CURRICULUM OF

Bachelor of Public Health

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PART A
1. TITLE OF THE PROGRAM
Bachelor of Public Health (BPH)

2. NAME OF THE UNIVERSITY

1. VISION OF THE UNIVERSITY

To become one of the leading universities in the world by ensuring Canadian standard
of education, discoveries and innovation to create a strong applied research and
teaching environment that responds to the national and international challenges of the
21st century.

2. MISSION OF THE UNIVERSITY

The mission of X University of Bangladesh is to produce competent graduates in their
selected disciplines who will have productive careers or choose to engage in advanced
studies.
Our students will be:
1. Life-long learners with good leadership and interpersonal skills
2. Critical thinkers with well-developed analytical skills, prepared for industry,
academia and government
3. Ethical and socially responsible individuals with core competence
4. Champions of diversity and tolerance
5. Advocates for inclusivity and acceptance
6. Globally aware with commitment to social justice and sustainability

3. NAME OF THE PROGRAM OFFERING ENTITY

Department of Public Health, School of Public Health and Life Sciences, Canadian
University of Bangladesh.

4. VISION OF THE PROGRAM OFFERING ENTITY

The Department of Public Health aspires to become a leading hub for outstanding
education, research, and practical application in the field of Public Health,
emphasizing both local relevance and global significance.

5. MISSION OF THE PROGRAM OFFERING ENTITY

The mission of our department is to create global public health leaders through
providing high-quality education and conducting cutting-edge research to generate
evidence to influence policy and programs.

6. OBJECTIVES OF THE PROGRAM OFFERING ENTITY

Among the overall educational objectives for all graduates of the School is the
development of individual competence and improved skills, particularly in (1)
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 recognizing and defining public health problems, setting priorities, and using scientific
approaches to problem solving; (2) accumulating appropriate data information,
analyzing and interpreting findings, assessing relevance and validity; and (3)
communicating effectively with colleagues and a variety of groups involved in
delivering health services.
The major course objectives are:
1 To provide the highest level of education and training to ensure proven capacity
development in public health program management, communication, as well as
research and development
2 To foster new discoveries leading to improved health for the people of this
country and all nations
3 To disseminate new knowledge, development, and discoveries to concerned
academic policymakers and development partners

3. NAME OF THE DEGREE

Bachelor of Public Health (BPH)

4. DESCRIPTION OF THE PROGRAM

The Bachelor of Public Health (BPH) degree is a widely recognized professional credential
for leadership in public health. The program emphasizes active, student-directed learning,
problem solving, and the acquisition of skills essential to the practice of public health. The
program is organized around six career-oriented concentrations (see later in the Major areas
chapter). In addition to the common core curriculum, each concentration offers specialty
electives and a selection of areas of interest, allowing students to explore in-depth one or
more spheres of relevance to their career goals. The concentrations and areas of interest
enable students in the interdisciplinary BPH program to establish a second "home" in one
of the school's academic departments.

The primary educational objective of the different majors leading to the BPH degree is to
provide all candidates with a strong public health foundation along with opportunities to
gain new knowledge, credits of view, and skills in the specific areas of public health in
which they choose to concentrate.

5. GRADUATE ATTRIBUTES
At the end of the program the BPH graduates will acquire the following generic skills.

1: Public Health Sciences Skills

a) Understand the foundation and prominent events of public health

b) Apply public health sciences to practice, critique and develop research
c) Use evidence when developing policies and programs, and establishing academic
partnerships

2: Assessment and Analytical Skills

a) Describe and identify factors affecting the health of a population

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 b) Identify and interpret quantitative and qualitative data and information to assess the
health status of a community
c) Collect valid and reliable quantitative and qualitative data
d) Integrate findings from quantitative and qualitative data into organizational plans and
operations (strategic plan, quality improvement plan, professional development)
e) Make evidence-based decisions (determine research agenda and recommendations for
planning, designing, implementing, monitoring and evaluating public health programs)
f) Advocate for the use of evidence in making policy decisions

3: Communication Skills

a) Describe and explain the importance of communications in designing public health

programs
b) Design, implement, monitor and evaluate public health programs using culturally
appropriate communication strategies

4: Program Planning and Policy Development Skills

a) Develop organizational goals and objectives based on evidence

b) Select policies, programs, and services for implementation
c) Influence polices, programs, and services external to the organization that affect the
health of the population
d) Evaluate polices, programs, and services by collecting and analyzing data and
interpreting results

5: Cultural Competency Skills

a) Describe the concept of diversity as it applies to individuals and populations in a

community
b) Recognize, support and incorporate diverse perspectives in developing, implementing,
and evaluating policies, programs and services that affect the health of a community
c) Describe, assess and evaluate the effects of policies, programs and services on different
populations in a community

6: Community Dimension and Practice Skills

a) Describe and assess the roles and responsibilities of governmental and non-
governmental organizations, in providing programs and services to improve health of a
community
b) Engage community members to develop, implement, monitor and evaluate policies,
programs and services to improve health of the community

7: Financial Planning and Management Skills

a) Describe and assess the structures, functions, and authorizations of governmental and
non-governmental public health programs and organizations
b) Develop and justify public health program budgets for the organization based on
organizational priorities
c) Develop and use performance management system for programs and organizational
improvement
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8: Leadership and Systems Thinking Skills

a) Incorporate ethical standards of practice into all interactions with individuals,

organizations, and communities
b) Participate in developing a vision for a healthy community with emphasis on
prevention, equity, excellence and innovation
c) Participate and promote professional development opportunities for self and the
organization

6. PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

PEO-1: To provide an environment conducive to student learning and professional

development.
PEO-2: To prepare students to enter the global public health career with knowledge and
skills consistent with the key domains of public health.
PEO-3: To ensure student's engagement in public health practice with a clear understanding
of the values and ethics that define the profession.
PEO-4: To build the capacity of students to tailor their public health program to their career
goals by offering required skills and competencies.

7. PROGRAM LEARNING OUTCOMES (PLOs)

1. Understand basic tools to measure population health

2. Interpret public health evidence in the local and global context
3. Apply generic evidence-based public health skills (using expertise, knowledge, and
research capability) to modern public health practice
4. Assess the ethical, psychological, socio-economic, and legal impact of personal and
policy-level professional decisions on individuals, populations, and society
5. Engage in local and global health issues as a professional responsibility
6. Adopt reliable and consistent inter and intra-professional communication skills with
peers, colleagues, and population and learn broader education
7. Acquire practical, analytical, leadership and management skills in the care of both
individuals and group
8. Generate new evidence by conducting high-quality research
9. Evaluate existing evidence by synthesizing available literature
10. Apply acquired skills to a public health problem within a broader healthcare
environment, including national and global health policy

8. MAPPING MISSION OF THE UNIVERSITY WITH PEOs

Table 1: Relationship between the university’s mission and PEOs

PEOs Mission 1 Mission 2 Mission 3 Mission 4 Mission 5 Mission 6

PEO 1 √ √ √ √ √ √

PEO 2 √ √ √ √ √

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 PEO 3 √ √ √ √

PEO 4 √ √ √ √ √

9. MAPPING OF PLOS WITH THE PEOS

Table 2: Relationship between PLOs and PEOs

PLOs PEO 1 PEO 2 PEO 3 PEO 4

PLO 1 √ √

PLO 2 √ √

PLO 3 √ √

PLO 4 √ √

PLO 5 √ √

PLO 6 √ √ √

PLO 7 √ √ √

PLO 8 √ √

PLO 9 √ √

PLO 10 √ √ √

MAPPING COURSES WITH THE PROGRAM LEARNING OUTCOMES (PLOs)

Table 3: Relationship of the Courses to the Program Learning Outcomes:

Course
Course title 1 2 3 4 5 6 7 8 9 10
code
ENG 1102 Introduction to Composition √
ENG 1103 Intermediate Composition √ √
ENG 1111 Public Speaking √
BEN 1205 Bengali Language & Literature √
MGT 2212 Organizational Management √ √
HIS 1103 Emergence of Bangladesh √
MIS 1107 Information Systems and Computers √ √
MAT 1116 Pre-calculus √ √
BUS 1172 Introduction to Statistics √ √
CHE 2101 Chemistry I √
ENV 2203 Introduction to Geography √

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ENV 3316 Geographical Information System √ √
BIO 1103 Biology I √ √
ENV 1107 Introduction to Environmental Science √ √ √
BIO 2201 Introduction to Biochemistry & Biotechnology √ √ √ √
BPH 1101 Introduction to Public Health √ √ √ √ √ √
BPH 1101L Introduction to Public Health Lab √ √ √ √ √
BPH 1102 Fundamental of Epidemiology √ √ √ √ √ √
BPH 2105 Human Anatomy & Physiology √ √ √ √
BPH 2106 Introduction to Infectious Disease √ √ √ √
BPH 2110 Introduction to Research Methodology √ √ √ √ √ √
BPH 3111 Reproductive and Child Health √ √ √ √ √
BPH 2113 Non-Communicable Diseases √ √ √ √ √
BPH 2114 Health Systems of Bangladesh √ √ √ √ √ √
BPH 3115 Environmental & Occupational Health √ √
BPH 3117 Public Health Nutrition √ √ √ √
BPH 3118 Fundamentals of Biostatistics √ √ √
BPH 3119 Public Health Communication √ √ √
BPH 2122 Basic Concept of Drugs √ √ √ √ √ √ √
BPH 2123 Basic Pathology and Microbiology √ √ √
BPH 3214 Global Health √ √ √
BPH 4215 Public Health Leadership √ √ √ √ √
BPH 4216 Bio-ethics and Human Rights for Health √ √ √ √ √
BPH 4303 Genetic Epidemiology √ √ √ √ √
BPH 3304 Statistical Methods in Epidemiology √ √ √ √ √
BPH 3305 Advanced Epidemiology √ √ √ √
BPH 3306 Social and Behavioural Change Communication √ √ √ √ √
BPH 3309 Clinical Epidemiology √ √ √ √ √
BPH 3313 Health/Bioinformatics and E-Governance √ √ √ √
BPH 3314 Advanced Biostatistical Methods √ √ √ √ √ √
BPH 3319 Climate Change and Health √
Epidemiology of Communicable and Non
BPH 3320 √ √ √ √ √ √ √
communicable Diseases
BPH 3322 Strategic Management and Decision Making √ √ √ √ √ √ √ √
Contemporary Issues in Maternal, Fetal and
BPH 3326 √ √ √ √ √ √ √
Perinatal Health
BPH 3330 Hospital Management √ √ √ √
BPH 3331 Child Health and Development √ √ √ √ √
Epidemiology of Sexually Transmitted
BPH 4404 √ √ √ √ √ √ √
Infections/ HIV
BPH 4406 Introduction to Data Science √ √ √ √ √ √
BPH 4407 Statistical Software √ √ √
BPH 4408 Introduction to Medical Physics √ √ √ √ √
BPH 4409 Public Health Advocacy √ √ √ √ √ √
BPH 4410 Health Economics √ √ √
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 BPH 4412 Public Health in Humanitarian Settings √ √ √ √
BPH 4413 Introduction to Health Care Financing √ √ √
Multi-sectoral Intervention: Nutrition and
BPH 4414 √ √ √ √ √
Programmes
BPH 4415 Nutrition through the life cycle √ √ √ √
BPH 4416 Environmental Pollution √ √
BPH 4417 Emergency Preparedness and Response √ √ √
BPH 4420 Women Health, Gender Sex and Sexuality √ √ √ √
BPH 4421 Health of Adolescent and Emerging Adults √ √ √ √ √

PART B
10. STRUCTURE OF THE CURRICULUM

a. Duration of the program:

Four (4) academic years divided as per Canadian University of Bangladesh curriculum
catalogue. A student shall be allowed a maximum of eight (8) years to complete the degree
starting from the year of admission into the University.

b. Admission Requirements:
Students will be admitted following the university undergraduate admission policy of the
School of Health and Life Sciences. There will be two intakes each year, in the spring and
summer semesters.

Eligibility Criteria
1. A Minimum GPA of 2.5/2nd division/equivalent grade in SSC and HSC or equivalent
in public examinations OR at least one GPA 2.00 either in SSC or HSC but aggregate
GPA of 6.00 in SSC and HSC from the science background.
2. Acceptable scores on university admission test.
3. O’Levels in 5 subjects with a minimum GPA of 2.50 & A Level in 2 Subjects with a
minimum GPA of 2.00 (scale A=5, B=4, C=3, D=2, E=1) from the science background.

Admission of International Applicants

For purposes of admission, all persons who are not citizens or permanent residents of
Bangladesh are defined as "international applicants." In most cases, international applicants
seeking admission into Canadian University of Bangladesh must meet the same academic
standards for admission as those required for native students. There are wide variations,
however, between educational systems throughout the world that make exact comparisons of
educational standards difficult.
International applicants are selected based on their prior academic work, English proficiency,
probability of success in the chosen curriculum (as evidenced by prior work in the academic
area involved), and certification of adequate financial resources.

Conditional Admission
Canadian University of Bangladesh may tentatively accept applicants for admission who
cannot produce official transcripts by the first week of classes, such admissions are conditional.
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All provisional students who enter the university without complete credentials for admission
will be required to submit the appropriate credentials as a prerequisite for continued enrolment.
Required credentials must be submitted within the semester of initial enrolment.

c. Total minimum credit requirement to complete the program:

To earn a BPH degree, all students must satisfactorily complete 130 credits of coursework,
including GED courses (university and school GED), core courses; specific area or track
required major courses, some open electives, a thesis, and a field practice/practicum.

d. Total class weeks in a semester:

18 weeks/semester

e. Minimum CGPA requirements for graduation:

Achieving a minimum cumulative grade point average of 2.5 on a scale of 4.

f. Maximum academic years of completion:

8 years /16 semesters

g. Category of Courses:
Pre-requisite and Fundamental Courses (Total 42 credits):
All students are required to enrol in the university GED and School of Health and Life Sciences
(SHLS) GED subjects offered by the different departments (see the course map).
Core Courses (Total 52 credits): The core curriculum required for all BPH candidates is
comprised of courses in Basic Anatomy, Physiology, Biochemistry, Microbiology, Pathology,
Pharmacology, Epidemiology, Biostatistics, Research Methodology, Environmental Health,
Public Health Information Education, Maternal and Child Health, Nutrition, Non-
communicable disease and Communication, and Health Services Management. These courses
provide a foundation of knowledge in basic concepts in public health and practice and are
required to be completed by all candidates for the BPH degree.

Area of concentration (Total 12 credits): These courses provide a series of educational

experiences focusing on specific public health areas and offer students opportunities to
concentrate on particular issues, skills, interests, or career goals. All candidates for the BPH
degree are expected to select one of the major areas or tracks and to follow the prescribed
program of study within that area. Students must apply for an area of concentration they would
like to pursue during their enrolment in the programme. Each of these areas of concentration
has specific educational objectives, requirements, and methods of study. Area of
concentration/major/track will be mentioned in the student’s final academic transcript and
certificate.

Course contents:
The Program offers eighteen core courses and seven open elective courses in the curriculum.
SI. No. Type of Courses Number of Courses Credit Hours
01. University GED Courses 8 24

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 02. School GED Courses 6 18
03. BPH Core Courses 17 51
04. BPH Lab Course 1 1
05. Major courses 4 12
06. Open elective courses 6 18
07 Thesis / Project 1 6
Total 43 130

University GED Courses: 24 credit (Compulsory for all students)

Area Course code Course Name Credits

Language ENG 1102/ENG1103 Introduction/Intermediate Composition 3
ENG 1111 Public Speaking 3
BEN 1205 Bengali Language & Literature 3
Management MGT 2212 Organizational Management 3
Humanities HIS 1103 Emergence of Bangladesh 3
Computer & Math MIS 1107 Information Systems and Computers 3
skills MAT 1116 Pre-calculus 3
BUS 1172 Introduction to Statistics 3
Total Credits 24

School of Health and Life Sciences (SHLS) Core GED: 18 credit (Compulsory for all
students):
Course code Course Name Credits
CHE 2101 Chemistry I 3
BIO 1103 Biology I 3
BIO 2201 Introduction to Biochemistry & Biotechnology 3
ENV 1107 Introduction to Environmental Science 3
ENV 3316 Geographical Information System 3
ENV 2203 Introduction to Geography 3
Total Credits 18

BPH Core Courses: 52 credit (Compulsory for all students):

Course Code Course Title Credits

BPH 1101 Introduction to Public Health 3
BPH 1101L Introduction to Public Health Lab 1
BPH 1102 Fundamental of Epidemiology 3
BPH 2105 Human Anatomy & Physiology 3

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BPH 2106 Introduction to Infectious Disease 3
BPH 2110 Introduction to Research Methodology 3
BPH 3111 Reproductive and Child Health 3
BPH 2113 Non-Communicable Diseases 3
BPH 2114 Health Systems of Bangladesh 3
BPH 3115 Environmental & Occupational Health 3
BPH 3117 Public Health Nutrition 3
BPH 3118 Fundamentals of Biostatistics 3
BPH 3119 Public Health Communication 3
BPH 2122 Basic Concept of Drugs 3
BPH 2123 Basic Pathology and Microbiology 3
BPH 3214 Global Health 3
BPH 4215 Public Health Leadership 3
BPH 4216 Bio-ethics and Human Rights for Health 3
Total Credits 52

List of Open Elective Courses (Any six – 18 credits)

Course Code Course Title Credits

BPH 3303 Genetic Epidemiology 3
BPH 3306 Social and Behavioural Change Communication 3
BPH 4404 Epidemiology of Sexually Transmitted Infections/HIV 3
BPH 4408 Introduction to Medical Physics 3
BPH 4409 Public Health Advocacy 3
BPH 4412 Public Health in Humanitarian Settings 3
BPH 4414 Multi-sectoral Intervention: Nutrition and Programmes 3
BPH 4416 Environmental Pollution 3
BPH 4417 Emergency Preparedness and Response 3
Students have to choose one of the major areas of concentration/Track. Each area requires
the completion of specified credit hours. The university determines the courses required for
specific areas of concentration.

Track-wise distribution of Courses:

Total Courses for EPIDEMIOLOGY TRACK

Course Code Course Title Credit Hours
University GED Total 8 courses 24

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School GED Total 6 courses 18
Core public health course Total 17 courses 51
PBH 1101L Public Health Lab 1
Track related major course Total 4 courses 12
BPH 3309 Clinical Epidemiology 3
BPH 3304 Statistical Methods in Epidemiology 3
BPH 3305 Advanced Epidemiology 3
BPH 3320 Epidemiology of communicable and non-
3
communicable disease
Open Elective courses Total 6 courses 18
BPH 4498 Thesis/Project 6
Total 130

Total Courses for BIOSTATISTICS and BIOINFORMATICS TRACK

Course Code Course Title Credit Hours
University GED Total 8 courses 24
School GED Total 6 courses 18
Core public health course Total 17 courses 51
PBH 1101L Public Health Lab 1
Track related major course Total 4 courses 12
BPH 3314 Advanced Biostatistical Methods 3
BPH 4406 Introduction to Data Science 3
BPH 4407 Statistical Software 3
BPH 3313 Health/Bioinformatics and E-Governance 3
Open Elective courses Total courses 18
BPH 4498 Thesis/Project 6
Total 130

Total Courses for HOSPITAL MANAGEMENT and LEADERSHIP track

Course Code Course Title Credit Hours
University GED Total 8 courses 24
School GED Total 6 courses 18
Core public health course Total 17 courses 51
PBH 1101L Public Health Lab 1
Track related major course Total 4 courses 12

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 BPH 3322 Strategic management and decision making 3
BPH 3330 Hospital Management 3
BPH 4410 Health Economics 3
BPH 4413 Introduction to Health Care Financing 3
Open Elective courses Total 6 courses 18
BPH 4498 Thesis/Project 6
Total 130

Total Courses for REPRODUCTIVE, MATERNAL, and CHILD HEALTH

(RMCH) track
Course Code Course Title Credit Hours
University GED Total 8 courses 24
School GED Total 6 courses 18
Core public health course Total 17 courses 51
PBH 1101L Public Health Lab 1
Track related major course Total 4 courses 12
BPH 3331 Child Health and Development 3
BPH 4420 Women Health, Gender Sex and Sexuality 3
BPH 4421 Health of Adolescent and Emerging Adults 3
BPH 4415 Nutrition through the life cycle 3
Open Elective courses Total 6 courses 18
BPH 4498 Thesis/Project 6
Total 130

Open Elective Courses: Elective or optional courses may be selected from within a student’s
area of concentration or in a related field, and from courses offered within the programme or
the department. The choice of electives is made with the approval of the department. Student
can choose courses either from Major Track related courses (other than his /her own major
track) or from the listed courses.

Field practice/practicum [Total 3 credits to be completed within a semester]: All BPH degree
candidates must meet a practical experience requirement equivalent in time and effort to a
minimum of three months. This field practice/practicum provides educational opportunities
that are different from, and supplementary to, the more academic aspects of the program. The
focus, content, approach, and timing of the field practice/practicum vary with the major courses
and with the particular needs of each student.

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Thesis/Project (6 credits hours): All BPH students will conduct thesis/project in their chosen
public health field and write a Bachelor level dissertation/project report. Planning for this work
will be initiated during the elective period along with a faculty advisor. Fieldwork can be done
in Bangladesh or an in-home country for international students. The Synopsis of
Research/project topic must be approved by the supervisor before the advising of the course.
A complete thesis/project guideline is available in the department for the students.

YEAR/LEVEL/SEMESTER/TERM-WISE DISTRIBUTION OF COURSES

Semester Course code Course Name Credits

1st year 1st ENG 1102/ ENG 1103 Introduction/Intermediate Composition 3

semester BEN 1205 Bengali Language & Literature 3
HIS 1103 Emergence of Bangladesh 3
ENV 1107 Introduction to Environmental Science 3
BPH 1101 Introduction to Public Health 3
BPH 1101L Introduction to Public Health Lab 1
Total 16
1st year 2nd ENG 1111 Public Speaking 3
semester MIS 1107 Information Systems and Computers 3
BPH 1102 Fundamental of Epidemiology 3
MAT 1116 Pre-calculus 3
BUS 1172 Introduction to Statistics 3
BIO 1103 Biology I 3
Total 18
2nd year 1st CHE 2101 Chemistry I 3
semester BIO 2201 Introduction to Biochemistry & Biotechnology 3
BPH 2105 Human Anatomy & Physiology 3
ENV 2203 Introduction to Geography 3
BPH 2114 Health systems of Bangladesh 3
Total 15
2nd year 2nd BPH 2113 Non-Communicable Diseases 3
semester BPH 2106 Introduction to Infectious Disease 3
BPH 2123 Basic Pathology and Microbiology 3
BPH 2110 Introduction to Research Methodology 3
MGT 2212 Organizational Management 3
BPH 2122 Basic Concept of Drugs 3
Total 18
3rd year 1st BPH 3111 Reproductive and Child Health 3
semester BPH 3117 Public Health Nutrition 3
BPH 3119 Public Health Communication 3
BPH 3118 Fundamentals of Biostatistics 3
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 ENV 3316 Geographical Information System 3
Total 15
3rd year 2nd Any 2 major courses 6
semester Any 2 open electives 6
BPH 3214 Global Health 3
BPH 3115 Environmental & Occupational Health 3
Total 18
4th year 1st Any 2 major course 6
semester Any 2 open electives 6
BPH 4216 Bio-ethics and Human Rights for Health 3
BPH 4215 Public Health Leadership 3
Total 18
4th year 2nd Any 2 open electives 6
semester BPH 4498 Thesis/Project 6
Total 12
Grant Total 130

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 PART C
DESCRIPTION OF ALL COURSES OF THE PROGRAM, INCLUDING THE
FOLLOWING INFORMATION FOR EACH COURSE:

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code ENG 1102

2. Course title Introduction to Composition
3. Course type University GED
4. Year/level/semester/term 1st Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course English 102 (Introduction to Composition) is targeted at developing
integrated language skills with a special focus on the mechanics of the
writing process, study of grammar, emphasising sentence structures,
paragraph writing and topic sentence.

12. Course Objectives The objectives of this course are to:

1. Teach students the mechanics of basic academic writing skills in
English, including style, grammar, paragraph organization and
reading skills,
2. Provide opportunities to practice writing sentences and
paragraphs using Standard English, and
3. Expose students to the uses of English in real life.
13. Course Learning Outcomes On successfully completing this course, students will be able to
(CLO) CLO 1. Learn about the basic structure of a paragraph
CLO 2. Brainstorm, organize, and develop ideas
CLO 3. Learn how to describe, narrate and process
CLO 4. Learn about good writing and reading techniques
CLO 5. Edit texts for common grammatical errors

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √
CLO 2 √

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CLO 3 √
CLO 4 √
CLO 5 √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work
CLO 5 Lecture, class work, group discussion

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs

W-1 Course Orientation and Introduction Lecture, classwork Class discussion CLO 1

W-2 Introduction to Paragraph Writing, Lecture, classwork Quiz, short question CLO 1
Descriptive Paragraph
W-3 Multi Drafting, Lecture, classwork Classwork, CLO 1, CLO 2
assignments
W-4 Simple/Compound/Complex Lecture, class work, Quiz, assignment CLO 3
Sentences
W-5 Incorrect verb forms Lecture, classwork, Quiz, short question CLO 2, CLO 4
Incorrect verb forms of DO, BE, group discussion
HAVE
W-6 Subject Verb Agreement Lecture, classwork, Quiz, short question CLO 2, CLO 4
group discussion

W-7 Capitalization Lecture, classwork, Assignment, CLO 1, CLO 5

workshop presentation
W-8 Shift in Tense, Shift in Point of View Lecture, group Assignment CLO 3, CLO 4
discussion, case
study
W-9 Reading Comprehension Lecture, classwork Quiz, short question CLO 3

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 Midterm

W-10 Writing Narrative Paragraphs Lecture, classwork Quiz, short question CLO 3, CLO 4

W-11 Sentence Fragment Lecture, classwork Quiz, short question CLO 1, CLO 2,
CLO 4
W-12 Preposition Lecture, Video Quiz, short question CLO 1, CLO 2,
presentation CLO 4

W-13 Writing Process Paragraph Lecture, classwork Assignment, CLO 2, CLO 5

classwork
W-14 Unclear & Missing Referent Lecture, classwork Quiz, assignment, CLO 1
classwork
W-15 Omitted Commas Lecture, classwork Quiz, presentation CLO 3

W-16 Lack of Pronoun Lecture, group Quiz, viva, CLO 2, CLO 3

Agreement and Sexism discussion, class assignment
assignment
W-17 Use of Apostrophe Lecture, classwork Quiz, viva, CLO 1, CLO 2
assignment
W-18 Reading Comprehension Lecture, group Classwork, quiz, CLO 1, CLO 5
discussion classwork

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Author Title Edition & Year Publisher

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 John Langan College Writing Skills with Seventh New
Readings Edition York, NY, USA: The McGraw-Hill
Companies Inc.
Betty Schrampfer Azar Understanding and Using Third Edition New
English Grammar York, NY, USA: Pearson Education
Raymond Murphy English Grammar in Use 4th Edition Cambridge: Cambridge University
CEF Level: B1 - B2 Press
John Eastwood Oxford Practice Grammar Second edition Oxford: Oxford University Press
English to English Dictionary
Thesaurus

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code ENG 1103

2. Course title Intermediate composition
3. Course type University GED
4. Year/level/semester/ter 1st Year/1st Semester
m
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course English 103 (Intermediate Composition) introduces students to the
practice of academic reading and especially writing, focusing on
expository essays. Emphasis will be placed on essay structure and editing.
Essay types include descriptive, narrative, process, cause and effect, and
comparison and contrast
12. Course Objectives The primary objective of the course is to improve academic writing skills
of the students. At the same time, it aims to develop students’ reading
comprehension ability. Therefore, it puts emphasis on rigorous practice
both in writing and reading. In this regard, students are encouraged to
write different types of essays and read various types of articles. As
academic writing requires to be flawless, this course also enables students
to be aware of grammatical mistakes in their writing.
13. Course Learning On successfully completing this course, students will be able to:
Outcomes (CLO)
1. Write correctly structured and cohesive paragraphs for inclusion in
essays, using topic sentences, supporting ideas and relevant evidence
2. Write a well-structured introduction with a clear thesis, well-
organized supporting paragraphs and befitting conclusion for an
essay
Page 18
 3. Write grammatically in English, with reasonable control over
parallelism and misplaced/ dangling modifier errors
4. Use transition words accurately in order to improve the cohesion and
coherence of their writing
5. 5. Read academic texts, make notes from them and write a summary
of the text

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, Assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Quiz, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Course Orientation and Lecture NA CLO1
Introduction
W-2 Paragraph and Essay Writing Lecture, group discussion Quiz CLO1
Structure
W-3 Lecture, class work Quiz, Short question CLO1, CLO2
Developing an Essay, Unity
Cohesion and Coherence

W-4 Concluding Paragraph; Essay Lecture, class work Quiz, Short Question CLO2
Outline Practice and Various
types of Transitions
W-5 Descriptive Essay: Lecture, Class work, group Quiz, Assignment CLO1
Describing a Person; Place; discussion
Object,Outlining the
Descriptive Essay

Page 19
W-6 Process Essay; Outlining the Lecture, class work, group Quiz, Assignment CLO1
Process Essay discussion

W-7 In Class Writing on Lecture, class work, group In class Essay Writing CLO1
Descriptive Essay or Process discussion
Essay
W-8 Reading Skills: Skimming, Lecture, class work, group Quiz, Assignment CLO1
Scanning, Making Inferences discussion
& Vocabulary
W-9 Summary Writing Lecture, class work, class Quiz, Short question, CLO1
assignment Presentation

Mid Term

W-10 Compare Essay & Contrast Lecture, group discussion, Quiz, Short question CLO1
Essay class assignment

W-11 Practicing & Outlining the Lecture, class work, group Quiz, Short question CLO1
Compare Essay discussion
W-12 Practicing & Outlining the Lecture, class work, Class In class Essay Writing, CLO1
Contrast Essay assignment/ group Quiz, Short question,
discussion
W-13 Lecture, class work, Quiz, Short question CLO1
Cause Essay & Effect Essay group discussion

W-14 Practicing & Outlining the Lecture, class work, Quiz, Short question, In CLO1
Cause Essay group discussion Class Essay Writing
W-15 Practicing & Outlining the Lecture, class work, Class Quiz, Short question, CLO1
Effect Essay assignment/ group Assignment, In Class
discussion Essay Writing
W-16 Narrative Essay Lecture, group work Assignment, Short CLO1
question
W-17 Editing for Grammatical Lecture, group work Assignment, Short CLO1
Errors (Dangling & question
Misplaced Modifiers,
Parallelism)
W-18 Reading Comprehension and Lecture, class work, Class Quiz, Assignment CLO1. CLO2
Grammar Practice assignment/ group
discussion

Review and Preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation:
The assessment for this course may include a combination of the following:

Page 20
 1. Mid-term and final exams test students' knowledge and understanding of the course
material.
2. Written assignments that require students to critically analyze and reflect on specific
aspects of the health system in Bangladesh.
3. Group projects that allow students to explore a particular topic related to the course
and present their findings to the class.
4. In-class discussions and debates that encourage students to engage with the course
material and share their perspectives and opinions.
5. Attendance and participation in class activities and discussions.

