CSP Student Curriculum

COMMUNITY SERVICE
PROJECT
STUDENT
CURRICULUM
Sample Copy for Reference
COMMUNITY SERVICE PROJECT

STUDENT CURRICULUM

Experiential learning through community engagement

Introduction
Community Service Project is an experiential learning strategy that

integrates meaningful community service with instruction,
participation, learning and community development
Community Service Project involves students in community
development and service activities and applies the experience to
personal and academic development.
Community Service Project is meant to link the community with the
college for mutual benefit. The community will be benefited with
the focused contribution of the college students for the village/
local development. The college finds an opportunity to develop
social sensibility and responsibility among students and also
emerge as a socially responsible institution.
Objectives
Community Service Project should be an integral part of the

curriculum, as a part of the 2 months of Summer Internships /
Apprenticeships / On the Job Training, whenever there is an exigency
when students cannot pursue their summer internships.
The specific objectives are:
To sensitize the students to the living conditions of the people who

are around them
To help students to realize the stark realities of the society.
To bring about an attitudinal change in the students and help them
to develop societal consciousness, sensibility, responsibility and
accountability
To make students aware of their inner strength and help them to
find new /out of box solutions to the social problems.
To make students socially responsible citizens who are sensitive to
the needs of the disadvantaged sections.
To help students to initiate developmental activities in the
community in coordination with public and government
authorities.

To develop a holistic life perspective among the students by
making them study culture, traditions, habits, lifestyles, resource
utilization, wastages and its management, social problems, public
administration system and the roles and responsibilities of
different persons across different social systems.
Implementation of the Community Service Project
Every student should put in a minimum of 180 hours for the

Community Service Project during the summer vacation.
Each class/section should be assigned with a mentor.

The mentor should be a faculty member. Incentive could be given
to the faculty mentors in terms of Academic Performance
Indicators (API) scores. Or could even be made a compulsory in the
service conditions laid down at the time of appointment.
4 Credits to be allocated for Community Service Project within the
Choice Based Credit System (CBCS).
The 180 hours of Community Service Project could be done in
different areas.
Specific Departments could concentrate on their major areas of
concern. For example, Dept. of Computer Science can take up
activities related to Computer Literacy to different sections of
people like - youth, women, house-wives, etc... Dept. of Zoology or
other life sciences departments could concentrate on health
awareness, blood groupings, awareness on blood donation or
organ donation, etc. Dept. of Mathematics and Statistics could
dwell upon empowering the youth with analytical skills, Dept. of
Commerce could create awareness on GST or Income Tax Returns
or other taxes or consumerism.
Sky will be the limit for organizing different programmes, provided
the faculties are sufficiently motivated.
A log book has to be maintained by each of the student, where the
activities undertaken/involved to be recorded.
The log book has to be countersigned by the concerned
mentor/faculty incharge.
Evaluation to be done based on the active participation of the
student and grade could be awarded by the mentor/faculty
member.
The final evaluation to be reflected in the grade memo of the
student.

The Community Service Project should be different from the
regular programmes of NSS/NCC/Green Corps/Red Ribbon Club,
etc.
Minor project report should be submitted by each student. An
internal Viva shall also be conducted by a committee constituted by
the principal of the college.
Award of marks shall be made as per the guidelines of
Internship/apprentice/ on the job training
Assessment methodology for community service project
Learning outcomes:
To facilitate an understanding of the issues that confronts the
vulnerable / marginalized sections of the society.
To initiate team processes with the student groups for societal
change.
To provide students an opportunity to familiarize themselves with
urban / rural community they live in.
To enable students to engage in the development of the
community.
To plan activities based on the focused groups.
To know the ways of transforming the society through systematic
programme implementation.
The following is the evaluation methodology for awarding

marks/grades.
There will be only internal evaluation for this internship. Each
faculty member is to be assigned with 10 t0 15 students depending
upon availability of the faculty members. The faculty member will
act as a faculty-mentor for the group and is in-charge for the
learning activities of the students and also for the comprehensive
and continuous assessment of the students.
The assessment is to be conducted for 100 marks. The number of
credits assigned is 4. Later as per the present practice the marks
are converted into grades and grade points to include finally in the
SGPA and CGPA.
The weightings shall be:

Project Log 20%
Project Implementation 30%
Project report 25%,
Presentation 25%

Project Log - 20%
Each student is required to maintain an individual logbook, where

he/she is supposed to record day to day activities. The project log is
assessed on an individual basis, thus allowing for individual members
within groups to be assessed this way. The assessment will take into
consideration the individual student’s involvement in the assigned
work.
PROJECT LOG ASSESSMENT - 20 MARKS
Log Book filled Accuracy of Overall Quality

Originality Total
everyday Logging & Effort
/5 /5 /5 /5 /20
Project Implementation - 30%
PROJECT IMPLEMENTATION ASSESSMENT - 30 MARKS
Quality of Quality of Quality of

Focus on Quality of Overall
SocioEcono AwarenessP Intervention
Community Solutions& Quality Total
mic rograms Programs
Issues ActionPlan & Effort
Survey (Min. 1) (Min. 1)
/5 /5 /5 /5 /5 /5 /30

Project report -25%
The Project Report shall be prepared as per the guidelines given in the
Model Project Report.
PROJECT REPORT ASSESSMENT - 25 MARKS
Project Overall
Adherence to Grammar &
Presentation Conclusion & Quality & Total
Model Report Formatting
Effectiveness Effort
/5 /5 /5 /5 /5 /25
Presentation -25%
The Project Presentation is to be made by the student after he/she

reports back to the College
PROJECT PRESENTATION ASSESSMENT - 25 MARKS
Quality of Overall
Answering
Creativity Slides & Presentation Quality Total
Questions
Content & Effort
/5 /5 /5 /5 /5 /25

Each student is required to maintain an individual logbook, where
he/she is supposed to record day to day activities. The project log is
assessed on an individual basis, thus allowing for individual members
within groups to be assessed this way. The assessment will take into
consideration the individual student’s involvement in the assigned
work.
While grading the student’s performance, using the student’s project

log, the following should be taken into account:
The individual student’s effort and commitment.

The originality and quality of the work produced by the
individual student.
The student’s integration and co-operation with the work
assigned.
The completeness of the logbook.
The assessment for the Community Service Project implementation

shall include the following components and based on the entries of
Project Log and Project Report:
Orientation to the community development

Conducting a baseline assessment of development needs
Number and Quality of Awareness Programmes organised on
beneficiary programmes and improvement in quality of life,
environment and social consciousness, motivation and leadership,
personality development, etc.
Number and Quality of Intervention Programmes (Prevention or
promotion programs that aim to promote behavioural change in
defined community contexts to address social problems)
organised.
Follow-up Programmes suggested (Referral Services, Bringing
Community Participation)
Developing short and mid-term action plans in consultation with
local leadership and local government officers.

LOG BOOK
Introduction
As per the mandate from the department. Each student is required to

maintain an individual logbook, where he/she is supposed to record
day to day activities. The project log is assessed on an individual basis,
thus allowing for individual members within groups to be assessed this
way.
The assessment will take into consideration the individual student’s

involvement in the assigned work. You as an individual will be required
to maintain a log for your Community Service project. At different
interventions you will be required to log in that week/sessions activity.
A format will be provided to you to log in the activities.
Kindly record the log in a separately, it needs to be submitted during

the final project report submission. There are two types of logs to be
noted - Daily log and milestone log
SAMPLE - DAILY LOG
Activities taken up: Read chapter 1 - 3

Date:
Mode of the activity: Reading
Mention Learning
Categories of
the date Outcome
Participants/Informants
Day: 1
Involved - Not applicable
Activities taken up: Read chapter 4-5

Mode of the activity: Reading and working on the problem
Date:
statement
Mention Learning
Visualisation activity
the date Outcome
Categories of
Day:2
Participants/Informants
Involved - Spoke to 5 family friends
You will find milestone log in between the chapters

Assessment methodology for community service project
Learning outcomes:
To facilitate an understanding of the issues that confronts the
vulnerable / marginalized sections of the society.
To initiate team processes with the student groups for societal
change.
To provide students an opportunity to familiarize themselves with
urban / rural community they live in.
To enable students to engage in the development of the
community.
To plan activities based on the focused groups.
To know the ways of transforming the society through systematic
programme implementation.
The following is the evaluation methodology for awarding

marks/grades.
There will be only internal evaluation for this internship. Each
faculty member is to be assigned with 10 t0 15 students depending
upon availability of the faculty members. The faculty member will
act as a faculty-mentor for the group and is in-charge for the
learning activities of the students and also for the comprehensive
and continuous assessment of the students.
The assessment is to be conducted for 100 marks. The number of
credits assigned is 4. Later as per the present practice the marks
are converted into grades and grade points to include finally in the
SGPA and CGPA.
The weightings shall be:

Project Log 20%
Project Implementation 30%
Project report 25%,
Presentation 25%

UNIT 1. PROGRAM INTRODUCTION
This unit will give you insights about this program
Chapter 1: Overview of the State
Andhra Pradesh stands 9th in India Innovation Index by NITI Aayog.

It scored the highest of 37.06 when it comes to Business Environment,
while it got the lowest of 4.04 when it comes to Knowledge Workers.
Andhra Pradesh stands 20th in Multi-Dimensional Poverty Index (MPI).

MPI is based on multiple and simultaneous deprivations faced by
households across health, education and living standards.
26.38% of population are deprived of nutrition

9.66% are deprived of maternal health
11% of population deprived of assets
Andhra Pradesh stands 10th (Group A) in Human Resource

Development.
Human Resource Development Sector covers the primary and
secondary education, skill development and other related areas.
Andhra Pradesh stands 10th (Group A) in Public Infrastructure and

Utilities. The public infrastructure and utilities sector focus mainly
on the governance aspects of the basic services provided by the
government such as water supply, sanitation, roads and highways,
power and other societal infrastructure.
Niti Aayog report laid 3 recommendations that states can follow to

increase performance over different parameters.
Have to produce more knowledge and data
From analysis we have seen that although the country has performed
well in the human capital pillar, however it has not performed well in
the knowledge worker pillar. This contrasts with the expectation that
the two tend to move simultaneously. This implies that the
expenditure on human capital has been unable to create that
knowledge base in the country, which could be due to the intricate
reasons of bureaucracy, administration,outreach, etc.

Demographic Dividend
We are yet to take full advantage of our demographic dividend. Given,

that about 60% of the population lies in the working age category,
there lies a huge scope for more people taking action within the
country, whereby the energy and potential of this age group can be
channelized.
Skill Gap : What we produce + What industry needs
One needs to sincerely fill the gap between industry demand and what
we produce through our education systems. Universities have the
potential to become the go-to-place for industries, for any sort of
innovation.
To improve Andhra Pradesh state’s on above Parameters, following 3

things has to be done:
1. Better understanding of communities
2. Involving young people in solving problems. Utilizing the advantage

of demographic dividend.
3. Civic participation + Initiatives
In alignment with Nation’s vision and involve young people in solving

community problems, government of Andhra Pradesh launched
Community Development Program to drive positive change in the
communities.

Chapter 2: Understanding Sustainable Development
Sustainable Development Goals
The Sustainable Development Goals (SDGs), also known

as the Global Goals, were adopted by the United Nations in 2015
as a universal call to action to end poverty, protect the planet, and
ensure that by 2030 all people enjoy peace and prosperity.
The 17 SDGs are integrated—they recognize that action in

one area will affect outcomes in others, and that development must
balance social, economic and environmental sustainability.
Countries have committed to prioritize progress for those who're

furthest behind. The SDGs are designed to end poverty, hunger,
AIDS, and discrimination against women and girls.
The creativity, knowhow, technology and financial resources from

all of society is necessary to achieve the SDGs in every context.
To read more refer: https://sdgs.un.org/goals

Sustainable Development Goals - SDGs (Crosscutting
and Multidimensional

Chapter 3: Flagship Programmes / Schemes in alignment
with SDGs (A)
All departments and schemes aligned to SDGs- Incorporated as

part of Vision 2029 document of the state
Outcome Budgets prepared for all departments- Departments
present targets and indicators and key outcomes
District Vision statements and policies developed
SDG monitoring and reporting on 212 indicators through Real-time
Outcome
Monitoring System.
Comprehensive and Real-time information disaggregated to district
level and presented on public domain
High level political forum on Sustainable Development conducted
in 2017 and sensitization of all level government officials
Strategies designed for poorly performing blocks and districts.
Let’s look at Andhra Pradesh as a state and it’s focus on community.

