 2019.
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The urgency of bringing about a thorough revision of the course conforming to the modern
educational trends was observed in different curriculum review sessions. Employment of
innovative teaching techniques ensuring a thorough transformation in students’
communicative competence was the desired objective of the multiple discussion sessions
conducted by the SDC. It was then decided by the competent authority that all the revised
features incorporated in the 5 x revised courses on soft skills were also required to be
incorporated in all the remaining relevant courses. The revision of the subject course is a
supplementary measure made in this very context. Following are the courses for which the
revisions are being recommended through this working paper:
a. HU-113: Academic and Technical Writing (Appendix 1)
b. HU-304: Technical Report Writing (Appendix 2)
c. HU-122: Technical Report Writing and Presentation Skills (Appendix 3)
d. HU-212: Technical Business Writing (Appendix 4)
Educational Objectives
a. To enable students differentiate among technical writing, academic writing, and other
pieces of writing by getting them familiarized with all the attributes of technical
writing and academic writing;
b. To refine students’ basic comprehension level of the language and its diverse
structures used in different types of English academic texts; developing their written
communication techniques appropriate for the academic work;
c. To expose the students to significant features of the writing process with a hands-on
knowledge of the employment of rhetorical devices employed in writing in general
and academic and technical writing in particular;
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h. To compose effective and persuasive written texts for diverse audiences in
academic and professional contexts.
4. The academia desperately requires the human resource competent enough to exhibit requisite
skills in academic writing and conduct formal correspondence with a required level of finesse.
Corporate sector is in dire need of erudite well-rounded professionals who may come up with the
required proficiency in written discourse with a special emphasis on academic writing and official
correspondence. In this connection, according to Academia-Industry Linkages Gap Analysis Survey,
verbal and written communication skills has been identified as two of the top ten key soft skills
required by Pakistani employers.
International Standards/Practice
5. The subject courses with more or less similar nomenclatures are being taught at many
renowned universities across the globe. However, the scope of this working paper is exclusively
confined to revising the existing courses in light of recommendations put forth by the SDC.
Approval by DBS/FBS
6. Approved by FBS.
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Appendix 1 to Annex C
HU-113: Academic and Technical Writing (3-0)
Course Contents
Technical writing
Introduction to Academic & Technical Writing & its relevance for
Business Students
Difference between technical and academic writing
Characteristics of Academic Writing
Accuracy
Simplicity
Logical Sequence
Clarity
Delivery Technique:
Course Introduction: Lecture by Course Faculty
Lecture Aid Video 1: Recognizing importance of audience needs, clarity,
completeness, and correctness in communication, accessible at
https://www.youtube.com/watch?v=kCfYNleY2RQ
Lecture Aid Video 2: Avoiding jargon for non-technical audience,
accessible at https://www.youtube.com/watch?v=aW2LvQUcwqc
Activity: Students write a simpler description for ideas shown in video no.
2.
2 Effective writing
Planning
Drafting
Revising
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Oral Presentation Skills*
Delivery Technique:
Lecture: Faculty explains hallmarks of effective writing and oral
presentation and explains all the requisites of information design and
definitions
Activity: Students prepare 2-minute individual presentations without any
AV aids
Reading: Links to articles in HBR and Business Insider highlighting
importance of strong presentation skills shared with students prior to class.
https://hbr.org/2016/03/the-most-important-leadership-competencies-
according-to-leaders-around-the-world
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
*Added at the Recommendation of Student Development Committee
3
Employment Related Skills*
Job Market Search Skills, Job Planning & Organization Skills
Interviewing for a job
Salary Negotiations
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Research Your Library’s Periodicals Indexes
Finding Sources
Research Methodologies
Qualitative & Quantitative
Mixed method (Multi method) of research
Rhetoric and Visual Rhetoric
MS Word: Page Layout, Styles and Templates
Lab Activity: Develop a custom template
Reading and Online Discussion:
Porter and Sullivan, Repetition and Rhetoric of Visual Design
Delivery Technique: Students are assigned to read the relevant sections of
the course book/reference book prior to the conduct of class.
