1 Faculty Faculty of Engineering & Applied Sciences (FEAS)

2 Department Department of Computer Science & Engineering

3 Program Bachelor of Science in Computer Science and Engineering (B.Sc. in CSE)
4 Course Code BAN 101 (BNQF: 0231-101)
5 Course Title Bangla Language
6 Course Type General Education
7 Pre-requisites N/A
9 Contact Hours 17 weeks × 2 classes per week × 1.25 hours per class = 42.5 total hours
10 Year- Semester First Year, First-semester
11 Academic Session Spring 2024
12 Class Schedule Intake – Section (Shift) Class Day Class Hours Venue
Sunday 10:30 AM-11:45 AM Room: 905 (B-3)
53-9 Day
Wednesday 10:30 AM-11:45 AM Room: 902 (B-3)
BUBT Campus, Rupnagar, Mirpur 2, Dhaka - 1216
13 Course
Google Classroom code: b75yr2l
Website
14 Course Name (Code): Progga Chanda (PRGC) Specialization: Bangla
Teacher’s Designation: Lecturer Email: [email protected]
Information Department of English Cell No. 01774336019 Room No. 602(B-1)
15 Counseling Day Counseling Hours Venue
Hour/Tutorial
Wednesday 11:50 AM-01:20 PM Room: 602 (B-1), Desk:29

16 Accessories & Students must carry learning materials like lecture notes, pens, pencils, erasers etc. in the classroom.
Aids Borrowing learning materials in the classroom or exam room from fellow students is prohibited. A
student is also advised to keep a separate class note (khata) of 50 pages for the course during class
hours.
17 Course GB †Kvm© cv‡Vi gva¨‡g wk¶v_©xiv evsjv fvlvi †gŠwjK welq m¤ú‡K© mg¨K aviYv jvf Ki‡Z cvi‡e|
Rationale
wk¶v_©xiv evsjv e¨vKi‡Yi wewfbœ welq †hgb fvlv, aŸwbZË¡, iƒcZË¡, evK¨ZË¡, A_©ZË¡ Ges wbwg©wZ
As‡ki wKQy welq †hgb: Aby ‡”Q` iPbv, cªwZ‡e`b cªf… wZ welq m¤ú‡K© Ávb jvf Ki‡Z m¶g
n‡e| GQvov wk¶v_©xiv ï×fv‡e evsjv evK¨MVb Ki‡Z cvi‡e; hv wk¶v_©x‡`i †hvMv‡hvM `¶Zv evov‡Z
mvnvh¨ Ki‡e|

18 Course 1. fvlv, evsjv fvlvi D™¢e I weeZ©b, evsjv fvlvi iƒc‡f`, evsjv mvwn‡Z¨i BwZnvm, fvlv
Objective
Av‡›`vjb I fvlv wn‡m‡e ewnwe©‡k¦ evsjv fvlvi Ae¯’vb I AwR©Z ¯^xK„ wZ

2. aŸwbZË¡ : aŸwb, eY© I Aÿi, evMhš¿,aŸwbi D”PviY-ixwZ, D”Pvi‡Yi ¯’vb I m~ Î

3. iƒcZË¡: kã I k‡ãi cÖKvi‡f`, kã MVb cªwµqv, ePb, DcmM©, mgv_©K kã, wecixZ kã,
m‡gv”PvwiZ kã, GKB k‡ãi wfbœv_©K cÖ‡qvM, cvwifvwlK kã

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 4. evK¨ZË¡ : evK¨, ev‡K¨i msÁv_©, mv_©K ev‡K¨i ˆewkó¨, ev‡K¨i cªKvi‡f`

5. A_©ZË¡ : mgv_©K kã, evMaviv, weivgwPý ev hwZ wPý

6. evsjv evbvb : Zrmg, A-Zrmg, Y-Z¡ weavb I l-Z¡ weav‡bi wbqg

7. wbwg©wZ : cÖwZ‡e`b, Aby ‡”Q` iPbv |

19 Course After successful completion of this course it is expected that students will be
Learning
Outcomes CLO 1: Conscious about the sacrifice of the language martyrs;
(CLOs)
CLO 2: Experts in Bangla Phonology, Morphology, Syntax and Semantics;