Andhra Pradesh ranks fourth on 2021 SDG India Index by NITI Aayog.
“Navaratnalu” – Flagship program was create to achieve the goals
focusing on agriculture, health, education, housing, welfare and other
sectors. State Indicator Framework and District Indicator Framework
was developed.
Here are some developments
Improved ranking from 4th in 2018 to 3rd in 2021.

Top performer in SDG 16“Peace, Justice and Strong Institutions”
and SDG 6 “Clean
Water and Sanitation”
Second Best Performer among all states in SDG 3- Good Health and
Well Being.
Second Best Performer in SDG 8- Decent Work and Economic
Growth and SDG 13.
Climate Action, SDG 14- Life Below Water.
East Godavari, Visakhapatnam and SPSR Nellore are the top
performing district.

UNIT 2 - WEEK 1 AND 2
SOCIO-ECONOMIC SURVEY OF THE VILLAGE
This unit will help you design a survey and give insights on how to conduct research
Chapter 4: Identifying Issues Around Us
In this chapter we will be going through the first few steps of the Socio
Economic survey of the village/habituation. For us to work on a project
or a problem, what do you think we need first?
THINK
Yes a problem!
Begin your social journeys by spending some time understanding the

communities around you and their concerns better. Identify problems
through experiences and observations.
Activity Time
Let us start by trying to identify problems through our observation and

experiences. You will start by taking a walk in their own college,
around your home and the community/environment you live in.
Spend a day in completing this activity
Environment : College
Take a walk in your college. You are in your classroom What are the
kinds of sounds you are hearing, what are the things that you are
seeing. You are now walking out of your college into the staff room,
the campus and the environment around.
Note down
What are things you are noticing and seeing?

Are the students or teachers facing any issues?
What are you hearing your friends say or feel?

Environment : Home
Now moving to your home, look at the environment you live in, are
there any issues you or your family/ neighbours are facing. What are
you seeing and noticing?
Note down
Are there any issues you or your family/ neighbours are facing?
What are you seeing and noticing?
Environment : Neighbourhood
Finally let’s take a walk away from home, on your way to college or in
your surroundings have you seen some issues people are struggling
with?
Take a few minutes to note these points and gather your thoughts.
Note down
Issues people are facing or struggling with?

What are you noticing?
After observing all 3 environments. Note down your experience of

being in the college, home and neighbourhood.
Fill in the below table post your walk
A WALK IN MY COMMUNITY
What did I See?
What did I hear?
What did I See?
What did I feel?
What did I think?
What are some problems I am identifying?

Student’s Note:
Carefully observing things in your communities and surroundings will

help identify possible problems and issues that need solving.
Step 1: You have through observations and your experience

identified problems around you.

Chapter 5: What issues affect us the most?
In the last chapter we identified issues around us by going on a walk in

our community
Next, from the list of issues identified, identify the issue that they
personally face and connect with the most. These might also be issues
they might feel personally bothered by. Since there will be some issues
that you feel more connected to than other issues, think of the
following points as well,
Why are you feeling so personally about these issues? List some
reasons for this.
Why are you bothered by these issues more than others?
How do these issues make them feel?
Look at the issues you have identified and at the ones that you feel
closely about. You might be bothered by some issues more because
they reflect your own values and what you believe in personally. Two
people in the same household or community might be bothered about
two different issues.
Example: If Person A believes that everyone deserves to eat proper

meals and Person B believes that animals deserve the same respect as
humans then they will be affected by very different issues in their
community. Person A might recognise that some children are not able
to get timely food because of their parent’s income source, and Person
B might see that there is no doctor or clinic to treat animals.
Think of 3 to 5 values that you believe in and may have played a role in
selecting a few issues over others.
Example:
Integrity - Everyone should be honest in their words and action
Equality - Everyone deserves to be treater equally
Hard Work - Everyone can achieve their goals if they put in effort
Once you have put together what your values are. Look at list of issues
identified and see what values are attached to each of the issue you
have identified.

VALUE BASED CHOICES
Issues Identified Values
Environmental Environmental
Garbage not collected Self Awareness
Awareness Consciousness
Issue 2

Issue 3

Issue 4

Additional task:
Post this chapter, try and understand what issues your family and
friends face around them by asking them a few questions around their
neighbourhood, work place or college.
Sample Questions to ask:

Do you face any issues in your neighbourhood
Have you been bothered by any problems at your
workplace/college/neighbourhood
Speak to a minimum of 3-5 people
Make a list of the issues they have mentioned.
Step 2: You have through a small survey identified problems and

issues your friends and family face around them

Chapter 6: Introduction to Problem Solving
In the last chapter we looked at why some issues concern us more

than the others and how our personal values play a role in them.
We also as an additional task spoke to some of our relatives and
friends on the problems they are facing around them. In this chapter
we will be shortlisting the problems and exploring them deeper.
Activity time:
Shortlisting the problems we have identified. Closely observe this table
GIVING SCORE OF 1-5
Urgency - Knowledge - Interest -

Ability - Total Score -
How badly is How much How
How Higher the
it affecting can you interested
Problems confident are score more it
the understand are you to
you to solve should be
environment about this solve the
the problem? solved
? problem? problem?
Problem 1

Problem 2

Problem 3

Problem 4

……….

In your notebooks, write down the problems you have identified and
what you heard from your friends, relatives and neighbours in the first
column. And score the next 4 columns as per our understanding on a
rate of 5.

Example
GIVING SCORE OF 1-5
Urgency - Knowledge - Interest -

Ability - Total Score -
How badly is How much How
How Higher the
it affecting can you interested
Problems confident are score more it
the understand are you to
you to solve should be
environment about this solve the
the problem? solved
? problem? problem?
Garbage is
not being 4 3 3 2 12
collected
There is no
drinking
3 4 4 3 14
water facility
in college
No wifi in
2 4 2 5 13
college
Once you are done scoring each of the problem, shortlist top 5
problems on the basis of your scoring.
Note down the top 5 problems you have identified
We have looked at our environment, listed down the issues faced and
have shortlisted top 5 as per scoring. Let’s now zoom out a bit and
look at where these issues fall.

Sustainable Development Goals
The Sustainable Development Goals (SDGs), also known

as the Global Goals, were adopted by the United Nations in 2015
as a universal call to action to end poverty, protect the planet, and ensure that by 2030
all people enjoy peace and prosperity.
The 17 SDGs are integrated—they recognize that action in

one area will affect outcomes in others, and that development must balance social,
economic and environmental sustainability.
Countries have committed to prioritize progress for those who're furthest behind. The
SDGs are designed to end poverty, hunger,
AIDS, and discrimination against women and girls.
The creativity, knowhow, technology and financial resources from

all of society is necessary to achieve the SDGs in every context.
To read more refer: https://sdgs.un.org/goals
Here is a list of Sustainable Development Goals.
Look at your top 5 issues and map it to which goal it falls under.

Example
Which goal do you think these will fall under?

Garbage is not being collected from house and there is pile of
Garbage in the junction
Ans: 11 and 13
No clean drinking water in the staffroom

Ans: 6: Clean Water and Sanitation
Next Step: Map your issues to the goals.
Issue 1 - SDGs
Issue 2 - SDGs
Issue 3 - SDGs
Issue 4 - SDGs
Issue 5 - SDGs
Through our observations and experiences we are able to identify

them and see how they are connected to the bigger issues the world is
facing. As you can see, issues we are facing in our immediate
environment are problems of commonly faced in the entire world.
You have completed the below steps
Identifying problems around you, family, friends and neighbours

Shortlisting the top 5 issues
Mapping them to SDGs
You have completed the 2 steps of identifying problems through

personal observations and experiences.
Next choose 1 problem you currently want to work on or club 1 or two

problems together that you want to work on.
List down the problem you want to work on.
We will be now exploring the problem deeper. Let’s look at problem

tree analysis. It is important to understand - What is the problem,
What is causing it and What are the effects of the problem?

Problem Tree Analysis
Is central to many forms of project planning. Problem tree analysis ( also called
Situational analysis or just problem analysis) helps to find solutions by mapping out
anatomy of cause and effect around an issue in a similar way to mind map, but with
more structure.
Let’s take our 1 identified problem and work on the problem tree
analysis.
STEP 1 : Imagine your problem is the main trunk of the tree

Write down your problem on the main trunk
STEP 2: Identifying root causes of the problem and visualising them as

the roots of the tree.
STEP 3: Noting down the consequences or impact the problem will

bring as branches
Example: Look at the below examples

View this video to understand problem tree better: https://youtu.be/-
j-_Y7D35H4

Activity time: Now work on your problem tree.
Now that we have identified the problem, it's causes and effects.
What will the next step be, before we begin research on it?
Think
It’s important to have a problem statement
Causes+Effects+Users Affected= Problem Statement
Example: In the last 5 years enrolment rate in high school has

dropped by 30% in town x due to lack of higher education options
in the surrounding
Example: There is high drug use amidst the Teenagers and they
don't finish school due to lack of family income.
Framing your problem statement
Let’s look at our problem tree and choose the top root cause/ personal
root cause that we think we want to address.
Choose that 1 cause you want to address.
Create a problem statement with it.
Write down your Problem Statement:
Next step is to frame the research question
Research Question
A question that addresses an issue or a problem which through analysis and

interpretation of data, is answered in the study's conclusion. It is an important question
as it sets foundation for research

What is the difference between research question and problem
statement?
Merely explains the context of the problem with its causes and effects.
However, Research question will help you research the problem and
come to a conclusion. It is the basis for setting hypotheses and by the
end of the research you either prove or disprove the hypothesis.
Let’s look at framing a research question for your problem statement?
Example: In the last 5 years enrolment rate in high school has dropped
by 30% in town x due to lack of higher education options in the
surrounding
Research question: Is the lack of higher education options in the

surrounding affecting enrolment rate.
Example: There is high drug use amidst the Teenagers and they don't
finish school due to lack of family income.
Research question: Is lack of family income in village x is leading to

teenagers dropping out of school? or There is increase in drug use
among teenagers because they have dropped out school?
Write down your research question:
Now look at all the 3 steps you have taken in this chapter
Identified one problem to work with

Worked on a problem tree analysis
Framed a problem statement
Framed a research question
Take a few minutes to go through the steps you took now and
congratulate yourself in accomplishing the first few steps of the
Community Service project.

DAY 2 MILESTONE LOG
DAY 2 MILESTONE LOG
Top 5 issues Top 5 issues identified + mapping them to SDGs and the final issue you are
identified working with
Problem
Statement Mention your problem statement
framed
Research
Question Mention your research question
Framed

Chapter 7: Introduction to Socio-economic survey
In this chapter we will be looking at what a socio-economic survey is
A socio-economic survey is regarded as one of the most important

sources of statistical data on household expenditure and income as
well as other data on the status of housing, individual and household
characteristics and living conditions.
Socio-economic factors include occupation, education, income, wealth

and where someone lives.
Socio-economic survey tools are designed to collect information as a

means of improving understanding of local resource management
systems, resource use and the relative importance of resources for
households and villages.
The first part of your Community Service Project is the survey of the
habitation / village as per your subject/domain area. Your survey work
will be accounted as socio-economic data to aid that specific
community’s development and growth.
Socio Economic Surveys as Secondary Research:
The National Sample Survey Office (NSSO) of India conducts

nationwide sample surveys relating to various socio-economic topics
to collect data for planning and policy formulation.
The Government of India along with NITI Aayog, State Governments

and other ministries publish various reports across different sectors
measuring various aspects. A few important ones are mentioned
below for your reference:
NHFS Survey
Economic Survey
State wide Socio Economic Survey
Census
Good Governance Report
NITI Aayog Innovation Index
NITI Aayog SDG Index
Multidimensional Poverty Index

You can choose relevant reports as per your Research question to
combine your findings from primary and secondary research to
present a detailed analysis and recommendation.
An example of a Socio Economic survey conducted by Government of

India regarding Community Radios can be found here (Link:
https://mib.gov.in/sites/default/files/sur1.pdf)
Review the above survey carefully to understand the design, type of

questions and level of detail that you will have to collect while creating
and doing your survey.

