History of Dept:-
Department of Geography, Bijoy Krishna Girls’ College has a rich history, where
Undergraduate Programme was running successfully since the beginning (i.e. General coursefrom 1966 and Honours Course from 1981). Reputed faculty members, specialized indifferent branches of geography, used to teach here, and along with the active assistance offew non-teaching staffs, this department quickly climbed the peak of popularity in terms ofacademic credentials. Since then, an idea was floated to attach a Post-Graduate Departmentwith it, to provide a fillip to meaningful teaching-learning process and bolster academicresearch. Finally, this PG Department started to offer a full-time two years programme i.e.Master in Science degree in Geography from 2015.
Mission & Vision:-
Along with it, rich seminar library (with around 300 books), a well-balanced stock of SurveyInstruments (like Prismatic Compass, Dumpy Level and GPS) and well-equipped RemoteSensing and GIS Laboratory help this teaching-learning process. Recently installed wi-fisystem is also an added-on facility. Multidisciplinary knowledge sharing platform, throughthe engagement of other departments (e.g. B.Ed., Economics and Sociology) of this college,is currently being promoted. Moreover, fieldwork-cum-excursion, occurring in differentregions of West Bengal and India also boost academic environment of this department.Active participation of students in group discussions, debates, micro-teaching programmes,wall magazine, oral presentation and poster presentation in seminars is highly encouraged.Last but not the least, student-teacher interaction, through a formal channel of classroomdiscussion and an informal channel of out-of-classroom discussions on pertinent socio-cultural and environmental issues is fostered.
This department is also proud of its Alumni, some of whom are actively engaged in teachingand research at different schools and colleges. Geography, located in a zone of convergenceof physical and social sciences, offers diversified opportunities to students who wish topursue further research in institutions offering population studies (like IIPS, Mumbai), urbanand regional planning courses (like CEPT, Ahmedabad and SPA, Delhi). Some of them canopt for jobs in leading NGOs, consultancy agencies and research institutions.
At Post-Graduate level, this Department is focusing broadly on Human Geography – thatmeans some of its branches like Social and Cultural Geography, Population and WelfareGeography, Regional Planning & Development and Urban Geography. Currently, it offerstwo Special Papers, namely, Population and Welfare Geography (since 2015) and RegionalPlanning (since 2017). To teach these modules in details, this department is humbly proud tohave its existing pool of faculty members. Their varied academic interests include the studieson urban society, social change, urban micro-environmental issues, urban governance, urbanpoverty, population-environment-welfare dynamics, gendered space, cartographic applicationin urban and regional studies, and geography of tourism and so on. Usually, month-long
Special Lecture Series, through the invited lectures of distinguished teachers, takes place asevident in the years 2016, 2017 and 2019.
Sweta, UG Hons. (67 percent marks), University Rank Holder (5th), currently studying Masters in the University of Calcutta
Tania, UG Hons. (2nd Year) currently the Highest Rank Holder, up to Part-I, with approximately 67 percent marks
Suchana, M.Sc. (2015-17), 3rd Prize in the Student Paper Presentation session, National Seminar organized by Bengal Economic Association and BKGC
Dr.SayantaniMukhopadhyay, Associate professor, Sister NiveditaGovt College
Bandana Pal, Lab Instructor, Deptt of Geography, BKGC
Sumona Roy, Teaching Staff, Bidyasagar College, Kolkata
Number of Map Plates- 115 ,Number of Topographical Map- 1607
Number of Survey instruments and accessories- 205, Number of Climate instruments- 16
Number of Books in Seminar Library- 306
Number of other maps – 93 (including guide map of various districts, landuse map, geological & geomorphological map, district map, Police Station map)
Total number of Computers- 10, Number of Laptop- 02, Number of Tracing Table- 10
The department with its full team of teachers provides all support to the students for building good career and developing integrated value oriented personality. Teaches counsel the students for academic affairs as well as non-academic even personal affairs.
The departmental teachers have the opportunity to arrange lectures for the students with experts from Universities, Colleges and other Organizations.
The department can organize National/ International Seminar.
The department can organize workshops and refresher courses for school & college teachers.
Can explore possibilities of generating financial resources from Govt. Organizations.
Can offer consultancy services.
Counsel and guide students for Competitive Examinations (NET/WBCSC/ WBPSC etc).