The instructor gets the students acquainted with requisites of the process of
research and various methods employed in business research.
All the technical dimensions of rhetoric and visual rhetoric are explicated
with a hand- on lab experience in computer lab.
6 General Academic English Vocabulary
Use of less emphatic, more cautious forms in academic English
Reading and Online Discussion
McLennan, Getting it Together: Strategies for Writing Cohesively
Glazer, Voices to Shun: Typical Modes of Bad Writing
Delivery Technique: The instructor provides the students with a list of general
Academic English Vocabulary and conducts constructive discussions on the basis
of already visited online articles by acting as a moderator and facilitator.
7 A Basic Overview of MS Word
Word Wrap; Move around a Document; Insert & Delete Page Breaks; Add
Page Numbers; Insert Cover Page; Customize Word; Insert Headers &
Footers; Create Sections; Spelling & Grammar; Different Views; Save a
Document in Compatible Format; Print Options; In-Text Citation &
Annotated Bibliography
An Insight into Referencing Styles with a special reference to APA and MLA
Delivery Technique: Students are taken to the computer lab where they
receive hands-on experience working on all the basic fundamentals of MS
Word
The instructor explains various in-text citation techniques following
different referencing styles; bibliographic referencing styles are also
explicated with comparative analysis.
8 Components of a Research Paper
1. Cover
2. Label
3. Title Page
4. Foreword
5. Preface
6. Acknowledgement
7. Abstract
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8. Table of Contents
9. Lists of Figures and Tables
10. Summary
11. Introduction
12. Methods, Assumptions, and Procedures
13. Results and Discussion
14. Conclusions
15. Recommendations
16. References
17. Appendixes
18. Bibliography
19. List of Symbols, Abbreviations, and Acronyms
20. Glossary
21. Index
22. Distribution List
9
Mid Term Examination
10-11
Tips on Quoting, Summarizing and Paraphrasing
Abstract
Define an Abstract
Enumerate and describe the 2 types of Abstract
Explain main components of abstract
Differentiate Abstract from Introduction
Explain the purpose and limitations of
Evaluate the structured and unstructured
Example of abstract
Write your own abstract
Literature Review*
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What is a literature review?
Select a topic
Search and choose the literature
Analyze and interpret the literature
Delivery Technique:
Warm up Activity: Peer summarizing
The instructor lectures on diverse dimensions of abstract writing and
literature review.
Lecture Aid Video: Literature Review explained, accessible at
https://www.youtube.com/watch?v=QE_Us8UjS64
Lecture Aid Video: Writing with integrity, accessible at
https://www.youtube.com/watch?v=F1S1FZ-bn5E
Reading: Handout on Plagiarism: Overview and Contradictions
Follow up: Students share their work and progress with faculty on weekly
basis till submission.
-up Letter/email
Delivery Technique:
Assignment: Students select a Job Advertisement from a recent
newspaper and send their professional Resume and a Cover Letter for the
selected job to the course faculty.
Lecture: Faculty explains different types of resumes including video
resumes.
Lecture Aid Video: How to make a video resume, accessible at
https://www.youtube.com/watch?v=S5RDXlRXh8c
In-class activity: Students take an online quiz to assess their existing
email etiquette
https://www.netmanners.com/email-etiquette-quiz/
*Newly Added Topic
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Delivery Technique:
Reading: Book Chapter read by students prior to class.
a. D Lecture: Faculty explains various components of visual rhetoric.
13 Letter Writing
Appearance
Attitude
Format
Parts
Tone and Style
Basic English Grammar
Parts of Speech
Subject-Verb Agreement
Parallelism
Delivery Technique: The instructor explains all the basic fundamentals of
grammar through various activity-based sessions. All the components and
types of formal letters are explained. Students have already been shared
templates of various types of formal letters. The instructor labels different
parts of letters and helps students identify tone of different letters.