Chapter 8: Design of Research Methodology
Research methodology is a specific set of procedures for answering

your research questions by collecting and analyzing data. It involves
making decisions about the type of data you need and the methods
you’ll use to collect and analyze it.
It will provide you a detailed plan to help you stay on track making the
process smooth, effective and manageable.
You could conduct a survey of the habitation in terms of your own

domain or subject area. For example, a student of Arts will focus on
socio-economic conditions, social survey and about the Government’s
social security schemes. A student of Sciences could take up a survey
on the health and hygiene conditions of that habitation, similarly, with
other subject areas too.
For the purpose and nature of this project, you will be specifically
using a research approach called ‘Community-based participatory
research (CBPR)’
What do you think is CBPR?
CBPR is a collaborative research approach that involves all partnerships in the research
process and recognizes the unique strength that each partner brings.
Community-based partnerships allow for research to consider the

impact of culture, language, geography, and location when conducting
research in different rural and remote locations. CBPR uses research
methods that help build trust within communities, and allows
community members to participate in all stages of the research
process.
This means if you are trying to solve the problem of a community you
live in, you are trying to get all the stakeholders ( community
members, panchayat, local govt bodies , private companies etc)
involved in the research and it also helps us get access to local data,
content etc.

The benefits of CBPR are:
Enhances community relevance of research questions

Strengthens interventions within cultural and local context
Enhances reliability/validity of measurement tools
Increases accurate and culturally sensitive interpretation of
findings
Facilitates effective dissemination of findings to impact public
health and policy
Increases research trust
It will be most beneficial if you use this methodology for their project
work for a buy-in from the community. To understand CBPR further -
look at this Youtube video (Link: https://www.youtube.com/watch?
v=9NNRaUgxkHo)
Now, let us look at an example of a successful CBPR project

implemented in India:
Project Title:
The Effect of Community-Based Health Education Intervention on

Management of Menstrual Hygiene among Rural Indian Adolescent
Girls
Project Objective:
To study the effect of a community-based health education

intervention on awareness and behaviour change of rural adolescent
girls regarding their management of menstrual hygiene.
Research Methodology:
A participatory study was undertaken in Primary Health Centres in 23

villages in Anji, in the Wardha district of Maharashtra state. Study
subjects were unmarried rural adolescent girls (12-19 years). A needs
assessment study was conducted with this target audience, using a
research design of quantitative (survey) and qualitative (focus group
discussions) methods.

Program for Appropriate Technology for Health (PATH) guidelines were
used to develop a pre-tested, handmade flip book containing needs-
based key messages about the management of menstrual hygiene.
The messages were delivered at monthly meetings of village-based
groups of adolescent girls, called Kishori Panchayat. After 3 years, the
effect of the messages was assessed using a combination of
quantitative (survey) and qualitative (trend analysis) methods.
Project Results:
After 3 years, significantly more adolescent girls (55%) were aware of

menstruation before its initiation compared with baseline (35%). The
practice of using ready-made pads increased significantly from 5% to
25% and reuse of cloth declined from 85% to 57%. The trend analysis
showed that adolescent girls perceived a positive change in their
behaviour and level of awareness.
Project Conclusion:
The present community health education intervention strategy could

bring significant changes in the awareness and behaviour of rural
adolescent girls regarding management of their menstrual hygiene.
For a complete preview of the above CBPR research study, check out
this link
(Link:
https://www.researchgate.net/publication/5579086_The_Effect_of_
Community-
Based_Health_Education_Intervention_on_Management_of_Menstr
ual_Hygiene_among_Rural_Indian_Adolescent_Girls )
Your research method should be driven by your aims and priorities -

start by thinking carefully about what you want to achieve while using
the Research Question as the key driver.
When planning your methods, there are two key decisions you will
make:
1. How you will collect the data? (Chapter 9)

2. How you will analyze the data? (Chapter 10)

Chapter 9: Data Collection
Your methods depend on what type of data you need to answer your research question:
Qualitative vs. quantitative: Will your data take the form of words or numbers?
Quantitative research deals with numbers and statistics, while qualitative research deals
with words and meanings. Both are important for gaining different kinds of knowledge,
the below table explains the differences further :
QUALITATIVE APPROACH QUANTITATIVE APPROACH
Understand subjective experiences, Measure variables and describe

beliefs, and concepts frequencies, averages, and correlations
Gain in-depth knowledge of a specific Test hypotheses about relationships

context or culture between variables
Explore under-researched problems and Test the effectiveness of a new treatment,

generate new ideas program or product
Example: You can use this type of research Example: You can use this type of research
to find exactly what teachers and students to measure learning outcomes like grades,
struggle with online classes. test scores for online classes
Primary vs. secondary: Will you collect original data yourself, or will you use data
that has already been collected by someone else?
Primary data is any original information that you collect for the purposes of answering
your research question (e.g. through surveys, observations and experiments). Secondary
data is information that has already been collected by other researchers (e.g. in a
government census or previous scientific studies).

Descriptive vs. experimental: Will you take measurements of something as it is, or
will you perform an experiment?
In descriptive research, you collect data about your study subject without intervening.
The validity of your research will depend on your sampling method.
In experimental research, you systematically intervene in a process and measure the

outcome. The validity of your research will depend on your experimental design.
To understand the above concepts further, now let us look at an example study:
Example: Study Conducted by the Ministry of Health - the ‘Comprehensive National

Nutrition Survey’ (CNNS) to collect a comprehensive set of data on nutritional status of
Indian children from 0–19 years of age
Qualitative vs. quantitative
Qualitative

Quantitative
Primary vs. secondary
Primary
Secondary
This study was a mixed method that involved usage of primary data collection as shown
above and included existing secondary sources of data (next page)

Descriptive vs. experimental

The study shown in the previous page used both descriptive and
experimental methods. As shown in the Qualitative and Quantitative
method, the data collected was descriptive i.e data was collected as is
without any external change introduced.
Simultaneously, as shown in the above image - blood, urine and stool

samples were collected that included a team of microscopists, lab
technicians to conduct detailed experiments to analyze micro data on
the survey participants.
Data Collection tools:
Quantitative Data Collection Methods:
Surveys: List of closed or multiple choice questions that is

distributed to a sample (online, in person, or over the phone).
Experiments: Situation in which variables are controlled and
manipulated to establish cause-and-effect relationships.
Observations: Observing subjects in a natural environment where
variables can’t be controlled.
Qualitative Data Collection Methods:
Interviews: Asking open-ended questions verbally to respondents.

Focus groups: Discussion among a group of people about a topic to
gather opinions that can be used for further research.
Ethnography: Participating in a community or organization for an
extended period of time to closely observe culture and behaviour.
Literature review: Survey of published works by other authors.
It is possible to use a mixed-methods design that integrates both

approaches. By combining qualitative and quantitative insights, you
can gain a more complete picture of the problem you’re studying and
strengthen the credibility of your conclusions. For example, review this
mixed methods study here (Link:
https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-
017-4706-9 )
For this project, students are expected to use ‘Surveys’ and ‘Interviews’
as the primary methods of data collection. By nature of this program’s
design ‘Observations’, and ‘Ethnography’ are integrated as part of the
process.

Chapter 10: How to Create your own Surveys/Interviews/Questionnaires
Survey research means collecting information about a group of people

by asking them questions and analyzing the results. To conduct an
effective survey, follow these four steps:
1. Determine who will participate in the survey - define population

and sample
2. Decide the type of survey (In-person or Online)
3. Design the survey questions and layout
4. Distribute the survey
Determine who will participate in the survey - define

population and sample
Before you start conducting survey research, you should already have
a clear research question that defines the hypothesis that you want to
find out. Based on this question, you need to determine exactly who
you will target to participate in the survey.
The target population is the specific group of people that you want to
find out about. This group can be very broad or relatively narrow. It’s
rarely possible to survey the entire population of your research – it
would be very difficult to get a response from every person in the
village or every student in the college.
Instead, you will usually survey a sample from the population. The
sample should aim to be a representative of the population as a
whole. The larger and more representative your sample, the more
valid your conclusions.
There are multiple types of sampling available as explained below.

However, you will have to choose one type of sampling that is
appropriate for your study by having a clear understanding of your
research question, target population and getting an approval from
your academic mentor.
Types of Samples:
Simple Random Sample
Systematic Sample
Stratified Sample
Cluster Sample
Snowball Sample

Simple Random Sample
To conduct this type of sampling, you can use tools like random number generators to
estimate sample size (https://epitools.ausvet.com.au/randomnumbers) or other
techniques that are based entirely on chance.
Systematic Sample
Every member of the population is listed with a number, but instead of randomly
generating numbers, individuals are chosen at regular intervals.
Stratified Sample
To use this sampling method, you divide the population into subgroups (called strata)
based on the relevant characteristics (e.g. gender, age range, income bracket, job role).
Based on the overall proportions of the population, you calculate how many people
should be sampled from each subgroup.
Cluster Sample
Cluster sampling also involves dividing the population into subgroups, but each
subgroup should have similar characteristics to the whole sample. Instead of sampling
individuals from each subgroup, you randomly select entire subgroups. This method is
good for dealing with large and dispersed populations.

Snowball Sample
Snowball sampling is a non-probability sampling method where new units are recruited
by other units to form part of the sample. Snowball sampling can be a useful way to
conduct research about people with specific traits who might otherwise be difficult to
identify (e.g., people with a rare disease).
Decide the type of survey (In-person or Online)
There are two main types of survey you can use during this project a) Questionnaire b)
Interview. Which type you choose depends on the sample size, location and your
research question.
a) Questionnaire: where a list of questions is distributed online or in-person, and

respondents fill it out themselves.
Online Questionnaires: this is a popular choice for students doing research, due to the
low cost and flexibility of this method. You can quickly access a large sample without
constraints on time or location. The data is easy to process and analyze. There are many
online tools available for constructing surveys, such as SurveyMonkey and Google Forms.

In-person Questionnaires: if your research focuses on a specific
location, you can distribute a written questionnaire to be completed by
respondents on the spot. For example, you could approach the
customers at a local grocery store or members at the panchayat office
or students to complete a questionnaire at the end of a class.
You can choose respondents to make sure only people in the target
population are included in the sample. You can collect time- and
location-specific data (e.g. the opinions of a store’s weekday
customers).
b) Interview: where the researcher asks a set of questions by phone

or in person and records the responses. Oral interviews are a useful
method for smaller sample sizes. They allow you to gather more in-
depth information on people’s opinions and preferences. You can
conduct interviews by phone or in person.
You have personal contact with respondents, so you know exactly

who will be included in the sample in advance.
You can clarify questions and ask for follow-up information when
necessary.
The lack of anonymity may cause respondents to answer less
honestly, and there is more risk of researcher bias.
Another type of interviews that can be used is ‘Focus Group
Interviews’:
A focus group is a research method that brings together a small group

of people to answer questions in a moderated setting. The group is
chosen due to predefined demographic traits, and the questions are
designed to shed light on a topic of interest.
Focus groups are a type of qualitative research, they can provide more
natural feedback than individual interviews and are easier to organize
than experiments or large-scale surveys.
A focus group may be a good choice for you if:

You’re interested in real-time, unfiltered responses on a given topic
or in the dynamics of a discussion between participants
Your questions are rooted in feelings or perceptions, and cannot
easily be answered with “yes” or “no”
You’re confident that a relatively small number of responses will
answer your question
You’re seeking directional information that will help you uncover
hidden issues

Design the survey questions and layout
Next, you need to decide which questions you will ask and how you
will ask them.
It’s important to consider:
The type of questions

The content of the questions
The phrasing of the questions
The ordering and layout of the survey
The Type of questions:
There are two main forms of survey questions: open-ended and

closed-ended. Many surveys use a combination of both.
Closed-ended questions give the respondent a predetermined set of

answers to choose from. Closed-ended questions are best for
quantitative research. They provide you with numerical data that can
be statistically analyzed to find patterns, trends, and correlations.
A closed-ended question can include:

A binary answer (e.g. yes/no or agree/disagree) Example: Are you
satisfied with the current work-from-home policies?
A scale (e.g. a scale with five points ranging from strongly agree to
strongly disagree) Example: Do you agree or disagree that the
government should be responsible for providing clean drinking
water and high-speed internet to everyone?
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
A list of options with a single answer possible (ex: age categories)

Example: What is your age?
15 or younger
16 - 35
36 - 60
61 - 75
76 or older

Open-ended questions are best for qualitative research. This type of
question has no predetermined answers to choose from. Instead, the
respondent answers in their own words.Open questions are most
common in interviews, but you can also use them in questionnaires.
They are often useful as follow-up questions to ask for more detailed
explanations of responses to the closed questions.
An open-ended question can include:
How do you feel about the sanitation system in your area?