The grading for this course may be based on a combination of the following:
1. Mid-term and final exams - 40%
2. Written assignments - 20%
3. Group projects - 20%
4. Attendance and participation - 10%Assessment and evaluation
5. In-class discussions and debates 10%

Make-up procedures
a) If someone miss any of the assessment, she/he will be provided with a new deadline

Part C.4
Learning materials:
● English 103 Course Reader (available at university photocopy Centre)
● English to English Dictionary
● English Thesaurus

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code ENG 1111

2. Course title Public Speaking
3. Course type University GED
4. Year/level/semester/term 1st Year/2nd Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) ENG 1102/1103
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course introduces students to the fundamental principles and
practices of rhetoric. They will learn the art of public speaking, which
involves persuasion, creative analysis and synthesis of topics,
organization, language, delivery, audience awareness and adaptation,

Page 21
 and supporting materials. Types of speeches will include informative,
persuasive, and impromptu.

12. Course Objectives Students will be able to overcome their fear of speaking in front of an
audience through numerous public speaking opportunities and practices.
The course will assist students in creatively adapting content and
conventions to diverse contexts, audiences, and purposes and skilfully
using high-quality, credible, relevant sources to develop ideas
appropriate for presentation or other communication, as envisioned in
the learning goal. Furthermore, students will refine their interpersonal
communication, group collaboration, and, primarily, their public
speaking skills.
13. Course Learning Outcomes On successfully completing this course, students will be able to
(CLO) CLO 1. Recognize the importance and impact of effective
communication in our lives
CLO 2. Demonstrate skills and qualities of rhetoric (the art of effective
or persuasive speaking or writing)
CLO 3. Overcome their fear of addressing an audience and deliver
speeches on the spot without
any preparation
CLO 4. Understand the theoretical underpinnings of verbal and non-
verbal communication
CLO 5. Have a clearer and more sound idea about perceptions of self
and of others
CLO 6. Become better communicators across cultures by understanding
concept of dominant cultures, co-cultures, and cultural identities
CLO 7. Inculcate the necessary strategies for processing information and
improving listening skills
CLO 8. Understand the approaches for managing interpersonal
relationships
CLO 9. Execute effective group communication such as group
participation, coordination, teamwork and leadership
CLO 10. Manage preparation and delivery of public presentations with
the assistance of audio-visual presentational aids
CLO 11. Individually construct, critique, and analyze different types of
speech.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √
CLO6 √
CLO7 √
CLO8 √
CLO9 √
CLO10 √
CLO11 √

Page 22
CLOs Teaching–Learning Strategy
CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work
CLO 5 Lecture, class work, group discussion
CLO 6 Lecture, group discussion
CLO 7 Lecture, class work
CLO 8 Lecture, group discussion
CLO 9 Lecture, class work
CLO 10 Lecture, class work, group discussion
CLO 11 Lecture, class work, group discussion

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching– Assessment Strategy Corresponding

Learning CLOs
Strategy

W-1 Course Orientation and Introduction Lecture, Class discussion CLO 1

classwork
W-2 Recognize the importance and impact of Lecture, Quiz, short question CLO 1
effective communication in our lives classwork
W-3 Demonstrate skills of a rhetoric: the art of Lecture, Classwork, CLO 1, CLO 2
effective o persuasive speaking or writing classwork assignments

W-4 Demonstrate qualities of a rhetoric: the art Lecture, class Quiz, assignment CLO 3
of effective or persuasive speaking or work,
writing
W-5 Overcome their fear of addressing an Lecture, Quiz, short question CLO 2, CLO 4
audience and deliver speeches on the spot classwork,
without any preparation group
discussion

Page 23
W-6 Understand the theoretical underpinnings Lecture, Quiz, short question CLO 2, CLO 4
of verbal communication. classwork,
group
discussion
W-7 Understand the theoretical underpinnings Lecture, Assignment, CLO 1, CLO 5
of non-verbal communication classwork, presentation
workshop

W-8 Have a clearer and more sound idea about Lecture, group Assignment CLO 3, CLO 4
perceptions of oneself discussion,
case study

W-9 Have a clearer and more sound idea about Lecture, Quiz, short question CLO 3
perceptions of others classwork

Midterm
W-10 Become better communicators across Lecture, Quiz, short question CLO 3, CLO 4
cultures by understanding concept of classwork
dominant cultures, and co-cultures.
W-11 Become better communicators across Lecture, Quiz, short question CLO 1, CLO 2,
cultures by understanding concept of classwork CLO 4
cultural identities
W-12 Risk assessment and mitigation Lecture, Video Quiz, short question CLO 1, CLO 2,
presentation CLO 4

W-13 Inculcate the necessary strategies for Lecture, Assignment, CLO 2, CLO 5
processing information. classwork classwork

W-14 Inculcate the necessary strategies for Lecture, Quiz, assignment, CLO 1, CLO 6
improving listening skills. classwork classwork
W-15 Understand the approaches for managing Lecture, Quiz, presentation CLO 3, CLO 8
interpersonal relationships. classwork
W-16 Execute effective group communication Lecture, group Quiz, viva, CLO 2, CLO 3,
such as group participation, coordination discussion, assignment CLO7
teamwork and leadership class
assignment

W-17 Manage preparation and delivery of public Lecture, Quiz, viva, CLO 1, CLO 2,
presentations with the assistance of audio- classwork assignment CLO 9
visual presentational aids

W-18 Individually construct, critique, and Lecture, group Classwork, quiz, CLO 1, CLO 5,
analyze different types of speech discussion classwork CLO 10, CLO 11

Review and preparation for the final exam

Final Exam

Page 24
 Part C.3
Assessment and evaluation
Assessment strategy:
● Quiz, assignment, presentation, midterm, and final
● Mark distribution:
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
● Make-up procedures
● If someone miss any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Author Title Edition Publisher

1. Kathleen S. Verderber, Comm4 Edition 4 Stamford, CT: Cengage
Dianna D. Sellnow and Student edition Year-2016 Learning.
Rudolf [Link] Edition 13 Mc Graw Hill education
2. Stephen E. Lucas The Art of Public Speaking Year-2020

The instructor will provide other reading materials, e.g., journal articles and eBooks, as and when required.

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code BEN 1205

2. Course title Bengali Language and Literature
3. Course type University GED
4. Year/level/semester/term 1st Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100

11. Rationale of the course এই পাঠ্যব্রমের েূল লক্ষ্য বাাংলা ভাষা ও সাহিমযয সাধারণ দক্ষ্যা অর্জন। এই
ক াস জ সফল্ভামব সম্পন্ন রা সম্ভব িমল হিক্ষ্ার্থীরা বাাংলা সাহিমযযর
উমেখম াগ্য সৃষ্টি সম্পম জ র্ানময পারমব এবাং এর েধযহদম়ে যারা বাাংলা
সাহিমযযর সাংহক্ষ্প্ত অর্থচ সাংিয ধারণা লাভ রমব। এই ক ামসরজ অনযযে লক্ষ্য
বযবিাহর র্ীবমন প্রহেয বাাংলা ভাষা বযবিামরর দক্ষ্যা অর্জন। এ ারমণ বাাংলা
ভাষার প্রাম়োহগ্ হবহভন্ন হবষ়ে এ পাঠ্যব্রমে সাং ুক্ত রা িম়েমে

Page 25
 12. Course Objectives এই ক ামসরজ লক্ষ্যসেুিঃ ১) বাাংলা ভাষার উৎপহি ও হব াি সম্পম জ ধারনা
প্রদান। ২)বাাংলা ভাষার স্বরধ্বহন ও বযঞ্জনধ্বহন, ুক্তবণ জ এবাং বযঞ্জন্ধবহনর
উচ্চারণস্থান ও উচ্চারণরীহয সম্পম জ জ্ঞান ও দক্ষ্যা অর্জন রামনা। ৩) প্রহেয
বাাংলা উচ্চারমনর হন়েে হিখামনা ও যা অনুিীলন রামনা। ৪) বাাংলা বানামনর
সুত্র কিখামনা এবাং বানান শুদ্ধি রণ অনুিীলন রামনা। ৫) সাধু ও চহলয ভাষার
পার্থ জ য কবাঝামনা এবাং অনুিীলন রামনা। ৬) হবরােহচনি্ম র পহরচ়ে র্ানামনা
এবাং র্থা র্থ বযাবিার হিখামনা। ৭) আমবদনপত্র কলখার হন়েে এবাং ক ৌিল
কিখামনা।

সাহিযযঃ ১) বাাংলা সাহিমযযর ক্রেহব াি সম্পম জ সাংমক্ষ্মপ জ্ঞান প্রদান। ২)

বাাংলা সাহিমযযর ালর়্েী হব, র্থাহিল্পী, প্রাবহন্ধ এবাং সাহিহযয মদর
সাহিহযয উত্থান এবাং অবদান সম্পম জ সাংমক্ষ্মপ র্ানামনা। ৩) ালর়্েী
সাহিহযয মদর হনবাহচয জ হবযা, গ্ল্প, প্রবন্ধ এবাং স্মৃহয র্থা পডামনা।
13. Course Learning Outcomes CLO 1: বাাংলা ভাষার উৎপহি, হব াি এবাং বাাংলা ধ্বহনযয্ ্ সম্পম জ হিখমব।
(CLO) CLO 2: প্রাহযষ্ঠাহন পহরসর এবাং বযদ্ধক্তগ্য র্ীবমন বাাংলা ভাষার র্থা র্থ
প্রম়োগ্ ও বযবিার হিখমব।
CLO 3: হনভভল জ বানামন কলখা, শুি উচ্চারমণ র্থা বলা হিখমব।
CLO 4: সাধু ও চহলয ভাষার পার্থ জ য ও হবরােহচি্ম র বযবিার হিখমব।
CLO 5: আমবদনপত্র কলখার হন়েে হিখমব।
CLO 6: বাাংলা সাহিমযযর ক্রেহব াি এবাং ালর়্েী হব, গ্ল্প ার এবাং
প্রাবহন্ধ মদর সম্পম জ র্ানমব।
CLO 7: প্রখযায হবমদর ধ্রুপদী (05590 হবযা হিখমব।
CLO 8: প্রখযায হবমদর হবযার কসৌন্দ ও জ িদ্ধক্ত হৃদম়ে ধারণ রমব।
CLO 9: ালর়্েী সাহিহযয মদর ঞ্রপদী রচনা পডমব এবাং যা কর্থম
অহভজ্ঞযা েুলযমবাধএবাং োনহব গুণাবহল অর্জন রমব।
CLO 10: সাবলীল এবাং োনসম্পন্ন বাাংলা গ্দয হলখময হিখমব।

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcomes
(CLO)
CLO 1 √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √
CLO 6 √
CLO 7 √
CLO 8 √
CLO 9 √
CLO 10 √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, class work

Page 26
CLO 4 Lecture, class work
CLO 5 Lecture, class work
CLO 6 Lecture, class work, group discussion
CLO 7 Lecture, class work, group discussion
CLO 8 Lecture, class work, group discussion
CLO 9 Lecture, class work, group discussion
CLO 10 Lecture, class work, group discussion

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs

W-1 হবহভন্ন ুমগ্র বাাংলা সাহিমযযর Lecture, Discussion Class work, CLO 1, CLO 2
হনদিনজ সম্পম জ ধারণা প্রদান Oral & Writing Quiz, Midterm
Practice Exam
W-2 বাাংলা সাহিমযয রবীন্দ্রনামর্থর অবদান Lecture, discussion, Class work, Quiz, CLO 2, CLO 3
আমলাচনাসি কোটগ্ন্মপর রুপ In class-Group Midterm, Final
উদঘাটমন Discussion Oral and Exam, Assignment
'কপাস্টোিার' গ্ন্প। Writing Practice

W-3 'কপাস্টোিার' গ্মল্পর অনুপুঙ্খ Lecture, classwork, Classwork, CLO 1, CLO 2

হবমেষণ- নারী পুরুমষর েনস্তাহি video presentation assignments
সম্প জ
হনণম়ে
জ কসৌন্দ ও জ িদ্ধক্তর ববহচত্র
উপস্থাপন রা।
W-4 আধুহন বাাংলার গ্ীহয হবযার হবহিি Lecture, class work, Quiz, assignment CLO 1
োত্রা হনরূপণ। রবীন্দ্র ামবয হবযার video presentation
কসৌন্দ ও জ িদ্ধক্ত হনরপমণ ' হনবমরর
জ
ষপ্নভঙ্গ' হবযা রবীন্দ্র- াবয
কপ্রক্ষ্াপমট 'হনবমরর জ ষপ্নভঙ্গ' হবযার
অনুপুঙ্খ হবমেষণ

W-5 বাাংলা ভাষার ধ্বহন, বণ, জ অক্ষ্র Lecture, classwork, Quiz, short question CLO 1, CLO 2
সম্পম জ প্রাসহঙ্গ আমলাচনা group discussion

Page 27
W-6 উপনযাহস বদ্ধিেচন্দ্র চমটাপাধযা়ে Lecture, classwork, Quiz, short question CLO 2, CLO5
সম্পম জ আমলাচনাসি সাহিমযয যাাঁর group discussion
অবদান হবমেষণ রা। বাঙ্গালা ভাষা'
প্রবন্ধ হনম়ে হবমেষণাত্ম আমলাচনা

W-7 বাাংলা বমণরজ উচ্চারণস্থান ও Lecture, classwork, Assignment, CLO 2, CLO 3

উচ্চারণরীহযর প্রাসহঙ্গ হবস্তাহরয workshop presentation
আমলাচনা

W-8 রবীন্দ্র -উির বাাংলা র্থাসাহিমযযর Lecture, group Assignment CLO 1, CLO 4
কপ্রক্ষ্াপট হবমেষণ। বস়েদ discussion, case study
ও়োলীউোি
সম্পম জ আমলাচনা, সাহিমযয যাাঁর
অবদান ও অহিিবাদ কচযনার
হবমেষণ।

W-9 বস়েদ ও়োলীউোির 'ন়েনচারা' Lecture, classwork Quiz, short question CLO 3, CLO 4
গ্মল্পর অনুপুঙ্খ হবমেষণ
হযহরি-উির বাাংলা ামবযর
কপ্রক্ষ্াপমট র্ীবনানন্দ দামির
হবযার কসৌন্দ ও জ
িদ্ধক্ত হবষ়ে আমলাচনা।

হেডটাে জ

W-10 র্ীবনানন্দ দামির 'বাাংলার েুখ আহে Lecture, classwork Quiz, short question CLO 6, CLO 7
কদহখ়োহে' হবযাষ্টটর হবহিিোত্রা
হনরপণ
ও হবমেষণ

W-11 প্রহেয বাাংলা বানামনর হন়েে ও Lecture, classwork Quiz, short question CLO 6, CLO 8
আঞ্চহল বাাংলা উচ্চারমণর ববহচত্রয
হনম়ে
আমলাচনা।

W-12 ালর়্েী হব িােসুর রািোমনর Lecture, case study Quiz, short question CLO 6, CLO 7
অবদান ও সৃষ্টিিীলযা হনম়ে
আমলাচনা
িােসুর রািোমনর 'কযাোম পাও়োর
র্মনয কি স্বাধীনযা' হবযার র্থার্থ জ
স্বরূপ

W-13 িিীদ র্ননী র্ািানারা ইোমের Lecture, classwork Quiz, assignment, CLO 7, CLO 3
সাহিমযয ও েুদ্ধক্ত ুমি অবদান classwork
সম্পম জ
হবস্তাহরয আমলাচনা।

W-14 র্ািানারা ইোমের 'এ ান্তমরর Lecture, classwork Quiz, assignment, CLO 6, CLO 9
হদনগুহল' হনম়ে হবমেষণ classwork

Page 28
W-15 সাধু ভাষা ও চহলয ভাষা হনম়ে Lecture, classwork Quiz, presentation CLO 6, CLO 7
হবস্তাহরয আমলাচনা
সাং ুক্ত বযাঞ্জনবণ প্রহেয
জ বাাংলা
উচ্চারমণর হন়েে (আদয, েধয, অন্ত
অ)
W-16 ঘহযহচমের বযবিার প্রসমঙ্গ ধারনা Lecture, group Quiz, viva, assignment CLO 6, CLO 10
প্রদান discussion, class
প্রহেয বাাংলা উচ্চারমণর হন়েে, বানান assignment
শুদ্ধি রণ
W-17 বাাংলা আধুহন সাহিমযযর ক্র Lecture, group Quiz, viva, assignment CLO 2, CLO 6
েহব ামি প্রের্থ কচৌধুরীর অবদান discussion, case study
হনম়ে হবস্তাহরয
আমলাচনা

W-18 প্রের্থ কচৌধুরী রহচয 'ক ৌবমন দাও Lecture, group Mock tests, quiz, CLO 7
রার্টী া' প্রবমন্ধর হবস্তাহরয discussion, case study classwork
আমলাচনা

পাঠ্ ৃ য হবষ়ে হনম়ে সােহি আমলাচনা

চভডান্ত পরীক্ষ্া

Part C.3
Assessment and evaluation
হববরণ নাম্বার
ফাইনাল পরীক্ষ্া ৩০
হেডটাে পরীক্ষ্া
জ ২০
ু ইর্ (১টা) (২টার েমধয ১ষ্টট) ১৫
প্রহযমবদন রচনা (হবষ়ে হনধারণ
জ মর কদ়ো িমব) ১০
কেনী উপস্থাপনা ১০
ভাইভা ৫
উপহস্থহয ও কেনী অাংিিিণ ১০
সবমোট
জ নাোর ১০০

Part C.4
পাঠ্যক্রেঃ
হবযাঃ

১। রবীন্দ্রনার্থ ঠ্া ু র- হনঝজমরর স্বপ্নভঙ্গ

২। র্ীবনানন্দ দাি- বাাংলার েুখ আহে কদহখ়োহে
৩। িােসুর রািোন- কযাোম পাও়োর র্মনয কি স্বাধীনযা

কোটগ্ন্পু ও অনযানয রচনাঃ

১। রবীন্দ্রনার্থ ঠ্া ু র- কপাস্টোস্টার
২। বস়েদ ও়োলীউোি- ন়েনচারা

Page 29
৩। র্ািানারা ইোে- এ ািমরর হদনগুহল

প্রবন্ধঃ
১। বদ্ধিেচন্দ্র চমটাপাধযা়ে- বাঙ্গালা ভাষা
২। প্রের্থ কচৌধুরী- ক ৌবমন দাও রার্টী া

ভাষাঃ
১। বাাংলা ধবহন ও বণ কের
জ ও বযঞ্জন), বাাংলা ধবহন ও বমণরজ পারস্পাহর যা, বাাংলা স্বর ও বযঞ্জনধবহন সম্বহলয
িমের উচ্চারণ।

২। সাং ুক্ত বযাঞ্জনবণ জ

৩। প্রহেয বাাংলা উচ্চারমণর হন়েে (আদয, েধয ও আন্ত 'অ')
৪। সাধু ও চহলয (প্রহেয) ভাষা
৫l বাাংলা বানামনর হন়েে
৬| ঘহযহচি
৭। বানান শুদ্ধি রণ
৮। আমবদন ও বযবিাহর (অহফহস়োল/দাপ্তহর ) ামর্ পত্রাহদ কলখন
৯। কেণী উপস্থাপনা

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code MGT 2212

2. Course title Organizational Management
3. Course type University GED
4. Year/level/semester/term 2nd Year/2nd Semester
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) ENG 1102
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course discusses the methods and concepts of managing a staff,
business or organization. Students learn to apply, identify and
evaluate functions for private and public organizations and their
business structures. This course will incorporate principles of
management and organizational behavioural aspects as well.

12. Course Objectives 1. To learn and appreciate different management schools of

thoughts
2. To learn the effects of environmental factors on business entities
3. To learn the basics of four management functions
(planning/organizing/leading/controlling)
4. To learn and appreciate various leadership theories

Page 30
 5. To learn various management terms and concepts

13. Course Learning Outcomes CLO 1. To relate specific management approaches that will be
(CLOs) applicable in specific situation.
CLO 2. To differentiate between internal and external situational
factors and how they impact a firm’s strategic plan. (This will be
demonstrated by students through project paper and through exams)
CLO 3. To relate terms and concepts pertaining to four functions of
management through exams
CLO 4. To relate and apply various leadership theories in exam
setting and through group project.
CLO 5. To relate information generated from secondary data (Such
as, information collected for group report)

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work
CLO 5 Lecture, class work, group discussion

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 31
Week Topics Teaching– Assessment Strategy Corresponding
Learning CLOs
Strategy

W-1 Course introduction and Preliminary Lecture, Class discussion CLO 1

discussion on Mgmt classwork

W-2 Foundations of Mgmt. / Managers and Lecture, Quiz, short question CLO 1
you in the Workplace, division of labor classwork

W-3 Managing External Env/ Influence of the Lecture, Classwork, CLO 1, CLO 2
External Env & Org Culture, classwork assignments
Situational Analysis (External/Internal
factor)
W-4 History of Mgmt Modules & Lecture, class Quiz, assignment CLO 3
Contribution of Mgmt Experts work,

W-5 Managing Social & Ethical Lecture, Quiz, short question CLO 2, CLO 4
responsibilities classwork, group
discussion
W-6 Managing in a Global Env and Entry Lecture, Quiz, short question CLO 2, CLO 4
Methods of MNCs classwork, group
discussion

W-7 Foundations of Planning Lecture, Assignment, CLO 1, CLO 5

classwork, presentation
workshop
W-8 Designing Org Structure and Org Design Lecture, group Assignment CLO 3, CLO 4
discussion, case
study
W-9 Adaptive Org Design & Group Lecture, Quiz, short question CLO 3
formation for Project classwork

Midterm

W-10 Managing strategies: Strategic Lecture, Quiz, short question CLO 3, CLO 4
Management and Intro to Strategic classwork
Planning
W-11 Case Study #1 (Video case) & Case Lecture, Quiz, short question CLO 1, CLO 2,
Discussion classwork CLO 4

W-12 Making Decisions Lecture, Video Quiz, short question CLO 1, CLO 2,
presentation CLO 4

W-13 Group Project explanation/Discussion Lecture, Assignment, CLO 2, CLO 5

classwork classwork

W-14 Motivating Employees, Managing Lecture, Quiz, assignment, CLO 1

Groups and Teams classwork classwork

Page 32
W-15 Leadership and Being an Effective Lecture, Quiz, presentation CLO 3
Leader classwork

W-16 Case Study #2 and Discussion on Group Lecture, group Quiz, viva, CLO 2, CLO 3
Project Progression/Trouble Shooting discussion class assignment
assignment

W-17 Managing Communication Lecture, Quiz, viva, CLO 1, CLO 2

classwork assignment

W-18 Monitoring and Controlling Lecture, group Classwork, quiz, CLO 1, CLO 5
discussion classwork

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy

● Group project, case analysis/workshop, midterm, and final exam

2. Mark distribution

● Continuous assessment: Quiz, assignment, presentation, group work

● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures

● If someone miss any of the assessment, they will be provided with a new
deadline

Part C.4
Learning materials

Author Title Edition & Year Publisher ISBN

Stephen Robins and Management 15th Edition 2021 Pearson ISBN 978-0-13-
Mary Coulter 558185-8

Other Resources:

Page 33
Reference Text:
Robert Kreitner and Carlene M. Cassidy, Management, 12 th edition, January, 2013 by South-Western,
USA. ISBN # 13:978-1111221363

Journals and Online Magazines:

Management Today, Harvard Business Review, The Daily Star News.

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code HIS 1103

2. Course title Emergence of Bangladesh
3. Course type University GED
4. Year/level/semester/term 1st Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 Credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The course emphasizes the heroic role of Bangabandhu Sheikh Mujibur
Rahman and other stalwarts in creating a nation-state through a nine-
month-long war with the Indo-Soviet active support. Topics are
presented in a thematic order to give a complete understanding of the
backgrounds of Bangladesh's creation, not providing just a birds-eye
view.
12. Course Objectives This course provides insightful information and analysis about
Bangladesh's origins and socio-economic and political backgrounds
with which learners might have been otherwise less familiar. The study
attempts to clarify methodological confusion, gaps, and problems
connected to Bangladesh's political history through a pleasant, coherent,
and objective analysis with a new outlook and perspective. It covers four
distinctive phases of Bangladesh's history: (i) the long anti-colonial
struggle from 1757 to 1857, (ii) the search for identities between the
communities – the Bengali Hindus & Muslims- following the Great
Rebellion of 1857, (iii) the distinctive impacts of the Bengal
Renaissance in the Bengali Hindu and Muslim societies from the late
nineteenth to the Great Divide of 1947, & (iv) the rise of Bengali identity
politics and regional autonomy movement in Pakistan during 1948-'71.
The study also illustrates how the Indian help, blended with the Indo-
Pak hostility, intertwined the autonomy movement in 1969 to create an
independent Bangladesh in December 1971.

Page 34
 13. Course Learning Outcomes On successfully completing this course, students will be able to
(CLO)
CLO 1: Grasp the long-standing struggles of the people of Bangladesh
to build a nation-state from 1757 to 1971.

CLO 2: Learn about colonial exploitation and their revenue earnings

from the regional drug trade, the Great Famine of 1770, the British
Divide and Rule Policy, the Uprising of 1857, Bengal Renaissance etc.
CLO 3: Learn how the paranoia, fear factors, and experience of
deprivations under the Congress provincial administration during 1937-
'39 influenced the Bengali Muslims to join the Pakistan creation
movement during 1940-’47.

CLO 4: Learn what led the Bengali vernacular elites to mobilize public
opinion for launching a linguistic campaign in East Bengal in 1952 and
then the Six-Point movement in 1966 and Liberation War in 1971.