CLO 3: To use Bangla dictionary;

CLO 4: To write in correct Bangla;

CLO 5: To develop the art of writing in Bangla & spelling in Bangla;

20 Mapping of CO – PO – K, P/A – Learning Domain, and Method of Delivery and Assessment Tool
PLOs Learning Delivery Methods /
CLOs Ks & Ps** Assessment Tools
&CF Domain Activities
PLO8,
K3& K4;
CLO1 12 Understand
CF = 2
 Classroom Lecture Indirect: In class response, course
PLO4 Understand K3 & K4; counseling, course end survey
CLO2 (PPP &/or WBT*)
CF = 1 & Apply
PLO12 K3& K4;  Classroom Discussion& Direct:Class participation and
CLO3 Apply activity, class test,
CF = 1 Exercise practice
PLO2, assignment,midterm and final
Understand K3 & K4;  Analysis and problem examinations
CLO4 12 solving
& Apply
CF = 1  Course Counseling
PLO8,
Understand K3 & K4;
CLO5 12
& Apply
CF = 2

*PPP: Power Point Presentation & WBL: White Board Teaching

**Ks : Knowledge Profiles & Ps : Profiles of Complex Engineering Problem
Correlation of COs to POs
Correlation Criteria Correlation Level Correlation Factor (CF)
Less than 25% Almost no correlation 0
Equal to or greater than 25% and below50% Poor (Low) 1
Equal to or greater than 50% and below 75% Moderate (Medium) 2
Equal to or greater than 75%and up to 100% Significant (High) 3

2|Page
21 Teaching-Learning The course's teaching-learning process is designed to achieve its intended learning
Strategy outcomes. Various classroom tools, such as multimedia projectors with desktop
computers, whiteboards, and overhead projectors, are used to make the process engaging,
effective, and comprehensive. The primary method of teaching is through classroom
lectures, wherein most of the course content is covered in the lecture notes. For the
remaining topics, textbooks are utilized, with additional references provided for students
to study on their own. Lecture materials are posted on Google Classroom web pages and
also provided as hard copies in the classroom. To ensure that students achieve the
expected performance and knowledge level, classroom discussions, PowerPoint
presentations, problem-solving using whiteboard markers, and homework or home
studies are used. Counseling is also offered to help students with weak areas. Formative
assessments of individual students are done through inside and outside classroom
discussions, in-class eye contact and clicker questions, homework, and students'
responses. A course-end survey is also conducted. Summative assessments are done
through class participation and performance observation, assignments, class tests, and
semester midterm and final examinations.
If a student is absent from a class for any reason, they are advised to do self-study and
take tutorials from the class teacher to make up for the missed class. Supplementary
examinations are available for students who missed the midterm or final examinations
due to valid reasons. These supplementary exams are more challenging than the regular
exams.

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22 Course Plan
This course consists of 150.0 min./week of class contact hours and an additional 90 min./week of counseling
hours to explain students’ design problems, provide reading materials, and assist in understanding lecture
materials for preparing examinations, class tests, and assignments.
Week Lect Topics Book(s) & Teachin Assessm Corresp
ure Other g- ent onding
Reference(s) Learnin Strategy CLO (s)
g
Strategy

1 1 W. gy n¤§` Lecture CLO 1

fvlv wK? fvlvi cª‡qvRbxqZv knx`y jøvn& :
ev½vjv fvlvi
BwZe„ Ë ,evsjv
mvwn‡Z¨i K_v;

2 Lecture CLO 1
evsjv fvlvi D™¢e I weeZ©b ûgvqy b AvRv`:
(B‡›`v-BD‡ivcxq QK) jvj bxj `xcvewj;
KZ b`x m‡ivei
2 3 evsjv mvwn‡Z¨i hy M-wefvM Lecture, Class CLO 1
( cÖvPxb I ga¨hy M) Group Test 1
my Kz gvi †mb: Discussi
ev½vjv mvwn‡Z¨i on
BwZnvm;

gy bxi †PŠay ix
I †gvdv¾j nvq`vi
(m¤úv`bv) : evsjv
fvlvi e¨vKiY
.
4 evsjv mvwn‡Z¨i hy M-wefvM ûgvqy b AvRv`: Lecture CLO1
(Avay wbK hy M) jvj bxj `xcvewj;
3 5 evsjv fvlvi iƒc‡f`: Lecture, CLO 1
gy bxi †PŠay ix Interacti
(ˆewkó¨-ˆjwLK-†gŠwLK-mvay -
PwjZ) ve
I †gvdv¾j nvq`vi Discussi
(m¤úv`bv) : evsjv on
fvlvi e¨vKiY

