SIL - Overview | Student Activity Center

Social Immersive Learning (SIL):

All the activities that a student participates as part of social immersive learning are categorised as follows with CO, PO mapping and mention of minimum points to be attained for a P grade:

CO	Category of Activity in SIL	Min Point per category / sem	SEM-IN Marks Calculation	SEM-END Marks Calculation
CO1 (BTL 3) PO6, PO3, PO10	Extension Activities and Social Outreach activities (ESO)	40	Points in ESO 100 X 12	Points in ESO 100 X 8
CO2 (BTL 3) PO5, PO8, PO3	Technology Clubs (TEC)	40	Points in TEC 100 X 12	Points in TEC 100 X 8
CO3 (BTL 3) PO12, PO9	Liberal arts, creative arts and hobby clubs (LCH)	40	Points in LCH 100 X 12	Points in LCH 100 X 8
CO4 (BTL 3) PO11, PO12, PO3	Innovation, Incubation & Entrepreneurship (IIE)	40	Points in IIE 100 X 12	Points in IIE 100 X 8
CO5 (BTL 3) PO6, PO7	Health & Well Being (HWB)	40	Points in HWB 100 X 12	Points in HWB 100 X 8

𝑇𝑂𝑇𝐴𝐿 𝑆𝐸𝑀 − 𝐼𝑁 𝑀𝐴𝑅𝐾𝑆 =

Points in (𝐸𝑆𝑂 + 𝑇𝐸𝐶 + 𝐿𝐶𝐻 + 𝐼𝐼𝐸 + 𝐻𝑊𝐵)

100

X 12 𝑇𝑂𝑇𝐴𝐿 𝑆𝐸𝑀 − 𝐸𝑁𝐷 𝑀𝐴𝑅𝐾𝑆 =

Points in (𝐸𝑆𝑂 + 𝑇𝐸𝐶 + 𝐿𝐶𝐻 + 𝐼𝐼𝐸 + 𝐻𝑊𝐵)

100

X 8

S.No	Type	Evaluation Component	Weightage	Mapped CO
1	SEM-IN	Extension Activities and Social Outreach activities (ESO)	12%	CO1
2	SEM-IN	Technology Clubs (TEC)	12%	CO2
3	SEM-IN	Liberal arts, creative arts and hobby clubs (LCH)	12%	CO3
4	SEM-IN	Innovation, Incubation & Entrepreneurship (IIE)	12%	CO4
5	SEM-IN	Health & Well Being (HWB)	12%	CO5
6	SEM-END	Extension Activities and Social Outreach activities (ESO)	8%	CO1
7	SEM-END	Technology Clubs (TEC)	8%	CO2
8	SEM-END	Liberal arts, creative arts and hobby clubs (LCH)	8%	CO3
9	SEM-END	Innovation, Incubation & Entrepreneurship (IIE)	8%	CO4
10	SEM-END	Health & Well Being (HWB)	8%	CO5

Extension Activities & Social Outreach activities (ESO):

The following activities are identified that fall under the Extension & Social Outreach Activities:

Participating in a mentorship program for underprivileged students.
Organizing and participating in a community service trip to an adopted community.
Hosting a hackathon to develop technology solutions for social and environmental issues.
Conducting a workshop or training program to teach local community members a skill, such as coding or entrepreneurship.
Developing and implementing a project to promote sustainability on campus, such as a recycling program, a green energy initiative or an energy conservation campaign.
Volunteering at a local shelter, food bank, or healthcare facility.
Organizing and participating in a community cleanup initiative, such as a beach, riverfront or park cleanup.
Running a social media campaign to raise awareness about a specific issue, such as mental health or climate change.
Participating in a fundraising event for a local charity or non-profit organization.
Providing technical assistance to local businesses or startups in their community.
Developing and implementing a program for gender and social equality in their community.
Running a free health clinic or health check-up camp for underprivileged individuals in the community.
Conducting research projects that address social and environmental issues.
Developing and implementing a project to provide access to clean water or sanitation in adopted communities.
Running an afterschool program for local students to learn new skills or receive homework assistance.
Conducting workshops and training sessions for local community members on topics such as financial literacy or digital skills.
Organizing and participating in a community gardening or urban farming initiative.
Providing support and resources to local entrepreneurs to help them start or grow their businesses.
Developing and implementing a project to promote diversity and inclusion on campus.
Providing support and resources to homeless individuals or families in the community.
Hosting a panel discussion or speaker series on a topic of social importance.
Participating in a cultural exchange program with international students or students from different backgrounds on campus.
Working with local government or community organizations to address social and environmental issues in the neighborhood.