How would you describe your personality?
In your opinion, what is the biggest problem you face living in XYZ
location?
The Content of the questions:
To ensure the validity and reliability of your results, you need to

carefully consider each question in the survey. All questions should be
narrowly focused with enough context for the respondent to answer
accurately. Avoid questions that are not directly relevant to the
survey’s purpose.
When there are closed-ended questions, ensure that options cover all
possibilities. If you include a list of options that isn’t exhaustive, you
can add the ‘Other’ field.
The phrasing of the questions:
In terms of language, the survey questions should be as clear and

precise as possible. Tailor the questions to your target population,
keeping in mind their level of knowledge of the topic.
Use language that respondents will easily understand, and avoid

words with vague or ambiguous meanings. Make sure your questions
are phrased neutrally, with no bias towards one answer or another.

The ordering and layout of the survey:
The questions should be arranged in a logical order. Start with easy,

non-sensitive, closed-ended questions that will encourage the
respondent to continue.
If the survey covers several different topics or themes, group together

related questions. You can divide a questionnaire into sections to help
respondents understand what is being asked in each part.
If a question refers back to or depends on the answer to a previous

question, they should be placed directly next to one another.
Distribute the survey
Before you start, create a clear plan for where, when, how, and with
whom you will conduct the survey. Determine in advance how many
responses you require and how you will gain access to the sample
using the above mentioned techniques.

Chapter 11: Data Analysis
For quantitative data, you can use statistical analysis methods to test relationships
between variables.
For qualitative data, you can use methods such as thematic analysis to interpret patterns
and meanings in the data.
QUALITATIVE OR
RESEARCH METHOD WHEN TO USE?
QUANTITATIVE?
To analyze data collected in a

statistically valid manner
A) Statistical Analysis Quantitative
from surveys, and
observations)
To analyze data collected

B) Thematic Analysis Qualitative from interviews, focus
groups or textual sources.
Statistical Analysis:
Statistical analysis means investigating trends, patterns, and relationships using

quantitative data. It is an important research tool used by scientists, governments,
businesses, and other organizations.
To draw valid conclusions, statistical analysis requires careful planning from the very
start of the research process. You need to specify your hypotheses and make decisions
about your research design, sample size, and sampling procedure.
After collecting data from your sample, you can organize and summarize the data using
descriptive statistics. Then, you can use inferential statistics to formally test hypotheses
and make estimates about the population. Finally, you can interpret and generalize your
findings.

Now, we will understand how to perform Statistical Analysis through a 5 step process
with a simple example.
Example Research Question:
Is there a relationship between parental income and college grade point average (GPA)?
5 Step Statistical Analysis Process:
Step 1: Write your hypotheses and plan your research design

Step 2: Choose Sample and estimate sample size
Step 3: Summarize your data with descriptive statistics
Step 4: Test hypotheses or make estimates with inferential statistics
Step 5: Interpret your results
Step 1: Write your hypotheses and plan your research design
The goal of research is often to investigate a relationship between variables within a

population. You start with a prediction, and use statistical analysis to test that prediction.
A statistical hypothesis is a formal way of writing a prediction about a population. Every

research prediction is rephrased into null and alternative hypotheses that can be tested
using sample data.
While the null hypothesis always predicts no effect or no relationship between variables,
the alternative hypothesis states your research prediction of an effect or relationship.
Hypothesis for Example:
Null Hypothesis: Parental income and GPA have no relationship with each other in
college students
Alternative Hypothesis: Parental income and GPA are positively correlated in college
students
Plan your Research Design:
A research design is your overall strategy for data collection and analysis. It determines
the statistical tests you can use to test your hypothesis later on.
First, decide whether your research will use a descriptive or correlational design.

In a correlational design, you can explore relationships between variables (e.g.,
parental income and GPA) without any assumption of causality using correlation
coefficients and significance tests.
In a descriptive design, you can study the characteristics of a population or
phenomenon (e.g., the prevalence of self-confidence amongst college students in
Andhra Pradesh) using statistical tests to draw inferences from sample data.
Research Design for Example:
Null Hypothesis: To collect your data, you will ask participants to fill in a survey and self-
report their parents’ incomes and their own GPA
Step 2: Choose Sample and estimate sample size
Before recruiting participants, decide on your sample size either by looking at other
studies in your field or using statistics. A sample that’s too small may be
unrepresentative of the sample, while a sample that’s too large will be expensive.
As a rule of thumb, a minimum of 30 units or more per subgroup is necessary.

Additionally, there are many sample size calculators online available for you to explore.
Step 3: Summarize your data with descriptive statistics
Once you’ve collected all of your data, you can inspect them and calculate descriptive
statistics that summarize them.
Descriptive Statistics summarize and organize characteristics of a data set.
There are 3 main types of descriptive statistics:
Distribution: the frequency of each value/variable in numbers or %
Measures of Central tendency: the averages of the values, the mean, median and
mode are 3 ways of finding the average.
Mode: the most frequent value.

Median: the middle number in an ordered dataset.
Mean: the sum of all values divided by the total number of values.

Variability or dispersion: how spread out the values are - the range, standard
deviation and variance each reflect different aspects of spread.
Range: the highest value minus the lowest value of the data set.
Interquartile range: the range of the middle half of the data set.
Standard deviation: the average distance between each value in your data set and the
mean.
Variance: the square of the standard deviation.
The below table has a summary of formulas required for descriptive statistics:
In addition to central tendency, the variability and distribution of your dataset is

important to understand when performing descriptive statistics. The shape of the
distribution and level of measurement should guide your choice of variability statistics.
The interquartile range is the best measure for skewed distributions, while standard
deviation and variance provide the best information for normal distributions.
Normal Distribution:
In a normal distribution, data is symmetrically distributed with no skew. Most values

cluster around a central region, with values tapering off as they go further away from the
center. The mean, mode and median are exactly the same in a normal distribution.

Skewed Distributions:
In skewed distributions, more values fall on one side of the center than the other, and
the mean, median and mode all differ from each other. One side has a more spread out
and longer tail with fewer scores at one end than the other. The direction of this tail tells
you the side of the skew.
There are two types of skewed distributions:

1. Positively Skewed Distribution
2. Negatively Skewed Distribution

Positively Skewed Distribution
In a positively skewed distribution, there’s a cluster of lower scores

and a spread out tail on the right. In a positively skewed distribution,
mode < median < mean.
Negatively Skewed Distribution
In a negatively skewed distribution, there’s a cluster of higher scores

and a spread out tail on the left. In a negatively skewed distribution,
mean < median < mode.

Descriptive Statistics for Example:
After collecting data from 653 students, you tabulate descriptive statistics for annual
parental income and GPA.
It’s important to check whether you have a broad range of data points. If you don’t,
your data may be skewed towards some groups more than others (e.g., high academic
achievers), and only limited inferences can be made about a relationship.
Next, you can compute a correlation coefficient and perform a statistical test to
understand the significance of the relationship between the variables in the population.
PARENTAL

STUDENT GPA
INCOME (INR)
Mean 62,100 3.12
Standard deviation 15,000 0.45
Variance 22,50,00,000 0.16
Range 8,000–378,000 2.64–4.00
N 653

Step 4: Test hypotheses or make estimates with inferential statistics
Inferential statistics help you come to conclusions and make predictions based on your
data. With inferential statistics, it’s important to use random and unbiased sampling
methods. If your sample isn’t representative of your population, then you can’t make
valid statistical inferences.
Using inferential statistics, you can make conclusions about population parameters
based on sample statistics.
A statistic is a measure that describes the sample (e.g., sample mean).
A parameter is a measure that describes the whole population (e.g., population
mean)
Sampling error is the difference between a parameter and a corresponding statistic.
Since in most cases you don’t know the real population parameter, you can use
inferential statistics to estimate these parameters in a way that takes sampling error into
account.
There are two important types of estimates you can make about the population: Point
estimates and interval estimates.
A point estimate is a single value estimate of a parameter. For instance, a sample

mean is a point estimate of a population mean.
An interval estimate gives you a range of values where the parameter is expected to
lie. A confidence interval is the most common type of interval estimate.
Both types of estimates are important for gathering a clear idea of where a parameter is
likely to lie.
A confidence interval uses the variability around a statistic to come up with an interval
estimate for a parameter. Confidence intervals are useful for estimating parameters
because they take sampling error into account.
A confidence level tells you the probability (in percentage) of the interval containing the
parameter estimate if you repeat the study again.
Example: A 95% confidence interval is usually used, you can use the same. It means
that if you repeat your study with a new sample in exactly the same way 100 times, you
can expect your estimate to lie within the specified range of values 95 times.

Hypothesis Testing:
Using data from a sample, you can test hypotheses about relationships between
variables in the population. Hypothesis testing starts with the assumption that the null
hypothesis is true in the population, and you use statistical tests to assess whether the
null hypothesis can be rejected or not.
Statistical tests determine where your sample data would lie on an expected distribution
of sample data if the null hypothesis were true. These tests give two main outputs:
A test statistic tells you how much your data differs from the null hypothesis of the
test.
A p value tells you the likelihood of obtaining your results if the null hypothesis is
actually true in the population.
Statistical tests come in three main varieties:

Comparison tests: assess group differences in outcomes.
Regression tests: assess cause-and-effect relationships between variables.
Correlation tests: assess relationships between variables without assuming
causation.
Your choice of statistical test depends on your research questions, research design,
sampling method, and data characteristics.
Introduction to t-test:
A t-test is a statistical test that is used to compare the means of two groups. It is often
used in hypothesis testing to determine whether a process or treatment actually has an
effect on the population of interest, or whether two groups are different from one
another.
When choosing a t-test, you will need to consider two things: whether the groups being
compared come from a single population or two different populations, and whether you
want to test the difference in a specific direction.
One-sample, two-sample, or paired t-test?
If the groups come from a single population (e.g. measuring before and after an
experimental treatment), perform a paired t-test.
If the groups come from two different populations (e.g. two different species, or
people from two separate cities), perform a two-sample t-test (a.k.a. independent t-
test).
If there is one group being compared against a standard value (e.g. comparing the
acidity of a liquid to a neutral pH of 7), perform a one-sample t-test.

One-tailed or two-tailed t-test?
If you only care whether the two populations are different from one another, perform
a two-tailed t-test.
If you want to know whether one population mean is greater than or less than the
other, perform a one-tailed t-test.
Performing the t-test:
Excel is a great tool to perform the t-test, this link can be followed to understand and
perform the step-by-step process - https://statisticsbyjim.com/hypothesis-testing/t-
tests-excel/. Additionally, you can google search for ‘how to perform t-tests on excel’
and learn from what suits you best.
If you want to explore the test manually, you can see below:
The formula for the two-sample t-test is shown below.
In this formula, t is the t-value, x1 and x2 are the means of the two groups being
compared, s2 is the pooled standard error of the two groups, and n1 and n2 are the
number of observations in each of the groups.
A larger t-value shows that the difference between group means is greater than the
pooled standard error, indicating a more significant difference between the groups.
t-test Result for Example:
Since you expect a positive correlation between parental income and GPA, you use a
one-sample, one-tailed t test.
The t test gives you:

t value of 3.08 and a p value of 0.001

Step 5: Interpret your results
Statistical significance
The significance level, or alpha (α), is a value that the researcher sets in advance as the
threshold for statistical significance.
In a hypothesis test, the p value is compared to the significance level to decide whether
to reject the null hypothesis:
If the p value is higher than the significance level, the null hypothesis is not rejected,
and the results are not statistically significant.
If the p value is lower than the significance level, the results are interpreted as
rejecting the null hypothesis and reported as statistically significant.
Usually, the significance level is set to 0.05 or 5%. That means your results must have a
5% or lower chance of occurring under the null hypothesis to be considered statistically
significant.
Note: Statistically significant results are considered unlikely to have arisen solely due to
chance. There is only a very low chance of such a result occurring if the null hypothesis is
true in the population.
Example: Result Interpretations
You compare your p value of 0.001 to your significance threshold of 0.05. With a p value
under this threshold, you can reject the null hypothesis.
This indicates a statistically significant correlation between parental income and GPA in
college students.
Note that correlation doesn’t always mean causation, because there are often many
underlying factors contributing to a complex variable like GPA.
Even if one variable is related to another, this may be because of a third variable
influencing both of them, or indirect links between the two variables.