Help generate interest for the subject among students of all college in general.
7. PROGRAMME OUTCOME
B.A./ B.Sc in Geography (Hons.)
The course enables students in following ways:
Firstly, after completing this course students may join various master's programmes for further studies. Secondly, they become eligible for most of the competitive examination all over the country, where the subject may a method-subject. Thirdly, they may opt out for some professional courses like, remote sensing and GIS, environmental studies, disaster management, musicology etc.
The subject encompasses physical and human geography, which enrich their knowledge regarding earth as the living space of humanity. Numerous branches of the subject systematically enhance their knowledge from soil to atmosphere, from society to region.
Field work is a compulsory part of undergraduate study, where everyone interacts a new place and new people to acquire social as well as physical database and prepare a field report. It's a real-life experience which provides them to do something new.
8. COURSE OUTCOME
B.A./ B.Sc in Geography (Hons.)
On completion of the course, the student should be able to: explain how different types of endogenetic and exogenetic processes affect Earth’s landform features; understand geological history of Earth and associated events; understand earth’s interior; describe different types of landforms and land forming processes in different climate zones and tectonic regimes; explain different types of theories and models for landscape evolution, can relate these models/theories in practical terms with present landscapes; identify and describe geomorphological structures and associated processes with these structures; carry out geomorphological field investigation; analyze how human activities have influenced the leveling of the earth’s surface, and giving examples of the activities; identify landform changes through time, landform characteristics, associated process through different types of map; understand the mechanism and preparation of topographical sheet; identify different types of rocks and minerals.
On completion of the course, the student should be able to: understand about different types of scales, their uses and how to draw them; understand the concept of map making and develop knowledge of latitude and longitude; explain the concept of map projection and their importance; able to draw maps with help of latitude, longitude and suitable scale; understand different types of cartographic techniques and their application; able to prepare thematic maps and represent information with help of these maps.
From this scheduled course, the students learn: the basic concept of human geography – as a branch of geography; major themes and contemporary relevance of human geography; the difference between race and ethnicity and able to classify human beings according to both of these; about the Space, Society and Cultural regions on the basis of language and religion, the evolution of human societies from hunting to industrial society; how human beings survive adapting unfavourable physical environment; population composition and the pattern of population growth and distribution worldwide and in India and Demographic Transition Theory; population resource relationship; The conflict between development and environment; types and patterns of rural settlements and the types of rural house in India; morphology and hierarchy of urban settlements; the use of cartographic technique i.e. how to represent spatial variation of demographic data; the process of measuring arithmetic growth rate of population; types, graphical representation, and analysis of age-sex pyramids.; and the process of analyzing Nearest Neighbour Index.
Thematic Mapping and Surveying:
From this scheduled course students learn: the concept of diagrammatic representation of data; how to prepare and interpret different types of map – weather maps, land use-land cover maps, socio-economic maps; about some principal national agencies producing thematic maps in India; the mechanism and preparation of geological maps with different structure; the basic concepts of surveying and the uses of different survey equipment; and to draw the landform using survey instruments on the ground.
The theoretical aspects of climatology and basic concepts are discussed here. This section helps the students to understand more difficult concepts of climatology in higher levels. In the laboratory module, measurement of weather elements using analogue instruments, weather map interpretation etc. helps the students to understand the practical concepts of climatology.
Hydrology and Oceanography:
The concepts of hydrological cycle, marine geomorphological concepts are learnt along with some dynamic concepts like sea level change. Thus, global warming etc. which are also linked sea level change, are learnt by the students. In the laboratory module, the quantitative aspects are taught, and in that the emphasis is mainly on hydrology.
Statistical Methods in Geography:
The basic statistical concepts are dealt with so that students can be made capable to interpret data quantitatively while doing empirical studies in future.Data interpretation techniques are discussed here by using sample and data matrix. This laboratory section is an extension of the theoretical course of statistical methods, e.g. regression and residual mapping.
In this Skill Enhancement Course (SEC), different types of tourism, factors, sustainable tourism, and the popular tourism destinations are studied. Case studies are also included in the curriculum for better comprehension of the empirical analyses of tourism industry.