Technology Clubs (TEC):

The following activities are identified that fall under the Technology Club Activities:

Exploring new tools and learning how to use those tools for applications specific to various domains in a specific technology domain.
Freelancing projects specific to the technology domain.
Conducting and participating in ideathons and hackathons to make students acquire skills and instantly apply them for problem-solving.
Conducting and participating in coding related events specific to the technology domain.
Conducting and participating in workshops, boot camps, tinkering labs specific to the technology domain.
Mentoring students towards achieving global certifications.
Participating & mentoring students towards global challenges and competitions related to the specific technology domain.
Working on projects with social relevance using the technology related to the club.
Conducting and participating in activities related to/mapped to professional societies of the specific technology.
Organizing workshops for students from the society who are deprived of such opportunities due to a resource crunch.
Research activities from the technology club leading to paper publication, design patents & generation of intellectual property.
Participating in product building activity integrating software, hardware, and mechanical components.
Building online video resources for facilitating learning related to the technology domain.
Building self-learning content related to the technology domain.
Conducting events with industry collaboration on campus for the technology related to the club.
Conducting an HR event with multiple industries joining together to showcase tech club potential and attracting placement opportunities.
Maintaining social media handles of the tech club and bringing in awareness in the technology domain through social media.
Organizing and participating in industrial visits related to the technology domain.
Paper publication and presentation/poster presentations in conferences.

Liberal arts, creative arts and hobby clubs (LCH):

As a member of a hobby club in a university, a student can take part in a variety of activities that align with their interests and passions. Some examples of activities that hobby clubs in universities may organize include:

Workshops and classes: Hobby clubs can organize workshops and classes on various topics, such as painting, photography, music, or creative writing, to help students learn and develop new skills.
Competitions: Hobby clubs may organize competitions, such as photography or writing competitions, to challenge students and showcase their talents.
Guest lectures and talks: Clubs may invite experts or professionals to speak about topics related to the hobby or field of interest, offering students an opportunity to learn from experienced practitioners.
Collaborative projects: Hobby clubs can facilitate collaborative projects among students with similar interests. For example, a music club could help students form a band and create original music, or a film club could help students produce short films.
Outings and trips: Clubs may organize outings or trips to attend exhibitions, concerts, or festivals related to the hobby or field of interest. These outings can offer students an opportunity to experience the hobby in real-world settings and meet like-minded individuals.
Organize and participate in national and international level colloquiums with multi-hobby talent pooling.

Innovation, Incubation & Entrepreneurship (IIE):

The following activities are identified that fall under the IIE category:

Hackathons: Events where students come together to develop innovative solutions to real-world problems.
Business plan competitions: Opportunities to develop and pitch innovative business ideas.
Startup weekends: Intensive, weekend-long events where students work together to launch a new business idea.
Incubators and accelerators: Programs that provide resources, mentorship, and funding to early-stage startups.
Maker spaces: Workshops that provide tools and equipment for students to create and prototype their own products.
Innovation labs: Collaborative spaces where students can work on innovative projects and ideas.
Entrepreneurship clubs: Organizations that provide networking opportunities, workshops, and resources for aspiring entrepreneurs.
Coding clubs: Groups that focus on coding and software development skills.
Robotics clubs: Organizations that promote robotics and automation skills and projects.
Social entrepreneurship clubs: Groups that focus on developing innovative solutions to social and environmental issues.
Leadership clubs: Organizations that promote leadership skills and training.
Public speaking clubs: Groups that focus on improving communication and public speaking skills.
Community service clubs: Organizations that encourage volunteer work and community service.
Design thinking workshops: Workshops that teach students to approach problem-solving with a human-centered design approach.
Innovation challenges: Competitions or challenges that encourage students to come up with innovative solutions to specific problems.
Entrepreneurship courses: Courses that teach students the skills and knowledge needed to launch and run their own business.
Networking events: Events that provide opportunities for students to connect with industry professionals and potential mentors.
Mentorship programs: Programs that connect students with experienced entrepreneurs and professionals for guidance and advice.
Internships: Opportunities to gain hands-on experience and skills in a professional setting.
Study abroad programs: Programs that provide opportunities for students to learn about entrepreneurship and innovation in different cultural and economic contexts.