CLO 5: Help students recognize their national identity to boost their

self-esteem and patriotism for becoming worthy citizens of the country.
It would aid them to know their throbbing national history and recognize
current realities for crafting a prosperous Bangladesh in the 21st
century.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work
CLO 5 Lecture, class work, group discussion

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 35
Week Topics Teaching–Learning Assessment Strategy Corresponding
Strategy CLOs

W-1 Course Orientation and Lecture, classwork Class discussion CLO 1

Introduction
W-2 Introduction to Bangladesh Lecture, classwork Quiz, short question CLO 1
History
W-3 The British Colonial Ascendency Lecture, classwork Classwork, CLO 1, CLO 2
1757-1857 assignments
W-4 The Battle of Polashi for Drug Lecture, class work, Quiz, assignment CLO 3
Money
W-5 Colonial plundering of Bengal Lecture, classwork, Quiz, short question CLO 2, CLO 4
Resources group discussion

W-6 Colonial Drug Trade in Bengal Lecture, classwork, Quiz, short question CLO 2, CLO 4
group discussion

W-7 Permanent Settlement Policy of Lecture, classwork, Assignment, CLO 1, CLO 5

1793 Ani colonial struggle workshop presentation

W-8 The Revolt of 1857 Lecture, group Assignment CLO 3, CLO 4

discussion, case study

W-9 Hindu Reformation and Bengali Lecture, classwork Quiz, short question CLO 3
Renaissance

Midterm
W-10 Bengal Muslim Renaissance Lecture, classwork Quiz, short question CLO 3, CLO 4

W-11 Partition of Bengal, 1905-’11 Lecture, classwork Quiz, short question CLO 1, CLO 2,
CLO 4
W-12 Hindu-Muslim Scuffles 1906-‘47 Lecture, Video Quiz, short question CLO 1, CLO 2,
presentation CLO 4

W-13 Proliferation of Communal Lecture, classwork Assignment, CLO 2, CLO 5

Politics 1912-’35 and Lahore classwork
Resolution of 1940
W-14 The Great Divide of 1947 Lecture, classwork Quiz, assignment, CLO 1
classwork
W-15 Awami League & Bengali identity Lecture, classwork Quiz, presentation CLO 3
politics
W-16 Language Movement leading to Lecture, group Quiz, viva, CLO 2, CLO 3
Bengali Nationalism and discussion, class assignment
Problems of Constitution Making assignment
in Pakistan

Page 36
W-17 Six-Point Movement for Lecture, classwork Quiz, viva, CLO 1, CLO 2
Provincial Autonomy and assignment
Upsurge of 1969 and General
Elections of 1970 and Non-
Cooperation Movement and the
Operation Searchlight
W-18 The Role of Mujibnagar Lecture, group Classwork, quiz, CLO 1, CLO 5
Government, Liberation War & discussion classwork
Leadership Role

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy

● Quiz, assignment, presentation, midterm, and final

[Link] distribution

● Continuous assessment: Quiz, assignment, presentation, group work

● Summative: Midterm, final, final project paper/term paper submission

[Link]-up procedures

● If someone miss any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code MIS 1107

2. Course title Information Systems and Computers
3. Course type University GED
4. Year/level/semester/term 1st Year/2nd Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course introduces the fundamentals of information
systems and the components of computer-based information
Page 37
 systems. The course begins with an overview of computer
applications and the functions of the components of computer
and proceeds to provide a functional orientation toward
applications that improve personal productivity. It also
provides an overview of different types of information
systems, the phases of system development and
implementation, database management systems,
communication networks, the internet and e-commerce,
artificial intelligence, knowledge management, and examples
of strategic application of IT in an organization.

12. Course Objectives Discuss the functionality of computer systems, computer

applications, and databases. Provide the students with a good
understanding of the design of management information
systems and specific aspects of management control. Teach
and practically instruct students on how they can apply
technology in real-world business situations.

13. Course Learning CLO 1: Demonstrate an understanding of application software

Outcomes (CLO) and practically use it in solving specific problems.
CLO 2: Describe the various types of information systems used
in a business environment to support business processes,
decision-making, and strategy.
CLO 3: Recognize the value of data and database management
systems and do practical work on database-related problems. '
CLO 4: Demonstrate an understanding of telecommunications
in enhancing the capabilities of business organizations
CLO 5: Explain the security concepts and effective measures
for those to reduce the negative impact on information system
resources.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √ √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion

CLO 2 Lecture, class work

CLO 3 Lecture, group discussion

CLO 4 Lecture, class work

CLO 5 Lecture, class work, group discussion

Page 38
 Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Corresponding

Strategy Strategy CLOs

W-1 Course Orientation and Lecture, classwork Class discussion CLO 1

Introduction
W-2 Foundations of Information Lecture, classwork Quiz, short CLO 1
Systems in Business question
W-3 Applications Software: End Lecture, classwork Classwork, CLO 1, CLO 2
User Applications assignments
W-4 Data Resource Lecture, class work, Quiz, CLO 3
Management assignment

W-5 Telecommunications and Lecture, classwork, Quiz, short CLO 2, CLO 4

Networks group discussion question

W-6 Security, Ethical, and Lecture, classwork, Quiz, short CLO 2, CLO 4
Societal Challenges in IS group discussion question

W-7 Security Management of IT Lecture, classwork, Assignment, CLO 1, CLO 5

workshop presentation

W-8 Functional Business Lecture, group Assignment CLO 3, CLO 4

Systems discussion, case
study
W-9 Enterprise Applications Lecture, classwork Quiz, short CLO 3
question

Midterm
W-10 Building Information Lecture, classwork Quiz, short CLO 3, CLO 4
Systems question
W-11 E-commerce: Digital Lecture, classwork Quiz, short CLO 1, CLO 2,
Markets, Digital Goods question CLO 4
W-12 E-commerce: Digital Lecture, Video Quiz, short CLO 1, CLO 2,
Markets, Digital Goods presentation question CLO 4
W-13 MS Word Lecture, classwork Assignment, CLO 2, CLO 5
classwork
W-14 MS Word Lecture, classwork Quiz, CLO 1
assignment,
classwork
W-15 Ms Excel Lecture, classwork Quiz, CLO 3
presentation

Page 39
W-16 Ms Excel Lecture, group Quiz, viva, CLO 2, CLO 3
discussion, class assignment
assignment
W-17 MS Access Lecture, classwork Quiz, viva, CLO 1, CLO 2
assignment

W-18 MS Access Lecture, group Classwork, quiz, CLO 1, CLO 5

discussion classwork

Review and preparation for the final exam

Final Exam

Part C.3

Assessment and evaluation

Assessment strategy
● Quiz, assignment, presentation, midterm, and final

● Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

Make-up procedures
● If someone miss any of the assessment, she/he will be provided with a new deadline

Part C.4
Learning materials

1. Introduction to Information Systems, Edition 16, McGraw-Hill. O'Brien, James A.,

Marakas, George M
2. Management Information Systems: Managing the Digital Firm, 14 edition, Laudon,
Kenneth C.,Laudon, Jane P

Part C.1
Description of course (Outcome-based curriculum)

1. Course code MAT 1116

2. Course title Pre-Calculus
3. Course type University GED
4. Year/level/semester/term 1st Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X

Page 40
 7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The behavior of functions is discussed in some depth,
including properties, graphs, inverses, transformations, and
compositions. This course pays particular attention to linear,
quadratic, polynomial, rational, exponential, and logarithmic
functions. It covers trigonometric functions and inverse
trigonometric functions as well.

12. Course Objectives The course will help students recognize and analyze the
behavior of various kinds of functions (including polynomial,
rational, radical, exponential, trigonometric, and logarithmic
functions), and analyze their behavior. Also, the students will
be able to graph various functions and apply the acquired
concept to higher studies and physical problems.

13. Course Learning Upon the successful completion of this course, a student will
Outcomes (CLO) be able to:

CLO 1; Demonstrate the fundamental concept of

mathematical functions and their properties (domain, range,
composition, etc.). Perform function operations, including
composition, transposition, and finding inverse functions.

CLO 2: Plot different types of functions and apply various

kinds of transformations to those functions, including
translations, reflections, stretches, and compressions

CLO 3: Analyze and interpret graphically the linear,

polynomial, rational, exponential, logarithmic, and
trigonometric functions.

CLO 4: Solve linear, quadratic, polynomial, exponential, and

logarithmic equations and inequalities involving polynomials
and rational expressions and apply them to model and analyze
real-world problems.

CLO 5: Develop the prerequisite knowledge and

mathematical skills necessary to undertake higher-level
courses that have a quantitative focus.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √ √

Page 41
CLOs Teaching–Learning Strategy Assessment Strategy
CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Classwork, Assignment
CLO 4 Lecture, class work, Video Quiz, Presentation
CLO 5 Lecture, class work, Video Quiz, Short question

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Rectangular Coordinates, Lecture, group Quiz CLO1
Plotting Points, discussion
The Distance and Midpoint
Formulas
W-2 Triangles-related problems Lecture, group Quiz CLO1, CLO2
using Distance and Midpoint discussion
Formulas,

Graphs by Plotting Points and

Finding Intercepts

W-3 Finding Intercepts, Test for Lecture, class Quiz, Short CLO1, CLO2
Symmetry, work question

Slopes, Graphs of a line using a

point and slope, Different
forms of equations

W-4 Find Equations of Horizontal, Lecture, Assignment CLO3

Vertical, Parallel and classwork
Perpendicular Lines,

Equations of circles, Graphing

a circle
W-5 Functions, Variables, Values Lecture, Class Quiz, CLO2
and domain of functions, a work, group Assignment
different form of functions, discussion

Graph of function, Identifying

and obtaining information of a
graph of a function

Page 42
W-6 Properties of functions, Even, Lecture, class Assignment CLO2
odd, constant, increasing, work, group
decreasing functions, Secant discussion
line.
Library of functions,
Piecewise-defined functions
W-7 Graphing Techniques, Lecture, class Quiz, Short CLO1, CLO2
Transformations, work, class question,
Compressions and Stretches assignment Presentation

W-8 Linear functions and their Lecture, class Quiz, Short CLO1, CLO2
properties, Linear models work, class question,
assignment Presentation
W-9 Quadratic functions and their Lecture, class Quiz, Short CLO1, CLO2
properties, Graphs using work, class question,
transformation and properties. assignment Presentation
Quadratic models, Maximizing
revenue, & enclosed area,
Motion of projectile, Bridge.

Midterm

W-10 Solution of quadratic Lecture, group Assignment CLO3

inequalities and their graphs discussion, class
assignment
Polynomial and power
functions, Graphs using
transformation, Properties of
graphs

W-11 Properties and graphs of Lecture, class Quiz, Short CLO5

rational functions, Asymptotes work, group question
discussion
W-12 Analyze the graph of the Lecture, class Quiz, Short CLO5
rational function. work, question
group discussion
Solutions of polynomial &
rational inequalities with
graphs

W-13 Lecture, class Quiz, Short CLO3, CLO5

The real zero of polynomial
work, question,
functions, the remainder and
group discussion Assignment
Factor theorem, and
Descartes’s rules of signs.

Rational zeros theorem,

Potential zeros, Finding real
zeros of a polynomial function

Page 43
W-14 Complex zeros, the Lecture, class Quiz, Short CLO5
Fundamental Theorem of work, Class question,
Algebra, Conjugates pairs assignment/ Assignment
theorem, find polynomial group discussion
functions and complex zeros.

Composite functions, Find the

composite function and its
domain
W-15 Inverse functions, One-to-One Lecture, class
function, Horizontal line test, work Presentation CLO4
Determine inverse,
verification.

Exponential functions, Graphs

and properties of exponential
functions, Graphs using
transformation.

W-16 Solutions of exponential Lecture, class Quiz, Short CLO3

equations, Applications. work, Class question,
assignment/ Assignment
Logarithmic functions, group discussion
Relating logarithms to
exponential, Domain, Graphs,
Solutions

W-17 Properties of Logarithms, Lecture, group Assignment, CLO3. CLO5

Logarithms logarithms work Short question
Exponential equations.

Angles & their measure, Linear

speed, Trigonometric
functions: Unit circle approach.

Properties and graph of

Trigonometric functions

W-18 Properties and graph of Lecture, group Quiz, CLO4

Trigonometric functions, work Presentation
Amplitude, Period & Phase
shift.
The inverse Sine, Cosine and
Tangent functions,

The inverse trigonometric

functions

Review and preparation for the final exam

Final exam

Page 44
 Part C.3

Assessment and evaluation

Assessment strategy:
● Quiz, assignment, presentation, midterm, and final
● Mark distribution:
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
● Make-up procedures
● If someone miss any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Reference Book
Text Book

Author Michael Sullivan

Title “Pre-calculus”

Edition & Year 10th Edition, 2016

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BUS 1172

2. Course title Introduction to Statistics
3. Course type School GED
4. Year/level/semester/term 1st Year/2nd Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course introduces statistical methods and their
application in economics and business. Topics include
descriptive statistics, probability and probability distribution,
sampling and sampling distributions and interval estimation.

12. Course Objectives Students will learn to use standard statistical tools employed
in practical applications, use statistical concepts for
application in business and economics, understand the
Page 45
 application of common tools such as standard deviation,
probabilities, various statistical distribution tables, and z-Test
and t-Test learn to understand and describe data classification
and reporting using various tabular and graphical tools.

13. Course Learning Upon successful completion of this course, a student will be
Outcomes (CLO) able to:
CLO 1: Present qualitative and, /or quantitative data on
tabular and/or graphical formats
CLO 2: Calculate measures of central tendency,
CLO 3: Calculate measures of dispersion and probabilities.
CLO 4. Use various statistical tables, such as normal
distribution, t-distribution and
chi-squared distribution.
CLO 5. Utilize the z-test. t-test and chi-square test.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Classwork, Assignment
CLO 4 Lecture, class work, Video Quiz, Presentation
CLO 5 Lecture, class work, Video Quiz, Short question

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Corresponding

Strategy Strategy CLOs
W-1 Introduction to Lecture, group Quiz CLO1
Statistics discussion
W-2 Introduction to Lecture, group Quiz CLO1, CLO2
Descriptive Statistics discussion

W-3 Measures of Central Lecture, class work Quiz, Short CLO1, CLO2
Tendency question

Page 46
W-4 Measures of Lecture, class work Assignment CLO3
Dispersion
W-5 Mean, median and Lecture, Classwork, Quiz, Assignment CLO2
mode of grouped data group discussion

W-6 Organizing and Lecture, class work, Assignment CLO2

Graphing data group discussion

W-7 Study of Correlation Lecture, class work, Quiz, Short CLO1, CLO2
class assignment question,
Presentation
W-8 Study of Covariance Lecture, class work, Quiz, Short CLO1, CLO2
class assignment question,
Presentation
W-9 Combinations and Lecture, class work, Quiz, Short CLO1, CLO2
Permutations class assignment question,
Presentation
Midterm
W-10 Probability Lecture, group Assignment CLO3
Introduction discussion, class
assignment
W-11 Conditional Lecture, class work, Quiz, Short CLO5
Probability group discussion question

W-12 Bayes Theorem Lecture, class work, Quiz, Short CLO5

group discussion question
W-13 Discrete Random Lecture, class work, Quiz, Short CLO5
Variable group discussion question,
Assignment

W-14 Continuous Random Lecture, class work, Quiz, Short CLO3, CLO5
Variable Class assignment/ question,
group discussion Assignment
W-15 Normal Distribution Lecture, class work Presentation CLO4

W-16 Sampling distribution Lecture, class work, Quiz, Short CLO3, CLO5
of mean Class assignment/ question,
group discussion Assignment
W-17 Sampling distribution Lecture, group work Assignment, Short CLO3,
of variance and question
proportion

W-18 Interval Estimation Lecture, group work Quiz, Presentation CLO4, CLO5

Review and preparation for the final exam

Final exam

Part C.3

Page 47
 Assessment and evaluation
Assessment strategy:
● Quiz, assignment, presentation, midterm, and final
● Mark distribution:
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
Make-up procedures
● If someone miss any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Author Edition & Year Publisher

Title
Mann, Prem Introductory Statistics 7th Edition JOHN WILEY
& SONS, INC.
Paul Newbold Statistics for Business & Economics Eighth Edition Prentice Hall
(2013)

Part C.1

Description of course (Outcome-based curriculum)

1. Course code CHE 2101

2. Course title Chemistry 1
3. Course type School GED
4. Year/level/semester/term 2nd Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor N/A
7. Pre-requisite (if any) N/A
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course General Chemistry (CHE 2101) is a one semester course
designed to teach the students systematic treatment of
fundamental chemical and physical principles and their
applications to the properties and transformations of
materials, including the concept of energy and its uses, gas
laws, kinetic molecular theory, laws of chemical combination,
atomic and molecular structure, periodic classification of the
elements, chemical bonding, and introductory organic
chemistry. The topics covered in this course will help
understand students’ insight into the basic concepts of
chemistry as central science which would be used as
foundations for all the chemistry courses required for
different disciplines.

Page 48
 12. Course Objectives The objective of this course is:
● To provide students with a solid foundation in the
fundamental concepts and scientific underpinnings of
the of Chemistry which will enable them to perform
calculations involving chemical and physical
processes, use the dimensional analysis method,
record numerical answers with proper units, and
attain proficiency in the proper use of scientific
notation and significant figures, including the
concept of uncertainty in scientific measurements.
● To Name ions and compounds, write their chemical
formulas, calculate their molar masses and percent
composition, and determine the empirical and
molecular formulas of compounds.
● To describe the atomic and electronic structure of the
elements.
● To predict the relative magnitudes of physical
properties of elements based on their electronic
structures.
● To determine the structures, shapes, and polarity of
compounds/organic compounds.
● To describe properties of real and ideal gases using
the Kinetic Molecular Theory and solve gas law
problems.
● To complete and balance chemical equations,
determine whether a reaction occurs based on
chemical and physical properties of the reactants and
products, and solve stoichiometry problems.
● To classify substances, reactions, and processes
according to various classification schemes.
● To describe and calculate the energy changes
involved in chemical reactions and physical
processes.

13. Course Learning Upon successful completion of this course, a student will be
Outcomes (CLO) able to:
CLO 1: Performing calculations involving chemical and
physical processes, use the dimensional analysis method,
record numerical answers with proper units, and attain
proficiency in the proper use of scientific notation and
significant figures, including the concept of uncertainty in
scientific measurements.
CLO 2: Naming ions and compounds, write their chemical
formulas, calculate their molar masses and percent
composition, and determine the empirical and molecular
formulas of compounds
CLO 3: Describing the atomic and electronic structure of the
elements & predict the relative magnitudes of physical
properties of elements based on their electronic structures
CLO 4. Determining the structures, shapes, and polarity of
compounds/organic compounds & describe properties of real
and ideal gases using the Kinetic Molecular Theory and solve
gas law problems.
CLO 5. Complete and balancing chemical equations,
determine whether a reaction occurs based on chemical and
Page 49
 physical properties of the reactants and products, and solve
stoichiometry problems

Part C.2
14. Course plan specifying content, CLOs, co-curricular activities (if any), teaching
learning and assessment strategy mapped with CLOs.

Week Topic Teaching-Learning Strategy Assessment Strategy Correspondin

g CLOs
W-1 Introductory concept, Class lecture, In-class Quizzes, 1&2
General Chemistry and its Q&A, Group discussions assignments/viva
application
W-2 The Study of Change, Part Class lecture, Interactive Quizzes, 1&2
1 simulations & question answer assignments/viva
session
W-3 The Study of Change, Part Class lecture, Interactive Quizzes, 1&2
2 simulations & question answer assignments/viva
session
W-4 Atoms, Molecules, and Class lecture, Interactive Quizzes, 1&2
Ions simulations & question answer assignments/viva
session
W-5 Atoms, Molecules, and Class lecture, Interactive Quizzes, 1&2
Ions simulations & question answer assignments/viva
session
W-6 Quantum Theory and the Class lecture, Interactive Quizzes, 1,2,3 & 4
Electronic Structure of simulations & question answer assignments/viva
Atoms session

W-7 Quantum Theory and the Class lecture, Interactive Quizzes, 1,2,3 & 4
Electronic Structure of simulations & question answer assignments/viva
Atoms session

W-8 Periodic Relationships Class lecture, Interactive Quizzes, 4

among the Elements simulations & question answer assignments/viva
session
W-9 Periodic Relationships Class lecture, Interactive Quizzes, 4
among the Elements simulations & question answer assignments/viva
session

Midterm Exam

W-10 Chemical Bonding, I Class lecture, Interactive Quizzes, Exams 4

simulations & question answer (midterm), viva-voce
session
W-11 Chemical Bonding, II Class lecture, Interactive Quizzes, Exams 3&4
simulations & question answer (midterm), viva-voce
session
W-12 Midterm (1 class); Gases Class lecture, Interactive Quizzes, Exams 3&4
part 1 simulations & question answer (midterm), viva-voce
session
Page 50
W-13 Gases; part 2 Class lecture, Interactive Quizzes, 3&4
simulations & question answer assignments/viva
session
W-14 Mass Relationship in Class lecture, Interactive Quizzes, Exams 5
Chemical Reactions simulations & question answer (Final), viva-voce
session
W-15 Mass Relationship in Class lecture, Interactive Quizzes, Exams 5
Chemical Reactions simulations & question answer (Final), viva-voce
session
W-16 Reactions in Aqueous Class lecture, Interactive Quizzes, Exams 5
Solutions simulations & question answer (Final), viva-voce
session
W-17 Thermochemistry Class lecture, Interactive Quizzes, Exams 5
simulations & question answer (Final), viva-voce
session
W-18 Review & problem Class lecture, Interactive Quizzes, Exams 1-5
solving simulations & question answer (Final), viva-voce
session

Final Exam

Part C.3

Assessment and Evaluation

1) Assessment Strategy:

The assessment strategy is based on student’s participation by attending, listening lectures in

the class and participating in quizzes, midterm and final exams throughout the semester.

a) Continuous Assessment: The courses offered in the degree program will be assessed
on a continuous basis. This will provide an opportunity for the student to know about
his/her performance and progress throughout the program duration. The continuous
assessment uses tools such as class participation, formal quiz exam, mid-term
examination, assignment, viva, etc.
b) Summative: Summative assessment includes final exam.

2. Marks Distribution
Theory (3 Credit)

Page 51
Item # Assessment items Marks %
1 Midterm Exam 30
2 Quizzes * 15
3 Final Exam 30
4 Assignment / Presentation 15
5 Attendance 10
Total 100

3. Make-up Procedures:
Absence from the class for any reason is not, by itself, considered justification for the ‘make-
up’ of any exam. You may be allowed to retake missed midterms in case of mitigating
circumstances supported by relevant documentation. In case of illness, Medical Certificate is
necessary but may not be sufficient.

Part C.4
Learning Materials
1) Recommended Readings
- Chemistry, 12th ed. Raymond Chang.
- Chemistry: The Molecular Nature of Matter and Change, 7th ed. Silberberg,
Martin S.
2) Supplementary Readings
- Research paper/ Journals/ Online articles
3) Others
- Audio-visual demonstrations, Techniques interpretational practices related
documents, additional lecture notes.

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code ENV 2203

2. Course title Introduction to Geography
3. Course type School GED
4. Year/level/semester/term 3rd Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor N/A
7. Pre-requisite (if any) N/A
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100

Page 52
11. Rationale of the course This course is designed to examine the key themes, concepts and ideas
in geography and to develop a geographical perspective of the
contemporary world. A basic foundation of the fundamental themes in
geographic education will be extended to the study of places and regions.

12. Course Objectives Geography lessons are designed to enable students to:
1. Understand the basic geographic concepts along with a particular
reference to Bangladesh geography
2. Develop a sense of location at different scale,
3. Use the fundamental ideas and concepts of geography,
4. Understand elements of physical and human geography and assess
the interaction between them
5. Understand regional differences and analyses their causes,
understand the traditional themes of geography including the
concept of an integrated planet; the principles of spaces, scale and
distributions; the idea of landscape as the product of human-
environment interplay; and the perspective of Earth as a dynamic
planet where geographic knowledge enables us to see our
environment, its opportunities, constraints and risks from a
geographic perspective.

13. Course Learning Outcomes CLO 1. Students will read, interpret, and generate maps and other
(CLOs) geographic representations as well as extract, analyze, and present
information from a spatial perspective
CLO 2. Students will have a general understanding of physical
geographic processes, distribution of landforms and ecosystems, and the
role of the physical environment on human populations
CLO 3. Students will have a general understanding of global human
population patterns, factors influencing the distribution and mobility of
human populations including settlement and economic activities and
networks, and human impacts on the physical environment
CLO 4. Students will be able to think in spatial terms to explain what
has occurred in the past as well as using geographic principles to
understand the present and plan for the future
CLO 5. Students will have a general understanding of how the physical
environment, human societies, and local and global economic systems
are integral to the principles of sustainable development
CLO 6. Students will have a general understanding of the various
theoretical and methodological approaches in both physical and human
geography
CLO 7. Students will be able to present completed research, including
an explanation of methodology and scholarly discussion, both orally and
in written form and, wherever possible, utilize cartographic tools and
other visual formats.