6 fvlv Av‡›`vjb, ewnwe©‡k¦ evsjv e`iæÏxb Dgi : Lecture,

fvlvi Ae¯’vb I AwR©Z Interacti CLO 1
4|Page
 ¯^xK… wZ c~ e© evOjvi fvlv ve
Av‡›`vjb I Discussi
on
ZrKvjxb ivRbxwZ
4 7 e¨vKiY Kx? e¨vKiY cv‡Vi Lecture, CLO 2
cª‡qvRbxqZv? evsjv e¨vKiY Gi (1g LÐ-3q LÐ) , Case
DrcwË I weKvk Ges e¨vKi‡Yi fvlv Av‡›`vjb I Study
Av‡jvP¨ welq Ab¨vb¨
cÖm½;wmivRy j
Bmjvg †PŠay ix :
RvZxqZvev`-
mv¤úª`vwqKZv I
Assignm
RbM‡Yi gy w³, ent
evOvwji Rq- Presentat
civRq, Dwbk ion -1
kZ‡Ki evsjv
M‡`¨i mvgvwRK
e¨vKiY

.
8 aŸwbZË¡ : aŸwb, eY© I Aÿi, Lecture CLO 2
evMhš¿ evsjv GKv‡Wwg :
Avay wbK evsjv
5 9 evsjv evbv‡bi wbqg: Awfavb Lecture,
(Zrmg,A-Zrmg, †`wk , Interacti
we‡`wk) †mŠwgÎ †kLi: ve CLO 2
Discussi CLO 3
evsjv fvlv I on CLO4
mvwnZ¨ wRÁvmv

gbmy i gy mv :
evsjv cwifvlv;

10 evsjv evbv‡bi wbqg: gy bxi †PŠay ix Lecture CLO 2

Y-Z¡ weavb I l-Z¡ weavb I †gvdv¾j nvq`vi CLO3
(m¤úv`bv) : evsjv CLO4
fvlvi e¨vKiY
6 11 kã I kã MVb cÖwµqv Lecture, CLO 2
DrcwË Aby mv‡i k‡ãi W. gy n¤§&` Interacti
†kÖwYwefvM ve

5|Page
 knx`y jøvn : Discussi
12 A_© I MVb Aby mv‡i k‡ãi evOvjv fvlvi on
†kÖwYwefvM
BwZe„ Ë evsjv
mvwn‡Z¨i K_v;

ûgvqy b AvRv`:
jvj bxj `xcvewj;
KZ b`x m‡ivei

7 13 ePb, DcmM© Lecture

CLO 2
gy bxi †PŠay ix
14 mgv_©K kã ; I †gvdv¾j nvq`vi Lecture CLO 2
wecixZv_©K kã (m¤úv`bv) : evsjv
fvlvi e¨vKiY

8 15 Aby ‡”Q` iPbv K¬vm : Av‡jvPbv CLO 5

16 weMZ cvV-ch©v‡jvPbv

Midterm Examination

9 17 evsjv fvlvi e¨vKiwYK kã †kªwY Lecture, CLO 2

Group
Study
18 evK¨ Kx, mv_©K ev‡K¨i ¸Y I gy bxi †PŠay ix Lecture CLO 2
ˆewkó¨ I †gvdv¾j nvq`vi CLO5
10 19 MVb I A_©vby mv‡i ev‡K¨i (m¤úv`bv) : evsjv Lecture, CLO 2
cÖKvi‡f` fvlvi e¨vKiY Audio CLO5
visual
Presenta
tion
20 m‡gv”PvwiZ kã I GKB k‡ãi Lecture CLO 2
wfbv_©K cÖ‡qvM
11 21 evsjv D”PviY m~ Î : A, G Lecture CLO 2