Thematic Analysis
Thematic analysis is a method where you’re trying to find out something about people’s
views, opinions, knowledge, experiences or values by analyzing qualitative data.
It is usually applied to a set of texts from surveys, interviews or focus groups. You will
closely examine the data to identify common themes – topics, ideas and patterns that
come up repeatedly.
Some types of research questions you can use thematic analysis to answer:
How do patients perceive doctors in a government hospital?

What are young women’s experiences about inequality in their daily life?
How is the support system for financial assistance from banks?
Thematic analysis is subjective and relies on the researcher’s judgement, so you have to
reflect carefully on your own choices, beliefs and interpretations.
There are two types of approaches for Thematic Analysis:

1. Inductive Approach
2. Deductive Approach
Inductive Approach
It is a method of drawing conclusions by going from the specific to the general or

bottom-up reasoning. It is a logical approach to making inferences, or conclusions.
People often use inductive reasoning informally in everyday situations.
Examples: Inductive Approach

Examples: Inductive Approach
STAGE EXAMPLE 1 EXAMPLE 2
Charlie is a brown dog and Baby Riya said her first word
Specific Observation
he barks loudly at the age of 12 months
Every girl baby I saw says

Every brown dog I met
Pattern Recognition their first word at 12
barks loudly
months
All girl babies say their first

General Conclusion All brown dogs bark loudly word at the age of 12
months
Deductive Approach
It is a method where you progress from general ideas to specific conclusions or top-
down reasoning. In deductive reasoning, you’ll make an argument for a certain idea. You
make an inference, or come to a conclusion, by applying different premises.
A premise is a generally accepted idea/fact/rule. It’s a statement that lays the

groundwork for a theory/idea. Conclusions are statements supported by premises.
In a simple deductive logic argument, you’ll often begin with a premise, and add another
premise. Then, you form a conclusion based on these two premises. This format is called
“premise-premise-conclusion.

Examples: Deductive Approach
STAGE EXAMPLE 1 EXAMPLE 2
All insects have exactly 6 Blue Litmus paper turns red

Premise
legs in the presence of acid
The blue litmus paper

Premise Spiders have eight legs turned red when I poured
some liquid on it
Therefore, spiders are not Therefore, the liquid is

Conclusion
insects acidic
Now we will understand how to perform ‘Thematic Analysis’ with a six-step process:
1. Familiarization
2. Coding
3. Generating Themes
4. Reviewing Themes
5. Defining and Naming themes
6. Summary
1. Familiarization
The first step is to get to know our data. It’s important to get a thorough overview of all
the data we collected before we start analyzing individual items.
This can involve transcribing audio, reading through the text and taking initial notes, and
generally looking through the data to get familiar with it.
2. Coding
Next up, we need to code the data. Coding means highlighting sections of our text –
usually phrases or sentences – and coming up with shorthand labels or “codes” to
describe their content.
Let’s take a short example text. Say we’re researching perceptions of safety in online
payments (UPI, Net-banking) among participants aged 50+. We have collected data
through a series of interviews. An extract from one interview looks like this:

INTERVIEW EXTRACT CODES
Personally, I’m not sure. I think many people

are using it, but I don’t know why or how.
People say you should trust the system and Uncertainty 
it’s safe, but what if they have hidden benefits Acknowledgement and awareness 
in this? I’m not saying they’re wrong, I’m just Lack of trust in system 
saying there’s reasons not to 100% trust Difficult to accept change
them. The rules keep changing – I can’t do any
transactions outside banks.
In this extract, we’ve highlighted various phrases in different colours corresponding to

different codes. Each code describes the idea or feeling expressed in that part of the
text.
At this stage, you should be thorough: go through the transcript of every interview and
highlight everything that jumps out as relevant or potentially interesting. As well as
highlight all the phrases and sentences that match these codes, we can keep adding new
codes as we go through the text.
After going through the text, collate all the data together into groups identified by code.
These codes will give a condensed overview of the main points and common meanings
that recur throughout the data.
3. Generating Themes
Next, look over the codes you’ve created, identify patterns among them, and start
coming up with themes.
Themes are generally broader than codes. Most of the time, you’ll combine several codes
into a single theme. In our example, we can combine codes into themes like this:
CODES THEME
Uncertainty 
Lack of knowledge  Uncertainty
Alternative explanations
Fear of being cheated by system 

Lack of trust in system  Lack of trust in system
Distrust of technology

Some codes are too vague or not relevant enough (for example, because they don’t
appear very often in the data), they can be grouped with similar codes as themes. Create
potential themes that tell something helpful about the data.
4. Reviewing Themes
Now make sure that the themes are useful and accurate representations of the data.
Review the data set and compare themes against it.
Check if you are missing anything? Are the themes really present in the data? What can
you change to make the themes work better?
If you encounter problems with the themes, split them up, combine them, discard them
or create new ones: whatever makes them more useful and accurate.
5. Defining and naming Themes
Now that you have a final list of themes, it’s time to name and define each of them.
Defining themes involves formulating exactly what you mean by each theme and figuring
out how it helps you understand the data.
Naming themes involves coming up with a succinct and easily understandable name for
each theme.
6. Summary
Finally, synthesise your analysis of the data using the below key points:
Follow the report format provided, ensure you also include a methodology section,
describing how you collected the data (e.g. through structured interviews or open-ended
survey questions or focus groups and explaining how you conducted the thematic
analysis itself.
The results or findings section usually addresses each theme in turn. Describe how often
the themes come up and what they mean, including examples from the data as evidence.
Finally, in the conclusion explain the main takeaways and show how the analysis has
answered the research question.

Chapter 12: Case Studies
Case Study 1:
Type: For Arts Students - Qualitative Focus Group Study
Topic: Employing CBPR to Understand the Well-Being of Higher

Education Students During COVID-19 Lockdown in India
Link to Case Study 1

(Arts) :
https://drive.google.com/file/d/1KpHrty_Z5AV6kQYtgpIXD_bZ46bf
wBgB/view?usp=sharing
Case Study 2:
Type: For Commerce Students - Quantitative + Qualitative Study

including Stakeholder Management
Topic: Tourism as an Additional Source of Rural Livelihoods: An

Experience from Two Villages of Rajasthan

(Commerce) :
https://drive.google.com/file/d/1NkMC0uA2e75kx1vL6wRc-
fISiVgY50GY/view?usp=sharing
Case Study 3:
Type: For Science Students - Quantitative + Qualitative Study including

educational intervention
Topic: The Effect of Community-Based Health Education Intervention

on Management of Menstrual Hygiene among Rural Indian Adolescent
Girls

(Science) :
https://drive.google.com/file/d/1bwAj8sA8D6_l4YOiq46d5N-
mWcRXYwoa/view?usp=sharing

Note for you
Read through your specific case in detail to understand the

research process, methodologies used for data collection, analysis
and presentation. You can use this as a reference for your own
project to create structure and flow for your work.
DAY 4 MILESTONE LOG
DAY 4 MILESTONE LOG
Who are your

key stake Mention who are all your stake holders
holders
What are all

the types of
surveys you Mention all the types of survey you will conduct, who will you be doing the
will be doing, survey with and why have you chosen that particular type of research
with whom
and why
List down the

survey Mention your survey questions here for all types of survey you will be
questions conducting.
here

CONDUCT RESEARCH
You have 10 days to conduct your survey with all the stakeholders you have
listen down.
POINTS TO REMEMBER
Ensure the data collected are recorded for final submission.

Reach out to your mentor if you require any help with getting
permissions for conducting the research.

Chapter 13: Survey Reporting
This section is a showcase of your research statement, data collected,

data analysed, problems identified, possible solutions and action plans
for each.
For your final Project Report, Part A - Sections 2,3,4 can be

documented from this Chapter.
Structure of the Survey Report should be followed as mentioned

below:
1. Title of Survey - make it short and specific to your topic. Refer to

the Case Studies provided as examples
2. Research Question - write your Research Question and problems
you wanted to survey for
3. Explain why was this Research important? Was there any similar
previous work done in this habitation?
4. Describe your Data Collection approach by answering the following
questions :
Qualitative vs Quantitative or Mixed?

List all Secondary Sources you used for your research
Mention all Tools used - Surveys, Questionnaires (In-person or
Online), Interviews, Observations, Focus Groups etc
What is your Target Group for surveying and sampling?
How did you identify your Target Group?
How did you approach your Target group?
How many target group subjects did you approach and how many
agreed?
What is your Sample Size ?
What type of Sample did you use?
How did you design the Survey questions and layout?
Describe all the types of questions you used?
How did you distribute the Survey? In-person, Email, WhatsApp, QR
Code etc

5. Describe your Data Analysis approach by answering the following questions :
Statistical vs Themed or Mixed?
How did you convert your raw data provided by participants into analysable data?
What tools did you use to analyse the data?
What statistical or themed tests did you use?
What were the limitations and challenges faced during your research?
6. Who were the key stakeholders in your habitat’s survey?
7. What were key findings from your survey analysis?
8. What are possible solutions that can be used to address findings from your survey?
9. Using the below action plan framework, suggest a short-term and long-term action for
each solution you are proposing
<ENTER SOLUTION HERE> SHORT-TERM LONG-TERM
Tasks (what all needs to be

Enter text here Enter text here
done)
Success Criteria (what are the

success milestones)
Timeframe (by when should

this be done)
Resources & Stakeholders (

what and who are required to Enter text here Enter text here
complete this)

WEEK 2 MILESTONE LOG
Findings What are your findings post the survey
Have you derived at a conclusion based on your research? If yes log in the
Conclusions
conclusion here
Next
What would your next steps be or suggestions be for the survey
Steps/Suggest
conducted
ions

WEEK 3 : COMMUNITY AWARENESS CAMPAIGN
This unit will help you create a community awareness campaign for your project
Before you begin week 3 of the project. Here’s a fun activity for you
Draw similar 30 circles in your books.

Now take exactly 3 mins and draw as many circular things using
the blank circles. You can draw inside the circles or make the circle
into something else.
Anything is allowed as long as you use the circles in your drawings.
Set a timer for 3 mins and draw.
Note: Do not use the help of phone for help. Use your imagination and
come up with as many circular items as possible. No one is here to
judge your drawing skills, Draw all you want. Stick to the timing of 3
mins please.
Once time is up
Answer the following questions
How many circular objects were you able to come up with?
What is the most surprising or unique object you could think of?
Congratulations on coming up with some amazing work. We all are
creative in our own ways. Use this creative energy in this week’s
activities.

Chapter 14: Community Awareness and IEC
By week 3 you would have completed

Doing a survey
Analysing the data recieved
This week you will take up community awareness campaigns based on

the survey you conducted.
Let's first look at what a Community Awareness Campaign is?
Community Awareness Campaigns
Community Awareness campaigns is generally defined as knowledge created through

interaction between community people and its environment. These Awareness
campaigns can address groups of people in a region affected by a particular issue like
climate threat, groups of stakeholders, the general public, etc.
The aim of Community awareness campaigns
Is to first create/grab attention, give information and then creat

long-term lasting behavioral changes.
Who can create community awareness campaigns
Community Awareness campaigns can be created by an individual

researcher who has identified a community problem and wants to
share the information received to create awareness and changes.
It can also be conducted by the Govt, non-profits, govt bodies,
institutions etc.
IEC (Information Education Campaigns)
Information, Education and Communication is a community awareness strategy which

is used to spread awareness through communication channels to a target audience to
achieve a desired positive result. It is a type of Community Awareness Campaign which
is popularly used.

Key Features of IEC Campaigns
Community Mobilization through Information;

Awareness & Action through Education; and
Sustained Behavior Change through Communication
IEC is a comprehensive approach that spans across mass media, digital campaigns,
strategic partnerships and ground-level activities.
It is multidisciplinary and target audience-centered in its approach.
Effective IEC makes use of a strategic mix of these approaches.
Have you ever been a part of a community awareness campaign?
If yes think of what kind of a campaign was it ?

How did they spread awareness ?
What kind of messaging was there?
Now that we know what is a community awareness campaign and what is IEC. Do you
know what the next step is?
Think
Create a plan/strategy for the community awareness campaign.
We will be using IEC strategies as base while designing the campaign.