Page 53
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √
CLO 6 √
CLO 7 √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work
CLO 5 Lecture, class work, group discussion
CLO 6 Lecture, class work
CLO 7 Lecture, class work, group discussion

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching– Assessment Strategy Corresponding

Learning CLOs
Strategy

W-1 Course Orientation and Introduction Lecture, Class discussion CLO 1

classwork
W-2 Historical Development and Branches of Lecture, Quiz, short question CLO 1
Geography classwork
W-3 Themes, Concepts and Elements of Lecture, Classwork, CLO 1, CLO 2
Geography classwork assignments
W-4 Elements of Map, Scale Lecture, class Quiz, assignment CLO 3
work,

Page 54
W-5 Importance of GIS & RS Techniques Lecture, Quiz, short question CLO 2, CLO 4
classwork,
group
discussion
W-6 Biomes Lecture, Quiz, short question CLO 2, CLO 4
classwork,
group
discussion
W-7 Geology & Physiography Lecture, Assignment, CLO 1, CLO 5
classwork, presentation
workshop
W-8 Demography and Population Geography Lecture, Assignment CLO 3, CLO 4
group
discussion,
case study

W-9 Man, and Environment related issues Lecture, Quiz, short question CLO 3
classwork

Midterm

W-10 Biogeography and Soils Lecture, Quiz, short question CLO 3, CLO 4
classwork
W-11 Forest resources of Bangladesh Lecture, Quiz, short question CLO 1, CLO 2,
classwork CLO 4
W-12 Agriculture and related issues in Lecture, Video Quiz, short question CLO 1, CLO 2,
Bangladesh presentation CLO 4

W-13 River Systems of Bangladesh Lecture, Assignment, CLO 2, CLO 5

classwork classwork
W-14 Wetland Resources of Bangladesh Lecture, Quiz, assignment, CLO 1
classwork classwork
W-15 Energy and Mineral Resources Lecture, Quiz, presentation CLO 3
classwork
W-16 Marine & Fresh Water Resources, Lecture, group Quiz, viva, assignment CLO 2, CLO 3
Coastal & Marine environment of discussion class
Bangladesh assignment

W-17 Natural Disaster and Migration Lecture, Quiz, viva, assignment CLO 1, CLO 2
classwork

W-18 Global Warming, Climate Change and Lecture, group Classwork, quiz, CLO 1, CLO 5
Adaption discussion classwork

Review and preparation for the final exam

Page 55
 Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy

● Quiz, assignment, presentation, midterm, and final

2. Mark distribution

● Continuous assessment: Quiz, assignment, presentation, group work

● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures

● If someone misses any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Author Title Edition & Year Publisher

Harun er Rashid Geography of Bangladesh 1991 UPL, Dhaka.
Hugh Brammer Land use and Land use Planning in 2002 UPL, Dhaka.
Bangladesh
Arthur Getis, Judith Getis, Introduction to Geography, 8/e. 2002 IA: McGraw Hill Publishers
Jerome D. Fellmann Dubuque,
Q K Ahmed, Nilufar Resource, Environment and 1994 Academic Publishers
Ahmad, and KB Sajjadur Development in Bangladesh- with
Rasheed particular reference to the Ganges,
Brahmaputra and Meghna Basin
Haruner Rashid Geography of Bangladesh 1991 The University Press Limited

Matthews, J.A. and Geography: A Very Short 2008 Oxford University Press Bank
Herbert, D.T. Introduction

Part C.1

Description of Course (Outcome-based curriculum)

1. Course code ENV 3316

2. Course title Geographical Information System
3. Course type School GED
4. Year/level/semester/term 2nd Year/1st Semester
5. Academic session Spring/Summer

Page 56
 6. Course teacher/instructor N/A
7. Pre-requisite (if any) N/A
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course serves as an introduction to the understanding of the
Geographical Information System (GIS). The students will gain a
global perception of organizing geographic, descriptive, and image
data through the different topics studied related to GIS. The students
will also be introduced to spatial data analysis and visualization. The
course allows the students to learn about cartography and map
design. Finally, the students will be introduced to the use of GIS to
address different environmental problems.
12. Course Objectives 1. To introduce the students to GIS
2. To introduce the students to various geographical data
organizations
3. To introduce the students to cartography and map
projection
4. To provide general knowledge on the use of geographical
data to solve environmental

13. Course Learning Outcomes CLO 1: To gain knowledge on the basics of GIS
(CLO) CLO 2: To understand how GIS is used to address problems
CLO 3: To Think critically about environmental issues and
potential solutions using GIS.
CLO 4: To be able to do independent research using GIS

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Page 57
Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching– Assessment Strategy Corresponding

Learning CLOs
Strategy
W-1 Introduction to the Course Lecture, Class discussion CLO 1
classwork
W-2 Introduction to GIS Lecture, Quiz, short question CLO 1
classwork
W-3 Cartography Lecture, Classwork, CLO 1, CLO 2
classwork assignments
W-4 Cartography Lecture, class Quiz, assignment CLO 3
work,
W-5 Location and Reference System Lecture, Quiz, short question CLO 2, CLO 4
classwork,
group
discussion
W-6 Organizing Geographic Data Lecture, Quiz, short question CLO 2, CLO 4
classwork,
group
discussion
W-7 Creating Geographic Data Lecture, Assignment, CLO 1, CLO 4
classwork, presentation
workshop
W-8 Editing Geographic Data Lecture, group Assignment CLO 3, CLO 4
discussion,
case study

W-9 Raster GIS Lecture, Quiz, short question CLO 3

classwork

Midterm

W-10 Presentation Lecture, Quiz, short question CLO 3, CLO 4

classwork
W-11 Describing and Creating Geo-Database Lecture, Quiz, short question CLO 1, CLO 2,
classwork CLO 4
W-12 Creating and Editing Features using Lecture, Video Quiz, short question CLO 1, CLO 2,
Google Earth Pro presentation CLO 4

W-13 Creating and Editing Features using Lecture, Assignment, CLO 2, CLO 4
Google Earth Pro classwork classwork
W-14 Visualization Lecture, Quiz, assignment, CLO 1
classwork classwork

Page 58
W-15 Geo-processing (Vector Analysis) Lecture, Quiz, presentation CLO 3
classwork
W-16 Presentation Lecture, group Quiz, viva, CLO 2, CLO 3
discussion, assignment
class
assignment
W-17 Secondary Data Source Lecture, Quiz, viva, CLO 1, CLO 2
classwork assignment

W-18 Secondary Data Source Lecture, group Classwork, quiz, CLO 1, CLO 4
discussion classwork

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
Assessment strategy
● Quiz, assignment, presentation, midterm, and final

Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

Grading tool Points

Attendance & class participation 10
Quiz (2 out of 3) 15
Midterm (1) 30
Assignment/Group Project (1) 15
Final (1) 30
Total 100

Make-up procedures
● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4
Learning materials

Page 59
Author Title Edition & Year Publisher ISBN
Kang-tsung Chang INTRODUCTION TO 9th & 2018 McGraw-Hill
GEOGRAPHIC
INFORMATION SYSTEMS
Bob Booth and Andy Getting Started with ArcGIS™
Mitchell

2) Supplementary readings

3) Others (as applicable for the disciplines/ academic program): PPT Slides, Notes, and Case
Articles are available to the student in CANVAS. The instructor will provide other Reference

Materials
In-class in due course of time

Part C.1
Description of Course (Outcome-based curriculum)

1. Course code ENV 1107

2. Course title Introduction to Environmental Science
3. Course type School GED
4. Year/level/semester/term 1st Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course focuses on training students with a broad understanding
of environmental issues in Bangladesh and their probable solutions.
The course will include basic concepts of environment in various
details, limiting to the requirements at the undergraduate level.
12. Course Objectives 1. Students will be able to define the environment and its
components.
2. Students will be able to describe available natural
resources in Bangladesh as well as their prospects and
environmental problems.
13. Course Learning Outcomes (CLO) CLO 1: Students will be able to define the environment and its
components.
CLO 2: Students will be able to describe available natural resources
in Bangladesh as well as their prospects and environmental
problems.

Page 60
 Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √ √ √
CLO 2 √ √ √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs

W-1 Course Orientation and Lecture, classwork Class discussion CLO 1

Introduction
W-2 Basic Concept Lecture, classwork Quiz, short question CLO 1
W-3 Basic Concept Lecture, classwork Classwork, CLO 1, CLO 2
assignments
W-4 Basic Concept Lecture, class work, Quiz, assignment CLO1
W-5 Basic Concept Lecture, classwork, Quiz, short question CLO 2, CLO1
group discussion
W-6 Fundamental Concepts of Lecture, classwork, Quiz, short question CLO 2,
Ecology group discussion

W-7 Fundamental Concepts of Lecture, classwork, Assignment, CLO 1,

Biodiversity workshop presentation
W-8 Group Discussion on Ecology Lecture, group Assignment CLO2
and Biodiversity discussion, case study

W-9 Research Paper on Biodiversity Lecture, classwork Presentation CLO 2

Midterm

W-10 Environmental Cycle Lecture, classwork Quiz, short question CLO 2, CLO 3

Page 61
W-11 Environmental Cycle Lecture, classwork Quiz, short question CLO 1, CLO 2,

W-12 Human Population and Lecture, Video Quiz, short question CLO 1, CLO 2,
Environment presentation

W-13 Human Population and Lecture, classwork Assignment, CLO 2,

Environment classwork

W-14 Sustainable Agriculture Classwork classwork CLO 1

W-15 Solid Waste Management Lecture, classwork Quiz, presentation CLO 2

W-16 Alternative Energy Resources Lecture, group Quiz, viva, CLO 1, CLO2
discussion, class assignment
assignment

W-17 Environmental Organizations Lecture, classwork Quiz, viva, CLO 1, CLO 2

assignment
W-18 Environmental Research Lecture, group Classwork, quiz, CLO 1, CLO 2
discussion classwork

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
Assessment strategy
● Quiz, assignment, presentation, midterm, and final

Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

ASSESSMENT STRATEGY AND GRADING SCHEME

Grading tool Points
Midterm Exam (Average of two midterms) 30
Final Exam 30
Class Quiz (three quizzes. Best two quizzes can be considered) 15
Assignment/Short essay on environmental problems and probable solution (word limit-not
15
more than 1000 words) and group presentation of the report [Report+ Presentation=7.5+7.5]
Class Attendance 10
Total 100

Make-up procedures
● If someone misses any of the assessments, she/he will be provided with a new
deadline
Page 62
 Part C.4
Learning materials

Books/Book Chapter
1. Daniel B. Botkin and Edward A. Keller. 2000. Environmental Science: Earth as a living
planet. John Wiley & Sons, Inc.
2. NRC 1999. Perspectives on biodiversity: valuing its role in an ever-changing world.
Washington, DC: National Academy Press. 129 p. Reports global Footprint Network
Educational Resources
3. Wackernagel M., Beyers B. 2019. Ecological footprint: Ecological Footprint:
Managing Our Biocapacity Budget. New Society Publishers, ISBN: 9780865719118,
288p] [Link]
4. Protected Areas of Bangladesh: [Link]
5. Biodiversity (current status): [Link]
6. Ecologically Critical Area: [Link]

Journals
1. Burkhard B., Muller F. 2008. Driver–Pressure–State–Impact–Response. In: Ecological
Indicators. Vol. [2] of Encyclopedia of Ecology, 5 vols. Publisher: Oxford Elsevier
Editors: Sven, Erik Jorgensen, Brian D. Fath
2. Additional Reading Materials Sohel MSI. 2015. Ecohydrology: A New Approach to
Old Problems for Sustainable Management of Aquatic Ecosystem of Bangladesh for
Ecosystem Service Provision. In: L. Chicharo et al. (eds.), Ecosystem Services and
River Basin Ecohydrology. DOI 10.1007/978-94-017-9846-4_1

Part C.1
Description of course (Outcome-based curriculum)

1. Course Code BIO 1103

2. Course Title Biology I
3. Course Type University Core Course
4. Year/Level/Semester/Term 1st year / 2nd semester
5. Academic Session Spring/Summer
6. Course Teacher/Instructor X
7. Prerequisite (If any) None
8. Credit Value 3
9. Contact Hours 45
10. Total Marks 100
11. Rationale of the Course All university graduates are expected to have at least a basic
knowledge of the core science courses. This course is an
introduction to the science of biology as the GED courses for
Non-majors, Biochemistry & Biotechnology (BBT), and
Microbiology (MIC) programs. We cover the fundamentals of
Biology in terms of Scientific inquiry, Biological Chemistry,
Biological Macromolecules, Cell structure & function, the
Central Dogma of Molecular Biology, Energy of Life, Human
Physiology, and Human Health and Disease. As an
introductory course, this course will also address study skills

Page 63
 for Biology and biological thinking. Students will need to take
Biology I (BIO 1103) to understand the fundamental concepts
of the general biology of living organisms.
12. Course Objectives Upon completing the course, the students will,
1. Familiar with the concept chemistry of life and biological
macromolecules associated with living systems.
2. Understand the basic structural makeup of cells, how the
organelles function to keep the cells functioning, and the
generation of food and energy required for the survival of
cells.
3. Have the idea of the central dogma of life, understand how
stored information gets expressed, and how cellular
division results in the continuity of life.
4. Understand the processes involved in homeostasis in
humans and familiarize students with human physiology.
5. Get an overview of the diseases involved with different
organ systems, food and nutrition, and conditions or
disorders related to lifestyle.

13. Course Learning Outcomes By attending classes regularly and through participation in the
(CLOs) assessment exams (Quizzes, Mid-Terms, and Final), students
of this course should be able to:
CLO1: Ability to understand the basic concepts and principles
of general biology.
CLO2: Ability to recognize the chemical makeup of living
organisms.
CLO3: Ability to identify and describe the structural
components of the cell and their function.
CLO4: Ability to understand and explore the importance of
DNA in terms of regulating the function of living organisms,
genetics, and biotechnology.
CLO5: Ability to understand chemicals and the physiological
processes operating in the human body.
CLO6: Ability to explore the knowledge of biology to be
applied in health and lifestyle-related disorders.

Mapping of CLOs with Program Learning Outcomes (PLOs)

PLOs for BS in BBT: PLOs for BS in BBT: (a) Basic Knowledge (b) Analysis of Molecular Structures
(c) Explore Analytical technique (d) Critical thinking & Interpretation of Scientific Experiments (e)
Individual and Teamwork (f) Communication Skills (g) Ethical & Biosafety issues (h) Broad Education
The course Learning Program Learning Outcomes for BS in Biochemistry and Biotechnology
outcome of BIO103
(Biology I) (a) (b) (c) (d) (e) (f) (g) (h)
CLO1 ✓ ✓ ✓
CLO2 ✓ ✓ ✓
CLO3 ✓ ✓ ✓
CLO4 ✓ ✓ ✓
CLO5 ✓ ✓
CLO5 ✓ ✓ ✓
CLO6 ✓ ✓
14 Course plan specifying content, CLOs, co-curricular activities (if any), teaching learning
and assessment strategy mapped with CLOs.
Page 64
Week Topic Teaching & Learning Assessment Strategy Correspond
Strategy ing CLOs
W-1,2 Introduction to Biology Class lectures, In-class Quizzes, Written Exams 1
Q&A, Group discussions (midterm)
W-3,4 Chemistry of life Class lectures, In-class Quizzes, Written Exams 2, 3
Q&A, Group discussions (midterm)
W-4,6 Acids, Bases, pH, Class lectures, In-class Quizzes, Written Exams 2, 3
Biological Buffers; Q&A, Group discussions (midterm)
Properties of Liquid;
Biological,
Macromolecules
W-7,8 Central Dogma of Class lectures, In-class Quizzes, Written Exams 4
Molecular Biology Q&A, Group discussions (midterm)
W-9,10 Cell structure and function Class lectures, In-class Quizzes, Written Exams 2, 3, 4
Q&A, Group discussions (midterm)

MIDTERM EXAMINATION

W-11,12 Cellular Reproduction & Class lectures, In-class Quizzes, Written Exams 1, 4
Cell Division Q&A, Group discussions (final)
W-13,14 Energy of Life Class lectures, In-class Quizzes, Written Exams 2, 3
Q&A, Group discussions (final)
W-15,16 Human Physiology: Class lectures, In-class Quizzes, Written Exams 5, 6
Homeostasis, Circulatory Q&A, Group discussions (final)
& Respiratory System
W-17,18 Human Physiology: Class lectures, In-class Quizzes, Written Exams 5, 6
Excretory System, Q&A, Group discussions (final)
Digestive System,
Human Body in Health
& Diseases.

FINAL EXAMINATION

15 Assessment & Evaluation

Assessment Strategy Count Marks % Question Pattern & Evaluation
Continuous Assessment
(i) Quizzes 5 (Best 3) 30% MCQ, Matching, Short questions,
True/False
(ii) Oral Presentation 0 0 Interpretation of Results &
(iii) Group Work/ Assignment/ 0 5% Findings of Published Research
Class Performance Articles in the subject area
(iv) Attendance 0 5% Based on Class attendance
Summative Assessment
(v) Midterm 1 30% Broad and short questions
(vi) Final Examination 1 30% following Bloom's Taxonomy
(vii) Viva-Voce 0 0 Cumulative Syllabus
TOTAL 7 100% The UGC letter grading policy is
followed
Makeup Exam Policy:

Page 65
● If a student misses the midterm exam due to a valid reason (Medical Emergency or sudden demise of
a very close family member, the student must contact the department chair to get permission to sit for
the missed midterm providing valid documents. After getting the approval from the department chair,
the course instructor will take necessary action so that the student can sit for a makeup midterm.
● If a student misses the final examination due to the before mentioned reason, s/he can apply to the
department chair for an incomplete grade providing necessary documents. If granted an 'I' grade, the
student must sit for the missed final exam at a suitable time in the immediate next semester, and the
obtained marks will be added to the previously achieved marks toward grading.
● There is no makeup policy if any part of the continuous assessment/s is/are missed.
16 Learning Materials
(i) Recommended Readings 1. Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A.
Wasserman, Peter V. Minorsky, Robert B. Jackson;
Campbell Biology; Pearson
2. Kathleen A. Ireland; Visualizing Human Biology; Wiley
(ii) Supplementary Readings Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter
V. Minorsky, Jane B. Reece. Campbell Biology. Pearson

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 1101

2. Course title Introduction to Public Health
3. Course type BPH Core
4. Year/level/semester/ter 1st Year/2nd Semester
m
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course will provide knowledge in areas of the basic concept of health and
public health, major public health problems nationally and globally; concept,
causes, prevention, and control of communicable and non-communicable
diseases; adolescent health, sexual and reproductive health; concept, causes and
prevention of cancers and breast cancer. Environmental health problems and
global warming, International development goals (MDGs, SDGs ).

12. Course Objectives The objectives of this course are – 1. Understand and apply knowledge to define
health, public health, and health care 2. To learn about communicable and non-
communicable diseases with the control and prevention 3. To learn about food
and nutrition with the health problems related to malnutrition and the control of
food contamination and adulteration with food safety and security. 4. To know
about the sexual & reproductive health problems among the adolescent age
group. 5. To understand climate change with global warming and its impact on

Page 66
 health and the environment. 6. To understand the magnitude of health problems
related to tobacco consumption and drug abuse. 7. To know about the SDGs
and other International Development Goals.

13. Course Learning On successfully completing this course, students will be able to
Outcomes (CLO)
CLO 1: Define essential concepts, tools, approaches, and workforce of Public
Health.

CLO 2.: History approaches and function of public Health.

CLO 3: Population health assessment, surveillance, and promotion

CLO 4: Disease and Injury prevention and health protection.

CLO 5: Basic concept on communicable and non-communicable diseases.

CLO 6: Contemporary issues in public health like environmental health, public

health nutrition and food safety, smoking tobacco and substance abuse,
reproductive health, mental health, and SDGs.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √ √
CLO 8 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, Assignment
CLO 2 Lecture, class work Quiz, Assignment, Test
CLO 3 Lecture, class work Quiz, Assignment, Test
CLO 4 Lecture, group discussion Quiz, Assignment
CLO 5 Lecture, class work Quiz, Assignment
CLO6 Lecture, class work Test, Presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs
Page 67
Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Introduction to Health Lecture, group discussion Quiz, Assignment CLO1

W-2 Concept of Public Health Lecture, group discussion Quiz, Assignment, Test CLO1, CLO2

W-3 Concept of Health Lecture, class work Quiz, Assignment, Test CLO3
Promotion, Information,
Education & Communication
in Health
W-4 Concepts of Disease & Lecture, class work Quiz, Assignment, CLO3
disease progression , Disease Test
prevention approaches

W-5 Introduction to Lecture, class work Quiz, Assignment, Test CLO2

Communicable diseases

W-6 Major Global Public Health Lecture, class work Quiz, Assignment, Test CLO3
Threat: HIV/AIDS
W-7 Major Global Public Health Lecture, class work Quiz, Assignment, Test CLO3
Threat: Tuberculosis

W-8 Introduction to Non Lecture, group discussion Quiz, Assignment CLO4

communicable disease and
obesity
W-9 Cardiovascular diseases, Lecture, group discussion Quiz, Assignment CLO4
Diabetes Mellitus, Cancer

Midterm

W-10 Prevention of NCDs Lecture, class work Quiz, Test CLO5

W-11 Mental health and behavioral Lecture, class work Quiz, Test CLO5
disorders
W-12 Public health nutrition Lecture, class work Quiz, Test CLO5

W-13 Food Safety and Nutrition Lecture, class work Quiz, Test CLO5

Page 68
W-14 Introduction to drug & drug Lecture, class work Test, Presentation CLO6
resistance
Addiction and substance
abuse disorders
W-15 Sexual and Reproductive Lecture, class work Test, Presentation CLO6
Health & Rights
W-16 Climate change and Lecture, class work Test, Presentation CLO6
Environmental health
W-17 Lecture, video Test, Presentation CLO7, CLO8
Public Health Laws &
Policies in Bangladesh
Developmental Goals &UHC

W-18 Career opportunities in Lecture, video Test, Presentation CLO7, CLO8

public health

Review and preparation for final exam

Final exam

Part C.3

Assessment and evaluation

● Assessment strategy
● Quiz, Assignment, Midterm, Final, Project reports & Presentation

Mark distribution
● Continuous assessment: Quiz, Assignment, Presentation, Classwork
● Summative: Midterm, Final, Final project paper/term paper submission

Make-up procedures
● If someone misses any of the assessments for a legitimate reason, she/he will receive
one more attempt.

Part C.4

Learning materials
1. Recommended reading
a. Preventive and Social Medicine, by K. Park
b. Foundations of Community Medicine, by G M Dhaar, I Robbani
2. Supplementary reading

3. Others ``

Page 69
Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 1101L

2. Course title
Introduction to public health lab
3. Course type BPH Core
4. Year/level/semester/te 1st Year/1st Semester
rm
5. Academic session Summer/Spring
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 1 credit
9. Contact hours 16 hours
10. Total marks 100
11. Rationale of the Introduction to Public Health is a survey course designed to introduce students
course to various public health topics such as health, determinants of health,
communicable and non-communicable diseases, behavioral aspects of health,
environmental and occupational health, behavioral health, prevention and
health promotion, and ethics. The lab class shall aim to provide brief idea
different methods that are utilized in public health research.
12. Course Objectives To provide a general introduction on different methods that public health
utilizes.
13. Course Learning On successfully completing this course, students will be able to
Outcomes (CLO) CLO 1. Describe the role of different public health preventive approaches in
NCD prevention.
CLO 2. Demonstrate different lab techniques in the classroom setting.
CLO 3. Acquire this knowledge and apply those outside of the lab efficiently.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √
CLO 2 √
CLO 3 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, Practical work Quiz, Viva, Practical test
CLO 2 Lecture, Practical work Quiz, Viva, Practical test
CLO 3 Lecture, Practical work Quiz, Viva, Practical test

Part C.2

Page 70
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W1 Measuring Blood Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
Pressure demonstration open CLO3
discussion

Blood Grouping Techniques Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
W2 demonstration open CLO3
discussion

W3 Random Blood Sugar Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
Measurement demonstration open CLO3
discussion

W4 BMI measurement Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
demonstration open CLO3
discussion

W5 Basic First Aid for Public Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
health 1 (Introduction to demonstration open CLO3
CPR, Bleeding, Wounds, discussion
Burn)

W6 Basic First Aid for Public Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
health 2 (Bleeding, Wounds,) demonstration open CLO3
discussion

W7 Basic First Aid for Public Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
health 3 (Burn) demonstration open CLO3
discussion

W8 Basic First Aid for Public Class lecture, lab Quiz, Viva, Practical CLO1, CLO2,
health 4 (CPR) demonstration open CLO3
discussion

Practice day

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy
i. Quiz, Practical work, Lab reports & Viva
Page 71
 2. Mark distribution

Points

Quiz(MCQ) 20

Attendance 10
Instrument identification 10
Final Exam 60 (Practical work 15, lab report 15 and viva 20 marks
Total 100 00%)

3. Make-up procedures: If someone misses any of the exams for a legitimate reason,
she/he will receive one more attempt.

Part C.4
Learning materials
Recommended reading: Class lectures

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 1102

2. Course title Fundamental of Epidemiology
3. Course type BPH Core
4. Year/level/semester/ter 1st Year/2nd Semester
m
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100

11. Rationale of the course Epidemiology is about studying how and why health issues happen in certain
groups of people and using this knowledge to help improve their health. It forms
the basis of public health work, which includes evaluating health programs.
This field also plays a role in shaping health policies and research.

This course, "Fundamentals of Epidemiology," will teach you the basics of

epidemiology and its importance in public health. You'll learn about different
types of studies (descriptive, analytical, and applied) and their pros and cons.
Page 72
 The course will also cover ways to measure how often diseases happen
(incidence, prevalence), how to understand if one thing is related to another
(risk ratio, rate ratio, odds ratio), and how much of an impact a factor has on a
population (Attributable Fraction, Population Attributable Fraction).

Lastly, you'll learn about common mistakes in epidemiological studies, like

chance, bias, and confounding, and how to screen for diseases in public health
settings.
12. Course Objectives The objectives of this course are:
1. Demonstrate and understand the application of core principles of
epidemiology in public health
2. Gain an overview of epidemiological measures of disease
occurrence, calculate basic measures, and describe patterns of
disease occurrence;
3. Understand and differentiate epidemiological study designs and
recognize the most appropriate circumstances in which to use each
design.
4. Describe the measures of disease occurrence that can be generated
using each design and distinguish the difference between association
and causation, and appreciate relevant issues in inferring causation
from observational designs;

5. Recognize potential threats to correctly interpreting results from

epidemiological studies and identify those most relevant to each
study design;
6. Explain the different study designs in answering research
questions and critically analyse the strengths and weaknesses of
different epidemiological study designs which are used in public
health research. 7.
7. Describe and explain errors in epidemiological measurements
(random and systematic error) including techniques to minimize
these errors.

13. Course Learning On successfully completing this course, students will be able to
Outcomes (CLO)
CLO 1: Explain basic principles of epidemiology and its application in public
health fields
CLO 2: Calculate and interpret measures of disease frequency, measures of
association and measures of population impact commonly used in
epidemiology
CLO 3: Describe and explain causal concepts in epidemiology with examples
in a local and global context.
CLO 4: Describe and explain different epidemiological study designs and their
applications in answering different research questions
CLO 5: Differentiate epidemiological study designs, recognize the most
appropriate circumstances in which to use each design, and describe the
measures of disease occurrence that can be generated using each design
CLO 6: Describe measures of association (risk ratio, rate ratio, odds ratio), and
measures of population impact (Attributable Fraction, Population Attributable
Fraction).

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 CLO 7: Describe the difference between association and causation and
appreciate relevant issues in inferring causation from observational designs;
CLO 8: Describe the distribution and determinants of the health outcome
measurements, the burden of diseases, and prioritizing health interventions and
their implications on health policy and planning.
CLO 9: Describe and explain errors in epidemiological measurements (random
and systematic error), including techniques to minimize these errors
CLO 10: To understand the contribution of public health research and practice,
including program evaluation to other health-related fields.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √
CLO 2 √ √ √ √
CLO 3 √ √
CLO 4 √
CLO 5 √
CLO 6 √
CLO 7 √
CLO 8 √
CLO 9 √
CLO 10 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation
CLO8 Lecture, class work Quiz, Short question
CLO9 Lecture, class work Quiz, Assignment
CLO10 Lecture, class work, group discussion Quiz, Short question

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 74
Week Topics Teaching–Learning Assessment Strategy Corresponding
Strategy CLOs
Lecture, group discussion Quiz CLO1
W-1 Define the key terms used in
epidemiology and learn about
the history of this field.

Explain how the basic Lecture, group discussion Quiz CLO1, CLO2
principles of epidemiology
W-2 can be applied to improve
public health fields
Calculate and interpret Lecture, class work Quiz, Short question CLO1, CLO2
W-3 measures of disease
frequency commonly used in
epidemiology
Calculate and interpret Lecture, class work Quiz, Short question CLO1, CLO2
W-4 measures of association and
measures of population
impact commonly used in
epidemiology

W-5 Describe and, explain causal Lecture, class work Assignment CLO3
concepts in epidemiology
with examples

W-6 An introduction and Lecture, Class work, group Quiz, Assignment CLO5
overview of the different discussion
epidemiological study
designs and their applications
in answering different
research questions
W-7 Cross-sectional, Case report Lecture, Class work, group Quiz, Assignment CLO5
and case-series discussion
W-8 Cohort Study Design Lecture, Class work, group Quiz, Assignment CLO5
discussion

W-9 Case-Control study design Lecture, Class work, group Quiz, Assignment CLO5
discussion
W-10 Experimental Study Lecture, class work, class Quiz, Short question, CLO1, CLO2,
assignment Presentation CLO5

Page 75
W-11 An introduction to the Lecture, class work, class Quiz, Short question, CLO3,CLO4
different errors in assignment Presentation
epidemiological
measurements (random and
systematic error) including
techniques to minimize these
errors

Midterm

W-12 BIAS Lecture, group discussion, Assignment CLO9

class assignment
W-13 Confounding Lecture, class work, group Quiz, Short question CLO9
discussion

W-14 Outbreak Investigation Lecture, class work, Quiz, Short question CLO3, CLO4
group discussion

W-15 Explain the importance of Lecture, group work Assignment, Short CLO10
screening in public health question

W-16 Ethical issues in human Lecture, class work, Class Quiz, Assignment CLO10
subject research assignment/ group
discussion

Review and preparation for final exam

Final exam

Part C.3

Assessment and evaluation

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
3. Summative: Midterm, final, final project paper/term paper submission

4. Make-up procedures
● If someone misses any of the assessment, she/he will be provided with a new
deadline.

Part C.4

Page 76
Learning materials
Recommended reading

1. "Epidemiology" (5th Edition) by Leon Gordis

2. "A Dictionary of Epidemiology" (6th Edition) edited by Miquel Porta
3. "Epidemiology: An Introduction" by Kenneth J. Rothman
4. "Essential Epidemiology: An Introduction for Students and Health Professionals" by
Penny Webb, Chris Bain, and Andrew Page

Supplementary reading
1. Hill, A. B. (1965). The Environment and Disease: Association or Causation?
Proceedings of the Royal Society of Medicine, 58(5), 295-300.
2. Susser, M. (1991). What is a Cause and How Do We Know One? A Grammar for
Pragmatic Epidemiology. American Journal of Epidemiology, 133(7), 635-648.
3. Rose, G. (1985). Sick individuals and sick populations. International Journal of
Epidemiology, 14(1), 32-38.
4. Greenland, S., & Robins, J. M. (1986). Identifiability, Exchangeability, and
Epidemiological Confounding. International Journal of Epidemiology, 15(3), 413-
419.
5. Miettinen, O. S. (1976). Estimability and estimation in case-referent studies.
American Journal of Epidemiology, 103(2), 226-235.
6. Rothman, K. J., Greenland, S., & Lash, T. L. (2008). Modern Epidemiology (3rd ed.).
Philadelphia: Lippincott Williams & Wilkins.

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 2105

2. Course title Human Anatomy and Physiology
3. Course type BPH Core
4. Year/level/semester/ter 2nd Year/1st Semester
m
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course Human Anatomy and Physiology provides students with an introduction to the
anatomical structures and physiological functions of the human body. Students
will investigate the relationships between normal structure and function in
Page 77
 human cells, tissues, and organs. The course will enable the students to explain
the interrelationships among systems and regulation of physiological functions
involved in maintaining homeostasis.