14 Proof Reading
Spelling Errors
Omissions & Jumbled Passages
Punctuation Problems: Apostrophes; Commas; Semicolons; Colons
Basic English Grammar
Concept of Gerund and Participle
Introduction to Phrases, Clauses, and their Types
Simple, Compound, Complex and Compound-complex Sentences
Delivery Technique:
Lecture: Faculty explains all the necessary modalities of grammar through
activity sheets by devising different activity based sessions
15 Understanding the Stages of Writing Process
Coherence and Cohesion
Hedging
Introduction to various devices employed in hedging
Integrating, Synthesizing and Critiquing
Linking ideas from other texts together with your own ideas and
commenting on them.
Delivery Techniques: Reading: Book Chapter read by students prior to
class. The faculty distributes handouts on all the above mentioned
dimensions.
Students have already been tasked to download five different research
papers; they are then asked to integrate/synthesize the relevant data from all
the five papers and incorporate the crux of the matter into their own paper;
supplemented with their own critique on the relevant portions.
16 Presentations of the Project Proposal
17 Presentations of the Project Proposal
18 Final Examination
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Course Material
Suggested Textbook
The Aims of Argument: A Text and Reader
Authors: Timothy W. Crusius; Carolyn E. Channell
Publisher: McGraw-Hill Education (2014)
Edition: 8th Edition
ISBN-13: 978-0077592202
Technical Communication. A Reader Centered Approach
Author: Paul. V. Anderson
Edition: 8th
ISBN-13: 978-1133309819
Publisher: Cengage Learning; 8th edition (2013)
Reference Book
Academic Writing: A Handbook for International Students.
Author: Bailey, S. (2015).
Edition: 4th Edition
Publisher: Routledge. London and New York :
ISBN-13: 978-0415595810
Summary of Activities/Teaching Aids Added to the Existing Course
Nature of Activity/Material Number
Videos (should be updated 7
periodically by faculty)
In-class activities/tasks 5
Readings/articles 5
Students’ presentations 6
Take-home assignments 3
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Appendix 2 to Annex C
Course Contents
1 Technical writing
Introduction to technical and academic writing
Difference between technical and academic writing
Accuracy
Simplicity
Logical Sequence
Clarity
Delivery Technique:
Course Introduction: Lecture by Course Faculty
Lecture Aid Video 1: Recognizing importance of audience needs, clarity,
completeness, and correctness in communication, accessible at
https://www.youtube.com/watch?v=kCfYNleY2RQ
Lecture Aid Video 2: Avoiding jargon for non-technical audience, accessible
at https://www.youtube.com/watch?v=aW2LvQUcwqc
Activity: Students write a simpler description for ideas shown in video no. 2.
2 Effective writing
Planning
Drafting
Revising
Delivery Technique:
Lecture: Faculty explains hallmarks of effective writing and oral presentation
Activity: Students prepare 2-minute individual presentations without any AV
aids
Reading: Links to articles in HBR and Business Insider highlighting
importance of strong presentation skills shared with students prior to class.
https://hbr.org/2016/03/the-most-important-leadership-competencies-
according-to-leaders-around-the-world
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
3
Employment Related Skills*
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Job Market Search Skills, Job Planning & Organization Skills
Interviewing for a job
Salary Negotiations
The Instructor gets the students exposed to various referencing styles through
lucid examples while the students have already been assigned to review the
latest versions of all the referencing styles.
The instructor gets the students acquainted with requisites of the process of
research and various methods employed in engineering research.
6 1st OHT
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Citing Secondary Sources
AV Materials
Book Chapters
Books
Conference Papers
E-books
E-journals
Electronic Documents
Internet Documents
Journal Articles
Newspaper Articles
Podcasts
Readers/Study Guides
Thesis
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40. Bibliography*
41. List of Symbols, Abbreviations, and Acronyms
42. Glossary
43. Index
44. Distribution List
Delivery Technique: Students are assigned to download different research
papers relevant to their areas prior to the conduct of the class. The instructor
helps them trace different components of the research paper within the class
and explains it accordingly.