6|Page
 22 evsjv D”PviY m~ Î : e-djv, †mŠwgÎ †kLi: Lecture, Class CLO 2
g-djv,h-djv evsjv fvlv I Test 2
mvwnZ¨ wRÁvmv
12 23 msL¨vevPK kã Lecture, CLO 2
Interacti CLO 5
ve
gbmy i gy mv : Discussi
on
evsjv cwifvlv;
24 Lecture CLO 2
cÖev`-cÖePb, c`µg CLO 5

13 25 evsjv fvlvi cÖ‡qvM I AccÖ‡qvM †mŠwgÎ †kLi: Lecture, CLO 2

evsjv fvlv I Interacti CLO5
ve
mvwnZ¨ wRÁvmv
Discussi
on

26 mgvm: W. gy n¤§&` Lecture

Ø›Ø , wظ, Kg©aviq knx`y jøvn : CLO 2
evOvjv fvlvi
14 27 mgvm: Lecture, CLO 2
Zrcy iæl, eûeªxwn, Ae¨qxfve BwZe„ Ë evsjv Interacti
mvwn‡Z¨i K_v; ve
Discussi
on
ûgvqy b AvRv`:
28 KviK: CLO 2
KZ… ©KviK, Kg©KviK, KZ b`x m‡ivei Lecture,
KiYKviK Interacti
ve
Discussi
on
15 29 KviK : gy bxi †PŠay ix Lecture, CLO 2
Acv`vb KviK, m¤úª`vb Audio
I †gvdv¾j nvq`vi
KviK,AwaKiY KviK visual
(m¤úv`bv) : evsjv Presenta Assignm
fvlvi e¨vKiY tion ent
†mŠwgÎ †kLi: Presentat
ion-2
evsjv fvlv I
mvwnZ¨ wRÁvmv

7|Page
 30 cy iæl I ¯¿xevPK kã, †mŠwgÎ †kLi: Lecture CLO 2
cvwifvwlK kã ,evMaviv evsjv fvlv I
mvwnZ¨ wRÁvmv

gbmy i gy mv :
evsjv cwifvlv;

16 31 Brain Storming Session 1

32 Brain Storming Session 2

17 33 weivgwPý, cÖwZ‡e`b gy bxi †PŠay ix Lecture, CLO5

I †gvdv¾j nvq`vi Interacti
(m¤úv`bv) : evsjv ve
fvlvi e¨vKiY; Discussi
on
†mŠwgÎ †kLi:
evsjv fvlv I
mvwnZ¨ wRÁvmv

34 K¬vm Av‡jvPbv Interacti

ve
weMZ cvV-ch©v‡jvPbv discussi
on
*** Final Examination**

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23 i Class note Class notes of the course of Bangla designed by Progga Chanda.

ii Text Books mnvqK eB :

1.DBwjqvg †Kwi- A Grammar of Bangali Language.
2.ivRv ivg‡gvnb ivq : †MŠoxq e¨vKiY
3.Ck¦iP›`ª we`¨vmvMi: e¨vKiY †KŠgy `x
4.W. gy n&¤§` knx`y jøvn : evOvjv fvlvi BwZe„ Ë, evsjv mvwn‡Z¨i K_v
5.†Mvcvj nvj`vi : evsjv mvwn‡Z¨i iƒc‡iLv
6.my Kz gvb †mb : ev½vjv mvwn‡Z¨i BwZnvm
7.gy bxi †PŠay ix I †gvdv¾j nvq`vi (m¤úv`bv) : evsjv fvlvi e¨vKiY
8.e`iæÏxb Dgi : c~ e© evOjvi fvlv Av‡›`vjb I ZrKvjxb ivRbxwZ (1-3q LÐ) , fvlv
Av‡›`vjb I Ab¨vb¨ cÖm½
9.wmivRy j Bmjvg †PŠay ix : RvZxqZvev`-mv¤úª`vwqKZv I RbM‡Yi gy w³, evOvwji
Rq-civRq, Dwbk kZ‡Ki evsjv M‡`¨i mvgvwRK e¨vKiY
10.ûgvqy b AvRv` : jvj bxj `xcvewj , KZ b`x m‡ivei
11.gbmy i gy mv : evsjv cwifvlv
12.evsjv GKv‡Wwg : Avay wbK evsjv Awfavb
13.†mŠwgÎ †kLi: evsjv fvlv I mvwnZ¨ wRÁvmv |