Chapter 15: Steps to designing an outreach campaign with Case studies
In this chapter you will go through the steps of creating an outreach

campaign.
STEP 1: Permissions and responsibilities
Speak to local authorities about the campaign, the research done

and getting permissions, advice for the campaign creation.
Ensuring if you have friends helping you with the campaign, assign
responsibilities to each of them
Note down in your books who all would you need to take permissions
from and who all to assign roles.
Once the campaign is ready you can speak to the authorities.
Step 1
Permissions and
responsibilities
STEP 2 : Strategy and implementation
In this step you will explore what your campaign will be about and how
to implement it. There are a few elements to consider
• Ground Analysis
• Target Audience (TA) Identification
• Define Goals & Objective
• Design Messages
• Channel/Medium of Communication
• Draw up timeline for Implementation
• Implementation & Monitoring

Ground Analysis
While designing strategy for community awareness campaign one

must have a clear understanding of the local perspectives and use
materials reflecting the conditions of the local community
<Ground Analysis - Clear understanding of the problem with data

as a backing>
Ground Analysis
Note down the problem you want to create awareness for and the findings
relevant to this from your survey
Target Audience (TA) Identification
Design your campaign keeping all stakeholders of the community in

mind like the decision makers, professionals, public and individuals
who are or could be affected by the problem identified
<Target Audience (TA) Identification: Who are you designing it for>
There are two types of audiences you will have to account it while
identifying your audience.

Primary audience are stakeholders who are directly involved in the
campaign
Secondary audience are stakeholders who can inform, influence and

educate the Primary audience
For eg: you are doing an IEC campaign on the new birthing schemes
introduced for pregnant women.
The primary audience is the new mom to be secondary audience here

are the: doctors and family members
Target Audience
Note down who your target audience are, who are you designing the campaign
for.
Define Goals & Objective
Next step one has to define the goal and objective of the campaign. It
will help you create a framework for the campaign
Goals should also be objectively measurable so that it can be

managed and evaluated in an effective way.
Example: at increase awareness of the benefits of the scheme
amongst the beneficiaries by 90%
Define Goals and objectives
Note down what the end goal of your campaign will be and what are its
objectives. What is it planning to achieve.

Design Messages
It’s messaging should be designed differently for different stakeholders<What is the

messaging>
While creating the framework ensure the messaging is salient, effective, goal oriented
and attractive to the community you are working with. <How are you going to
communicate it>
Look at some interesting campaigns
Covid prevention
https://www.youtube.com/watchv=rAj38E7vrS8&t=60s
Was this video clear and did you all get the message? Who do you think this campaign
was designed for?
<It was for adults who could belong to any part of the world, low literacy and for
kids >
A good example of - to convey a clear message without relying on written or verbal

explanations.
What do you think of the picture below?
< The graphic focuses on conveying one behavioral message and does so with
minimal writing and clear visuals> This was put out by the ministry of the railways
with this messaging - Always Maintain Social Distancing of 6 Feet.

When you look at the image below what do you think?
Does it urge to wear a mask?
<Messaging also has to Make it motivating, engaging, catchy and appealing for
collective action>
What do you think is unique about the below image?
<Make it usable so people won't throw and can always remind them to do
something.>
Video on Malnutrition:
https://www.youtube.com/watch?v=VAlGdHAMVAA
Who do you think this campaign is for? Why have they used Aamir Khan?

Using a celebrity will catch people’s attention, if it’s coming from a relevant source it
helps gaining trust.( use names of departments, their messaging as the source so you
can gain trust from the community)
Note: You can speak to the local government body, Panchayat head to seek their support
to create the campaign and make them speak on the day of the campaigning or add in
their quotes etc.
Summarising all that we saw
Here are a few things one can consider while designing a campaign- some points might
be repetitive but it is important to double check them before designing a campaign.
Design Messages
Ensure you have conducted prior research

Convey clear message keeping audience in mind
Use visuals which convey the message without words or with minimum usage of
words
Messaging has to be engaging, motivating, catchy and drive collective action
Use materials which can be reused and not thrown
Use reputed people’s names/ departments to gain trust
Channel/Medium of Communication
Now that we have seen what community awareness campaigns are and what all to keep
in mind while designing the campaign.
Activity time
In this activity, you will make an exhaustive list of all the way in which you can do a
community awareness campaign
1. Make an exhaustive list of all ways in which you can do an awareness campaign.
There is no right or wrong answer
2. You have 10 mins to complete the activity - ensure you stick to timeline
3. Now as step two group them to 3 different types of mediums. You have 10 mins to
complete this task. Digital Channels, Physical Channels and Events or on ground
campaigns

Once done keep the list and compare the below
There are mostly 3 types of mediums the campaigns can be categorized in
Digital Channels
website, social media platforms such as Twitter, Facebook, YouTube, Instagram,
WhatsApp, automated Interactive Voice Response (IVR) services etc.
Physical Channels - Further divided into 3 parts

Electronic (TV & Radio),
Print - Newspapers, Magazines, Advertorials
Outdoor - hoardings, banners, kiosks, POS etc at hospitals, local haats, marketplaces,
panchayats, government offices, and any other relevant public spaces
Events or on ground campaigns

events, workshops, street plays and conferences.
Now it’s time for choosing which medium you want to go for
Keep the audience in mind

cost-effective to reach the audience
Some questions to keep in mind
1. How many people are you trying to reach with the medium?
2. Can the medium deliver the message in the format, time and place most convenient
for the target audience?
3. Is the medium easily available or accessible and is used by the target audience?
4. Do you have the resources required for this medium?


Draw up timeline for Implementation
Let’s look at the final steps of creating a campaign

Once you have chosen your medium create a timeline - Activities to
be done , budget, permissions, requirements etc
Final plan - details about targeted reach, frequency of communication,

cost estimation /budget if any , methods to monitor the impact, how
will you evaluate impact and outreach of the IEC strategy and
implementation plan.
Draw up a timeline for implementation


Implementation & Monitoring
Next step is to implement the campaign and monitor the campaign

execution and impact.
Campaign report will contain the final plan + communication design

materials and the below
Let’s look a campaign entirely from start to end -

https://www.youtube.com/watch?v=c3hgfVM0HIg
Implementation and Monitoring
Implement the campaign

Monitor the campaign and create a report

chapter 16: Designing your outreach campaign
In this chapter you will be creating your own awareness campaign.

Spend the next 2 days to filling up details about your campaign and
brainstorming
Ground Analysis
Note down the problem you want to create awareness for and the findings
relevant to this from your survey
Target Audience
Note down who your target audience are, who are you designing the campaign
for.
Define Goals and objectives
Note down what the end goal of your campaign will be and what are its
objectives. What is it planning to achieve.
Design Messages
Ensure you have conducted prior research

Convey clear message keeping audience in mind
Use visuals which convey the message without words or with minimum usage of
words
Messaging has to be engaging, motivating, catchy and drive collective action
Use materials which can be reused and not thrown
Use reputed people’s names/ departments to gain trust


Draw up a timeline for implementation

Once you have created a timeline for implementation. Take

permissions from the concerned authorities for executing the
campaign
By the end of Week 3 you will have to execute the campaign
Implementation and Monitoring
Implement the campaign

Monitor the campaign and create a report

WEEK 3 LOG
Add in the final plan that contains

Ground Analysis
Target Audience (TA) Identification
Final Plan Define Goals & Objective
Design Messages
Draw up timeline for Implementation
Implementation & Monitoring
Communication Add in the communication materials along with this log - Poster,
materials social media creatives etc
Campaign Report Contain the below elements

UNIT 4. WEEK 4-7 : A STEP-BY-STEP GUIDE FOR
PROJECT WORK
This unit will give you insights about this program
Chapter 17: Introduction to Design Thinking and the first step
Congratulations on completing 3 weeks of this project.
You have successfully completed Socio-Economic surveys and conducted a community

awareness campaign on an issue that derived from the survey.
You are now entering the final leg of the project where you will be working on your final
project.
Choose your project from the below list of areas or it could be an issue identified during
the survey conducted during Week 1 and 2
SUGGESTIVE LIST OF PROGRAMMES UNDER COMMUNITY SERVICE
PROJECT
The following the recommended list of projects for BA, B.Com, and B.Sc programmes.
The lists are not exhaustive and open for additions, deletions and modifications. Colleges
are expected to focus on specific local issues for this kind of projects. The students are
expected to carry out these projects with involvement, commitment, responsibility and
accountability. The mentors of a group of students should take the responsibility of
motivating, facilitating, and guiding the students. They have to interact with local
leadership and people and appraise the objectives and benefits of this kind of projects.
The project reports shall be placed in the college website for reference. Systematic,
Factual, methodical and honest reporting shall be ensured.

LIST OF AREAS FOR ARTS STUDENTS
1. Village demography
2. Healthcare programmes and their implementation
3. School education
4. Youth engagement
5. Women empowerment
6. Women education
7. Domestic violence
8. Culture, traditions, values and ethics
9. Employment of different sections
10. Status of socially deprived sections
11. Implementation of state development programmes
12. Implementation and impact of welfare schemes
13. Public distribution system
14. Social inclusiveness
15. Village governance
16. Health care system and its effectiveness
17. Information sources and their effectiveness
18. Entertainment media and habits
19. Social problems
20. Family and marriage systems across different social groups
21. Religion profile and their role in social development
22. Communal harmony
23. Innovative methods and practices
24. Village industry
25. Safety and security
26. Migration for employment
27. Infrastructure development
28. Facilities for quality life across different social groups
29. Leadership in family, community and social groups
30. Implementation of central schemes
31. Village development plans

LIST OF AREAS FOR ARTS STUDENTS
32. Child labour

33. Sex education
34. Atrocities against women
35. Awareness of central government schemes and the level of participation
36. Community engagement programmes and their impact
37. Career orientation of youth
38. Skill development programmes and their impact
39. Alcohol and smoking habits and their impact on families and society
40. Crime rate, law and order and safety needs
41. Quality of Elementary education and accessibility
42. Factors considered for electing public representatives
43. Environment protection
44. Inter religious harmony
45. Treatment of aged persons
46. Sanitation systems
47. Tribal studies
48. Telugu literature and mondalics
49. Awareness of epics among youth and children
50. Anthropological survey
51. Music and dance
52. Performing arts
53. Social evils
LIST OF AREAS FOR COMMERCE STUDENTS
1. Entrepreneurship
2. Agricultural products and marketing
3. Poultry business
4. Dairy business
5. Aquaculture
6. Wage system and Labour Welfare
7. Village industry products and marketing
8. Income and wealth distribution among different sections of the society
9. Entertainment services
10. Communication services
11. Banking services and habits
12. Insurance services and habits
13. Public distribution system
14. Vegetable marketing

LIST OF AREAS FOR COMMERCE STUDENTS
16. Online purchases

17. Digital transactions
18. Use of electrical home appliances
19. Use of electronic home appliances
20. Personal transport
21. Consumer movement
22. Unfair trade practices
23. Food habits
24. Income distribution
25. Wealth distribution
26. Expenditure pattern on different product categories
27. Buying motives
28. Consumer behavior
29. Impact of celebrity advertising
30. Impact of TV on product choices
31. Usage of cell phones
32. Self employed professionals
33. Construction
34. Leisure time management
35. Tourism
36. Leadership
37. Human resource development
38. Local administration
39. Office management in local governing bodies
40. Exports
41. Handicrafts
42. Handlooms
43. Public transport
44. Private transport
45. Cooperative societies
46. Shifts in occupations
47. Debt burden of different sections of the society
48. Time management
49. Dispute resolution systems
50. Commercial crops

LIST OF AREAS FOR SCIENCE STUDENTS
1. Water facilities and drinking water availability

2. Health and hygiene
3. Stress levels and coping mechanisms
4. Health intervention programmes
5. Horticulture
6. Herbal plants
7. Botanical survey
8. Zoological survey
9. Marine products
10. Aqua culture
11. Inland fisheries
12. Animals and species
13. Nutrition
14. Traditional health care methods
15. Food habits
16. Air pollution
17. Water pollution
18. Plantation
19. Soil protection
20. Renewable energy
21. Plant diseases
22. Yoga awareness and practice
23. Health care awareness programmes and their impact
24. Use of chemicals on fruits and vegetables
25. Organic farming
26. Crop rotation
27. Floriculture
28. Access to safe drinking water
29. Geographical survey
30. Geological survey
31. Sericulture
32. Study of species
33. Food adulteration
34. Incidence of Diabetes and other chronic diseases
35. Human genetics
36. Blood groups and blood picture

COMPLIMENTING THE COMMUNITY SERVICE PROJECT THE
STUDENTS MAY BE INVOLVED TO TAKE UP SOME AWARENESS
CAMPAIGNS ON SOCIAL ISSUES/SPECIAL GROUPS.
The suggested list of programmes are -
PROGRAMMES FOR SCHOOL CHILDREN
1. Reading Skill Programme (Reading Competition)