9-10
Abstract
Define an Abstract
Enumerate and describe the 2 types of Abstract
Explain main components of abstract
Differentiate Abstract from Introduction
Explain the purpose and limitations of
Evaluate the structured and unstructured
Example of abstract
Write your own abstract
Literature Review
Select a topic
Search and choose the literature
Analyze and interpret the literature
Delivery Technique:
Warm up Activity: Peer summarizing
The instructor lectures on diverse dimensions of abstract writing and literature
review.
Lecture Aid Video: Literature Review explained, accessible at
https://www.youtube.com/watch?v=QE_Us8UjS64
Lecture Aid Video: Writing with integrity, accessible at
https://www.youtube.com/watch?v=F1S1FZ-bn5E
Reading: Handout on Plagiarism: Overview and Contradictions
Follow up: Students share their work and progress with faculty on weekly
basis till submission.
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*Newly added Topic
11 Resumes & Portfolio Development*
-up Letter/email
Delivery Technique:
Assignment: Students select a Job Advertisement from a recent newspaper
and send their professional Resume and a Cover Letter for the selected job
to the course faculty.
Lecture: Faculty explains different types of resumes including video
resumes.
Lecture Aid Video: How to make a video resume, accessible at
https://www.youtube.com/watch?v=S5RDXlRXh8c
In-class activity: Students take an online quiz to assess their existing email
etiquette
https://www.netmanners.com/email-etiquette-quiz/
*Newly Added Topic
Technical reports
Importance
When to generate the technical reports
Contents of a report
Format
Objectives
Rules of writing report
Delivery Technique:
Reading: Book Chapter read by students prior to class.
Lecture: Faculty explains components, tone, and expression suitable for
different types of reports.
Activity 1: Students understand and identify various components of a report
Activity 2: Students identify problems in extracts from sample reports and
rewrite them in appropriate tone according to writing principles suggested in
class lecture.
Assignment: Collaborative group report
Proposal Writing
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Executive Summary
b. D Organization description
Project background
Problem statement
Goal and objectives
Beneficiaries
Proposed methodology
o Partners
o Project implementation
C o Activities
o Risks and assumptions
o Means
Budget
Monitoring and evaluation
Sustainability
Annexes
Delivery Technique:
Lecture: Faculty explains importance of proposals in academic, research, and
professional contexts.
Lecture Aid Video: Basics of Research Proposals, accessible at
https://www.youtube.com/watch?v=hVivvHS4QZQ
Warm up Activity: Faculty explains the brief to class.
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Course Material/Suggested Textbook
Technical Report Writing today by Daniel G Riordan 2015 Published by Cengage Learning,
Inc, United States
A Writer’s Reference by Diana Hacker 8th addition 2016
Readings/articles 7
Students’ presentations 6
Take-home assignments 3
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Appendix 3 to Annex C
Revision of HU-122: Technical Report Writing and Presentation Skills
Course Contents
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Video link available at:
https://www.youtube.com/watch?v=IQMKV6a1IWk
OHT 1
7 Research Online article is shared with students prior to the class;
Writing Skills: accessed at:
-Methodologies https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/stu
-Techniques, dy-guides/thesis/developing
Review of
Literature. Good research writing tips, accessed at:
https://blog.typeset.io/how-to-become-good-at-research-writing-
b5e6e864e74e-
8 - Research paper Lecture Aid Video: Understanding academic integrity & plagiarism,
writing accessible at:
https://www.youtube.com/watch?v=SvQgsvdkjEI
Class Activity: Students solve the activity sheet of APA Reference Style.
Individual Project:
Part1: Students write one research paper including literature review,
research methodology, analysis based on research and final conclusion.
Part 2-Presentation: Students will present an overview of their final
research paper in week 16-17 of the semester.
9 Professional Students are given sample memos to identify the elements and writing
writing: style
Memorandum
Lecture to explain the various elements of memo writing
Class Activity:
Students read the flawed memo and answer the questions:
Does the introduction explain why and what the writer is writing about?
Is the memo clear in terms of answering reporter’s questions?
Is the letter Concise, limiting word length, sentence length, and paragraph
length?
Does the student’s conclusion explain what’s next, specifying when there
should be a follow-up action and why that date/time is important?
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11 Letter Writing II Students are given various types of letters as sample to analyze the
components.