24 Assessment and Active engagement in class activities, participation in outside classroom discussions,
marks distribution and communication through the Internet and phone are integral parts of this course.
criteria Failure to participate in class regularly, take class tests, and/or complete assignments
may result in failing the course. To achieve the course-specific expectations, students
must actively participate in classroom discussions and complete all sets of work at a
satisfactory level, as outlined in the course content. The course-specific expectations
for students are achieved if
 75% of students in a section attend more than 70% of classes (determined by summative
assessment).
 Their active participation in the classroom discussion is targeted at up to 80% of
the total attendees (determined by formative assessments such as eye contact,
clicker questions, and group discussions).
 Equal or more than 40% of course outcomes must be achieved by the students (summative
assessment).
 The level of engagement in the studies, such as regularly preparing class lectures,
class tests, and assignments, must be more than 60% (formative assessment).
 Expected level of participation in the outside class discussion (once weak, more
than 30% of students in a section) by course counseling and using social media
like Google Classroom, email, phone call, etc. (formative assessment).
 Students are assessed according to their individual performance in the
examinations, class tests, assignments, and class participation. The final mark
calculation and course outcome assessment are done based on the following mark
distribution criteria:

9|Page
 Conducting
Assessment tool Mark distribution (%)
Number
Class participation and activity 34 05
Class test 2 7.5 × 2 = 15
Assignments/Report and Presentation 1 5.0 + 5.0 = 10
Midterm examination 1 30
Final examination 1 40
Total Mark 100
Class participation & activity performance criteria
Performance level Mark distribution (%)
90% -100% 05
80% - 89% 04
70% - 79% 03
60% - 69% 02
50% - 59% 01
less than 50% Not allowed to sit for the final examination.
25 Assessment Strategy
Assessment Weight
Content, Length and Criteria Due date
tool (mark)
Class test 1 Composed of 4 to 6 short questions which cover the topic of design 7.5 On the 12th lecture
of flat plates and columns under uniaxial loading. Duration of the
class test is 40 minutes, and the assigned full mark is 7.5.
Class test 2 Composed of 4 to 6 short questions which cover the topics of 7.5 On the 25th lecture
structural design of footings. Duration of the class test is 40
minutes, and the assigned full mark is 7.5.
Assignment Full length design of flat slabs using Direct Design Method, 10.0 Presentation will be
with a columns under biaxial bending and RCC shear wall subjected to conducted on the 28th
presentation axial load and flexure, andseismic detailing of columns and beams lecture
are assigned to each student. Assignmentwith a presentation will be
delivered two weeks after assigning. 5 marks are assigned for the
assignment and the other 5 marks are for a presentation.
Midterm Midterm Examination is held according to the Academic Calendar 30 After 16th lecture and
Examination and examination schedule after 8 weeks of classes. All three sets of following the
questions are to be answered by the students in one and half-hour examination schedule
exam period. Each question set contains multiple short type of BUBT.
questions. The assigned full mark for the 3 sets of questions is 30.
Final Final Examination is held after 8 weeks of classes after the midterm 40 After 9 weeks of
Examination examination. All four sets of questions are to be answered by the classes afterward the
students in a two-hour exam period. Each question set contains midterm examination
multiple short type questions. The assigned full mark for the 4 sets and following the
of question is 40. examination schedule
of BUBT.

26 CLO Assessment Assessment of CLOs

Criteria CLO
Assessment Tool Mark Allocation
CLO1 CLO2 CLO3 CLO4 CLO5
Class Participation 5/4 5/4 5/4 5/4 5/4 05
Class Test 7.5 7.5 0 0 0 15
Assignment &
5 5 0 0 0 10
Presentation
Midterm Exam 10 20 0 0 0 30
Final Exam 0 20 5 5 10 40
Total Mark 22.50 42.50 5 15 10 100