12. Course Objectives The overall objective of the course is to enable the students to identify the
anatomical structures and physiological functions of the human body and the
relationships between normal structure and function in human cells, tissues, and
organ systems.

13. Course Learning 1. Identify the general & cellular basis of human anatomy and
Outcomes (CLO) physiology with nerve and muscle cells.
2. Identify the anatomy & physiology of the Nervous system with
the central nervous system, peripheral nervous system &
autonomic nervous system.
3. Conceptualize the anatomy and functions of endocrine, metabolic
and reproductive systems.
4. Demonstrate conceptual understanding and ability to describe the
structure and functions of the gastrointestinal system with
digestion, absorption and regulation of the gastrointestinal
system.
5. Identify and describe the structure and functions of the circulatory
system with the heart and vascular system as a whole.
6. Identify and describe the structures and functions of the
respiratory system with pulmonary function.
7. Demonstrate conceptual understanding and ability to describe the
structures and functions of the urinary system with renal/kidney
function and micturition.
8. Demonstrate high-level written and verbal communication skills
9. Demonstrate presentation skills on the structure and functions of
the human organ system with confidence.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question

Page 78
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 The general and cellular Lecture, group discussion Quiz CLO1
basis of human anatomy and
physiology.
W-2 The anatomy and functions Lecture, group discussion Quiz CLO1, CLO2
of the nervous system: smell,
taste, hearing etc
W-3 Autonomic nervous system: Lecture, class work Quiz, Short question CLO1, CLO2
anatomic organization and
function.
W-4 Anatomic organization and Lecture, class work Assignment CLO3
functions of the
cardiovascular system.
W-5 Anatomic organization & Lecture, Classwork, group Quiz, Assignment CLO2
functions of the discussion
gastrointestinal system
W-6 Digestion, absorption of Lecture, class work, group Assignment CLO2
different foods discussion

W-7 Introduction to Lecture, class work, class Quiz, Short question, CLO1, CLO2
endocrinology with the assignment Presentation
anatomy of endocrine glands.

W-8 Metabolism of Lecture, class work, class Quiz, Short question, CLO1, CLO2
carbohydrates, fat, and assignment Presentation
protein.
W-9 Endocrine functions of the Lecture, class work, class Quiz, Short question, CLO1, CLO2
pancreas, thyroid gland, assignment Presentation
adrenal & pituitary gland.

Midterm

Page 79
W-10 Anatomy of the respiratory Lecture, group discussion, Assignment CLO3
system with functions class assignment

W-11 Gas transport between the Lecture, class work, group Quiz, Short question CLO4
lungs and the tissues. discussion
W-12 Regulation of respiration Lecture, class work, Quiz, Short question CLO4
group discussion
W-13 Anatomy of the urinary and Lecture, class work, Quiz, Short question, CLO4
reproductive system group discussion Assignment

W-14 Renal function and Lecture, class work, Class Quiz, Short question, CLO4
micturition assignment/ group Assignment
discussion
W-15 Functions of the female and Lecture, class work Presentation CLO5
male reproductive system.

W-16 Endocrine functions of testes Lecture, class work, Class Quiz, Short question, CLO4
with pituitary control assignment/ group Assignment
discussion
W-17 Endocrine functions of the Lecture, group work Assignment, Short CLO4. CLO5
ovary with the menstrual question
cycle
W-18 Understanding the concept of Lecture, class work, Class Quiz, Assignment CLO6. CLO7
Pregnancy, and lactation. assignment/ group
discussion

Review and preparation for the final exam

Final exam

Part C.3

Assessment and evaluation

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided with a new deadline

Page 80
 Part C.4

Learning materials
1. Recommended reading
● Hole’s Human Anatomy and Physiology: Charles Welsh and Cynthia Prentice- craver

2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 2106

2. Course title Introduction to Infectious diseases
3. Course type BPH Core
4. Year/level/semester/ter 2nd Year/2nd Semester
m
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course provides an introduction to core concepts and principles in
infectious disease prevention and control. Students will gain skills in
epidemiology and research methods and understand the burden of infectious
disease. Students will be introduced to epidemiological methods to understand
infectious disease surveillance data, disease transmission, and outbreak
investigation, with a demonstrated understanding of the approaches for disease
control of emerging infectious diseases such as the COVID-19 pandemic. The
framework underpinning this course is the understanding and application of the
interactions within and between the agent, host and environment, as well as
utilizing a One Health approach in disease control and prevention.
12. Course Objectives The overall objective of the course is to enable the students to identify the
natural history of infectious Diseases/Communicable and communicable
diseases, and students will be able to identify and describe the common
transmission mechanisms for infectious diseases, identify common infectious
diseases, and describe types of prevention and control methods for infectious
diseases.

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13. Course Learning 1. Identify the different types of Infective agents and their toxic
Outcomes (CLO) products.
2. Conceptualize the natural history of infectious/communicable
diseases, the aetiogenesis and pathogenesis of infectious diseases, and
contagious disease vs Infectious diseases/communicable diseases.
3. Conceptualize the surface defense of the host, cellular defense,
humoral defense and immune defense of the host.
4. Demonstrate conceptual understanding and ability to describe the
Triad of Agent, Host & Environmental interaction, Incubation period
and control of Communicable Diseases.
5. Identify and describe the outcome of Agent-Host Interaction.
6. Identify and describe the disinfection, vaccination/immunization,
Isolation, Quarantine, Notification, Population Screening and Public
health Surveillance
7. Demonstrate conceptual understanding and ability to describe the
natural history, prevention and control of Respiratory route infections,
Alimentary route infections, Mucocutaneous route infections and
Multiple route infections
8. Demonstrate high-level written and verbal communication.
9. Demonstrate presentation skills in the control and prevention of
Infectious/communicable Diseases.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Page 82
 Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Concept of infectious Lecture, group discussion Quiz CLO1
Diseases/communicable
diseases with infectious agents.
Differentiate between bacteria,
viruses, parasites, and fungus.
W-2 Communicable/infectious Lecture, group discussion Quiz CLO1, CLO2
diseases vs. contagious
diseases. Aetiogenesis and
pathogenesis of CDs.
W-3 Defense of the host: humoral, Lecture, class work Quiz, Short question CLO1, CLO2
immune, surface, and cellular.

W-4 Agent- Host interaction with Lecture, class work Assignment CLO3
Environment (Triad) with the
outcome. The incubation
period, communicable period.

W-5 Notification, isolation, and Lecture, Class work, Quiz, Assignment CLO2
quarantine Public health group discussion
Surveillance, population
screening
W-6 Disinfection, Sterilization, Lecture, class work, group Assignment CLO2
Vaccination/Immunization discussion
W-7 Respiratory route infections Lecture, class work, class Quiz, Short question, CLO1, CLO2
Tuberculosis assignment Presentation

W-8 Respiratory route infections_ Lecture, class work, class Quiz, Short question, CLO1, CLO2
COVID-19 and ARI. assignment Presentation

W-9 Alimentary route infections Lecture, class work, class Quiz, Short question, CLO1, CLO2
typhoid & paratyphoid. assignment Presentation

Page 83
 Midterm

W-10 Alimentary route infections_ Lecture, group discussion, Assignment CLO3

acute diarrheal diseases and class assignment
nematode diseases.
W-11 Mucocutaneous Route Lecture, class work, group Quiz, Short question CLO4
Infections_ Sexually discussion
Transmitted Infections.
W-12 Mucocutaneous Route Lecture, class work, Quiz, Short question CLO4
Infections_ Malaria, Dengue group discussion
fever (Arbovirus)
W-13 Lecture, class work, Quiz, Short question, CLO4
Mucocutaneous Route
group discussion Assignment
Infections_ Rabies & Tetanus.

W-14 Multiple Route Infections_ Lecture, class work, Class Quiz, Short question, CLO4
HIV/AIDS. assignment/ group Assignment
discussion
W-15 Multiple Route Infections_ Lecture, class work Presentation
Anthrax CLO5
W-16 Multiple Route Infections_ Lecture, class work, Class Quiz, Short question, CLO4
Viral Hepatitis assignment/ group Assignment
discussion
W-17 Multiple Route Infections_ Lecture, group work Assignment, Short CLO4. CLO5
Brucellosis question

W-18 Question answer session Lecture, class work, Class Quiz, Assignment CLO6. CLO7
assignment/ group
discussion

Review and preparation for final exam

Final exam

Part C.3

Assessment and evaluation

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

Page 84
3. Make-up procedures
● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4

Learning materials
1. Recommended reading
● Infectious Diseases, Care and Management: Cameron Harris
● Lange Microbiology and Infectious Diseases: Somers, Kenneth D.

2. Supplementary reading

3. Others

Part C.1

Description of course (Outcome-based curriculum)

1. Course code BPH 2110

2. Course title Introduction to Research Methodology

3. Course type BPH Core

4. Year/level/semester/te 2nd Year/2nd Semester
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the This course will provide students with a strong foundation on the
course conceptualization of research in public health fields. Students will be exposed
to a wide range of research methods, and they will learn key principles of
research design. The course will enable the students to develop their own
research protocol and compete for funding in the professional life. Topics will
cover how to identify research problems to study; develop hypotheses and
research questions; specify variables, check for the validity and reliability of
studies; and design research projects. Data analysis plan, development of
budget and ethical issues in human subject research will also be covered.

Page 85
 12. Course Objectives The overall objective of the course is to enable the students to identify research
problems, develop their own research protocol and compete for funding in
professional life.

13. Course Learning 1. Identify different research methods and describe their theoretical
Outcomes (CLO) foundations and practical applications
2. Identify, analyze and synthesize scientific literature related to a specific
research question
3. Critically analyze and formulate meaningful research questions
4. Demonstrate conceptual understanding and ability to undertake the range
of tasks necessary to complete a research project
5. Identify and apply the range of ethical issues involved in the conduct of a
research project
6. Demonstrate high level written and verbal communication skills
7. Demonstrate presentation skills in communicating research projects

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 86
Week Topics Teaching–Learning Assessment Strategy Corresponding
Strategy CLOs
W-1 Lecture, group discussion Quiz CLO1
The common understanding
of Research Methodology

W-2 Lecture, group discussion Quiz CLO1, CLO2

The common understanding
of Biostatistics

W-3 Introduction to research Lecture, class work Quiz, Short question CLO1, CLO2
methods
W-4 Research ideas, Research Lecture, class work Assignment CLO3
topic, research question

W-5 Research hypothesis, Lecture, Classwork, group Quiz, Assignment CLO2

Objectives discussion

W-6 Review the Literature Lecture, class work, group Assignment CLO2
discussion
W-7 Study site Lecture, class work, class Quiz, Short question, CLO1, CLO2
assignment Presentation

W-8 Target population, sample Lecture, class work, class Quiz, Short question, CLO1, CLO2
population, and study assignment Presentation
population
W-9 Establishing operational Lecture, class work, class Quiz, Short question, CLO1, CLO2
definition assignment Presentation

Midterm
W-10 Bibliographic management Lecture, group discussion, Assignment CLO3
class assignment

W-11 Study variables Lecture, class work, group Quiz, Short question CLO4
discussion

W-12 Develop data collection tools Lecture, class work, Quiz, Short question CLO4
group discussion

W-13 Selecting a study design Lecture, class work, Quiz, Short question, CLO4
group discussion Assignment
W-14 Power and sample size Lecture, class work, Class Quiz, Short question, CLO4
calculation assignment/ group Assignment
discussion
W-15 Data collection, Quality Lecture, class work Presentation CLO5
control and quality assurance

Page 87
W-16 Data analysis plan, data Lecture, class work, Class Quiz, Short question, CLO4
processing assignment/ group Assignment
discussion

W-17 Developing budget, budget Lecture, group work Assignment, Short CLO4. CLO5
justification question
W-18 Ethical issues in human Lecture, class work, Class Quiz, Assignment CLO6. CLO7
subject research assignment/ group
discussion

Review and preparation for the final exam

Final exam

Part C.3

Assessment and evaluation

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided with a new deadline

Part C.4

Learning materials
1. Recommended reading
● Kumar: Research Methodology: A Step-by-Step Guide for Beginners, Fourth Edition.
SAGE Publications, 2014.
● Research Methodology, Methods and Techniques, Second Revised Edition, C. R.
Kothari
● Research Design: Qualitative, Quantitative, and….., J. David Creswell and John W.
Creswell
● Introducing Research Methodology: A Beginner's Guide to Doing a Research Project,
Uwe Flick

2. Supplementary reading

3. Others

Page 88
 Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3111

2. Course title Reproductive and Child Health
3. Course type BPH Core
4. Year/level/semester/te 3rd Year/1st Semester
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the Women and children constitute a unique and vulnerable group in global health.
course Global health interventions are often targeted toward women and children since
they suffer from unique health disparities and yet also hold the most promise for
improved health. For example, addressing malnutrition, improving prenatal care,
and increasing immunization rates can be done at large scale with high benefits
in terms of lowering morbidity and mortality. In addition, a mother’s health
profoundly affects the health and well-being of her children. In this way,
interventions targeted toward women and their children can achieve long-lasting
positive health effects. It is also important to find out the barriers to healthcare
utilization for women and children.

12. Course Objectives 1. To have a clear knowledge of the current situation of women's and
child's health.
2. To identify the barriers and constraints for women and children in the
health system.
3. Learn and compare the global scenario with its constraints and
challenges in Bangladesh
4. Design innovative strategies to reduce maternal and child health
problem
13. Course Learning 1. Define basic concepts of Maternal and Child Health, Safe Motherhood,
Outcomes (CLO) Emergency Obstetric Care
2. Women empowerment and its role in women’s health
3. Learn about Infant and Young Child Feeding programmes and identify
problems and recommend solutions needed in their community and in
programme and policy levels.
4. Design program and project to intervene health disparities
5. Demonstrate high-level written and verbal communication skills
6. Demonstrate presentation skills in communicating research projects

Page 89
Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √ √ √
CLO 2 √ √
CLO 3 √ √ √ √
CLO 4 √ √ √
CLO 5 √
CLO 6 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion, Video Quiz, Short question
CLO 2 Lecture, class work, Video Class work, short question
CLO 3 Lecture, class work Quiz, Assignment
CLO 4 Lecture, class work, Quiz, projects
CLO 5 Lecture, class work Quiz, assignment
CLO 6 Lecture, class work Presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs

W-1 Introduction to reproductive Lecture, group discussion Quiz, Short question CLO1
health

W-2 Introduction to child health Lecture, group discussion Quiz, Short question CLO1

W-3 Global situation of Lecture, group discussion Quiz, Short question CLO1
Reproductive and child
health

W-4 Women’s empowerment, Lecture, group discussion Quiz, Presentation CLO2

Reproductive autonomy

Page 90
W-5 Unique barriers of maternal Lecture, class work Assignment CLO1
health

W-6 Family planning rights and Lecture, Class work, group Quiz, Assignment CLO1
services discussion

W-7 Safe motherhood, EmOC Lecture, Class work, group Quiz, Assignment CLO1
discussion

W-8 Midwifery Program Lecture, class work, group Assignment CLO4

discussion

W-9 Post-natal care Lecture, class work Quiz, Short question CLO1, CLO3

Midterm

W-10 Maternal Morbidities, Fistula Lecture, class work Quiz, Short question CLO1, CLO2,
program, Cervical Cancer CLO4
program

W-11 Preconception and prenatal Lecture, group discussion, Quiz, Short question CLO1, CLO2
care for women class assignment
Postpartum family planning

W-12 Child development theory, Lecture, class work, Quiz, Short question, CLO3
Issues in child survival Assignment
group discussion

W-13 Lecture, class work, Class Quiz, Short question, CLO3

Child marriage and child
assignment/ group Assignment
health
discussion

W-14 Lecture, class work, Class Quiz, Short question, CLO3

Safe immunization and
assignment/ group Assignment
immunization of special
discussion

W-15 Infant and Young Child Lecture, group work Assignment, Short CLO3
Feeding Programme question
Global strategy, Neonatal
Strategy

W-16 Maternal mental health, Lecture, group work Assignment, Short CLO1, CLO4
Child mental health question, projects

W-17 Social disparities on maternal Lecture, group work Assignment, Short CLO1, CLO4
and child health, Strategies to question, projects
Reduce Disease Among
women and children

Preparation for the final exam

Page 91
 Final exam

Part C.3

Assessment and evaluation

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final
3. Make-up procedures
● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4

Learning materials
1. Recommended reading
● Rahman, A., Surkan, P.J., Cayetano, C.E., Rwagatare, P. and Dickson, K.E., 2013.
Grand challenges: integrating maternal mental health into maternal and child health
programmes. PLoS medicine, 10(5), p.e1001442.
● Bhutta, Z.A. and Black, R.E., 2013. Global maternal, newborn, and child health—so
near and yet so far. New England Journal of Medicine, 369(23), pp.2226-2235.
● Kotch, J. ed., 2013. Maternal and child health: Programs, problems, and policy in
public health. Jones & Bartlett Publishers.

2. Supplementary reading

3. Others

Part C.1

Description of course (Outcome-based curriculum)

1. Course code BPH 2113

2. Course title Non-Communicable Diseases (NCD)
3. Course type BPH Core
4. Year/level/semester/ter 2nd Year/2nd Semester
m
5. Academic session Spring/Summer

Page 92
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The prevalence of non-communicable diseases (NCDs), including
cardiovascular disease, diabetes, cancer, chronic respiratory disease, injury, and
mental health, has increased dramatically over recent years, posing a significant
burden on individuals, communities, and health systems worldwide. As these
diseases continue to rise, there is an urgent need for professionals to understand
the epidemiology of NCDs, analyze and evaluate prevention and control
strategies, and implement effective surveillance systems to monitor and control
NCDs and their associated risk factors. This course aims to address these
pressing needs by providing students with the knowledge and skills necessary
to combat the growing NCD epidemic.

The course will first introduce students to the basic concepts and principles of
epidemiology, focusing on major NCDs. Students will gain a solid
understanding of the risk factors, distribution, and determinants of these
diseases, equipping them to identify potential areas for intervention and inform
decision-making in public health policy and practice.

12. Course Objectives The objectives of this course are:

1. Gain a comprehensive understanding of the basic concepts and
principles of epidemiology for major non-communicable diseases
(NCDs), including cardiovascular disease, diabetes, cancer,
chronic respiratory disease, injury, and mental health.
2. Acquire the ability to identify risk factors, distribution, and
determinants of major NCDs, enabling informed decision-
making in public health policy and practice.
3. Develop critical analysis and evaluation skills to assess the
effectiveness, feasibility, and sustainability of interventions and
programs for the prevention and control of NCDs in local
settings.
4. Learn to tailor interventions to the specific needs of communities,
ensuring the greatest possible impact on disease prevention and
control.
5. Understand various NCD surveillance methodologies and data
collection techniques, as well as the importance of data-driven
decision-making in public health.
6. Gain the knowledge and skills necessary to design, implement,
and evaluate surveillance systems that can effectively monitor
and control NCDs and related risk factors.
7. Enhance overall expertise in the field of NCDs, preparing
students to contribute to the global effort to reduce the burden of
NCDs and improve community health and well-being

Page 93
13. 13. Course Learning By the end of this course, students will be able to:
Outcomes (CLO)
1. Understand the epidemiology and burden of non-communicable
diseases globally and locally.
2. Identify the modifiable and non-modifiable risk factors associated
with NCDs.
3. Analyze the social, economic, and environmental determinants of
NCDs.
4. Evaluate the effectiveness of different prevention and control
strategies for NCDs.
5. Explore the role of policy, advocacy, and communication in
addressing NCDs.
6. Analyze the economic impact of NCDs and the potential for
intervention.
7. Apply public health approaches to the prevention and control of
NCDs.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √
CLO 2 √
CLO 3 √ √ √
CLO 4 √
CLO 5 √
CLO 6 √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs.

Page 94
Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Course Orientation and Lecture NA CLO1
Introduction
W-2 Introduction to Non- Lecture, group discussion Quiz CLO1, CLO2
Communicable Diseases
(NCDs)

Definition and classification

of NCDs

W-3 The global and local Lecture, class work Quiz, Short question CLO1, CLO2
epidemiology of NCDs,
Overview of common NCDs
(e.g., cardiovascular diseases,
cancer, diabetes, chronic
respiratory diseases)

W-4 Modifiable risk factors of Lecture, class work Assignment CLO2

NCD

W-5 Non-modifiable risk factors Lecture, Class work, group Quiz, Assignment CLO2
(e.g., age, genetics, gender) discussion
of NCD

W-6 Social (e.g., poverty, Lecture, class work, group Quiz, Assignment CLO3
education, employment, discussion
social support) and economic
(e.g., income, healthcare
costs) determinants of health

W-7 Environmental determinants Lecture, class work, group Quiz, Assignment CLO3
of health (e.g., air pollution, discussion
access to green space)

W-8 Prevention and Control of Lecture, class work, group Assignment CLO4
NCDs, Primary prevention discussion
strategies (e.g., health
promotion, policy
interventions)

Page 95
W-9 Secondary prevention Lecture, class work, class Quiz, Short question, CLO4
strategies (e.g., screening, assignment Presentation
early detection)

Tertiary prevention strategies

(e.g., management and
rehabilitation)

Midterm

W-10 Policy, Advocacy, and Lecture, group discussion, Assignment CLO5

Communication for NCDs class assignment

Role of policy in NCD

prevention and control

W-11 Importance of advocacy and Lecture, class work, group Quiz, Short question CLO5
community engagement, discussion
effective communication
strategies for NCD
prevention and control

W-12 Economic impact of NCDs Lecture, class work, Class Quiz, Short question, CLO6
on individuals, families, and assignment/ group Assignment
communities discussion

W-13 Cost-effectiveness analysis Lecture, class work, Quiz, Short question CLO6
of NCD prevention and group discussion
control interventions,
Potential for intervention
through taxation, subsidies,
and regulation in Bangladesh

W-14 Application of public health Lecture, class work, Quiz, Short question, CLO7
approaches to NCD group discussion Assignment
prevention and control

W-15 Case studies of successful Lecture, class work, Class Quiz, Short question, CLO7
NCD prevention and control assignment/ group Assignment
programs discussion

W-16 Lecture, group work Assignment, Short CLO7

Emerging trends and future question
directions in NCD prevention
and control and quality

Page 96
W-17 A final project that applies Lecture, group work Assignment, Short CLO7
concepts from the course to a question
real-world NCD-related
issue. Projects may include
research papers, policy
briefs, or advocacy
campaigns.

W-18 Presentation of the project Lecture, class work, Class Quiz, Assignment CLO6. CLO7
assignment/ group
discussion

Review and preparation for final exam

Final exam

Part C.3

Grading:
The grading for this course may be based on a combination of the following:

1. Mid-term and final exams - 40%

2. Written assignments - 20%
3. Group projects - 20%
4. Attendance and participation - 10%Assessment and evaluation
5. In-class discussions and debates 10%

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4

1. Learning materials

Page 97
 There will be no required textbook for this course. Instead, assigned readings will be
drawn from a variety of sources, including academic journal articles, policy briefs,
and reports from international organizations such as the World Health Organization.

2. Supplementary reading

1. Global, regional, and national incidence, prevalence, and years lived with disability
for 354 diseases and injuries for 195 countries and territories, 1990-2017: a systematic
analysis for the Global Burden of Disease Study 2017. Lancet. 2018 Nov 10;392
(10159):1789-1858.
2. Global, regional, and national comparative risk assessment of 84 behavioural,
environmental, and occupational, and metabolic risks or clusters of risks for 195
countries and territories, 1990-2017: a systematic analysis for the Global Burden of
Disease Study 2017. Lancet. 2018 Nov 10;392(10159):1923-1994.
3. Non-communicable diseases: time for chronic solutions. Lancet. 2007 Nov
10;370(9602): 1753-4.
4. Non-communicable diseases in sub-Saharan Africa: what we know now. Int J
Epidemiol. 2019 Feb 1;48(1):96-105.
5. The global economic burden of non-communicable diseases. Geneva: World
Economic Forum; 2011.
6. Public policy actions to promote healthy eating habits: a systematic review. Prev Med.
2013 Oct;57(4): 278-96.
7. The impact of physical activity and sedentary behavior on health outcomes in the
United States. J Phys Act Health. 2019 Jul 1;16(7):489-493.
8. The role of taxation in the prevention and control of non-communicable diseases.
Public Health Rev. 2019 Mar 14;40:1.
9. A review of tobacco control policies in Africa in the era of global tobacco control
governance. Health Policy Plan. 2019 Jan 1;34(1):39-52.
10. Reducing the burden of non-communicable diseases in Africa: lessons from the
HIV/AIDS epidemic. PLoS Med. 2012 Jul 3;9(7):e1001231.

3. Others

● Non-communicable Diseases: A Global Overview of the Burden of Morbidity and

Mortality, edited by Andreas G. Franke and Nawi Ng
● The Global Burden of Disease: Generating Evidence, Guiding Policy, edited by
Christopher J.L. Murray and Alan D. Lopez
● The Economics of Non-Communicable Diseases in Low- and Middle-Income
Countries, edited by David E. Bloom and Elizabeth Cafiero
● Non-Communicable Diseases and the Social Determinants of Health in Low- and
Middle-Income Countries, edited by David Stuckler and Karen Siegel
● Non-Communicable Diseases in Developing Countries: Risk Factors, Prevention, and
Policy, edited by Louis W. Niessen and Majid Ezzati
● Global Action Plan for the Prevention and Control of Non-Communicable Diseases
2013-2020, World Health Organization
● Preventing Chronic Diseases: A Vital Investment, World Health Organization
Page 98
 ● The Lancet Series on Non-Communicable Diseases, The Lancet
● Non-Communicable Diseases Country Profiles, World Health Organization
● WHO Technical Package for the Prevention and Control of Non-Communicable
Diseases, World Health Organization

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 2114

2. Course title Health Systems of Bangladesh
3. Course type BPH Core
4. Year/level/semester/te 2nd Year/1st Semester
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the This course will provide students with an overview of the health system in
course Bangladesh, including its organization, structure, financing, and policy
framework. Students will examine the strengths and weaknesses of the system,
the challenges it faces, and the efforts underway to improve health outcomes
in the country.

12. Course Objectives 1. Comprehensive understanding of Bangladesh's health system

organization, structure, financing, and policy framework.
2. Critical analysis of the system's strengths, weaknesses, and
challenges.
3. Exploration of ongoing initiatives and efforts to improve health
outcomes in the country.
4. Achieve a basic understanding of the major components of the
current and potential healthcare delivery systems in Bangladesh.
5. Evaluation of the impact of current policies and reforms on the
overall performance of the health system in Bangladesh.
6. Describe the theories/models of leadership and management most
effective in the current and potential Bangladesh healthcare systems.

Page 99
 13. Course Learning
Outcomes (CLO) 1. Introducing different types of health systems worldwide and the
Importance of studying the health system.
2. Demonstrate the Historical and Political Context of the health
system in Bangladesh and the Role of government in healthcare
Political context of healthcare policy.
3. Identify Health System Organization and Structure in in Bangladesh
context and Public and private sector involvement.
4. Demonstrate Health System Financing and its impact in
Bangladesh.
5. Understanding Health System Policy and Planning.
6. Understanding Health Workforce A. Human resource management
in the health sector.
7. Identify health information systems in Bangladesh.
8. Understanding Health System Performance and Quality Assessment
in Bangladesh.
9. Understanding Health System Challenges and Opportunities.
10. Apply their knowledge to critically review the existing health
system of different countries.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √
CLO 2 √
CLO 3 √ √ √
CLO 4
CLO 5 √ √
CLO 6 √
CLO 7
CLO 8 √ √
CLO 9
CLO 10 √ √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Page 100
CLO 8 Lecture, group discussion Quiz, Short Question
CLO 9 Lecture Quiz, Assignment
CLO 10 Video, Group Discussion Participation, Short question

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Course Orientation and Lecture NA CLO1
Introduction
W-2 Overview of Bangladesh: Lecture, group discussion Quiz CLO1,
Health status of the
population, Importance of
studying the health system
W-3 Historical and Political Lecture, class work Quiz, Short question CLO1, CLO2
Context of the health system
in Bangladesh
W-4 Role of Government in Lecture, class work Assignment CLO2
healthcare and Political
context of healthcare policy

W-5 Health System Organization Lecture, Classwork, group Quiz, Assignment CLO3
and Structure; Health system discussion
levels and components

W-6 Health service delivery Lecture, class work, group Quiz, Assignment CLO3
mechanisms; Public and discussion
private sector involvement

W-7 Health System Financing A. Lecture, class work, group Quiz, Assignment CLO4
Public sector financing B. discussion
Private sector financing C.
Donor funding and its impact

W-8 Health policy formulation Lecture, class work, group Assignment CLO5
and implementation. discussion

Health planning and priority

setting

Page 101
W-9 Monitoring and evaluation of Lecture, class work, class Quiz, Short question, CLO5
health policies assignment Presentation

Midterm
W-10 Human resource Lecture, group discussion, Assignment CLO6
management in health, class assignment
Health workforce distribution
and shortages, Strategies for
improving the health
workforce

W-11 National Health policy, Lecture, class work, group Quiz, Short question CLO5
MGD SGD discussion
W-12 National declarations in Lecture, class work, Class Quiz, Short question, CLO5
summit and conferences, assignment/ group Assignment
HPNSDP discussion

W-13 Health Information Systems Lecture, class work, Quiz, Short question CLO7
A. Overview of health group discussion
information systems in
Bangladesh
W-14 Lecture, class work, Quiz, Short question, CLO7
Challenges and opportunities
group discussion Assignment
for improving data quality
and use, Role of health
information in decision-
making.