2. Preparation of Study Materials for the next class.
3. Personality / Leadership Development
4. Career Guidance for X class students
5. Screening Documentary and other educational films
6. Awareness Programme on Good Touch and Bad Touch (Sexual abuse)
7. Awareness Programme on Socially relevant themes.
PROGRAMMES FOR WOMEN EMPOWERMENT
1. Government Guidelines and Policy Guidelines

2. Womens’ Rights
3. Domestic Violence
4. Prevention and Control of Cancer
5. Promotion of Social Entrepreneurship
PROGRAMMES FOR WOMEN EMPOWERMENT
1. General Medical camps

2. Eye Camps
3. Dental Camps
4. Importance of protected drinking water
5. ODF awareness camp
6. Swatch Bharath
7. AIDS awareness camp
8. Anti Plastic Awareness
9. Programmes on Environment
10. Health and Hygiene
11. Hand wash programmes
12. Commemoration and Celebration of important days

PROGRAMMES FOR YOUTH EMPOWERMENT
1. Leadership
2. Anti-alcoholism and Drug addiction
3. Anti-tobacco
4. Awareness on Competitive Examinations
5. Personality Development
COMMON PROGRAMMES
1. Awareness on RTI
2. Health intervention programmes
3. Yoga
4. Tree plantation
5. Programmes in consonance with the Govt. Departments like –
i. Agriculture
ii. Health
iii. Marketing and Cooperation
iv. Animal Husbandry
v. Horticulture
vi. Fisheries
vii. Sericulture
viii. Revenue and Survey
ix. Natural Disaster Management
x. Irrigation
xi. Law & Order
xii. Excise and Prohibition
xiii. Mines and Geology
xiv. Energy

Once you have chosen your project topic
Let’s look at the final steps of creating a campaign

Once you have chosen your medium create a timeline - Activities to be done , budget,
permissions, requirements etc
The first step of design thinking process is empathy - to conduct research to develop an
understanding of your users.
If you choose to work on a project where the problem was identified in the survey you
can skip the first step and do a smaller survey around the problem identified.
If not refer to the Chapter 7-10
First Identify who is facing this problem? Your primary stakeholder and secondary
stake holder
Choose what kind of survey would you want to do with them
Prepare the survey questions
Conduct a survey/interview wi in the surrounding on the chosen area to understand
better.
Timeline: Take about 4-5 days to complete the survey

Chapter 18: Data Analysis and Define
n this chapter you will look at the research you have done and analyse the data to arrive
at the findings of what the root causes for the chosen area are.
Analyse the data to only find the different themes and root cause of the problem
Refer to chapter 11: Thematic Analysis
The second step is to DEFINE the problem- combining all your research and laying it out
on the Problem tree
Let’s take our 1 identified problem and work on the problem tree analysis.
STEP 1 Imagine your problem is the main trunk of the tree

Write down your problem on the main trunk
STEP 2: Identifying root causes of the problem and visualising them as the roots of the
tree.
STEP 3: Noting down the consequences or impact the problem will bring as branches
Example: Look at the below examples in the next page

View this video to understand problem tree better: https://youtu.be/-j-_Y7D35H4

Now that we have identified the problem, it's causes and effects.
Let’s look at exploring the problem deeper ( additional step)
Take all the causes and ask why that is happening
Eg: Teenagers don’t finish school
One of the cause for Teenagers not finishing school is that they don’t find school
interesting - Ask yourself why about 3-5 times
Example:
Don’t find school interesting

Why - because focus is on academics
Why - because the education system has designed in that way
Why - because all work streams focus on education and marks
Need to find employment to support family

Why - low income in the family
Why - don’t find enough jobs
Why - might not be educated
Why - importance was not given to education
The 5 why’s will help you find the deeper root causes for each of the causes
identified for the problem.
Once you have completed this step. Choose the final cause from the roots you want to
work on this project.
For eg you would want to work on School not being interesting and solutions/ more
research and findings for the same.

Chapter 19: Ideate your Project
In this chapter you will finalise the project scope you want to work on
Note down the final cause you want to work and frame your problem
statement.
Causes+Effects+Users Affected= Problem Statement
Example: In the last 5 years enrolment rate in high school has dropped by 30% in town
x due to lack of higher education options in the surrounding
Example: There is high drug use amidst the Teenagers and they don't finish school
due to lack of family income.
Frame your problem statement
In the next step they will begin to ideate to see what could the probable solutions/steps
for this problem be
Activity Time
Now look at your problem statement:

STEP 1: Think of all the ideas/ solutions you can come up with to solve the problem
Remember - don't judge the solutions just write them down
Great - how many ideas were you all able to come up with?
Super now let’s keep this template in mind and think, The solutions could be
1. A Product
2. A Service
3. In depth findings and propose solutions to relevant bodies
4. Set of Experiment
5. Further Research opportunity
6. Internship with a company
Take another 10 mins and see if your solutions increase

How many were you able to come up with ?
The next step is to finalize the one solution you will be working with

The solutions could be
A Product
A Service
In depth findings and propose solutions to relevant bodies
Set of Experiments
Further Research
Internship with a company
ake another 5 mins to think of the solutions - SHORTLIST
Keep this framework in mind while finalising the solution
Can I finish this project in 4 weeks

Do I have the resources to work on the solution ( Monetary, Mentor, Local Body
support etc.)
How excited am I about this solution?
Have you thought of the final solution?
Note down the solution
Now that you have come up with a solution what do you think is the next step?
To begin working on the solution.
For that you will have to first clearly identify which category does your solution fall
under.
Depending on it you will have create the next steps of the project.
Think of what the next steps will be.
Note down the thoughts.
Go through the upcoming chapters to get an outline on the next steps and project
planning.

WEEK 4 LOG
FINAL PROBLEM
Mention your final problem statement
STATEMENT
FINAL PROJECT Mention the 1 idea/solution/type of work you are doing to do for
IDEA/PLAN/SOLUTION the project
About your project Write a short introduction to your project with next steps

Chapter 20: Social Entrepreneurship and Local Economy
Social Entrepreneurship is when an individual or a group of people take up the

responsibility to solve the prevailing problems of society. It could be a low-key affair or a
large-scale drive that involves the masses.
What matters is that the activity or initiative solves a problem and brings about a positive
change in someone’s life.
There are various types of social entrepreneurship. Here we’ll look into only one type of
social entrepreneurship that is relevant:
Community Social Entrepreneur: Community social entrepreneurs are small-scale

changemakers. A community social entrepreneur can be a young individual teaching
underprivileged kids in a town, a group of college students running sanitation and
plantation drives in a city or one or more organizations working for social good.
Community social entrepreneurs work in specific geographies and communities but for a
wide variety of causes. From hygiene and sanitation to employment and food
distribution services and from plantation and environment safety to providing
employment to deserving ones, they do it all.
But who can be a Community Social Entrepreneur?
Anyone and everyone can come up with a solution to a problem and become a
Community Social Entrepreneur, be they organizations or individuals. Strong willpower,
the intention to do good and a suitable approach are the driving forces.
Community Social Entrepreneurs tackle persistent social problems that often require
innovative solutions in resource-scarce environments.
Your journey during this project is very similar to a Community Social Entrepreneur, you
will be directly contributing to finding innovative solutions for complex social issues in
resource-scarce habitats and villages.

While you’re doing this project, you should think and envision how you
can empower Social Entrepreneurs in your habitat or possibly in the
near future how you yourself can empower to be a Social
Entrepreneur.
You would have heard of Entrepreneurship, but let’s take a look at the
differences between the regular Business Entrepreneurship and
Social Entrepreneurship:
BUSINESS ENTREPRENEURSHIP SOCIAL ENTREPRENEURSHIP
More about the individual All about collective efforts for society
Aims at producing goods and services that

Aims at producing goods and services can serve the community and solve a
problem
Focused on a solution-oriented approach

Focused on the market, demand and trends
to a social problem
Measures performance according to the

Measures performance according to profits
impact made
The purpose is to satisfy customer needs, The purpose is to promote their cause and
excel and earn profits. improve the society

Chapter 21: Creating a Prototype
Prototyping is basically your first draft, this stage is all about testing.
So far in CDP, you’ve worked very hard and toiled to ensure the community’s issues have
to be solved, so it will be very tempting for you to tailor your prototyping process toward
proving it works. You’ll want to see the best in what you’ve created—and you should. But,
you should make sure what still needs improvement needs to be addressed.
The same approach you took in your research is the approach you should take here.
You’re testing your solutions/recommendation as they currently exist and collecting the
results. Then, you’ll evaluate them.
What’s working really well?

What’s mostly working?
What’s not really effective?
What has to be removed?
Keep in mind, finding errors with your prototype is expected. If you don’t find any, it
probably means you’re not doing it right.
Errors do not equal failure!
Remember—you’re providing a product or service to fix the community’s problem, and it

should not be about you being right in the first go. While a positive outcome might do
both of those things, it shouldn’t be your goal. Your goal is to create a viable solution
that really works.
Your solution for the habitat and community can be a

product/service/campaign/process/, for either of this you need to think how you can best
showcase it in a low-cost-high-impact-manner.
You can use any type of material or methodology/ approach, as long as it enables you to
actively test out an idea and learn from it, rather than simply talking or thinking about it.
Also ensure that you are focused on conducting the prototype quickly and cheaply; it
does not need to be a finished product.
Types of prototypes you can use:
Service Prototyping: A service prototype is one that tests out a service as it would be
delivered to a user – in the same place, situation and condition as it would be in
actuality. It allows to test out different variations of the service over time, to refine the
process further.

Experience Prototyping: An experience prototype is a simulation that enables the
team, users and stakeholders to actively engage with the prototype, in order to learn
how it is experienced (in terms of “look and feel”). Through this experience, you can
understand more about how something is integrated into someone’s life, and the role
and functionality it may play in that individual/community life. It also enables an
understanding of the contextual factors that may affect that person/community
experience, such as environmental conditions, social circumstances, time pressure,
etc.
Classic Sketches & diagrams: as simple as it may sound, but sketches and diagrams
are some of the most incredible social innovation prototyping methods that can
absolutely transform or reshape a project and take it to the next level. Use Post-its,
Chart papers and old-school templates to create something that perfectly suits the
testing needs of your product/service/process.
Storyboard Prototyping: A storyboard describes a product/service/process in a form

of a story and demonstrates a typical order in which information needs to be
presented. It helps in determining useable sequences for presenting information, like
a comic or story which you find on newspapers. This technique is popularly used in
movies.

Chapter 22: Case Studies
Source for Change: India’s 1st all women rural BPO, located in
Bagad, a small village in the JhunJhunu district of Rajasthan, India.
The main objective of this project was to empower women in the
rural area by providing the right platform to be financially
independent and at the same time achieve greater social
outstanding. To know more read here (Link:
https://www.thebetterindia.com/1888/source-for-change-
indias-first-all-women-rural-bpo/)
Question Box: It is the small scale telephone hotline where

questions related to different problems are adhered, without
significant increase in the cost. To know more read here (Link:
https://www.dw.com/en/question-box-brings-rural-india-
online-one-village-at-a-time/a-5562366)
Jyoti: The main objective of this programme was to increase digital

inclusion and empowering the underserved individuals through
Community Technology Learning Centre. Teaching computers to
enhance their education and awareness to participate in
community activities and to develop technology skills. To know
more read here (Link:
https://digitalknowledgecentre.in/listings/project-jyoti/)
Anjana Vidya Kendra School: Anjana Vidya Kendra is a formal

school providing meaningful education to approximately 250
disadvantaged rural students. The school caters to a population in
excess of 10,000 people living in the 12 nearby villages,
predominantly to children of individual farm workers. Friends Unite
decided to help fund a solar power solution conceived by the
Brahmi board to provide power to run 20 computers and provide
lighting in and around the vital locations of the school. Anjana now
have a fully functioning computer lab, as well as classroom and
outdoor lighting! To know more read here (Link:
https://www.globalgiving.org/projects/using-solar-energy-to-
help-children-in-rural-india/reports/)

WEEK 5 LOG
WEEK5 MILESTONE LOG
PROTOTYPE OR NEXT
Add in your next steps or prototype pictures
STEPS

Chapter 23: Testing + Stakeholder Feedback
n this chapter you learn how to show your prototype or the

research/findings so far with the stakeholders and collect their
feedback.
Why do you think it is important to get feedback
Feedback is an essential part of any people-related experience. It

helps us grow and improve. It is also equally important to keep in
mind how feedback is shared, so that it is helpful and beneficial.
Next Step
Product: Show your prototype to the stakeholders who will be your

customers and get their feedback on the pricing , quality idea and
other things you want to gather feedback on
A Service: Show your plan, pricing and details about the service to
the stakeholders and gather their feedback
Ensure you have the below details ready before you speak to your
customers
What is the name of the product/service?

