B.A. History (Hons.)

Our thrust is on the intensive reading of a variety of texts in History rather than rote learning; tutorial sessions where the student reads through text(s) on specific topics and makes presentations before her/his peers will constitute an essential half of the evaluation system at SRM AP; such assignments will include preparing book reviews, and these will involve reading texts along with published comments on those. Thus every student will be trained in the art of reading, writing, speaking, reasoning and interpretation of texts in periodic seminars. Continuous evaluation through tutorials, term papers, and seminars apart from the end-term examinations will be the hallmark of this programme. Thus every student will be trained in the art of reading, writing, speaking, reasoning and interpretation of texts in periodic seminars. Continuous evaluation through tutorials, term papers, and seminars apart from the end-term examinations will be the hallmark of this program.

The Department of History at SRM AP functions on the premise of ‘History with a Purpose’ and follows a two-pronged policy of making students job-ready as well as equipping them with the skills required for higher studies. Our curriculum is designed to create more focus on writing, research, fieldwork, and internship. The focus at SRM AP will be on interactive learning, and the core principle at the SLASS is knowledge through critical thinking as against rote learning and performance in examinations. The core team of regular faculty members, drawn from among the best in the discipline in the department, along with a host of visiting faculty comprising scholars of international repute, will take education beyond the classrooms and engage with the students within and outside the classrooms and on subjects that are not necessarily part of the curriculum. History, in particular, and Social Sciences, in general, will form the subject matter of regular extra-mural lectures by scholars of eminence from across the world. All these will then be brought into the exercises/assignments that are part of the continuous evaluation system that the department will follow through the programme.

Programme Educational Objectives (PEO)

  • Enable students to comprehensively understand the breadth and scope of the discipline, historical sources, and the production of historical knowledge.
  • Endow students with a keen sense of history and enable learners to use history as a thinking tool.
  • Introduce students to multi-disciplinary and multi-prespective approaches in history.

Programme Specific Outcomes (PSO)

  • Apply historical methods to analyse contemporary social, economic, political, and cultural issues.
  • Demonstrate intercultural communication and articulation skills.
  • Apply social science research skills in historical studies.

Programme Outcomes (PO)

Capable of demonstrating comprehensive knowledge and understanding of one or more disciplines that form a part of an undergraduate programme of study.

Ability to evaluate the reliability and relevance of evidence; Capacity to extrapolate from what one has learned and apply their competencies to solve different kinds of non-familiar problems, rather than replicate curriculum content knowledge; and apply one’s learning to real-life situations.

Capability to apply analytic thought to a body of knowledge; analyse and evaluate evidence, arguments, claims, and beliefs based on empirical evidence; identify relevant assumptions or implications; formulate coherent arguments; critically evaluate practices, policies and theories by following a scientific approach to knowledge development. Critical sensibility to lived experiences, with self-awareness and reflexivity of both self and society.

Ability to analyse, interpret and draw conclusions from quantitative/qualitative data; and evaluate ideas, evidence and experiences from an open-minded and reasoned perspective pertaining to incorporating into a system.

A sense of inquiry and capability for asking relevant/appropriate questions, problematising, synthesising, and articulating; Ability to recognise cause-and-effect relationships, define problems, formulate hypotheses, test hypotheses, analyse, interpret and draw conclusions from data, establish hypotheses, predict cause-and-effect relationships; ability to plan, execute and report the results of an experiment or investigation.

Capability to use ICT in a variety of learning situations; demonstrate the ability to access, evaluate, and use a variety of relevant information sources; and use appropriate software for analysis of data.

Understand the impact of scientific solutions in societal and environmental contexts, and demonstrate the knowledge of and need for sustainable development.

Possess knowledge of the values and beliefs of multiple cultures and a global perspective; and capability to effectively engage in a multicultural society and interact respectfully with diverse groups; Ability to embrace moral/ethical values in conducting one’s life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. Capable of demonstrating the ability to identify ethical issues related to one’s work; avoid unethical behaviour such as fabrication, falsification or misrepresentation of data or committing plagiarism, not adhering to intellectual property rights; appreciating environmental and sustainability issues; and adopting objective, unbiased and truthful actions in all aspects of work.

Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group and act together as a group or a team in the interests of a common cause and work efficiently as a member of a team.

Ability to express thoughts and ideas effectively in writing and orally; Communicate with others using appropriate media to confidently share one’s views and express herself/himself; demonstrate the ability to listen carefully, read and write analytically, and present complex information clearly and concisely to different groups.

Capability for mapping out the tasks of a team or an organisation, setting direction, formulating an inspiring vision, building a team that can help achieve the vision, motivating and inspiring team members to engage with that vision, and using management skills to guide people to the right destination, in a smooth and efficient way.

Ability to work independently, identify appropriate resources required for a project, and manage a project through to completion; Ability to acquire knowledge and skills, including “learning how to learn”, that is necessary for participating in learning activities throughout life, through self-paced and self-directed learning aimed at personal development, meeting economic, social and cultural objectives, and adapting to changing trades and demands of the workplace through knowledge/skill development.