Health & Well-Being (HWB):

There are various types of activities that students can engage in, both within and outside the university, to promote health and well-being. Here are some examples:

Participate in sports teams or join fitness clubs or classes offered on campus such as yoga, dance, martial arts, or aerobics. Many universities have gym facilities that provide equipment and organized workout sessions.
Engage in outdoor activities like hiking, cycling, running, or playing recreational sports such as soccer, basketball, or frisbee. Joining outdoor clubs or groups can provide opportunities to explore nature and stay active.
Take advantage of health programs and services provided by the university's health center. They often offer workshops, seminars, and counseling on topics like nutrition, stress management, and mental health.
Utilize recreational facilities on campus, such as swimming pools, tennis courts, or indoor climbing walls. These activities can be both enjoyable and beneficial for physical fitness.
Practice meditation, mindfulness, or yoga to promote mental well-being and reduce stress. Many universities offer meditation groups or mindfulness workshops.
Engage in volunteer activities related to health and well-being. You can contribute to local hospitals, clinics, or community organizations that promote health education and awareness.
Participate in student organizations or clubs that focus on health-related topics. Examples include organizations centered around mental health, nutrition, substance abuse prevention, or promoting overall well-being.
Join or initiate peer support groups that provide a safe space for discussing and addressing health-related concerns. These groups can offer a sense of community and support.
Participate in organizing or participating in health-related campaigns and awareness events on campus. This could involve organizing health fairs, walks, or talks on important health issues.
Attend workshops and seminars that focus on personal development, stress management, time management, or building resilience. These workshops can provide valuable skills and strategies for maintaining well-being.
Prioritize and maintain a healthy sleep routine by establishing regular sleep and wake times. Create a sleep-friendly environment, limit screen time before bed, and practice relaxation techniques to improve the quality of your sleep.
Pay attention to your diet and make conscious choices to consume nutritious foods. Incorporate a balanced diet that includes fruits, vegetables, whole grains, lean proteins, and healthy fats. Stay hydrated and minimize the consumption of processed foods and sugary beverages.
Learn and practice stress reduction techniques that work for you. This can include deep breathing exercises, journaling, practicing mindfulness, engaging in hobbies, listening to music, or seeking support from friends, family, or counselors.
Develop effective time management skills to reduce stress and enhance productivity. Prioritize tasks, create schedules or to-do lists, break larger tasks into smaller, manageable steps, and maintain a healthy work-life balance to prevent burnout.
Take time for personal reflection and self-care activities. This can include engaging in activities you enjoy, such as reading, listening to music, taking walks in nature, or practicing hobbies.

Evaluation parameters for SIL activities:

Here is a mechanism to evaluate students on their social outreach activities:

Objectives: Clearly define the objectives of the social outreach activity and how it aligns with the student's personal and professional goals.
Planning and Execution: Evaluate the planning and execution of the activity, including the level of engagement and leadership demonstrated by the student. Consider factors such as the scope of the project, the level of involvement of other stakeholders, the resources required, and the overall impact of the project.
Communication: Evaluate the student's communication skills, including their ability to articulate the purpose and goals of the activity, engage with stakeholders, and report on progress and outcomes.
Collaboration: Assess the student's ability to collaborate effectively with others, including community members, peers, and faculty members. Consider factors such as teamwork, inclusiveness, and respect for diversity.
Problem-solving: Evaluate the student's ability to identify and address challenges that arise during the activity, including resource constraints, conflicting priorities, and unexpected obstacles.
Impact: Assess the overall impact of the activity on the community or target audience, including measurable outcomes such as increased awareness, behavior change, or improved quality of life.
Reflection: Encourage students to reflect on their experiences and learning throughout the activity. This can include journaling, debriefing sessions, or other forms of self-assessment.
Feedback: Provide students with feedback on their performance, including areas of strength and areas for improvement. Use this feedback to help guide their future social outreach activities.

Overall, this evaluation mechanism takes a holistic approach to evaluating a student's social outreach activity, focusing not only on the project itself but also on the student's personal and professional development. By doing so, it can help to encourage students to engage in meaningful social outreach activities that have a positive impact on their communities and contribute to their overall growth and development.

Points System for Extension & Social Outreach activities:

A student can take up a maximum of two roles for each activity (s)he participates, each role has maximum points and a rating system that will determine the total points scored by the student in an activity.