This paper consists with economic activities and phenomena of the world, different production systems, trade, transport and commerce, resource base, by which students become aware and get knowledge regarding the economic scenario of the world. It also helps them to prepare for ‘current affairs’ section of competitive examinations.
Regional Planning and Development:
This paper highlights exclusiveness of region, its character and uniqueness, regional disparities and imbalance, different measures of human development etc. It opens new arenas of thinking of the students. A discussion on contemporary issues in this paper makes students more informative, focused and wise.
Soil and Biogeography:
Soil, plants and animals -- the biosphere -- is the content of this branch. Soil character, formation, types, erosion, etc. helps students to know the differentiation of soil resources and productivity upon which ecosystem and biomes are developed by which environmental balance are maintained.
This Skill Enhancement Course covers a wide range as it deals not only with the basic conceptual issues and models but also ground level target group and target area approaches to rural development with specific reference to several government sponsored programmes.
BA/ BSc in Geography (General)
A Geography General degree program provides with the knowledge and field-based and technical skills that help them in pursuing promising career options like:
The most preferred option for Geography Graduates is MA/MSc Programmes in various subjects such as Geography. Such programmes are perfect for students who want to continue their further studies through M.Phil and Doctorate Programmes, and become researcher in their respective fields. MA/MSc degrees are also ideal for candidates who are looking forward to take up teaching as their profession.
Geography General passed out candidates, who are willing to enter into the education sector, can opt for B.Ed (Bachelor of Education) programme. This programme trains students for teaching purpose.
Another option for Geography Graduates is to opt for a Diploma Programmes in professional training in various fields like Acting, Animation, Film-Making, , Painting and so on, that make them more employable.
An MBA after Graduation has also emerged as one of the important options.
Geography General Graduates can apply for competitive examinations conducted by the central and state government and other agencies.
BA/ BSc in Geography (General)
Students will be acquainted with the distinctiveness of Geography as a field of learning in social science as well as natural science. Besides they will be familiar with the interrelationship between Geography and other branches of Earth Sciences.
This course makes students to know the fundamentals of Physical Geography; to acquire knowledge about various landforms and processes; acquire knowledge of hydrological cycle, run off; to understand importance of ocean, ocean salinity and temperature and the types of tides. In the laboratory module, the students learn to identify different types of rocks and minerals; understand method of representation of relief; drawing of Profile of slope maps; make demarcation of drainage basin and identify of different types of channel features and the Drawing of drainage density map.
In this course, the students understand heat budget and insolation; acquire knowledge of horizontal and vertical distribution of atmospheric temperature and pressure; understand the Monsoon; understand different atmospheric disturbances like Cyclones, Thunderstorms etc; obtain knowledge about Greenhouse effect and ozone layer; study Koppen’s climatic classification; acquire knowledge of formation and properties of soil and soli profile development; study of USDA classification of soils; acquire knowledge of ecosystems and biomes; study different types of plants; and understand the Indian Biodiversity. In the laboratory module, the students learn to understand the interpretation of weather map; draw and interpret hythergraph, climograph and wind rose, ternary diagram and prepare biodiversity register.
This course enables students to study the Human Economic Activities; grasp a few industrial location theories; understand the human society and the characteristics of social organisations; acquire knowledge on Race, Language and Religion; understand the concept of social issues; study the cultural landscape; understand the nature and scope of Settlement Geography; learn the characteristics of Rural and Urban Settlements; and acquire knowledge on Cultural regions and Cultural realms. In the laboratory part, the students understand the representation of proportional divided circles; compute time series analysis; calculate nearest neighbour index; and calculate and plot arithmetic growth rate.
This course helps students to know the different types of maps; understand the concept of bearing; get knowledge about map projection; understand the mechanism function of old and new series of topographical maps; acquire knowledge on thematic maps; understand the basics of remote sensing; prepare standard of FCCs and raster images; understand the basic components of prismatic compass and dumpy level. In the laboratory module, the students learn drawing of Scale Diagram for representing geographical data; drawing of projection; to understand to choose the projection type according to the purpose of making maps; the calculation and construction of thematic maps and how to prepare annotated thematic overlays from satellite images.
In this course, the students study the concept, basic elements, and the measurement of the level of rural development; the theories of cumulative causation model, core-periphery model, Gandhian approach to rural development; different area based approach to rural development; the rural governance and rural development policies and programmes in India.