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27 Rubrics Not
CLOs
attained Poor Moderate Good Excellent
(Attainment (Taxonomy
/Failed (40%-49%) (50%-64%) (65%-79%) (80%-100%)
Criteria) domain)
(0-39%)
CLO1 The The question was The question The question The question
(understand) question answered was was answered was answered
CLO2 was inadequately by answered correctly but correctly with
(understand answered touching on the partially briefly, and detailed
and apply) with serious applicable method correctly by missed some explanations
CLO3 deficiencies using the
in
or without applying the portions of asking
(apply) explanations. As a method or the important
understandi method of
CLO4 result, a few steps concepts explanation
ng and solving the
(understand of problem-solving asked, but a by applying
explanation. problem or
and apply) procedures or few the required
Applicable concepts with
CLO5(under concepts are not important method or adequate
method was
stand and developed properly details were concepts. explanation.
not almost
apply)
touched. or are missing. missing.

28 Feedback All kinds of feedback to the students will be produced within a week after the day of
holding a class test and midterm examination. No answer script will be shown for the
final examination if it is not challenged by a student. Online and email queries will
also be responded to within three days by email.

29 Grading Policy Letter grades and grade points are used to evaluate the performance of a student in the course:
Marks Range Letter Grade Grade Point
80% and above A+ : A Plus (Outstanding) 4.00
75% to less than 80% A : A regular (Excellent) 3.75
70% to less than 75% A- : A minus (Very good) 3.50
65% to less than 70% B+ : B Plus (Good) 3.25
60% to less than 65% B : B regular (Average) 3.00
55% to less than 60% B- : B minus (Below average) 2.75
50% to less than 55% C+ : C Plus (Poor) 2.50
45% to less than 50% C : C regular (Very poor) 2.25
40% to less than 45% D : Pass marginally 2.00
Less than 40% F : Fail 0.00
I : Incomplete
R : Retake
W : Withdraw

30 Additional Course Assignment Late assignment submissions will not be accepted.

Policies Any kind of copied information without proper citation (i.e., plagiarism)
in the assignments or any other work is prohibited and treated as serious
academic misconduct, which is prosecuted through the Discipline
Committee of BUBT. All copied or plagiarized assignments/reports/test
papers will be canceled, and the isolated student must prepare a new
assignment/project again. Zero tolerance will be shown in this regard.
Feedback after the submission of long assignments will be provided on hand or
by email within two weeks.
Class Test Two class tests (CTs) will be conducted for the course. Allclass tests have equal
weightage of 7.5. Both regular and surprise CTs can be conducted.

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 Closed book CTs, midterm and final examinations are closed-book assessments. Mobile phone
assessments is prohibited in the examination hall. Students are insisted on carrying simple
scientific calculators to solve complex calculations and a wristwatch to follow
time during the exam hours.
Test Policy If a student is absent from a class test anyway and does not report to the class
teacher personally beforehand, his/her score for that test will be zero. No make-
up for the class test will be allowed. No supplementary for midterm and final
examinations will be entertained without physical presence and recommendation
of the guardian, along with written permission of the department.
Supplementary examination questions are much harder than the regular
examination questions; therefore, students are discouraged from taking
supplementary examinations.

31 Additional Academic Calendar Fall2023: https://www.bubt.edu.bd/Home/page_details/Academic_Calender

Information Academic Rules: https://www.bubt.edu.bd/Home/page_details/Rules_and_Regulations
Grading & Evaluation: https://www.bubt.edu.bd/Home/page_details/Evaluation_Grading_System
Rules& Regulations: https://www.bubt.edu.bd/Home/page_details/Office_of_the_Registrar

32 Bloom’s Taxonomy for Teaching-Learning

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of
complexity and specific quality. The three taxonomy domains for achieving learning objectives are cognitive,
affective, and psychomotor. Cognitive domain is in the primary focus of educating and is frequently used to structure
curriculum learning objectives and achieve the level of learning. The three domains and their respective levels are
illustrated below:
Cognitive [C] Affective [A] Psychomotor [P]
(Knowledge-based) (Emotion-based) (Action-based)
Remember Receive Imitate
Understand Respond Manipulate
Apply Value Precision
Analyze Organize Articulation
Evaluate Characterize Naturalization
Create --- --- --- --- --- ---