Types of letter
Faculty explains how to compose introduction, discussion and concluding
part according to the type of a letter
Follow-up Activity:
Students compose a given type of letter in prescribed format.
OHT 2
13 Agenda points Faculty explains the format and writing style
& Notices
Minutes of the Class Activity:
meeting Mock Meeting Sessions. Students note minutes of the meeting and review
each other’s documents in the light of faculty’s lecture.
14 Employment Faculty explains the basic concept of job planning, search and
Related Skills* organization skills
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Course Material
1. Technical Writing for Success by Darlene Smith – Worthington & Sue Jefferson
South-Western Cengage Learning, USA (2011)
ISBN-13: 978-0-538-45048-5
ISBN-10: 0-538-45048-7
2. Technical Writing –Process and Product by Sharon J. Gerson & Steven M. Gerson
Pearson Publications, 9th Edition (2016)
ISBN-10: 0134094034
ISBN-13: 978-0134094038
3. Technical Communication by Mike Markel & Stuart A. Selber
Bedford/St. Martin’s - Macmillan Learning, Boston, New York
12th edition (2018)
ISBN-13: 978-1-319-10788-8 (EPUB)
4. Business Communication by Michael Bannie
5th Edition (2009)
Spring Hill House – Oxford UK
ISBN 978 1 84803 322 1
5. Improve your Communication Skills by Alan Baker
Revised Second Edition (2010)
Kogan Page ltd.
ISBN 978 0 7494 5627 6
E-ISBN 978 0 7494 5911 6
Summary of Activities/Teaching Aids Added to the Existing Course
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Appendix 4 to Annex C
Course Contents
Class Activity:
Students are given the activity sheet to practice to the principles of
audience involvement followed by the class discussion on these points.
Communication
Model – CMAPP Mini Case Study:
Students are given a case scenario to apply CMAPP Model.
*Newly added topic
https://hbr.org/2016/03/the-most-important-leadership-competencies-
according-toleaders-around-the-world
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
http://www.businessinsider.com/skills-you-need-to-succeed-2017-2
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to avoid while using PowerPoint through a video.
8 Approaches to Students are given sample messages to understand and discuss the indirect
Writing plan.
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Letter Writing : Class Activity:
Compulsory & Students compose a bad news message with buffer. (Application of
Optional Elements Indirect Plan)
-Format
9 Letter Writing II Students are given various types of letters as sample to analyze the
components.
Types of letter
-Acknowledgment Faculty explains how to compose introduction, discussion and concluding
& Adjustment, part according to the type of a letter
Complaint Letters,
Inquiries and
Responses Online article shared prior to the class, accessed at:
https://libguides.usc.edu/writingguide/researchproposal
10 Report Writing Students are given chapter notes prior to the class.
Online source, report writing guideline, shared prior to the class. Accessed
Basic concept at:
Components of https://www.lboro.ac.uk/services/library/students/learningsupport/topics/re
Formal Report portwriting/
Bibliography Faculty explains the concept and components of a formal report
Class Activity:
Student will have a class activity to apply APA style referencing
11 Report Writing Faculty explains the difference between short and long report
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(Newly added
topic) Handouts related to self- evaluation and analysis are given to students prior
to the class.
Class Activity: Student will re-write the instructions to improve the writing
style and tone.
16- Students’ Students present their collaborative reports.
17 Presentations
Peer Review: Class will comment on the strong and week points of the
presentation as target audience.
Faculty’s Comments
18 Final Exams
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e. Course Material
1.The Handbook of Technical Writing by Gerald J. Alred, Charles T. Brusaw, Walter E. Oliu.
