Department of Humanities and Social Sciences

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    Enhancing College Students' Critical Thinking Through Classroom News Literacy Intervention
    (IEEE, 2024) Chauhan, Gajendra Singh
    In our interconnected world, people are witnessing a dramatic increase in access to information and communication. Nevertheless, discerning trustworthy sources, validating information, distinguishing between fact and opinion, determining what content to share, and navigating other related challenges have become increasingly complex. Therefore, people should acquire the knowledge, skill, belief, and behavior to consume and create news informedly and ethically. As young individuals transition into adulthood, they begin to take charge of their life decisions. At this juncture, they must acquire news literacy skills. Thus, the au-thors developed an intervention to enhance news literacy among this age group in a College of Science and Technology employing the student's media competence (SuMeC) framework. Following a three-month training period, the participants' literacy proficiency was assessed through assignments using the Structure of the Observed Learning Outcomes (SOLO) taxonomy. The study adds new dimensions to the existing research pool by focusing on how and to what extent college students apply the competencies in everyday life. The findings demonstrate that the intervention effectively integrates news literacy skills among them and the intervention sets an example of how to generate news literacy skills among students in Indian settings.
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    Inculcating Critical Thinking among Engineering Graduates through Public Speaking Course
    (ELT, 2014) Lata, Pushp
    The present paper focuses on how a course on Public Speaking may help teachers foster among the students of varied disciplines the development of fair-mindedness, intellectual humility, intellectual perseverance, intellectual courage, intellectual autonomy, intellectual integrity, and confidence in reasoning which are required both in social and professional life. Public speaking course surely helps in containing as well as transcending the disciplinary decadence by using the constructive ways of involving critical thinking throughout the course structure. In order to see public speaking as a way to transform, the present study throws light on various assignments such as forum discussions, Just-a-minute presentation, Prop presentation and, case study discussions and group discussions etc. that are done in the course to scaffold critical thinking. The paper also highlights the key factors such as peer review, retrospection that contribute to the increase in critical thinking skills.
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    Instilling Creativity, Critical Thinking and Values for Holistic Development through Humanities and Liberal Arts Courses among Engineering Students
    (JSSH, 2013-03) Sangwan, Devika; Lata, Pushp
    Education gives us not only a platform to succeed, but also the knowledge to polish our social conduct, character, independent thinking and self respect; its greatest gift in fact, is the set of values it imparts to all of us. Education, the continuous learning experience, makes us learn from people and situations, success and failures, leaders and followers and then getting groomed to be the person one aspires to be. The actual aim of education is to teach how to think than what to think. Thus, education not only acts as a means to get a job for earning our livelihood but also helps us lead a life of values. If education makes the learners mechanical and materialistic in their approach, it surely fails to inculcate human values. Education will have little meaning if it fails to train us to apprehend the eternal values, to appreciate the supreme human virtues and the simple decencies of life. However, presently, there is a popularly held belief in the world of education that social studies and humanities are non-essential segments of the curriculum. The students who study science and technical subjects have better job prospects and hence, better fortune as compared to those who opt for humanities and liberal arts courses. Besides, it is also assumed that the students who undertake liberal arts courses are intellectual and academically diligent. The present paper focuses on the relevance of humanities and liberal arts courses if done by the engineering students. It also discusses how the humanities courses focus on fostering value based education so as to develop learning outlook, strong character and analytical attitude.