33 Descriptions of Cognitive Domain (Anderson and Krathwohl’supdated Taxonomy in 2001):

The cognitive domain involves the development of our mental skills and the acquisition of knowledge.
Category
Meaning Keywords
(Level)
Remember Recognizing or recalling knowledge from memory. Define, describe,draw, find, identify,
(C1) Remembering is when memory is used to produce or retrieve label, list, match, name, quote,
definitions, facts, or lists, or to recite previously learned recall, recite, tell, and write
information.
Understand Constructing meaning from different types of functions be they Classify, compare, exemplify,
(C2) written or graphic messages or activities like interpreting, conclude, demonstrate, discuss,
exemplifying, classifying, summarizing, inferring, comparing, or explain, identify, illustrate, interpret,
explaining. paraphrase, predict, and report
Apply Carrying out or using a procedure through executing or Apply, change, choose, compute,
(C3) implementing. Applying relates to or refers to situations where dramatize, implement, interview,
learned material is used through products like models, prepare, produce, role play, select,
presentations, interviews, or simulations. show, transfer, and use
Analyze Breaking materials or concepts into parts, determining how the Analyze, characterize, classify,
(C4) parts relate to one another or how they interrelate, or how the compare, contrast, debate,
parts relate to an overall structure or purpose. Mental actions deconstruct, deduce, differentiate,
included in this function are differentiating, organizing, and discriminate, distinguish, examine,
attributing, as well as being able to distinguish between the organize, outline, relate, research,
components or parts. When one is analyzing, he/she can illustrate separate, and structure
12 | P a g e
 this mental function by creating spreadsheets, surveys, charts, or
diagrams, or graphic representations.
Evaluate Making judgments based on criteria and standards through Appraise, argue, assess, choose,
(C5) checking and critiquing. Critiques, recommendations, and reports conclude, decide, evaluate, judge,
are some of the products that can be created to demonstrate the justify, predict, prioritize,prove,
processes of evaluation. rank, rate, select, Monitor.
Create Putting elements together to forma coherent or functional whole; Create, invent, compose, predict,
(C6) reorganizing elements into a new pattern or structure through plan, construct, design, propose,
generating, planning, or producing. Creating requires devise, and formulate
users to put parts together in anew way, or synthesize parts into
something new and different creating a new form or product.
This process is the most difficult mental function in the new
taxonomy.

34 Graduate Attributes (Program Learning Outcomes) of B.Sc. in CSE Program based on Washington Accord
Program Learning Outcomes (PLOs) are brief statements that describe what students are expected to know and be
able to do by the time of graduation. These relate to the knowledge,skills, and attitudes that students acquire
throughout the entire course of a program. The students of the B.Sc. in CSE program are expected to achieve the
following graduate attributes or program outcomes at the time of graduation:

PLO1. Apply knowledge of mathematics, natural science, engineering fundamentals, and an engineering
specialization to the solution of complex engineering problems.

PLO2. Identify, formulate, and analyze complex engineering problems reaching substantiated conclusions using the
first principles of mathematics and natural and engineering sciences.

PLO3. Design solutions for complex engineering problems and design systems, components, or processes that meet
specified needs with appropriate consideration for public health and safety, and cultural, societal, and
environmental considerations.

PLO4. Conduct investigations of complex problems using research-based knowledge and research methods that
include the design of experiments, analysis and interpretation of data, and synthesis of information to provide
valid conclusions.

PLO5. Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools, including
prediction and modeling, to complex engineering problems, with an understanding of the limitations.

PLO6. Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues
and the consequent responsibilities relevant to professional engineering practice and solutions to complex
engineering problems.

PLO7. Understand and evaluate the sustainability and impact of professional engineering work to solve complex
engineering problems in societal and environmental contexts.

PLO8. Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering
practice.

PLO9. Function effectively as individuals and members or leaders of diverse teams and in multidisciplinary settings.

PLO10. Communicate effectively on complex engineering activities with the engineering community and society at
large, such as being able to comprehend and write effective reports and design documentation, make
effective presentations, and convey and receive clear instructions.

PLO11. Demonstrate knowledge and understanding of engineering and management principles and apply them to
their work as team members or leaders or entrepreneurs to manage projects in multidisciplinary
environments.

PLO12. Recognize self-awareness to engage in a lifelong learning process to reflect in the broadest context of
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 technological change.