11th Edition (2015)
Macmillan Learning
ISBN-13: 978-1457675522
ISBN-10: 1457675528
2. How to Write Technical Reports BY Lutz Hering & Heike Hering
Springer (2010)
Springer Heidelberg Dordrecht, London New York
ISBN 978-3-540-69928-6
e-ISBN 978-3-540-69929-3
3. Technical Communication by Mike Markel & Stuart A. Selber
Bedford/St. Martin’s - Macmillan Learning, Boston, New York
12th Edition - 2018
ISBN-13: 978-1-319-10788-8 (EPUB)
4. Engineers’ Guide to Technical Writing by Kenneth G. Budinski
ASM International, USA (2001)
ISBN-10: 0871706938
ISBN-13: 978-0871706935
5. Technical Writing –Process and Product by Sharon J. Gerson & Steven M. Gerson
Pearson Publication, 9th Edition (2016)
ISBN-10: 0134094034
ISBN-13: 978-0134094038
6. Reporting Technical Information by Kenneth W. Houp, Thomas E. Pearsall, Tebeaux and Dragga
Latest edition, Oxford University Press (2009)
ISBN: 0195323521
ISBN: 9780195323528
7. Business Communication: Building Critical Thinking Skills by Kitty O. Locker & Stephen K.
Kaczmarek
6th Edition (2012)
McGraw Hills – Irwin
ISBN 978-0-07-340326-7
Summary of Activities/Teaching Aids Added to the Existing Course
Nature of Activity/Material Number
Videos 08
Case Study 01
Class Activities 10
Articles 04
Take Home Assignment 04
Presentation 02
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Annex D
Entrepreneurship Course (1-0) & Entrepreneurship Course (2-0)
Background
1. Beyond being an academic discipline, Entrepreneurship is a way of life. It is a key
driver of any nation’s economy as wealth and jobs are created by individuals with an
entrepreneurial mindset, many of whom eventually create big businesses. Individuals exposed
to entrepreneurship have more opportunity to exercise creativeness, higher sense of self-
esteem and over all greater sense of control over their lives. Many experienced business
executives, political leaders, economists, and educators believe that fostering a robust
entrepreneurial culture maximizes individual and collective economic and social success on
local, national, and global levels. Furthermore, entrepreneurship spurs opportunities for
women and minorities and improvises solutions to socio-economic problems.
Rationale
3. Internationally, this course is essential in the academic portfolio of universities today
because of the potential it holds to develop graduates who can provide unique solutions to
environmental, social and economic challenges the world faces. Entrepreneurs provide
stimulus to growth in the economy, encourage development of new products and services and
offer solutions to socio-economic problems. Hence, the proposed course, is vital to be added
in the academic programs of NUST which has Entrepreneurship and Innovation at the core of
its vision and mission and as one of its strategic thrusts. Currently, the course of
Entrepreneurship is taught with varying names at different schools at NUST, that too with
different credit hours. By introducing one standard curriculum for 3-0 credit hours, flexibility
for students to cross register will be embedded and dissemination of all key and critical aspects
of the course will be ensured. There is a need in Pakistan to educate students to develop the
insight needed to recognize and create entrepreneurial opportunities along with the expertise
to start and manage their own businesses as this is one of the ways that even developing
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countries are driving their economic growth. Therefore, the course will prepare students from
all socio-economic and educational backgrounds to think out of the box and nurture
unconventional talents and skills to provide solutions needed by businesses, organizations
and society at large.
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including start-up context, corporate context, social context, and others.
f. Students will develop an appreciation of opportunity, how to recognize it, and
how to evaluate it.
g. Students will appraise the nature of creative new business concepts that can be
turned into sustainable business ventures.
Benchmark Practices
10. The proposed course outline has been prepared after reviewing the content of the
Entrepreneurship course offered at a number of well reputed international and national
universities. The international universities include Babson College, United States, Syracuse
University, United States and Rutgers University, United States while the national
universities include LUMS and IBA.
Faculty
9. The true spirit of the course can only be infused if the teaching faculty is either
professionally qualified or trained to teach the course or they have experience establishing
their own startup. In view of previous experience, it is pertinent to state that while
entrepreneurs are good mentors and inspire students, they are generally less equipped to teach
a full course. Therefore, the course should be facilitated by a teaching faculty but options for
co-teaching with entrepreneurs should also be encouraged and explored. There is also a need
to train faculty teaching this course (across NUST), so that the purpose of standardizing the
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curriculum is not compromised due to inexperience or lack of expertise of the faculty. On an
experimental basis, the course can also be taught with open registration between Schools as
this will truly create synergies between and amongst faculty and students across disciplines,
which is currently less visible.