What are some of the features and elements of the
product/service?
How does the product/service solve the problem statement
identified?
How will the product/service be sold?
What is the tentative price of the product/service?
In depth findings and propose solutions to relevant bodies:

Speak to the stake holders and understand if your next steps are
feasible and gather their inputs on the same.
Set of Experiments: Speak to your mentor/guide on the next steps
and their inputs on the same
Further Research opportunity:Speak to the stake holders and
understand if your next steps are feasible and gather their inputs
on the same.
Internship with a company: Speak to your mentor/guide on the
next steps and their inputs on the same

Ensure you have the below details ready before you speak to
yourstakeholders
What are your next steps?

What are the objectives of this project?
How does your project solve/help the problem statement?
How will the project be executed?
What is the tentative outcome of the project ?
Inform the stakeholders about your project plan and then get their
feedback on the below points
2 things they liked about the project/product/service

2 things that can be improved or need to change about the
project/product/service
Any suggestions or ideas they have to make the
project/product/service better
Here are some tips to keep in mind while receiving feedback
Listen patiently and carefully to what is being shared

Don't get offended or interrupt the other person in between. Allow
them to complete their point.
Ask clarification questions if needed to get more information on a
point shared
Spend the next 2 days speaking to stakeholders and receiving their

feedback

Chapter 24: Implementing Feedback 1.0
In this chapter you learn how incorporate the feedback received and
work on your project.
Gather the feedback you received and add in the below format
FEEDBACK
Things they liked about

the project
Things that can be

changed or improved
on
Suggestions mentioned

by stakeholders
Reflect/think about the below questions
What are your thoughts after listening to the feedback received?

What is something you have learnt about your project, after
hearing a different perspective and viewpoint?
How has your understanding of your project changed after
listening to this feedback?
As next step look at table and not the changes improvisations and
suggestions mentioned by the stakeholders.

Based on the feedback received , consult with your mentor or guide
and decide on the below
Start - Things they will start doing from the next day onwards Eg. They
will start selling in a new location
Stop - Things they will stop doing eg - they will stop using a certain
brand for their raw materials
Continue - Things they will continue doing for their business Eg. - They
will continue to sell at the same price.
Also put a realistic plan for the next 2 weeks. You will have to wind up
the project by end of Week 7. This means you have approximately 18-
20 days to complete your project.
Set realistic goals and deadlines in consultation with your

mentor/guide.
Some examples of goals can be,
No. of customers they want to sell to

No of experiments they will do
The depth of research or outcomes
No of stakeholders spoke to
Amount of profit they want to earn if it is a product
No of stakeholders reached - if it is a service
Or any other such specific goal that they will be able to measure at the
end of their project
Keep these guidelines in mind while setting up the goals
SMART Goals
1. Specific - A good goal tells you exactly what you want to achieve. It
is not vague.
2. Measurable - A good goal can be objectively measured against a
number, to check if it has been achieved.
3. Achievable - A good goal must have the ability to be fulfilled. It
should not be something that you cannot do or achieve.
4. Realistic - A good goal is doable and rooted in reality.
5. Timely - A good goal has a deadline to it and is time bound. It tells
the time period within which the goal shall be achieved.

WORK ON YOUR PROJECT WEEK 5-7
You have till end of Week 7 to work on your project
POINTS TO REMEMBER
Look at end of Week 6 log and ensure you till it in

Keep your mentor updated on the progress of your project
Ensure you make a note of day to day tasks you have undertaken
In addtion note down the feedback/responses reecived from
stakeholders
Go through Chapter 25 by Mid of Week 6 to make neccessary
improvements

WEEK 6 LOG
START Mention your decisions based on feedback
STOP Mention your decisions based on feedback
CONTINUE Mention your decisions based on feedback
PROJECT GOALS
Mention your goals here

Chapter 25: Feedback and Improvise 2.0
While conducting your project did you recieve any comments/feedback

from your stakeholders?
If yes not down the points you can remember
FEEDBACK
Things they liked about

the project
Things that can be

changed or improved
on
Suggestions mentioned

by stakeholders
Importantly you will have to speakto your assigned mentor on the

progress of the project and gather his/her feedback for improvisations
to be done in week 7 of your project.
Based on the feedback received , consult with your mentor or guide

and decide on the below.
Start - Things they will start doing from the next day onwards Eg. They
will start selling in a new location
Stop - Things they will stop doing eg - they will stop using a certain
brand for their raw materials
Continue - Things they will continue doing for their business Eg. - They
will continue to sell at the same price.

Chapter 26: Project Conclusion
This chapter to be looked into towards the middle of week 7
Congratualations on reaching almost the end of this project. Please pat

yourselves on the back for having come so far.
In this chapter we will be looking at all the elements that you will need
to collate for creating the project report during week 8.
STEP 1
Collate all the work you have done from Chapter 4 onwards
Look at your Daily log to ensure you have collected all the
necessary content
Ensure you have filled in all the logs ( Daily and Milestone)
STEP 2
Check if you have all the necessary documents from Survey
reporting, data analysis and survey report
Check if you have all necessary documents from IEC Campaigns
Ensure you have a copy of the creatives created for the campaign
Check if you have all the necessary work from Week 4-7 of your
main project
Do a run through and ensure you have collected all the work you
have done for this project
STEP 3
Make sure you get a project completion from the stakeholders (
Example:
If your project is an internship - get an acknowledgement from the
necessary authorities)
If you have worked with a local body (panchayat etc.) get an
acknowledgement from them as well
STEP 4
Show all the documents collected to your assigned mentor
Check for missing documents
Consult with your assigned mentor to understand how the report
has to be submitted ( Online/offline and the format of the same)

STEP 5
Work on the final conclusions for your project.
A Product - no of people you sold the product to, profit made,

customer feedback
A Service - no of people you reached, spoke to and changes the
occured post the project
In depth findings and propose solutions to relevant bodies - finding
and solutions
Set of Experiments - findings and solutions
Further Research -findings of the research and next steps
Internship with a company - work undertaken

WEEK 7 LOG
WEEK 7 MILESTONE
Final Conclusions

A Product - no of people you sold the product to, profit made, customer feedback
A Service - no of people you reached, spoke to and changes the occured post the
project
In depth findings and propose solutions to relevant bodies - finding and solutions
Set of Experiments - findings and solutions


UNIT 5. WEEK 8 PROJECT REPORT
This unit will help you make a project report for your project
Chapter 27: PROJECT REPORT ELEMENTS
As per the government mandate below are the details you should
include in your project report
PART – A
Introduction:
About the Village / Habitation.
Socio-Economic Survey of the Village/Habitation.

Data collection using prescribed formats.
Problems identified and Analyses of the problems.
Short-term and long term action plan for possible solutions for the
problems identified and that could be recommended to the concerned
authorities for implementation.
Community awareness programmes conducted w.r.t the problems and

their outcomes.
Note: Ensure you add in all related work for the first 3 weeks of your
project. Do not miss out on any elements

PART B
A mini-project work in the related subject w.r.t the habitation/village.
Example
A student of Botany may do a project on Organic Farming or
Horticulture or usage of biofertilisers or biopesticides or effect of the
inorganic pesticides, etc.
A student of Zoology may do a project on Aquaculture practices
or animal husbandry or poultry or health and hygiene or Blood group
analysis or survey on the Hypertension or survey on the prevalence of
diabetes, etc.
PART - C
1. Recommendations and conclusions.

2. References

Chapter 28: Working on your project report
In this chapter you will be taken through how to work on your project
report
PART – A
Introduction:
About the Village / Habitation.
Ensure you give an introduction about the village or environment or

habitation where you began to look at the problems around you and
identified the problems which were concerning you. Who all live there,
the population, problems faced around etc.
Socio-Economic Survey of the Village/Habitation.

Data collection using prescribed formats.
Mention the problem statement and research question you are

working with. Which are the survey methods you have chosen and the
reasoning behind it. The survey questions
Problems identified and Analyses of the problems.
How did you Analyse the data, what methods did you use and add in
the survey report here
Short-term and long term action plan for possible solutions for the
problems identified and that could be recommended to the concerned
authorities for implementation.

Community awareness programmes conducted w.r.t the problems and
their outcomes.
Add in the campaign report prepared with the Final Plan for the
community awareness campaign, how many people did the campaign
reach, it's creatives and the
PART B
A mini-project work in the related subject w.r.t the habitation/village.
Example
A student of Botany may do a project on Organic Farming or
Horticulture or usage of biofertilisers or biopesticides or effect of the
inorganic pesticides, etc.
A student of Zoology may do a project on Aquaculture practices
or animal husbandry or poultry or health and hygiene or Blood group
analysis or survey on the Hypertension or survey on the prevalence of
diabetes, etc.
Ensure you include

Choice of area
Reasoning
Survey conducted
Final project
Steps undertaken
Prototype if any
Stakeholder feedback and mentor feedback
Improvisations made as per feedback

PART - C
1. Recommendations and conclusions.
A Product - no of people you sold the product to, profit made,

customer feedback
A Service - no of people you reached, spoke to and changes the
occured post the project
In depth findings and propose solutions to relevant bodies -
findings, recommendations and solutions
Set of Experiments - findings , recommendations and solutions
2. References
You will be expected to present your project to your mentor. Kindly

consult with your mentor on the presentation format and the other
details
Congratulations you have come towards the end of the Project.
All the Best :)

COMMUNITY
SERVICE
PROJECT
Nurturing the
Changemakers of Tomorrow!
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COMMUNITY SERVICE

COMMUNITY SERVICE PROJECT

Community Service Project is an experiential learning strategy that

Community Service Project should be an integral part of the

The specific objectives are:

To sensitize the students to the living conditions of the people who

COMMUNITY SERVICE PROJECT

Implementation of the Community Service Project

Every student should put in a minimum of 180 hours for the

Each class/section should be assigned with a mentor.

COMMUNITY SERVICE PROJECT

Assessment methodology for community service project

The following is the evaluation methodology for awarding

The weightings shall be:

COMMUNITY SERVICE PROJECT

Each student is required to maintain an individual logbook, where

PROJECT LOG ASSESSMENT - 20 MARKS

Log Book filled Accuracy of Overall Quality

Project Implementation - 30%

PROJECT IMPLEMENTATION ASSESSMENT - 30 MARKS

Quality of Quality of Quality of

COMMUNITY SERVICE PROJECT

PROJECT REPORT ASSESSMENT - 25 MARKS

The Project Presentation is to be made by the student after he/she

PROJECT PRESENTATION ASSESSMENT - 25 MARKS

COMMUNITY SERVICE PROJECT

While grading the student’s performance, using the student’s project

The individual student’s effort and commitment.

The assessment for the Community Service Project implementation

Orientation to the community development

COMMUNITY SERVICE PROJECT

As per the mandate from the department. Each student is required to

The assessment will take into consideration the individual student’s

Kindly record the log in a separately, it needs to be submitted during

SAMPLE - DAILY LOG

Activities taken up: Read chapter 1 - 3

Activities taken up: Read chapter 4-5

You will find milestone log in between the chapters

COMMUNITY SERVICE PROJECT

The following is the evaluation methodology for awarding

The weightings shall be:

COMMUNITY SERVICE PROJECT

Chapter 1: Overview of the State

Andhra Pradesh stands 9th in India Innovation Index by NITI Aayog.

Andhra Pradesh stands 20th in Multi-Dimensional Poverty Index (MPI).

26.38% of population are deprived of nutrition

Andhra Pradesh stands 10th (Group A) in Human Resource

Andhra Pradesh stands 10th (Group A) in Public Infrastructure and

Niti Aayog report laid 3 recommendations that states can follow to

Have to produce more knowledge and data

COMMUNITY SERVICE PROJECT

We are yet to take full advantage of our demographic dividend. Given,

Skill Gap : What we produce + What industry needs

To improve Andhra Pradesh state’s on above Parameters, following 3

1. Better understanding of communities

2. Involving young people in solving problems. Utilizing the advantage

3. Civic participation + Initiatives

In alignment with Nation’s vision and involve young people in solving

COMMUNITY SERVICE PROJECT

Sustainable Development Goals