SIL Role	Max Points per activity per role KL Organised Events	Max Points per activity per role for External Events	Rating based on performance	Total Points Scored
1. Project Leader / Organiser: Taking on a leadership role in planning and executing a SIL project/Event.	80	100	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
2. Volunteer / Partcipant: Participating in SIL activities as a volunteer, supporting the project leader and helping to implement the project.	40	50	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
3. Mentor: Serving as a mentor or tutor to younger students or community members who may need academic or other types of support.	50	60	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
4. Advocate: Advocating for a specific by raising awareness, organizing events, or working with local and national policymakers related to SIL activities.	60	70	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
5. Researcher: Conducting research on various issues to inform the design and implementation of SIL activities.	50	60	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
6. Content Creator: Developing and creating content to promote SIL activities, such as designing posters, flyers, or social media campaigns.	50	60	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
7. Ambassador: Representing the university or organization in SIL activities with external stakeholders, such as local businesses or government officials.	50	60	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
8. Coordinator: Coordinating and managing logistics for SIL activities,such as scheduling volunteers,coordinating transportation, or managing fundraising efforts.	50	60	[5,4,3,2,1]	Max. Points per activity per role X Rating 5
9. Facilitator: Facilitating workshops or training sessions in SIL.	50	60	[5,4,3,2,1]	Max. Points per activity per role X Rating 5

Logistics of Implementation:

Social Immersive Learning is conducted at KL by offering as a 5 credit course in 5 semesters with 1 credit offered in each semester under the SIL category of courses in a four year undergraduate program and is offered as a 3 credit course in 3 semesters with 1 credit offered in each semester under the Sil category of courses in a three year undergraduate program. The course is usually offered starting from the second semester after admission and continuous till the last but one year.

The course titles, credits and the semester of offering is listed below:

S.No	Course Code	Course Title	LTPS	Credits	4^th Year UG Program Offered Semester	3^rd Year UG Program Offered Semester
1.	SIL1	Social Immersive Learning – 1	0004	1	2	2
2.	SIL2	Social Immersive Learning – 2	0004	1	3	3
3.	SIL3	Social Immersive Learning – 3	0004	1	4	4
4.	SIL4	Social Immersive Learning – 4	0004	1	5	-
5.	SIL5	Social Immersive Learning – 5	0004	1	6	-

In the context of Social Immersive Learning (SIL) events/activities, it is important to note that these activities often take place outside of regular class hours. Students should be prepared to stay back oncampus or participate in external events, considering their transportation and safety arrangements. While the university may provide transportation resources and faculty support for monitoring student safety, it is the responsibility of each student to actively take care of themselves and their team.

Students should make appropriate arrangements for transportation, ensuring they have a reliable means of getting to and from the event/activity locations. If the university offers transportation resources, students should utilize them whenever possible and adhere to any guidelines or procedures provided.

Additionally, it is essential for students to prioritize their safety during SIL events/activities. They should proactively take measures to ensure their well-being and the well-being of their team members. This includes following any safety protocols, guidelines, or instructions provided by the university or event organizers. Students should be aware of their surroundings, make informed decisions, and exercise caution to prevent any potential risks or accidents.

While the university aims to provide support and resources for transportation and safety, students must also take personal responsibility for their own well-being. It is important to stay informed, communicate any concerns or issues, and actively take steps to ensure a safe and secure environment for themselves and their team.

By being proactive and mindful of transportation arrangements and safety considerations, students can participate in SIL events/activities with confidence and contribute to a successful and rewarding experience.

It is essential for students to understand the importance of balancing their participation in events and activities with their academic responsibilities and university policies. While participation in events and activities can be enriching and provide valuable learning experiences, it should not compromise their academic progress or attendance requirements. Here are a few key points to consider:

Prioritize Classwork and Attendance: Students should prioritize their classwork and attendance as per the university's policies. Attending lectures, completing assignments, and meeting academic requirements should be the primary focus to ensure academic progress.
Understand University Policies: Familiarize yourself with the university's attendance, extra attendance, and detention policies. Adhere to these policies to maintain good academic standing and avoid any negative consequences related to attendance.
Balance Participation: Find a balance between participating in events/activities and managing your academic commitments. Plan your schedule effectively to accommodate both your academic responsibilities and extracurricular involvements without compromising either.
Communicate with Faculty: If you anticipate any conflicts between an event/activity and your class schedule, proactively communicate with your faculty members. Seek their guidance on managing the situation and explore possible alternatives to ensure you meet your academic obligations.
Time Management: Develop strong time management skills to allocate dedicated time for both academic work and participation in events/activities. Efficiently utilize your time, set priorities, and establish a study routine to manage your commitments effectively.
Personal Responsibility: It's important for students to take personal responsibility for their choices and actions. Recognize that participation in events/activities should not be used as an excuse for excessive absences or a lack of commitment to academic responsibilities.

By understanding the importance of balancing participation in events/activities with academic commitments, students can make informed decisions and ensure they meet both their Social Immersive Learning and Academic goals.