Implementation
10. It is proposed that the course be made mandatory for all UG programs and that it be
offered in semester IV or V across all undergraduate programs at NUST to attain maximum
benefit. If approved, the new course outline should be implemented forthwith while
individual Schools / Colleges / Institutions be allowed to make adjustments in sequencing of
the course till Fall Semester 2019.
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Appendix 1 to Annex D
Course Contents (1-0 CH)
Week Topic Learning Objective
1 Cultivating the 1. What are the key ingredients that drive success in
Entrepreneurial entrepreneurial companies?
Mind-set
2 Recognizing & 1. Understand the process entrepreneurs use to generate
Shaping ideas for new businesses and shape them into
Opportunities opportunities supported by a business model.
2. Compare examples of how entrepreneurs have
navigated the process of recognizing and shaping
opportunities.
4. Building
Business In Class Business Model Workshop facilitated by
Models Mentors
Guest Talks
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8 Start-up 1. What is incubation? Role of technology incubators in
Landscape in entrepreneurship, opportunities for products and
Pakistan services beyond technology, Accelerators & Catapults
15 Presentations
Dry Runs
16 Final
Presentations
17 Industry Representative Session
18 FINAL SEMESTER EXAM
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* Individual Assignment: Students will be assigned a small project where they have to select
an entrepreneur who has been in business for a couple of years and conduct an hour’s
interview and identify the challenges they faced in establishing the start-up.
** Group Project: At the beginning of the semester students will create groups of not more
than five individuals where they will identify an opportunity/problem
(social/products/services) and propose a creative/innovative solution. Students will develop a
detailed Business Model which will finally be pitched to investors and mentors.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/ course learning objectives and outcomes.
**** All the contents have been shared in this working paper except licensed material
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Appendix 2 to Annex D
Course Contents (2-0 CH)
Week Topic Learning Objective
1 Cultivating the 1. What are the key ingredients that drive success in
Entrepreneurial entrepreneurial companies?
Mind-set 2. How do entrepreneurs capitalize on new ideas and bring them
to market?
2 Recognizing & 1. Understand the process entrepreneurs use to generate ideas for
Shaping new businesses and shape them into opportunities supported by a
Opportunities business model.
2. Compare examples of how entrepreneurs have navigated the
process of recognizing and shaping opportunities.
3. Understand the difference between intuitive and analytical
thinking and the role of each in recognizing and shaping
opportunities.
Guest Talks In Class Activity: Build & present a Business Model of your $10
Business Idea
5 Business Plan & 1. Understand how to develop an investor pitch/pitch deck.
Pitching 2. Creating a succinct powerful pitch for a new business plan how
Opportunities/ to practice and present that pitch so that it conveys the
Coaching opportunity to different stakeholders.
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& Building attracting talent in a new venture - including co-founders,
ecosystems employees, and boards of directors and advisors
2. Learn how to build a business network, or "ecosystem," of
customers, suppliers, partners, and evangelists needed to develop
products and get them to market.
3. Understand how to use outside resources such as incubators
and accelerators effectively.
Visit to TIC
Guest Talks
Case: Zipcar
12 Intellectual 1. Understand the different types of intellectual property rights
Property available to a startup and how they can be used to protect the
business against competitors
Guest Talks
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14 Exit Strategy 1. Understand the different types of exits options available to the
entrepreneur, the pros and cons of each option and how to choose
amongst them.
* Individual Assignment: Students will be assigned a small project where they have to select
an entrepreneur who has been in business for a couple of years and conduct an hour’s
interview and identify the challenges they faced in establishing the start-up.
** Group Project: At the beginning of the semester students will create groups of not more
than five individuals where they will identify an opportunity/problem
(social/products/services) and propose a creative/innovative solution. Students will develop a
detailed Business Model which will finally be pitched to investors and mentors.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/ course learning objectives and outcomes.
**** All the contents have been shared in this working paper except licensed material
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