W-15 Health System Performance Lecture, class work, Class Quiz, Short question, CLO8
and Quality A. Health system assignment/ group Assignment
performance assessment B. discussion
Quality of care and patient
safety C. Strategies for
improving performance and
quality
W-16 Lecture, group work Assignment, Short CLO9
Health System Challenges question
and Opportunities: Major
challenges facing the health
system, Opportunities for
improving health outcomes

W-17 Role of innovation and Lecture, group work Assignment, Short CLO9
technology in improving question
health systems

Page 102
W-18 Cultural Sensitivity and Lecture, class work, Class Quiz, Assignment CLO6. CLO7
Awareness assignment/ group
discussion

Review and preparation for the final exam

Final exam

Part C.3

Assessment:
The assessment for this course may include a combination of the following:
1. Mid-term and final exams that test students' knowledge and understanding of the
course material.
2. Written assignments that require students to critically analyze and reflect on specific
aspects of the health system in Bangladesh.
3. Group projects that allow students to explore a particular topic related to the course
and present their findings to the class.
4. In-class discussions and debates that encourage students to engage with the course
material and share their perspectives and opinions.
5. Attendance and participation in class activities and discussions.
Grading:
The grading for this course may be based on a combination of the following:
1. Mid-term and final exams - 40%
2. Written assignments - 20%
3. Group projects - 20%
4. Attendance and participation - 10%Assessment and evaluation
5. In-class discussions and debates 10%

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided with a new deadline

Part C.4

Learning materials
Page 103
 1. Delivering Healthcare in America: A systems Approach (5th edition) (Required) Shi,
L.
Jones & Bartlett Learning (2011) ISBN 13: 978-1449626501
2. National Health Policy 2011
3. Essential of management and Leadership in Public Health. (Essential Public Health)
1st Edition. By Robert E Burke, Leonard H. Friedman.
4. Essentials of Health Economics, Second edition includes Navigate 2 Advantage
Access. Diane M. Dewar, PhD
5. Dessler G, Griffiths J, Lloyd-Walker B. Human Resource management 16nd ed.,2020
Pearson
6. Stephen P R, Coulter C. t, Management 15th ed., 2021 Pearson Education, Inc

Part C.1
Description of course (Outcome-based curriculum)
1. Course Code BPH 3115

2. Course title Environmental and Occupational Health

3. Course type BPH Core

4. Year/level/semester/term 3rd Year/2nd Semester

5. Academic session Spring/Summer

6. Course teacher/instructor X

7. Pre-requisite (if any) None

8. Credit value 3

9. Contact hours 45 hours

10. Total marks 100

11. Rational of the course This course aims to introduce a range of environmental
factors, which may pose a risk to the health of human
populations. It also addresses risk assessment and
management methods for evaluating and controlling such
risks. A variety of diseases associated with exposure to
common occupational and environmental factors will be
discussed. In addition, there will be an overview of the
historical, legislative and administrative aspects of
occupational health.

Page 104
12. Course objective Upon completion of this course, students will be able to:

1. Describe the role of toxicologists in public health,

methods used to quantify toxicity, regulations that
govern toxic substances, and assessment of risks posed
by exposure to toxicants.
2. Defend the use of common environmental toxicology
applications in the practice of public health disciplines.
3. Differentiate the properties of chemicals, biological
toxins, and physical agents that influence fate and
toxicity in humans, animals, and the environment.
4. 4. Develop informed decisions regarding toxicity of
pollutants in the environment, their origins, and
mitigation strategies that are protective of the public.

13. Course learning objective 1. Describe the nature of environmental health hazards and
the ways in which they impinge upon communities and
occupational groups.
2. Outline the types of factors that influence the distribution
of health disorders, within an exposed population.
3. Explain “risk” as a central concept in describing,
evaluating and managing EOH problems.
4. Describe the roles and relationships of key disciplines
(including epidemiology, toxicology, occupational and
environmental hygiene and ergonomics) in the
prevention, investigation and management of EOH
problems.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO

CLO 1 √

CLO 2 √

CLO 3 √ √

CLO 4 √ √

Page 105
CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class work, video Quiz, short question

CLO 2 Lecture, class work, video Quiz, Short question, assignment

CLO 3 Lecture, class work, group discussion Quiz, short question, Assignment,
viva, project, group project

CLO 4 Lecture, group discussion, class work, Quiz, Assignment, Viva, group
awareness program, data collection in project
slum area

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and
Assessment Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy

W-1 Introduction to Environmental Lecture, class Quiz, Short CLO1

& Occupational Health work Question

W-2 OHS Management Lecture, class Quiz, short CLO1, CLO2

work question

W-3 Disease Causation; OHS Lecture, Quiz, Short CLO3, CLO4

Legislation Classwork question, viva,
group project

W-4 Hazardous Substances Lecture, Quiz, Short CLO3, CLO4

Classwork question

W-5 Health Surveillance Lecture, class Quiz, Short CLO3, CLO4

work, question, group
Awareness Project
program

Page 106
W-6 Biological Monitoring Lecture, Group Quiz, CLO3, CLO4
discussion, Assignment
Classwork

W-7 Occupational Noise Lecture, Group Quiz, CLO3, CLO4

discussion, Assignment
Classwork

W-8 Ionising Radiation Lecture, class Quiz, Short CLO3, CLO4

work question

W-9 Non Ionising Radiation Lecture, class Quiz, CLO2

work Assignment

Midterm

W-10 Heat stress Lecture, class Quiz, CLO6

work Assignment

W-11 Musculoskeletal Disease Lecture, class Quiz, CLO6

work Assignment

W-12 Occupational Stress; Health Lecture, class Quiz, CLO6

and Wellbeing in the work Presentation
workplace

W-13 Introduction to environmental Lecture, Group Quiz, CLO4, CLO5

health risk assessment (EHRA) discussion Presentation,
project

W-14 Air Quality of Air, Food, Water Lecture, Quiz, Short CLO3, CLO4
Classwork question

W-15 Infectious Disease Lecture, Group Quiz, CLO3, CLO5

discussion Presentation

W-16 Waste Management Lecture, Group Quiz, Viva, CLO 5, CLO7

discussion assignment

W-17 Soil Contamination Lecture, Group Quiz, CLO5

discussion assignment,
Poster

Page 107
W-18 Global Environmental Health Lecture, Group Quiz, CLO5, CLO7
discussion, assignment
and Climate change Class
assignment

Review and preparation for the final exam

Final

Part C.3

Assessment and evaluation

1. Assessment strategy

● Quiz, assignment, presentation, midterm, and final

2. Mark distribution

● Continuous assessment: Quiz, assignment, presentation, group work

● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures

● ·If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4

Learning materials

1. Reading material

Department of Health and Aging, enHealth Council (2012) Environmental Health Risk
Assessment – Guidelines for Assessing Human Health Risks from Environmental Hazards
(Commonwealth of Australia, Canberra) – downloadable.

Author Edition & Publisher

Title Year

Reed S, Pisaniello Principles of Occupational 3rd edition, Allen and Unwin

D, Benke G. Health and Hygiene – An 2020
Introduction

Page 108
 Barry S. Levy, Occupational and 7th Edition, Oxford University Press
David H. Wegman, Environmental Health 2017
Sherry L. Baron,
Rosemary K. Sokas

2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3117

2. Course title Public Health Nutrition

3. Course type BPH Core

4. Year/level/semester/te 3rd Year/1st Semester
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the Nutritional factors are implicated in the aetiology of 6 amongst the top 10
course leading causes of death in the world: heart disease, cerebrovascular disease,
cancer, adult-onset (type II) diabetes, arteriosclerosis, and alcohol-induced
cirrhosis. The role of diet in both the prevention and treatment of many
conditions, such as obesity, osteoporosis, gastrointestinal disorders, low
birth weight, iron-deficiency anemia, and certain vitamin and mineral
deficiencies, is clearly documented. Hence, knowledge of Public Health
Nutrition is immensely important.
12. Course Objectives 1. Understand the concept of public health nutrition
2. Impart knowledge for understanding the importance of public health
nutrition as a modern profession and key discipline.
3. Acquire knowledge and skills in developing manpower for working in
the field of community nutrition.
4. Identify and prioritize nutrition-related problems and the factors that
cause them.
5. Work to solve problems in the field of public health nutrition.
6. Develop graduates for advanced study in area of public health nutrition

Page 109
 13. Course Learning On successfully completing this course, students will be able to
Outcomes (CLO) CLO 1: Apply key principles, concepts, evidence-based knowledge, and
skills in public health nutrition to complex public health nutrition problems.
CLO 2: Select and use appropriate modes of communication to obtain and
share evidence based public health nutrition knowledge.
CLO 3: Select and use appropriate technologies to locate and evaluate public
health nutrition information, and to interpret and share knowledge, skills,
and ideas.
CLO 4: Critically analyze, reflect on, and synthesize information and
problems in public health nutrition, to inform high level independent
judgements
CLO 5: Apply best practice and evidence to identify problems and generate
and evaluate practical solutions to a range of public health nutrition issues.
CLO 6: Establish, contribute, and maintain a key role in relationships with
a range of stakeholders to achieve successful outcomes to advance public
health nutrition.
CLO 7: Engage in professional and ethical practice within diverse contexts
relevant to public health nutrition.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, Assignment
CLO 2 Lecture, class work Quiz, Assignment, Test
CLO 3 Lecture, class work Quiz, Assignment, Test
CLO 4 Lecture, group discussion Quiz, Assignment
CLO 5 Lecture, class work Quiz, Assignment
CLO6 Lecture, class work Test, Presentation
CLO7 Lecture, class work Quiz, Assignment

Part C.2
1. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 110
Week Topics Teaching–Learning Assessment Strategy Corresponding
Strategy CLOs
Introductory session: Lecture, group discussion Quiz, Assignment CLO1
W-1 Introduction to Public Health
Nutrition
Module 1: Role of Food and Lecture, group discussion Quiz, Assignment, Test CLO1, CLO2
W-2
Nutrients
Lecture, class work Quiz, Assignment, Test CLO3
Module 2: Common
W-3 Nutritional Problems: Global
and National Perspective

Lecture, class work Quiz, Assignment, CLO3

Module 2: Common
Test
W-4 Nutritional Problems: Global
and National Perspective
Lecture, class work Quiz, Assignment, Test CLO2
Module 3: Tools used in
W-5 Public Health Nutrition
Research
Lecture, class work Quiz, Assignment, Test CLO3
Module 3: Tools used in
W-6 Public Health Nutrition
Research

Module 4: Microbiota and Lecture, class work Quiz, Assignment, Test CLO3
Nutrition. Development of
W-7
Microbiota Directed
Complementary Food

Module 5: Growth: Lecture, group discussion Quiz, Assignment CLO4

Introduction to human
W-8
growth, genetic and
environmental influence
Lecture, group discussion Quiz, Assignment CLO4
Module 6: Iron Deficiency
W-9
Anemia

Midterm

W-10 Module 7: Calcium and Lecture, class work Quiz, Test CLO5
vitamin D deficiency
W-11 Module 8: Food Safety and Lecture, class work Quiz, Test CLO5
Security: Challenges and
Opportunities
W-12 Module 9: Nutrition in Lecture, class work Quiz, Test CLO5
emergency setup
W-13 Module 10: Maternal Lecture, class work Quiz, Test CLO5
Nutrition

Page 111
W-14 Module 11: Nutrition- Lecture, class work Test, Presentation CLO6
sensitive interventions: Food
systems
W-15 Module 12: Nutrition- Lecture, class work
sensitive interventions: Test, Presentation CLO6
Social protection, WASH,
Fortification, ECD
W-16 Lecture, class work Test, Presentation CLO6
Module 13: Nutrition and
older people

W-17 Lecture, video Test, Presentation CLO7

Module 14: Nutrition-related
chronic disease
W-18 Career opportunities in Lecture, video Test, Presentation CLO7
public health nutrition

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy

● Quiz, Assignment, Midterm, Final, Project reports & Presentation

2. Mark distribution
● Continuous assessment: Quiz, Assignment, Presentation, Classwork
● Summative: Midterm, Final, Final project paper/term paper submission

3. Make-up procedures

● If someone misses any of the assessments for a legitimate reason, she/he will receive
one more attempt.

Part C.4
Learning materials
1. Recommended reading
Lecture Handouts provided by the course instructor

Textbooks

Page 112
 a. Public Health Nutrition, Second Edition by Professor Judith L Buttriss, Dr
Ailsa A Welch, Dr John M Kearney.
b. Nutrition & Diet Therapy, Ninth Edition by Linda Kelly De Bruyne, Kathryn
Pinna, Ellie Whitney
c. Nutrition in public health: principles, policies, and practice by Arlene Spark
Selected articles published in peer-reviewed journals (TBD)

2. Supplementary reading

3. Others

Part C.1

Description of course (Outcome-based curriculum)

1. Course code BPH 3118

2. Course title
Fundamentals of Biostatistics
3. Course type BPH Core
4. Year/level/semester/term 3rd Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course is designed to teach BPH students
fundamental concepts of Biostatistics and their relevance
to Public Health data analysis. To understand how data
are collected, analyzed, summarized, used for estimation,
and interpreted, this course will introduce students to the
concept of sampling techniques, the design of
experiments, descriptive statistics, probability and
probability distributions, hypothesis testing, and
confidence interval estimation. Additional topics include
a brief introduction to sampling size and power
calculations.
12. Course Objectives The objectives of this course are: 1. Understand the role
of statistics in public health research. 2. Comprehend and
apply descriptive statistical methods to analyze and
interpret public health data. 3. Learn the importance of
collecting quality data using appropriate experimental
design and using proper sampling techniques. 4.
Understand the concept of probability and probability
distributions and their role in making valid statistical
inferences. 5. Learn how to estimate (point and interval
estimates) an unknown population characteristic based on
Page 113
 sample data and how to test a claim about a population
characteristic using the hypothesis testing procedures.
13. Course Learning Outcomes 1. Describe the roles of biostatistics in public health
(CLO) and biomedical research.
2. Distinguish different types of variables and their level
of measurement.
3. Apply descriptive statistical techniques commonly
used to summarize and present public health data.
4. Comprehend different sampling techniques and apply
them appropriately in collecting data in public health
fields.
5. Describe the concepts of the random variable,
probability, and probability distributions.
6. Demonstrate the concepts and approaches of
inferential statistics, including hypothesis testing and
confidence interval estimation.
7. Explain and exercise hypothesis testing and
confidence interval estimation for means and
proportions.
8. 8. Develop the concept of sample size requirements
and calculations and their relation to the power of
the test.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √ √
CLO 8 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, Assignment
CLO 2 Lecture, class work Quiz, Assignment, Test
CLO 3 Lecture, class work Quiz, Assignment, Test
CLO 4 Lecture, group discussion Quiz, Assignment
CLO 5 Lecture, class work Quiz, Assignment
CLO6 Lecture, class work Test, Presentation
CLO7 Lecture, class work Test, Presentation
CLO8 Lecture, video Test

Part C.2

Page 114
 Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Introduction and the role of Lecture, group discussion Quiz, Assignment CLO1
Statistics in Public Health
Research
Statistical terminologies, data
W-2 sources Lecture, group discussion Quiz, Assignment, Test CLO1, CLO2

W-3 Graphical summaries Lecture, class work Quiz, Assignment, Test CLO3
(Univariate)

W-4 Graphical summaries Lecture, class work Quiz, Assignment, CLO3

(Univariate) Test

W-5 Numerical Summaries Lecture, class work Quiz, Assignment, Test CLO2
(Univariate)
W-6 Numerical Summaries Lecture, class work Quiz, Assignment, Test CLO3
(Univariate)

W-7 Numerical & Graphical Lecture, class work Quiz, Assignment, Test CLO3
Summaries (Bivariate)

W-8 Sampling Theory Lecture, group discussion Quiz, Assignment CLO4

W-9 Designs of Experiments Lecture, group discussion Quiz, Assignment CLO4

Midterm

W-10 Probability and Probability Lecture, class work Quiz, Test CLO5
laws
W-11 Discrete Probability Lecture, class work Quiz, Test CLO5
Distributions
W-12 Continuous Distributions Lecture, class work Quiz, Test CLO5
(Normal distribution)

W-13 Sampling Distributions and Lecture, class work Quiz, Test CLO5
the Central Limit Theorem

W-14 Hypothesis Testing (Single Lecture, class work Test, Presentation CLO6
mean)

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W-15 Confidence Interval (Single Lecture, class work
mean) Test, Presentation CLO6

W-16 Hypothesis Testing & Lecture, class work Test, Presentation CLO6
Confidence Interval (Single
proportion)
W-17 Hypothesis Testing & Lecture, video Test, Presentation CLO7, CLO8
Confidence Interval (Two
mean/proportion)
W-18 Group Project Presentation Lecture, video Test, Presentation CLO7, CLO8

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
Assessment strategy

● Quiz, Assignment, Midterm, Final, Project reports & Presentation

Mark distribution

● Continuous assessment: Quiz, Assignment, Presentation, Classwork

● Summative: Midterm, Final, Final project paper/term paper submission

Make-up procedures

● If someone misses any of the assessments for a legitimate reason, she/he will receive
one more attempt.

Part C.4
Learning materials
Recommended reading

● Wayne Daniel & Chad Cross, Biostatistics: A Foundation for Analysis in the Health
Sciences, Tenth Edition. Wiley, 2013.
● B. Burt Gerstman, Basic Biostatistics: Statistics for Public Health Practice, Second
Edition. Jones & Bartlett Learning, 2014.

Supplementary reading

Others

Page 116
Part C.1
Description of course (Outcome-based curriculum)

14. Course code BPH 3119

15. Course title Public Health Communication

16. Course type BPH Core

17. Year/level/semester/term 3rd Year/1st Semester
18. Academic session Spring/Summer
19. Course teacher/instructor X
20. Pre-requisite (if any) None
21. Credit value 3 credits
22. Contact hours 45 hours
23. Total marks 100
24. Rationale of the course Public health communication is essential for improving
health and disease prevention. Effective communication
strategies are required to convey health information,
increase awareness, and promote behavior change across
varied groups. Learners may become more successful
public health practitioners, activists, and leaders by
learning the concepts and practices of public health
communication.

25. Course Objectives The overall purpose of the course is for students to
comprehend the many elements of health communication,
such as the role of communication in the establishment of
health policies and the promotion of healthy behaviors.
Through case studies, group discussions, and individual
projects, they will also gain practical skills in creating,
implementing, and evaluating public health
communication initiatives.

26. Course Learning Outcomes 9. Be familiar with the fundamentals of efficient public
(CLO) health communication and how to use them in
various situations.
10. Create a communication strategy for a public health
initiative that focuses on a particular demographic
and health condition.
11. Examine and assess the efficacy of the
communication techniques employed in public
health programs.
12. Recognize the social, ethical, and legal concerns
surrounding public health communication.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning

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outcome
CLO
CLO 1 √ √
CLO 2 √ √ √ √
CLO 3 √ √ √
CLO 4 √ √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class participation and engagement Group discussion

CLO 2 Lecture, class work Quiz and Short question

CLO 3 Lecture, class work, Case study Case study analysis and policy simulation
CLO 4 Lecture, class work, projects Group projects, Presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Public Health Communication Lecture and Quiz CLO-1
Overview: Historical Perspectives discussion
on Public Health Communication;
Core Concepts and Principles of
Public Health Communication

W-2 Lecture, group Quiz CLO-1, CLO-2,

Health behavior and communication discussion CLO-3
theories and models

W-3 Message Development: Exploring Lecture, class Short question CLO-2,

important messages for various work CLO-3
health issues, Message
customization for specific audiences
Message delivery channel selection
W-4 Audience Analysis: Identifying Lecture, class Quiz CLO-2
audience demographics and traits, work
evaluating audience requirements
and preferences, and creating
communication strategies to target
different groups.

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W-5 Social media and digital platforms Lecture, Assignment CLO-3
for health communication: Increased Group
access to health information, larger discussion
audience, interactive
communication, personalisation,
cost-effectiveness, and reaction to
media questions and crisis
communication
W-6 Social Marketing and Branding in Lecture, class Assignment CLO-2
Public Health work, group
Creating social marketing initiatives discussion
Applying marketing tactics to
encourage healthy habits

W-7 Development of press releases and Lecture, class Quiz, Short CLO-2, CLO-3
media kits for a public health assignment question,
campaign
W-8 Assessing the efficacy of social Lecture, class Short CLO-2, CLO-3
marketing strategies work, class question,
assignment

W-9 Public health campaigns and the Lecture, class Quiz, Short CLO-1, CLO-2,
media work, class question, CLO-3
assignment

Midterm
W-10 Risk Communication and crisis Lecture, class Assignment CLO-3
communication in Public Health: assignment
Communicating risks associated Group
with public health issues, discussion
Understanding the psychological and
social factors that influence risk
perception

W-11 Using risk communication strategies Lecture, class Quiz, Short CLO-3, CLO-4
to reduce undesirable effects work, group question
discussion

W-12 Health Literacy: Recognizing groups Lecture, group Quiz, Short CLO-2, CLO-3
with inadequate health literacy and discussion question
comprehending the idea of health
literacy.
W-13 Designing communication Lecture, class Quiz, Short CLO-4
techniques to increase health literacy work, group question,
discussion Assignment

W-14 Communication and Health Policy: Lecture, class Quiz, Short CLO-4
The function of communication in work, Class question,
the development of health policy, assignment/ Assignment
Political and societal influences on group
public health communication, discussion

Page 119
W-15 Creating public health advocacy Lecture, class Presentation CLO-3, CLO-4
campaigns to promote public health work,
policy. assignment
W-16 Public Health Communication Lecture, class Quiz, Short CLO-2 CLO-4
Ethics and Cultural Competence: work, Class question,
The ethical difficulties linked with assignment/ Assignment,
public health communication, Trying group Presentation
to strike a balance between the right discussion
to know and the right to privacy,
Addressing issues of cultural
sensitivity and diversity in
communication.
W-17 Evaluation and assessment: Lecture, group Short question CLO-4
Assessing the efficacy of public work
health communication programs and
developing assessment instruments
to quantify communication
outcomes.
W-18 Incorporating feedback into Group Quiz CLO-2, CLO-3.
communication strategies discussion CLO-4

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
● Class participation and engagement
● Group projects
● Case study analysis and policy simulation
● Presentation
● Final exam

1. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning Materials:
1. “Health Communication: Theory, Method, and Application" by Nancy Grant
Harrington and Teresa L. Thompson - This is a comprehensive textbook on health
communication that covers topics such as message design, communication channels,
cultural diversity, and ethics. It is available as a free PDF download from the National
Cancer Institute website
2. “Health Communication: From Theory to Practice" by Renata Schiavo - This book
provides an overview of the field of health communication and includes case studies,
practical tips, and exercises for improving communication skills. It is available as a free
PDF download from the World Health Organization website
Page 120
 3. “Communicating Health: Priorities and Strategies for Progress" by the Institute of
Medicine - This report discusses the importance of effective health communication in
improving public health and provides recommendations for policymakers, healthcare
providers, and researchers. It is available as a free PDF download from the National
Academies Press website
4. “Health Communication in Practice: A Case Study Approach" edited by Rebecca J.
Donaway and K. Viswanath - This book presents case studies of successful health
communication campaigns, along with analysis and commentary from experts in the
field. It is available as a free PDF download from the American Public Health
Association website
5. “Health Communication: Strategies for Health Promotion" by Edgar A. Hernández-
Ramos, et al. - This textbook covers the principles of health communication and how
they can be applied to health promotion campaigns. It is available as a free PDF
download from the Centers for Disease Control and Prevention website
6. “The Health Communicator's Social Media Toolkit" by the Centers for Disease Control
and Prevention - This guide provides tips and best practices for using social media to
communicate about health issues. It is available as a free PDF download from the CDC
website
7. “Health Literacy: A Prescription to End Confusion" by the Institute of Medicine - This
report discusses the importance of health literacy in effective health communication
and provides recommendations for improving health literacy among the general
population. It is available as a free PDF download from the National Academies Press
website.
8. CDC. (n.d.). Health Literacy Online Courses. Retrieved from
[Link]
9. CDC. (n.d.). Develop and Test Materials. Retrieved from
[Link] [3]
10. CDC. (n.d.). Health Literacy Communication Training Series. Retrieved from
[Link]
11. University of Michigan School of Public Health. (n.d.). Health Communication:
Strategies and Skills for Health and Risk Messages. Retrieved from
[Link]

Supplementary reading

Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 2122

2. Course title Basic concept of Drugs
3. Course type BPH Core
4. Year/level/semester/term 2nd Year/2nd Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X

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7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course is designed to provide an introduction to basic
concepts of Drugs, pharmacology and pharmacotherapy. In
addition, this course introduces the study of the properties, effects,
and therapeutic value of the primary agents in the major drug
categories and explores drug actions on living systems - where
they act, what they do, how they are metabolized, and how they
exert toxic effects. Understanding all of this requires studying
drug actions at levels ranging from the single molecule to the
whole organism
12. Course Objectives The overall objective of the course is to enable the students to
get an in-depth look to provide a core of fundamental
information and the general principles underlying the use of
pharmacological agents in the practice of medicine.

13. Course Learning Outcomes 1. Introduction to general principles in pharmacology. Brief

(CLO) history and discussion of sources of drugs and role in society.
2. Conceptualize the basic concepts of pharmacokinetics &
pharmacodynamic
3. The quantitative effects of drugs (concentration/dose-
response relationships)
4. Conceptualize drug absorption and distribution, Metabolism
of drugs and Excretion of drugs.
5. Drug Classifications, Consumer Safety and Drug
Regulations.
6. Identify and describe the effects of drugs on different systems
of human body.
7. Conceptualize the Drug Names and References. Sources and
Bodily Effects of Drugs.
8. Safe Dosage Calculations Responsibilities and Principles of
Drug Administration in different routes.
9. Demonstrate presentation skills on Psychotropic Medications,
Alcohol, and Drug Abuse.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

Page 122
CLOs Teaching–Learning Strategy Assessment Strategy
CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Part C.2

Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Concept of introduction to Lecture, group Quiz CLO1
Pharmacology & definition of discussion
drugs. Description of drug
classification systems. Differentiate
among the following drug names:
generic name, official name, trade
name, and chemical name
W-2 Lecture, group Quiz CLO1, CLO2
Differentiate among the following: discussion
drug actions and drug effects,
systemic effects and local effects,
loading dose and maintenance dose,
and toxic dose and lethal dose.