35 Knowledge Profile (K)

K1: A systematic, theory-based understanding of the natural sciences applicable to the discipline.
K2: Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information
science to support analysis and modeling applicable to the discipline.
K3: A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline.
K4: Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the
accepted practice areas in the engineering discipline much is at the forefront of the discipline.
K5: Knowledge that supports engineering design in a practice area.
K6: Knowledge of engineering practice (technology) in the practice areas in the engineering discipline.
K7: Comprehension of the role of engineering in society and identified issues in engineering practice in the
discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering
activity: economic, social, cultural, environmental and sustainability.
K8: Engagement with selected knowledge in the research literature of the discipline.

36 Range of Complex Engineering Problem Solving (P)

Complex Engineering Problems have characteristic P1 and several or all of P2 to P7:

P1. Depth of knowledge required: Cannot be resolved without in-depth engineering knowledge at the level of one
or more of K3, K4, K5, K6 or K8, which allows a fundamentals-based, first principles analytical approach
P2. Range of conflicting requirements: Involve wide-ranging or conflicting technical, engineering and other
issues
P3. Depth of analysis required: Have no obvious solution and require abstract thinking, originality in analysis to
formulate suitable models
P4. Familiarity of issues: Involve infrequently encountered issues
P5. Extent of applicable codes: Are outside problems encompassed by standards and codes of practice for
professional engineering
P6. Extent of stakeholder involvement and conflicting requirements: Involve diverse groups of stakeholders
with widely varying needs
P7. Interdependence: Are high-level problems including many component parts or sub-problems.

37 Range of Complex Engineering Activities (A)

Attribute Complex activities means (engineering) activities or projects that have several or all of the following
characteristics:
A1. Range of resources: Involve the use of diverse resources (and for this purpose resources include people,
money, equipment, materials, information and technologies).
A2. Level of interaction: Require resolution of significant problems arising from interactions between wide-
ranging or conflicting technical, engineering, or other issues.
A3. Innovation: Involve creative use of engineering principles and research-based knowledge in novel ways.
A4. Consequences for society and the environment: Have significant consequences in a range of contexts,
characterized by difficulty of prediction and mitigation.
A5. Familiarity: Can extend beyond previous experiences by applying principles-based approaches.

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38 Code of Conduct
It is strongly suggested that students keep discipline in the classroom by attending class on time, listening
to lectures attentively, and participating in discussions on the subject. To get class participation grades,
students MUST attend the classes of the courses s/he registered for. Turn off his or her cell phone before
entering a class or participating in class tests and exams. There are activities that are considered academic
misconduct. One of them is plagiarism, which signifies the deliberate formal presentation or submission of
works, phrases, texts, ideas, illustrations, or diagrams of others as one’s own without proper citation.
Another one is the use of unauthorized aids (including electronic devices), asking for assistance, or using
illegal materials when preparing assignments or in examinations. In addition, copying from others’ work,
showing your work to others, and asking for answers are also considered academic misconduct. Penalties
for involving academic misconduct include one or more of the following: a zero grade on the work
produced, a failing grade in the course, suspension for one semester or more, and even expulsion from the
university. On the university premises or at a university-sponsored program, students must abide by the
Student Code of Conduct and other Rules and Regulations of BUBT, which are available on the BUBT
website at https://www.bubt.edu.bd/Home/page_details/Office_of_the_Proctor.

39 Social & Moral Values

Our promises are based on the three cardinal principles:
i. What we do believe.
ii. What we do practice.
iii. What we will promote.However, students are advised to undertake the following commitments for social and
moral developments.
 To be punctual and attentive in  To avoid unfair means and  To follow the dress code and
classes; plagiarism in exams, report wearing ID card on campus;
 To prioritize honesty & faith; writings and assignments;  To bedecenton all aspects;
 To ensure mutual respect;  To carry out assignments or keep  To be loyal and trust-worthy to
other commitments timely; the teachers and others;
 To be always proactive;
 To be motivated for asking  Help keepingan eco-friendly
 To avoid conspiracy; question and encourage feedback; environment in the campus.
 To be cooperative in learning;  Not to forget to switch-off the
 To be sincere in class preparation; cellphone in a class;
Prepared by:

Progga Chanda(PRGC)
Lecturer
Department of English
Bangladesh University of Business and Technology (BUBT)

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