In the ERP system, each SIL course in every semester is assigned a designated counselor who acts as the faculty representative for the allocated students. As part of the course requirements, students are responsible for uploading all necessary proofs of their participation in the Learning Management System (LMS) specific to the course.

The counsellor, in turn, verifies the uploaded proofs and assumes the responsibility of accurately posting the marks on the ERP system for each semester. To ensure the integrity and organization of internal activities associated with SIL, the university mandates that these activities are conducted exclusively by authorized student committees. These committees operate under the supervision of the Student Activity Center (SAC), Office of Student Affairs (OSA), and the Office of Dean Academics (ODA). These authorised student committees only can conduct the events for SIL.

For transparency and accountability, the authorised student committees must obtain written authorization from SAC, OSA and ODA, which should be produced to students upon request. Additionally, certificates issued to students for their internal participation must undergo verification through a central online portal system to ascertain their authenticity.

External participation and the corresponding certificates obtained by students will be subject to verification by a faculty committee appointed by the SAC, OSA, and ODA. The committee will then notify the counsellors through an authorized channel established by the university for the awarding of marks.

By implementing these processes and mechanisms, the university ensures a systematic and reliable evaluation of student participation and achievements in SIL activities, both internally and externally. This helps maintain the integrity of the assessment process and provides students with a fair representation of their performance in these activities.

Different Student Committees to apply for SIL authorization:

The following student committees MUST get authorization letter from SAC, OSA and ODA to conduct activities/events in the University which will fall under the SIL.

Department Student administrative bodies.
Technology clubs executed by the departments (either individually or with multidisciplinary support).
Technology clubs executed centrally by Student Activity Centre.
Technology clubs executed centrally through industry support / industry ambassadors.
Technology clubs executed centrally/department wise by alumni.
Hobby clubs executed by the departments.
Hobby clubs executed centrally under supervision of specific mentors.
Hobby clubs executed centrally under supervision of SAC.
Hobby clubs executed centrally by alumni.
Alumni welfare committees that execute activities for students.
NCC and NSS teams operated at the University level and/or the department level.
Centre for extension activities at the University level.
Centre for extension activities at the Department level.
Student committees for Hostel welfare.
Student committees for transportation welfare.
Any special clubs run by students with specific purpose/technology/support.
Department festival committees.
University festival committees.
Special student committees formed for conclaves, workshops, conferences, symposiums, events etc formed for both academic, research, skill development, innovation or entertainment purposes.
Student committees formed for any/all sports and fitness activities.
Student committees formed for health and wellbeing purposes.
Student committees formed for special causes.
Entrepreneurial committees formed by startups (both in-house and external) who wish to run events on campus for students related to IIE.
Student committees formed for celebrating University success and achievements.
Student committees formed for representing KL University internationally and/or nationally at other academic organizations, industries, companies etc.
Student committees formed for any societal outreach/development activities.
Student committees representing any Government organizations or Non-Government Organizations to conduct events falling under any of the SIL categories.

Process to apply for SIL authorization:

A student team comprising of at least three students from KLEF with a faculty mentor from KLEF can apply for forming a student committee that can be approved for SIL activities.

This student committee must adhere to the terms and conditions set by the SAC, OSA and ODA for the SIL activities. These terms and conditions include those related to:

Fair, transparent, and digital collection, utilization, and accounting of funds.
Unbiased approaches of forming student committees and execution of events without any gender, racial, regional, religious, communal, and other discriminations leading to provocative thoughts among students.
Effective, non-destructive, non-vandalized, and safe practices in utilization of the University resources and resources provided by external sources for the purpose of the events/activities.
Effective data privacy policies and procedures must be followed throughout the inception, execution, closure, and reflection of every event/activity.
Effectively obey - plastic ban, waste, and e-waste management policies.
Effectively obey the discipline guidelines framed by the University in its premises and the hostels.
Effectively obey the privacy policies to be followed in public places and gatherings; take necessary consents wherever applicable.
Effective, disciplined, unbiased, and non-provocative usage of online, social, and digital media.
Effective and appropriate usage of the University logos and images.
Effective and appropriate referenced usage of copyrighted and patented content leading to no plagiarism charges.
Strict no to the usage and abuse of alcohol, tobacco, cannabis, prescription drugs, illicit drugs, and stimulants.
Strict obey of the code of conduct laid by the University with guidelines on respectful and professional behavior when in proximity with other genders.
Obey of Chaperone and Supervision requirements when working as groups and on travel trips.
Uncompromised approaches towards academic excellence and attendance requirements.