W-3 Drug Classifications. Route of Lecture, class Quiz, Short CLO1, CLO2
drug administration, absorption and work question
distribution of drugs
W-4 Drug metabolism and excretion of Lecture, class Assignment CLO3
drugs. Drug toxicity, adverse work
effects of drugs.
W-5 Drug-receptor interactions and Lecture, Class Quiz, CLO2
pharmacodynamics work, group Assignment
discussion
W-6 Vitamins, Minerals, and Herbs. Lecture, class Assignment CLO2
work, group
discussion
W-7 Skin Medications. Autonomic Lecture, class Quiz, Short CLO1, CLO2
Nervous System Drugs. work, class question,
assignment Presentation

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W-8 Urinary System Drugs. Lecture, class Quiz, Short CLO1, CLO2
work, class question,
assignment Presentation
W-9 Gastrointestinal Drugs. Lecture, class Quiz, Short CLO1, CLO2
work, class question,
assignment Presentation

Midterm
W-10 Anti-Infective Drugs. Lecture, group Assignment CLO3
discussion,
class
assignment
W-11 Analgesics, Sedatives, and Lecture, class Quiz, Short CLO4
Hypnotics. work, group question
discussion
W-12 Musculoskeletal and Anti- Lecture, class Quiz, Short CLO4
Inflammatory Drugs. work, question
group
discussion
W-13 Lecture, class Quiz, Short CLO4
work, question,
Endocrine System Drugs
group Assignment
discussion
W-14 Respiratory System Drugs and Lecture, class Quiz, Short CLO4
Antihistamines. work, Class question,
assignment/ Assignment
group
discussion
W-15 Reproductive System Drugs. Lecture, class Presentation CLO5
work
W-16 Cardiovascular Drugs. Lecture, class Quiz, Short CLO4
work, Class question,
assignment/ Assignment
group
discussion
W-17 Anticonvulsants, Antiparkinsonian Lecture, group Assignment, CLO4. CLO5
Drugs, and Agents for Alzheimer’s work Short question
Disease.
W-18 Drugs and Older Adults. Lecture, class Quiz, CLO6. CLO7
work, Class Assignment
assignment/
group
discussion

Review and preparation for final exam

Final exam

Page 124
Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
1. The Goodman and Gilman’s Manual of Pharmacology and Therapeutic.
2. Basic and Clinical Pharmacology: 14th edition.

[Link] reading
[Link]

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH123

2. Course title
Basic Pathology and Microbiology
3. Course type BPH Core
4. Year/level/semester/term 2nd Year/2nd Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The subject of Basic Pathology and Microbiology at an
undergraduate level enables the students to recognize the
structural and functional causes of human disease.

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 12. Course Objectives The overall objective of the course is to enable the
students to get an in-depth look at the four aspects of
a disease process that form the core of pathology are:
the cause of a disease (aetiology), the mechanisms of
disease development (pathogenesis), the structural,
biochemical and molecular alterations induced in
cells and tissues by the disease (morphologic,
molecular & biochemical changes) and the
functional consequences of these changes (clinical
significance).

13. Course Learning Outcomes 1. Conceptualize the Introduction to Pathology, Cell

(CLO) Injury, Cell death & Adaptations.
2. Conceptualize the Inflammation and wound healing
Hemodynamic disorders, thromboembolism and
shock.
3. Conceptualize the General Microbiology, biohazards
in microbiology lab and infection control measures.
4. Conceptual understanding and ability to describe the
general characteristics of Bacteria virus, fungus and
parasites. Bacterial pathogenesis and normal flora.
5. Demonstrate conceptual understanding and ability to
describe the major pathological processes of Disease.
6. Identify and describe the body systems and their
principal diseases.
7. Identify and describe the pathophysiology of pain and
pathophysiology of the cardiovascular,
gastrointestinal, endocrine, Respiratory, renal and
skin diseases
8. Demonstrate conceptual understanding and ability to
describe the pathophysiology of Infections.
9. Demonstrate high level written and verbal
communication.
10. Demonstrate presentation skills on prevention and
control of important microbial diseases.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

Page 126
CLOs Teaching–Learning Strategy Assessment Strategy
CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Concept of Microbiology and Lecture, group Quiz CLO1
Introduction to Pathology, discussion
Cellular adaptations, Ischemia
& cell injury
W-2 Mechanisms of cell injury Lecture, group Quiz CLO1, CLO2
Cellular aging, Necrosis & discussion
apoptosis; Intracellular
accumulations.
W-3 Acute Inflammation and Lecture, class Quiz, Short CLO1, CLO2
Chemical Mediators work question

W-4 Chronic inflammation, Specific Lecture, class Assignment CLO3

types of chronic inflammation, work
Wound healing & tissue repair

W-5 Edema, hyperemia & Lecture, Class Quiz, CLO2

congestion; Thrombosis work, group Assignment
discussion

W-6 Embolism, Hemorrhage, Shock Lecture, class Assignment CLO2

& Infarction work, group
discussion
W-7 Introduction to microbiology Lecture, class Quiz, Short CLO1, CLO2
and biohazards in microbiology work, class question,
lab. assignment Presentation

W-8 Infection control measures Lecture, class Quiz, Short CLO1, CLO2
work, class question,
assignment Presentation

Page 127
W-9 Bacterial anatomy, physiology, Lecture, class Quiz, Short CLO1, CLO2
bacterial growth and genetics. work, class question,
Bacterial pathogenesis & assignment Presentation
Normal Flora.

Midterm
W-10 Classification of viruses and Lecture, group Assignment CLO3
principles of viral diagnosis. discussion, class
assignment
W-11 RABIES, HEPATITIS Lecture, class Quiz, Short CLO4
VIRUSES, HIV/AIDS, Measles work, group question
& Herpes viruses. discussion

W-12 Introduction to parasitology, Lecture, class Quiz, Short CLO4

Entamoeba histolytica , Giardia, work, question
Malaria & Ascaris lumbricoides group discussion

W-13 Lecture, class Quiz, Short CLO4

Spread of parasites and its work, question,
prevention. group discussion Assignment
W-14 Respiratory tract infection. Lecture, class Quiz, Short CLO4
work, Class question,
assignment/ Assignment
group discussion
W-15 Urinary tract infections. Lecture, class Presentation CLO5
work
W-16 STDs/STIs and Infections of the Lecture, class Quiz, Short CLO4
genital system. work, Class question,
assignment/ Assignment
group discussion

W-17 Diarrhea/Dysentery and Lecture, group Assignment, CLO4. CLO5

infections in work Short question
immunocompromised.
W-18 Meningitis Lecture, class Quiz, CLO6. CLO7
work, Class Assignment
assignment/
group discussion

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final
Page 128
2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
● Rapid Review Pathology: Edward F. Goljan.
● Robbin & Cotran Review of Pathology: Klatt & Kumar

[Link] reading
[Link]

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3214

2. Course title
Global Health
3. Course type BPH Core
4. Year/level/semester/term 3rd Year/2nd Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course is designed to be a core course for BPH students. It
provides an overview of some of the basic concepts, principles
and current issues in global public health, with a particular
emphasis on low and middle-income countries (LMICs). This
course will provide the students with a basic but comprehensive
overview of the topics discussed in Global Health.
12. Course Objectives What causes people to become ill? What are the most pressing
global health issues, and how can they be addressed? Using an
interdisciplinary approach to address these questions, this
course improves students' health literacy by examining today's
global population's most significant public health challenges.
Throughout the course, students use illness as a lens to critically
examine social issues such as poverty, gender, and race. Student
work includes analytical writing, research and curating sources
around particular topics, readings, and discussions, exploring a

Page 129
 variety of sources, and presentations created both on their own
and with peers.
13. Course Learning Outcomes (CLO) 1. Describe the basic concepts, principles and current issues in
global health.
2. Gain an overview of the policy and program
implementation in LMICs.
3. Appreciate the multidisciplinary approach to health issues
and health programs implemented by ministry of health,
multilateral organizations, and bilateral and non-
governmental organizations.
4. Characterize the health and demographic situation in a
country using standard global health indicators.
5. Describe the pattern of burden of disease in a country using
standard fertility and mortality indicators, estimates of
disease burden, data on disease incidence, prevalence, risk
factors and geographic distribution.
6. Describe the pattern of nutritional situation in a country
using standard indicators.
7. Select an appropriate conceptual model or framework to
guide program planning.
8. Appreciate complexities in health policy and systems

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1
CLO 2
CLO 3
CLO 4
CLO 5 √
CLO 6
CLO 7 √
CLO 8 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO 6 Lecture, Class work, Group discussion Assignment, presentation
CLO 7 Lecture, Class work, Group discussion Quiz, Short question

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CLO 8 Lecture, Class work, Group discussion Quiz, Short question

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs.

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Course Orientation and Lecture, class work Quiz, assignment CLO1
Introduction
W-2 Key Perspectives on Global Lecture, class work Quiz, assignment CLO1
Health

W-3 The Global Health Context and Lecture, class work Quiz, assignment CLO1
Who Plays

W-4 Measures of Health and Lecture, class work Quiz, Short question CLO1
Diseases in Population
Global Health Data Sources

W-5 Culture, Behavior, and Health Lecture, class work, Class work, CLO1
Video Assignment
W-6 Understanding and Acting on Lecture, class work, Quiz, Assignment CLO2
Social Determinants of Health Video
and Health Equity
W-7 The Design of Health Systems Lecture, Class work, Quiz, Short question CLO3
Group discussion

W-8 Vaccine preventable disease Lecture, class work, Class Assignment, CLO3
assignment presentation
W-9 Changing disease pattern: Lecture, Group Assignment CLO3, CLO4
Epidemiological transition and discussion, Class
non-communicable disease assignment

Midterm
W-10 Unintentional Injuries and Lecture, class work Quiz, Short question CLO5
Violence

W-11 Global Mental Health Lecture, class work Quiz, Short question CLO4

W-12 Environmental and Lecture, class work Quiz, Presentation CLO4

Occupational Health

Page 131
W-13 Complex Emergencies Lecture, Group Quiz, Viva, CLO 7
discussion, Class assignment
assignment
W-14 Management and Planning for Lecture, Group Quiz, Viva, CLO7
Global Health discussion, Class assignment
assignment

W-15 Health and the Economy Lecture, Group Quiz, Viva, CLO8
International Trade and Health discussion, Class assignment
assignment
W-16 Innovation, Technology and Lecture, Group Quiz, Viva, CLO8
Design discussion, Class assignment
Global Health Governance and assignment
Technology

W-17 Nutrition and Global Health Lecture, Group Quiz, assignment CLO8
discussion, Class
assignment
W-18 Ethical and Human Right Lecture, Class work, Quiz, Short question CLO3
Concerns in Global Health Group discussion

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy

● Quiz, assignment, presentation, midterm, and final

2. Mark distribution

● Continuous assessment: Quiz, assignment, presentation, group work

● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures

● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Michael H. Merson, Robert E. Black, and Anne J. Mill , Global Health: Diseases,
Programs, Systems, and Policies, 4th Edition, 2020, Jones and Bartlett Learning

Page 132
 2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4215

2. Course title Public Health Leadership

3. Course type BPH Core

4. Year/level/semester/term 4th Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course aims to provide students with the skills and
information needed to become influential leaders in
public health. Students will learn about the concepts of
leadership and management in public health and the
essential abilities required leading effective public health
programs and projects. The course will also cover the
difficulties and possibilities that public health officials
face today, such as health equality, socioeconomic
determinants of health, and new infectious diseases.

12. Course Objectives The course's objective is to disseminate thorough skill sets
and knowledge related to health leadership. Students will
have the opportunity to apply what they learn about the
theoretical foundations of public health leadership
through in-depth, hands-on learning activities. The course
topic covers theories of leadership, public health systems,
policy development, strategic planning, communication,
team building, and conflict resolution. In order to manage
public health initiatives, involve stakeholders, and foster
a collaborative culture, students will acquire the
knowledge and skills necessary.

Page 133
 13. Course Learning Outcomes 1. Define the concepts of public health leadership and
(CLO) management.
2. Examine leadership's role in the creation and
execution of public health policies and initiatives.
3. Assess the key abilities required for effective public
health leadership.
4. Recognize and assess the difficulties that public
health officials face, such as health equality,
socioeconomic determinants of health, and new
infectious illnesses.
5. Through case studies and simulations, develop and
apply leadership abilities.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √ √
CLO 3 √ √ √ √
CLO 4 √ √ √ √
CLO 5 √ √ √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class participation and engagement Group discussion

CLO 2 Lecture, class work Quiz and Short question

CLO 3 Lecture, class work, Case study Case study analysis and policy simulation
CLO 4 Lecture, class work, projects Group projects, Presentation

CLO 5 Group work, projects Presentation

Part C.2
1. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy Strategy CLOs
W-1 Definition, Principles of Lecture and Quiz CLO-1
Leadership discussion

W-2 Levels of leadership Lecture, group Quiz CLO-1, CLO-2,

discussion

Page 134
W-3 Manager Vs Leader Lecture, class work Quiz, Short CLO-2,
question CLO-4
W-4 Introduction to public Lecture, class work Quiz CLO-3
health leadership (Vision,
values and influence)

W-5 Leadership and Lecture, Group Assignment CLO-3.

management theories and discussion CLO-4
models
W-6 Public health governance Lecture, class work, Assignment CLO-3
and decision-making group discussion

W-7 Core Competencies for Lecture, class Quiz, Short CLO-3, CLO-4
Public Health Leadership assignment question,

W-8 Strategic thinking and Lecture, class work, Short question, CLO-2, CLO-3
planning class assignment

W-9 Communication and Lecture, class work, Quiz, Short CLO-3, CLO-4
advocacy class assignment question,

Midterm
W-10 Collaboration and Lecture, class Assignment CLO-4
partnerships assignment Group
discussion
W-11 Financial management Lecture, class work, Quiz, Short CLO-3
and resource allocation group discussion question

W-12 Challenges and Lecture, group Quiz, Short CLO-4

Opportunities for Public discussion question
Health Leaders

W-13 Health equity and social Lecture, class work, Quiz, Short CLO-3
determinants of health group discussion question,
Assignment

W-14 Emerging infectious Lecture, class work, Quiz, Short CLO-4

diseases and public health Class assignment/ question,
emergencies group discussion Assignment

W-15 Global health and Lecture, class work, Presentation CLO-4, CLO-5
international cooperation assignment

W-16 Case studies and Lecture, class work, Quiz, Short CLO-3 CLO-5
simulations of public Class assignment/ question,
health leadership group discussion Assignment,
Presentation

Page 135
W-17 Reflective practice and Lecture, group work Short question CLO-5
self-assessment

W-18 Developing a personal Group discussion Presentation CLO-3, CLO-4.

leadership plan CLO-5

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
● Class participation and engagement
● Group projects
● Case study analysis
● Leadership plan
● Presentation
● Final exam

Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning Materials:
1. Leadership for Public Health: Theory and Practice (Hap Book) 1st Edition by James
Holsinger
2. Leadership in Public Health, edited by Lloyd F. Novick, Cynthia B. Morrow, and
Glen P. Mays. Jones & Bartlett Learning, 2018.
3. "Leading in Public Health through Collective Impact" by Erin Fawley
4. Public Health Leadership: Putting Principles Into Practice 3rd Edition by Louis Rowit
5. Leadership for Public Health: Theory and Practice by James Holsinger

Supplementary reading
● Journal of Public Health Management and Practice discusses the Leadership
Competencies for Public Health Practice in Canada (LCPHPC).
● Tulane University School of Public Health and Tropical Medicine provide a blog post
on Leadership in Public Health. The post outlines three core competencies related to
leadership in public health: vision, values, and influence.

Others

Part C.1
Description of Course (Outcome-based curriculum)

Page 136
 1. Course code BPH 4216
2. Course title Bioethics and Human Rights for Health

3. Course type BPH Core

4. Year/level/semester/term 4th Year/1st Semester
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The course on Bioethics and Human Rights is designed to
fulfil the growing demand for professionals to handle the
complex ethical problems in their professional life,
particularly in the healthcare industry and public health
practices. The need for professionals versed in moral
principles and human rights is increasing as healthcare
becomes more complicated. The course aims to prepare
students for a wide range of occupations in the healthcare
and public health sector, including policy formulation,
research, and management.

12. Course Objectives This course in Bioethics and Human Rights is intended to
equip students with a thorough awareness of the ethical,
legal, and social challenges surrounding health care and
scientific research. The program aims to provide students
with the information and abilities needed to assess and
evaluate complex ethical challenges in healthcare and find
solutions that adhere to human rights values.

13. Course Learning Outcomes 1. To educate students with a comprehensive grasp of

(CLO) the ethical and legal issues behind healthcare and
biological research.
2. To strengthen students' skills in assessing and
evaluating ethical concerns in healthcare and
biological research.
3. To enable students to apply ethical theories and
concepts in healthcare and scientific research to real-
world circumstances.
4. To teach students about the social, cultural, and
political issues that impact ethical decision-making in
healthcare and scientific research.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √ √
CLO 3 √ √ √
Page 137
CLO 4 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class participation and engagement Group discussion

CLO 2 Lecture, class work, group work Short question

CLO 3 Lecture, class work, group discussion Case study Case study analysis
CLO 4 Lecture, class work, group discussion Case study Group projects, Presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Introduction to Bioethics and Lecture and Quiz CLO-1
Human Rights: An introduction to discussion
bioethics and human rights,
including its definition and ideas,
its historical development.

W-2 The Universal Declaration of Lecture, group Quiz CLO-1, CLO-2,

Human Rights, and its relationship discussion
to bioethics

W-3 Bioethics and Human Rights in Lecture, class Short question CLO-2,
Healthcare: Access to healthcare, work
medical decision-making, and the
right to health
W-4 Principles of bioethics: Lecture, group Quiz CLO-2
Independence, goodness, non- work
maleficence, and justice,
Allocation of Healthcare
Resources, Moral decision-making
and ethical conundrums (end-of-
life concerns and euthanasia, end-
of-life care, organ transplantation.

W-5 Reproductive Well-Being (Ethical Lecture, Group Assignment CLO-3, CLO-4

issues related to reproductive discussion
medicine including fertility
treatments, genetic testing, and
surrogacy).

Page 138
W-6 Bioethics and Human Rights in Lecture, class Assignment CLO-2
Research: Informed consent, work, group
research with research ethics discussion,
committees, animal research ethics,
global health research ethics

W-7 Bioethics and Human Rights in Lecture, class Quiz, Short CLO-2, CLO-3,
Research: Ethics of human subjects assignment, question, CLO-4
research (vulnerable populations), Case Study
and research ethics guidelines,
Genetic Counseling and Research
W-8 Ethical and legal concerns of Lecture, class Short question, CLO-2, CLO-3
mental health care: Includes work, class
involuntary commitment, informed assignment
consent, and confidentiality

W-9 Bioethics and Human Rights in Lecture, class Quiz, Short CLO-1, CLO-2,
Genetics: Cloning and stem cell work, class question, CLO-3, CLO-4
research, genetic counselling and assignment, Presentation
testing, genetic engineering and Case Study
gene therapy, and synthetic biology
Midterm
W-10 Disability and Bioethics: Ethical Lecture, class Assignment CLO-3
concerns pertaining to disabilities, work, class
such as the morality of genetic assignment
testing, the use of assistive
technology, healthcare access for
those with disabilities.
W-11 Environmental Health Ethics: Lecture, class Quiz, Short CLO-3, CLO-4
Ethical issues related to work, group question
environmental health, including discussion
climate change, pollution, and
environmental Justice; Infectious
Disease Control and Quarantine
W-12 Human Rights and Public Health: Lecture, group Quiz, Short CLO-1, CLO-2,
Health Inequalities and Social discussion question CLO-3
Determinants of Health;
International Human Rights
Frameworks.
W-13 Legal and Policy Frameworks: Lecture, class Quiz, Short CLO-1, CLO-2,
Access to Essential Medications; work, group question, CLO-3, CLO-4
Global Health Governance; discussion Assignment
Bioethics Laws and Regulations;
Institutional Ethics Committees.
W-14 Human Rights Laws and Lecture, class Quiz, Short CLO-4
Regulations; Global Health work, Class question,
Policies; Ethics and the Law; assignment/ Assignment
Health Policy and the Right to group
Health. discussion
W-15 Case Studies: Case Studies in
Healthcare Ethics, Case Studies in Lecture, class Presentation CLO-3, CLO-4
Medical Research Ethics, Case work
Page 139
 Studies in Biotechnology Ethics,
Case Studies in Human Rights and
Health

W-16 Case Studies in Biotechnology Lecture, class Quiz, Short CLO-3, CLO-4
Ethics, Case Studies in Human work, Class question,
Rights and Health assignment/ Assignment,
group Presentation
discussion
W-17 New Challenges in Bioethics and Lecture, group Short question CLO-4
Human Rights: Neuroethics, work
Biotechnology and Biosecurity,
and Healthcare and Artificial
Intelligence
W-18 Conclusion and Future Directions: Group Quiz CLO-2, CLO-3.
Emerging Ethical Issues in discussion CLO-4
Bioethics and Human Rights,
Practical application of bioethics
and human rights principles in
healthcare and research, Future
Directions in Bioethics and Human
Right
Review and preparation for final exam

Final exam

Part C.3
Assessment and Evaluation
● Class participation and engagement
● Group work, assignment
● Case study analysis and presentation
● Quiz and Final exam

Make-up Procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning Materials
● Mary Ann Glendon. A World Made New. Chapter 1 and Epilogue. New York:
Random House. 2002. pp. 3-20 and 235- 41. CESCR General Comment 14.
● The Right to the Highest Attainable Standard of Health. Section 1 Normative Content.
Available at: [Link] Mann J. Health and
Human Rights: If not now, when? Health and Human Rights. 1997;2(3):113-120.
Riedel E.
● The Human Right to Health: Conceptual Foundations. In: Clapham A, Robinson M,
Mahon C, Jerbi S, eds.
Page 140
 ● Jonsen AR. “Bioethics, History of” In: Jennings B, editor, Encyclopedia of Bioethics
(4 edition), Gale (Macmillan Reference): Farmington Hills, MI, 2014, pp. 331-36.
● Millum J and Emanuel E, “Introduction.” Global Justice and Bioethics Oxford: New
York, 2012, pp.1-14. Madison Powers and Ruth Faden, “Social Justice, Inequality,
and Systematic Disadvantage,” eds. Tom L. Beauchamp, Anna C. Mastroianni, and
Jeffrey P. Kahn.
● Contemporary Issues in Bioethics (7 ed.). Belmont, CA: Thomson Wadsworth, 2008,
pp. 582-590.
● Nixon S, Forman L. Exploring synergies between human rights and public health
ethics: A whole greater than the sum of its parts.
● Bioethics Blogs: There are various bioethics blogs that allow open access to
information, thoughts, and conversations connected to current events and
controversies in bioethics. Impact Ethics, The Hastings Center Bioethics Forum, and
[Link] are a few [Link] of Form

Supplementary reading

Online Learning Materials:

● Overview of human rights REQUIRED readings: UN Declaration of Human Rights.
Available at: [Link]
● The moral reality of human rights. Available at:
[Link]
20of%20Human%[Link].
● [Link]: This website offers a variety of materials and articles about bioethics.
Together with scholarly papers and book reviews, it also contains pieces on current
affairs and hot button issues.
● The Hastings Center: The Hastings Center is a bioethics research organization that
disseminates a range of publications and studies on moral concerns in medical
practice and biological investigation. Several of their publications, as well as news
and opinion reviews, are accessible on their website.
● The National Institutes of Health (NIH) Bioethics Resources: The NIH offers a
variety of materials on bioethics, including writings on the morality of clinical trials,
the morality of research, and ethical concerns pertaining to genetics and genomics.
● The Kennedy Institute of Ethics at Georgetown University: This organization offers
information and publications on a range of bioethics subjects, such as clinical ethics,
global health ethics, and reproductive ethics.
● The American Society for Bioethics and Humanities: This group offers articles, book
reviews, and details on forthcoming conferences and events for professionals working
in bioethics and the humanities.
● The United Nations Educational, Scientific, and Cultural Organization (UNESCO)
offer an online gateway containing information relating to bioethics and human rights.
Publications, instructional resources, and details about global bioethics projects are all
included.
● The Stanford Encyclopedia of Philosophy: Articles on a variety of philosophical
subjects, such as bioethics and medical ethics, may be found in this online
encyclopedia. It offers in-depth scholarly papers created by subject-matter specialists.

Page 141
Others

Free Online Materials:

● Open Access Bioethics Journals: A number of open access bioethics publications
make their articles and research papers available for free. BMC Medical Ethics, the
Journal of Medical Ethics, and Public Health Ethics are a few examples.
● The Presidential Commission for the Study of Bioethical Issues: The Bioethics
Commission makes its reports, briefings, and other resources on bioethics and human
rights available without charge.
● Internet Articles and Reports: World Health Organization, the National Institutes of
Health, and the United Nation’s websites.
● Bioethics Blogs: Impact Ethics, The Hastings Center Bioethics Forum, and
[Link] are a few instances.

Part C.1
Description of Course (Outcome-based curriculum)

1. Course Code BPH 3309

2. Course title Clinical Epidemiology
3. Course type Major
4. Year/level/semester
/term
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if None
any)
8. Credit value 3
9. Contact hours 45 hours
10. Total marks
11. Rational of the In recent years, clinical epidemiology has become important for the
course healthcare system because of the need or assessments in the areas of
quality of care, patient safety, health economics, and use of resources,
all of which are based on clinical epidemiology thinking. Furthermore,
clinical epidemiology supplies data and evidence needed in the
organization and planning of the health care system
12. Course objective The overall objective of the course is to discuss the basic concept of
clinical epidemiology including its purpose and uses in public health,
explain and use the concept of abnormality, diagnosis, and frequency,
measure the risk, design and assess studies of prognosis or outcomes of
illness, treatments, diagnostic tests, and screening programs, and
understand the basic requirements for randomized clinical trials, drug
development trials, community experimental trials, preventive trials,
therapeutic trials, comparison of the efficacy of the experimental agents
and design them. It will also develop the skills of developing a research
proposal for clinical trial.
13. Course learning 1. Use the concept of abnormality, diagnosis, and frequency of a
objective health problem
Page 142
 2. Measure and explain the risk and identify the risk factors
3. Design and assess studies of prognosis or outcomes of illness,
treatments, diagnostic tests, and screening programs
4. 4. Understand the basic requirements for randomized clinical trials,
drug development trials, community experimental trials, preventive
trials, therapeutic trials, and comparison of the efficacy of the
experimental agents and design them.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √
CLO 3 √ √ √ √
CLO 4 √ √

CLOs Teaching–Learning Strategy Assessment strategy

CLO 1 Lecture, class work, video Quiz, short question
CLO 2 Lecture, class work, group discussion Quiz, assignment, short question, presentation
CLO 3 Lecture, class work, group discussion Quiz, short question, assignment
CLO 4 Lecture, class work, group discussion Quiz, short question, presentation, assignment

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs
Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Strategy Corresponding

Learning CLOs
Strategy
W-1 Introduction to Clinical Lecture, class Quiz, short question CLO1
Epidemiology work

W-2 Frequency of disease Lecture, class Quiz, short question CLO1

work, Video
W-3 Measures of association Lecture, class Quiz, Short question, CLO2
work, Group assignment
discussion

W-4 Observational Study Lecture, class Quiz, Short question, CLO3

Design work, Group assignment
discussion

Page 143
W-5 Experimental Study Lecture, class Quiz, Short question, CLO3
Design work, Group assignment
discussion
W-6 Sampling, Sample size & Lecture, class Quiz, Short question CLO3
Power calculation work
W-7 Bias, Confounding & Lecture, class Quiz, short question CLO3
Effect Modification work

W-8 Randomized controlled Lecture, class Assignment, CLO4

trial work presentation

W-9 Criteria for causality Lecture, Quiz, Short question CLO2

Classwork, Group
discussion

Midterm
W-10 Abnormality, Diagnostic Lecture, class Quiz, short question CLO1, CLO3
tests & Screening work

W-11 Natural history & Lecture, Group Assignment CLO3

Prognosis of disease discussion

W-12 Evidence-based Lecture, class Quiz, Short question CLO3, CLO4

medicine, Deciding the work
best therapy
W-13 Studies of treatment Lecture, class Quiz, Short question CLO3, CLO4
effects work
(Efficacy, and
effectiveness,
Alternatives to
randomized trials)
W-14 Clinical prevention Lecture, class Quiz, Presentation CLO4
(Screening tests, work
preventive care)
W-15 Systematic review & Lecture, class Quiz, Short question CLO4
Meta-analysis work

W-16 Novel trial designs in the Lecture, class Quiz, Short Question, CLO4
Covid era work, Group Presentation
discussion

W-17 Ethical issues in clinical Lecture, class Quiz, Short question CLO4
epidemiology work

W-18 Future directions in Lecture, class Quiz, Short question, CLO4

clinical epidemiology work assignment: Critical
Appraisal

Review and preparation for the final exam

Final

Page 144
Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final
2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
3. Make-up procedures:
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
● Robert Fletcher and Suzanne Fletcher. Clinical Epidemiology: The Essentials.
Lippincott Williams and Wilkins. Fourth Edition. 2005.
● Gordis, L. Epidemiology. Philadelphia: Elsevier Saunders. Third Edition. 2004
● Guyatt et al. Users’ Guides to the Medical Literature: A Manual for Evidence based
Clinical Practice. Third Edition. 2015.
2. Supplementary reading
3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3304

2. Course title Statistical Methods in Epidemiology
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X

7. Pre-requisite (if any) None

8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course A cornerstone of public health, epidemiology focuses on
the distribution and causes of disease, and on developing
and testing ways to prevent and control it. This course will
help to analyze & investigate public health challenges

Page 145
 through statistical analysis at every sector such as from
health departments to academia to the private sector.

12. 12. Course Objectives This course enables students to understand, apply and
interpret the results of a range of advanced techniques for
the design and analysis of epidemiological studies.
13. Course Learning Outcomes 1. Demonstrate the statistical and epidemiological
(CLO) knowledge which helps to design & analyze
epidemiological studies.
2. Applying descriptive techniques commonly used to
summarize public health data.
3. Applying inferential methodologies according to the
type of study design for answering a particular
research question.
4. Interpreting results of statistical analyses found in
public health studies.
5. Drawing appropriate inferences from epidemiologic
data & evaluating the strengths and limitations of
epidemiologic reports.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √ √
CLO 2 √ √
CLO 3 √ √ √ √
CLO 4 √ √
CLO 5 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, short question, assignment
CLO 2 Lecture, group discussion Quiz, short question, assignment
CLO 3 Lecture, group discussion, class exercise, lab Quiz, short question,
assignment/project
CLO 4 Lecture, group discussion, classwork, lab Quiz, short question,
assignment/project
CLO 5 Lecture, class work, Class assignment, group Quiz, short question,
discussion assignment/project

Part C.2
0. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Page 146
Week Topics Teaching– Assessment Strategy Corresponding
Learning Strategy CLOs
W-1 Basic concepts of Lecture Quiz, short question CLO1
Epidemiologic Study
Designs

W-2 Descriptive & Lecture, group Quiz, short question, CLO1, CLO2,
Exploratory statistical discussion assignment CLO3
analysis

W-3 Sampling distributions Lecture, group Quiz, short question CLO3, CLO4
and central limit discussion, class
theorem exercise
W-4 Introduction to Lecture, group Quiz, short question CLO3
statistical inference discussion
W-5 Hypothesis testing and Lecture, group Quiz, short question, CLO3
p-values discussion assignment
W-6 Estimation and Lecture, Practical Quiz, short question, CLO3
confidence intervals assignment
W-7 Linear regression and Lecture, Practical Quiz, Short question, CLO3, CLO4,
correlation assignment/project CLO5
W-8 Logistic regression Lecture, group Quiz, Short question, CLO3, CLO4,
(how to apply for case- discussion, Assignment CLO5
control study) practical

W-9 Follow-up studies: Life Lecture, group Quiz, short question, CLO4, CLO5
tables discussion, assignment
classwork

Midterm

W-10 Survival analysis Lecture, group Quiz, short question, CLO4, CLO5
discussion, assignment/project
classwork
W-11 Poisson regression and Lecture, class Quiz, Short question, CLO3, CLO4
count data (how to work, group assignment
apply for cohort discussion
studies)
W-12 Generalized linear Lecture, class Quiz, Short question, CLO3, CLO5
models work, group assignment
discussion
W-13 Propensity score Lecture, group Quiz, short question, CLO3, CLO5
methods discussion assignment

W-14 Causal inference and Lecture, class work Quiz, Short question CLO4, CLO5
extraneous factors

Page 147
W-15 Bayesian methods & Lecture, class work Quiz, Short question CLO4
Missing data and
imputation
W-16 Meta-analysis Lecture, class work Quiz, Short question CLO1, CLO5

W-17 Basic concepts of Lecture, class Quiz, Short question CLO4, CLO5
Machine learning and work, class
data mining assignment

W-18 Emerging trends and Lecture, classwork, Quiz, short questions CLO5
challenges in statistical Class assignment,
methods in group discussion
epidemiology

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
1. Merrill, Ray M. Statistical Methods in Epidemiologic Research. United States, Jones
& Bartlett Learning, 2016.
2. Sahai, Hardeo, and Khurshid, Anwer. Statistics in Epidemiology: Methods,
Techniques, and Applications. United Kingdom, CRC-Press, 1996.
3. Epidemiology by Leon Gordis, 6th edition
4. Kahn, Harold A., et al. Statistical Methods in Epidemiology. United
Kingdom, Oxford University Press, 1989.
[Link] reading

[Link]

Part C.1
Description of course (Outcome-based curriculum)
Page 148
 1. Course code BPH 3305
2. Course title
Advanced Epidemiology
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course A cornerstone of public health, epidemiology focuses on
the distribution and causes of disease, and on developing
and testing ways to prevent and control it. From health
departments to academia to the private sector,
epidemiologists investigate public health challenges,
including communicable and non-communicable
diseases, aging, determinants of health, and mental health.
This course will provide students with in-depth expertise
in epidemiologic methods across different topics of the
public health premises.

12. Course Objectives This course will introduce the conceptual foundations of
essential issues in epidemiologic methodology. The focus
is on how and why a given method, design, or approach
might help us explain population health. The emphasis is
on the strengths, limitations, and potential alternatives for
a given approach.
13. Course Learning Outcomes 1. Apply classic epidemiologic study designs (cohort,
(CLO) case-control, cross-sectional) and their variants,
knowing their particular strengths and limitations.
2. Understand the concept of causal inference in
epidemiology, the different approaches that underpin
this concept, and how to ask meaningful research
questions for causal inference & measure the
frequency and association of disease
3. Define the main types of bias (confounding, selection
bias, measurement error), understand alternative
approaches to dealing with them, and recognize
situations in which those approaches are appropriate.
4. Understand the concepts of effect modification and
mediation, and implement general approaches for
their analysis
5. Understand the field epidemiology to understand
existence of public health problems in rural and urban
settings, both locally and internationally.
6. Analyze data from epidemiologic investigations,
studies, and surveillance, with special emphasis on
the identification of health disparities and promotion
of health equity

Page 149
Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √
CLO 6 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture Quiz, Short question, assignment
CLO 2 Lecture, class work, group discussion Quiz, Short question, assignment
CLO 3 Lecture, group discussion, classwork Quiz, short question, assignment
CLO 4 Lecture, class exercise, group discussion Quiz, short question, assignment
CLO 5 Lecture, group discussion, class assignment Quiz, Short question, assignment,
presentation
CLO6 Lecture, class work, group discussion, class Quiz, assignment, short question,
assignment presentation

Part C.2
0. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Basic concepts of Advanced Lecture Quiz, short CLO1
epidemiology question

W-2 Lecture, group Quiz, short CLO2

Measures of Disease occurrence discussion question,
assignment
W-3 Lecture, group Quiz, short CLO2
Measures of Disease Association discussion question,
assignment
W-4 Lecture, group Quiz, short CLO2
Measures of Population Impact discussion question,
assignment
W-5 Overview of different study Lecture Quiz, short CLO1
designs question

Page 150
W-6 Causal inference (Individual vs. Lecture, group Quiz, short CLO2
average causal effects, discussion question
Counterfactual outcomes, etc.)

W-7 Sample Size estimation and Lecture Quiz, short CLO1

Power calculation question,
assignment
W-8 Hypotheses testing & p-value Lecture, class Quiz, Short CLO6
work question,
assignment
W-9 Estimation and confidence Lecture, class Quiz, Short CLO6
intervals work question

W-10 Understanding Bias in Lecture, group Quiz, short CLO3

Epidemiological studies discussion question

Midterm

W-11 Confounding and Effect Measure Lecture, group Quiz, short CLO4
Modification discussion, question
class exercise
W-12 Stratified analysis to control Lecture, class Quiz, Short CLO3
confounding and identify effect work question,
modification assignment
W-13 Multiple regression analysis to Lecture, class Quiz, Short CLO3
adjust confounding and identify work question,
effect modification assignment

W-14 Secondary data analysis Lecture, class Quiz, Short CLO6

work, group question,
discussion assignment
W-15 Field methods in Epidemiology Lecture, group Quiz, short CLO5
discussion question,
assignment
W-16 Application of surveillance in Lecture, group Quiz, short CLO6
public health discussion question,
assignment
W-17 Communicating results of Lecture, class Quiz, Short CLO5, CLO6
epidemiologic studies work, class question,
● Introduction assignment Presentation
● What to report
● How to report

W-18 Using epidemiological data in Lecture, group Quiz, short CLO6

health policy development and discussion question,
planning assignment

Review and preparation for final exam

Page 151
 Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials

1. Recommended reading
1. Greenland, Sander. "Interpretation and choice of effect measures in epidemiologic
analyses." American Journal of Epidemiology 125.5 (1987): 761-768.
2. The CDC Field epidemiology Mannual by Sonja A. Rasmussen, Richard A.
Goodman. Oxford University Press 2018
3. Ross C Brownson, Diana B Peitti. Applied Epidemiology:Theory to Practice.
4. Moyses [Link] Nieto. Epidemiology: Beyond the Basics (4th edition)
5. Rothman, Greenland and Lash (2008). Modern Epidemiology. (3rd Ed.)
2. Supplementary reading
3. Others

Part C.1

Description of Course (Outcome-based curriculum)

1. Course Code BPH 3320

2. Course title Epidemiology of communicable and non-communicable
disease
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3
9. Contact hours 45hours
10. Total marks
11. Rational of the course This course is designed to be a major core course for public
health students as both communicable and non-communicable

Page 152
 diseases are major public health concerns in developed and
developing countries. This course provides a comprehensive
overview of the principles, methods, and applications of
epidemiology in understanding the distribution and
determinants of communicable and non-communicable
diseases. Students will gain an understanding of the
epidemiological concepts, study designs, data analysis, and
interpretation of findings related to both infectious and
chronic diseases. Emphasis will be placed on the impact of
diseases on public health, disease surveillance, outbreak
investigation, and control strategies.
12. Course objective The overall goal is to introduce students to the special design,
measurement, analysis, and intervention issues associated
with the epidemiology of both communicable and non-
communicable diseases.
13. Course learning objective 1. Understand the fundamental concepts and principles of
epidemiology in the context of communicable and non-
communicable diseases.
2. Comprehend the natural history of infectious and chronic
diseases, including their transmission and risk factors.
3. Gain knowledge of various epidemiological study
designs used to investigate communicable and non-
communicable diseases.
4. Learn to critically analyze epidemiological data and
interpret study findings.
5. Explore disease surveillance systems, outbreak
investigation, and control measures for communicable
diseases.
6. Examine the burden of communicable and non-
communicable diseases on public health and society.
7. Develop research skills to design and conduct
epidemiological studies related to these diseases.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √
CLO 2 √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class work, video Quiz, short question
CLO 2 Lecture, class work, video Quiz, Short question, assignment

Page 153
CLO 3 Lecture, class work, group discussion Quiz, short question, Assignment,
viva, project, group project
CLO 4 Lecture, group discussion, class work, awareness Quiz, Assignment, Viva, group project
program, data collection in slum area
CLO 5 Lecture, class work, group discussion Quiz, Short question, Presentation,
project, viva
CLO 6 Lecture, class work, Institutional tour Quiz, assignment
CLO 7 Lecture, group discussion, class assignment Quiz, presentation, viva

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Basic concept of Lecture, class Quiz, short CLO1, CLO2
Infectious Disease, Modes work, Video question
of Transmission & Chain of
infection
W-2 Epidemiology of specific Lecture, Quiz, Short CLO3, CLO4
infectious diseases -TB, Classwork, and question, viva,
Influenza, diarrhea, Typhoid data collection in group project
slum area
W-3 Emerging Infectious Lecture, Quiz, Short CLO3, CLO4
diseases (Zoonotic disease Classwork question
transmission & One Health
approach)
W-4 Tropical Infectious diseases Lecture, class Quiz, Short CLO3, CLO4
& Prevention work, Awareness question, group
(Dengue, kala-azar, program Project
Malaria)

W-5 Epidemiology and Control Lecture, Group Quiz, Assignment CLO3, CLO4
of Sexually Transmitted discussion,
Infections-HIV/AIDS and Classwork
Viral Hepatitis

W-6 Epidemiology of Lecture, class Quiz, Short CLO3, CLO4

Healthcare-associated work question
infections

W-7 Surveillance & reporting Lecture, class Quiz, Assignment CLO6

system, emergency work
preparedness, Infectious
disease transmission &
Outbreak investigation,
Case definition & Case
findings

Page 154
W-8 Epidemiology of Anti- Lecture, class Quiz, CLO4, CLO5
microbial resistance, Global work, Institutional Presentation
health & infectious disease tour
burden
W-9 Public health interventions Lecture, Group Quiz, CLO3, CLO5
for infectious diseases discussion Presentation
(Eradication, control &
prevention), Emerging
trends & future Challenges
in infectious disease
research

Midterm

W-10 Describe basic concepts of Lecture, Group Quiz, CLO3, CLO5

epidemiology related to discussion Presentation
NCDs

W-11 Understand the argument of Class lecture, Midterm exam, CLO3, CLO5
why NCDs are a concern audio-visual Assignment
both Globally and in demonstration, Presentation
Bangladesh including assignment,
epidemiological and group study and
demographic transitions in open discussion
relation to NCD

W-12 Describe and identify Lecture, Group Quiz, CLO3, CLO7

modifiable and non- discussion Presentation
modifiable risk factors
including both behavioural
and metabolic/clinical risk
factors for NCDs

W-13 Critically analyze or Class lecture, Quiz, Assignment CLO3, CLO5

evaluate interventions and audio-visual
programmes for the demonstration,
prevention and control of inter active tools
NCDs in local settings

W-14 Design and implement Class lecture, Quiz, CLO4, CLO7

Public Health surveillance audio-visual Presentation
systems or programs related demonstration,
to NCDs interactive
demonstration, and
open discussion
W-15 Prioritized Research Lecture, Group Quiz, CLO3, CLO5
Agenda for Prevention and discussion Presentation
Control of NCDs

W-16 NCD Under the Landscape Lecture, Group Quiz, CLO3, CLO5
of Global Environmental discussion Presentation
Change

Page 155
W-17 NCD prevention and control Lecture, Group Quiz, CLO3, CLO4
in Bangladesh, discussion Presentation
Globalization and NCD

W-18 Selecting/designing an Lecture, Group Quiz, CLO7

intervention for the discussion Presentation
prevention and control of
NCDs

Review and preparation for the final exam

Final

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessments, she/he will be provided a new
deadline

Part C.4
Reading materials
Edition &
Author Title Publisher
Year

Johan Giesecke Modern Infectious Disease 3rd Edition CRC Press

Epidemiology 2017 Taylor and
Francis Group

Paulo Pinheiro, Colin D. Modern Infectious Disease 2010 Springer

Mathers & Alexander Epidemiology: Concepts,
Krämer Methods, Mathematical Models,
and Public Health

James C. Thomas and Epidemiologic Methods for the 2001 Oxford

David J. Weber Study of Infectious Diseases University Press

John Frank, Ruth Jepson Global Handbook on 2013 Springer-Verlag

(auth.), David V. Noncommunicable diseases and New York
McQueen (eds.) Health Promotion

Page 156
 Wanrudee Isaranuwatchi, [Link] 2020 BMJ
Rachel A. Archer, Yot
Teerawattananon and Prevention of non-communicable
Anthony [Link] disease: best buys, wasted buys,
and contestable buys

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3314

2. Course title Advanced Biostatistical Methods
3. Course type Major
4. Year/level/semester/te
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45hours
10. Total marks 100
11. Rationale of the This course is designed to teach BPH students the concepts of Statistical
course modelling and their relevance to Public Health data analysis. After completing
this course, BPH students will be able to recognize the scenarios when a
particular statistical model is appropriate. This course will first introduce the
students to the concept of Linear regression models. Subsequently, the Logistic
regression models, Poisson and Negative Binomial regression models, and
Survival analysis models will be covered. Finally, the process of systematic
reviews and meta-analysis will be introduced.
12. Course Objectives The main objective of this course is to provide a solid understanding of the
diverse statistical methodologies applied to public health research. We
emphasize concepts and interpretations rather than calculations or
mathematical details. The learning experience from this course will help
students to develop the ability to read scientific literature critically, evaluating
the appropriateness of the statistical models used and the interpretations of the
obtained results. Moreover, the knowledge gathered from this course will help
students develop critical thinking and analytical skills that can be applied to
their research.

13. Course Learning 1. Explain the benefits of statistical modelling to answer research questions
Outcomes (CLO) in the health sciences.
2. Discover the application of modelling techniques in statistical analysis
and appropriate procedures to handle model-building strategies and model
diagnostics.

Page 157
 3. Demonstrate practical skills in fitting and interpreting linear, logistic,
Poisson and Negative Binomial regression models.
4. Outline and examine the concepts of survival analysis, including survival
and hazard functions, Kaplan-Meier estimator and log-rank test, and Cox
Proportional Hazards model.
5. Use statistical modelling procedures appropriate for categorical data.
6. Interpret and present the results of statistical analyses in written and oral
form.
7. Demonstrate statistical reasoning skills correctly and contextually, and
assess the statistical methods and evidence presented in published research
studies

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, Assignment
CLO 2 Lecture, class work Quiz, Assignment, Test
CLO 3 Lecture, class work Quiz, Assignment, Test
CLO 4 Lecture, group discussion Quiz, Assignment
CLO 5 Lecture, class work Quiz, Assignment
CLO6 Lecture, class work Test, Presentation
CLO7 Lecture, class work Test, Presentation

Part C.2
1. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Review of hypothesis testing Lecture, group discussion Quiz, Assignment CLO1
and confidence interval
estimation
W-2 Lecture, group discussion Quiz, Assignment, Test
Analysis of Variance CLO1

Page 158
W-3 Simple Linear Regression Lecture, class work Quiz, Assignment, Test CLO1, CLO2

W-4 Regression Diagnostics Lecture, class work Quiz, Assignment, CLO1, CLO2
Test
W-5 Concept of Dummy Lecture, class work Quiz, Assignment, Test CLO1,CLO2
Variables in Regression
Analysis

W-6 Multiple Linear Regression Lecture, class work Quiz, Assignment, Test CLO3

W-7 Logistic Regression Analysis Lecture, class work Quiz, Assignment, Test CLO3
I

W-8 Logistic Regression Analysis Lecture, group discussion Quiz, Assignment CLO3, CLO4
II
W-9 Poisson Regression Lecture, group discussion Quiz, Assignment CLO3, CLO4

Midterm

W-10 Negative Binomial Lecture, class work Quiz, Test CLO3, CLO5
Regression

W-11 Survival Analysis I Lecture, class work Quiz, Test CLO4, CLO6

W-12 Survival Analysis II Lecture, class work Quiz, Test CLO4, CLO6

W-13 Survival Analysis III Lecture, class work Quiz, Test CLO4, CLO6

W-14 Categorical Data Analysis I Lecture, class work Test, Presentation CLO5, CLO6

W-15 Categorical Data Analysis II Lecture, class work

Test, Presentation CLO5, CLO6

W-16 Systematic Reviews & Meta- Lecture, class work Test, Presentation CLO7
Analysis
W-17 Systematic Reviews & Meta- Lecture, class work Test, Presentation CLO7
Analysis
W-18 Group Project Presentation Presentation Test, Presentation CLO7

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
Page 159
1. Assessment strategy
● Quiz, Assignment, Midterm, Final, Project reports & Presentation

2. Mark distribution
● Continuous assessment: Quiz, Assignment, Presentation, Classwork
● Summative: Midterm, Final, Final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessments for a legitimate reason, she/he will receive
one more attempt.

Part C.4
Learning materials
1. Recommended reading

● Wayne Daniel & Chad Cross, Biostatistics: A Foundation for Analysis in the Health
Sciences, Tenth Edition. Wiley, 2013.
● Balakrishnan, N. & Nevzorov, V.B., A Primer on Statistical Distributions, First
Edition. Wiley-Interscience, 2003.
● Bayo Lawal, Categorical data analysis with SAS and SPSS applications, First
Edition. Psychology Press, 2003.
● Steve Selvin, Survival analysis for epidemiologic and medical research, First Edition.
Cambridge University Press, 2008.

2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4406

2. Course title
Introduction to Data Science
3. Course type Major
4. Year/level/semester/ter
m
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3credits
9. Contact hours 45hours
10. Total marks 100

Page 160
 11. Rationale of the course Many important decisions made by individuals and society at large are or
should be data driven. Therefore, understanding the fundamentals of data
science is essential for functioning as an informed citizen. Basic
understanding and hands-on experience with manipulating, analyzing, and
presenting data are increasingly important during education and in the
workplace. This course is intended to provide an introduction into the field of
Data Science. Students will develop skills in appropriate technology and basic
statistical methods by completing hands-on projects focused on real-world
data and addresses the social consequences of data analysis and application.
12. Course Objectives The major goals of this course are to learn how to use tools for acquiring,
cleaning, analyzing, exploring, and visualizing data; making data-driven
inferences and decisions; and effectively communicating results. A major
component of this course will be learning how to use python-based
programming tools to apply these methods to real-life datasets.
13. Course Learning 1. Identify and appropriately acknowledge sources of data
Outcomes (CLO) 2. Clean and reshape messy datasets
3. Use appropriate tools and technology to collect, process, transform,
summarize, and visualize data.
4. Apply appropriate descriptive and inferential methods to summarize data
and identify associations and relationships
5. Use methods such as logistic regression, nearest neighbors, decision
trees, support vector machines, and neural networks to build a classifier
6. Apply dimensionality reduction tools such as principle component
analysis
7. Perform basic analysis of network data

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √ √
CLO 2 √ √
CLO 3 √ √ √ √
CLO 4 √ √
CLO 5 √ √ √
CLO 6 √ √
CLO 7 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, short question, assignment
CLO 2 Lecture, classwork Quiz, short question, assignment
CLO 3 Lecture, class exercise, lab Quiz, short question, assignment/project
CLO 4 Lecture, classwork, lab Quiz, short question, assignment/project
CLO 5 Lecture, classwork, lab Quiz, short question, assignment/project
CLO 6 Lecture, classwork, lab Quiz, short question, assignment/project
CLO 7 Lecture, class work, Class assignment, group Quiz, short question, assignment/project
discussion

Page 161
 Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Introduction to data analysis tools Lecture Quiz, short question CLO1
in Python
W-2 Descriptive statistics Lecture, class exercise Quiz, short question, CLO1, CLO2,
assignment CLO3
W-3 Descriptive statistics Lecture, class exercise Quiz, short question CLO3, CLO4

W-4 Data structures with Pandas Lecture, group Quiz, short question CLO3
discussion
W-5 Introductory hypothesis testing Lecture, class exercise Quiz, short question, CLO3
and statistical inference assignment

W-6 Introductory hypothesis testing Lecture, class exercise Quiz, short question, CLO3
and statistical inference assignment

W-7 Web scraping and data acquisition Lecture, class exercise Quiz, Short question, CLO3, CLO4,
via APIs assignment/project CLO5

W-8 Logistic regression (how to apply Lecture, class exercise Quiz, Short question, CLO3, CLO4,
for case-control study) Assignment CLO5

W-9 Linear regression I Lecture, classwork Quiz, short question, CLO4, CLO5
assignment

Midterm

W-10 Linear regression II Lecture, classwork Quiz, short question, CLO4, CLO5
assignment/project

W-11 Classification methods, including Lecture, class work, Quiz, Short question, CLO5, CLO6
logistic regression, k-nearest group discussion assignment
neighbors, decision trees, support
vector machines, and neural
networks

W-12 Data visualization Lecture, class work Quiz, Short question, CLO3, CLO5
assignment

Page 162
W-13 Clustering methods Lecture, group Quiz, short question, CLO4, CLO5
discussion assignment
W-14 Dimensionality reduction, Lecture, class work Quiz, Short question CLO5, CLO6
including principle component
analysis

W-15 Network analysis Lecture, class work Quiz, Short question CLO7

W-16 Rating, ranking, and elections Lecture, class work Quiz, Short question CLO6, CLO7

W-17 Natural language processing Lecture, class work, Quiz, Short question CLO6, CLO7
class assignment

W-18 Ethics of big data Lecture, classwork, Quiz, short questions CLO7
Class assignment,
group discussion

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
● Mckinney, W. Python for Data Analysis: Data Wrangling with Pandas, NumPy, and
IPython. 2nd edition, O’Reilly Media, 2017.
● Aurélien Géron. Hands-On Machine Learning with Scikit-Learn and TensorFlow:
Concepts, Tools, and Techniques to Build Intelligent Systems, O’Reilly Media, 2017
● Jiawei Han, Micheline Kamber, and Jian Pei. Data Mining: Concepts and Techniques,
3rd edition, Morgan Kaufmann, 2011.
Page 163
 ● Joel Grus. Data Science from Scratch: First Principles with Python, O’Reilly
Media, 2015.
2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4415

2. Course title Nutrition through the life cycle
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course Nutrition through the life cycle is a critical area of
study because proper nutrition during the first 1,000 days
of life (from conception to the child's second birthday) is
crucial for healthy growth and development. Nutrition
plays a significant role in mothers' and children's physical
and cognitive development. This course aims to equip
students with in-depth knowledge of the current evidence
base relating to maternal and child nutrition and to
provide the necessary skills to improve the health and
well-being of mothers, children and adolescents.

12. Course Objectives To provide students with the core knowledge and
understanding of the key issues concerning the diets of
mothers, children, and adolescents and to evaluate the
effectiveness of nutrition interventions to improve
maternal and child nutrition.

13. Course Learning Outcomes 1. Demonstrate an understanding of the physiological

(CLO) basis for nutrient requirements during pregnancy,
lactation, infancy, early childhood, and adolescence
2. Assess the dietary needs appropriate to each stage
3. Summarise the key causes of low birth weight, low
breast milk output, and growth faltering and debate
the controversy surrounding specific nutritional
interventions to address these problems
4. Analyse the nutritional status of mothers and children
in different populations and evaluate the effectiveness
of interventions to improve maternal and child
nutrition.

Page 164
 5. Design and critically appraise a range of interventions
to address current issues in maternal and child
nutrition
6. Develop critical thinking skills to analyze and
evaluate different perspectives on maternal and child
nutrition and contribute to ongoing research and
policy discussions on this topic.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Teaching–
Assessment Corresponding
Week Topics Learning
Strategy CLOs
Strategy
Introduction of the course: Common
Lecture, group Quiz
understanding of Maternal and child CLO1, CLO2
W-1 discussion
nutrition

Lecture, group
W-2 Current challenges in MCN Quiz CLO1
discussion

Page 165
 Developmental origins of health and Lecture, group
W-3 Quiz CLO1, CLO2
disease discussion

Lecture, group
W-4 Preparing for pregnancy Quiz CLO1, CLO2
discussion

Lecture, class Quiz, Short

W-5 Common disorders of pregnancy CLO1, CLO2
work question

Lecture, class
W-6 Common needs in pregnancy Assignment CLO3
work

Lecture, Class
Quiz,
W-7 Pregnancy and birth outcomes work, group CLO2
Assignment
discussion

Lecture, Class
Quiz,
W-8 work, group CLO2
Breast feeding and human milk Assignment
discussion

Lecture, class
Dietary behavior change during Quiz,
W-9 work, group CLO2
pregnancy Assignment
discussion

Lecture, class Quiz, Short

W-10 Breastfeeding advantage work, class question, CLO1, CLO2
assignment Presentation

Midterm
Lecture, class
Weaning and complementary feeding
W-11 work, group Assignment CLO2
discussion

Lecture, class Quiz, Short

W-12 HIV and Breastfeeding work, class question, CLO1, CLO2
assignment Presentation

Lecture, group
Aetiology of moderate and severe discussion,
W-13 Assignment CLO4
malnutrition class
assignment

Lecture, class Quiz, Short

W-14 Eating disorder in adolescence work, class question, CLO1, CLO2
assignment Presentation
Lecture, group
Micronutrient intervention for mother discussion,
W-15 Assignment CLO3
and children class
assignment

Page 166
 Lecture, class
Nutrition for early childhood Quiz, Short
work,
W-16 development question, CLO4
group
Assignment
discussion
Lecture, class
Nutritional challenges in adolescence work, Quiz, Short
W-17 CLO6
and the intergenerational cycle group question
discussion

W-18 Interventions for adolescents Lecture, class

Presentation CLO5
work

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessments, she/he will receive a new deadline.

Part C.4
Learning materials
1. Recommended reading: Lecture slides

2. Supplementary reading:
Independent and combined effects of improved water, sanitation, and hygiene, and
improved complementary feeding, on stunting and anaemia among HIV-exposed children
in rural Zimbabwe: a cluster-randomised controlled trial

3. Others

Part C.1
Page 167
Description of Course (Outcome-based curriculum)

1. Course code BPH 3322

2. Course title
Strategic Management and Decision Making
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course is designed to be the major core course for
public health students. This course is designed to
introduce the student to the methods and growing range
of applications of strategic thinking and decision-making,
which encourages cost-effectiveness analysis in health
technology assessment, medical and public health
decision analysis, and health resource allocation.

12. Course Objectives The objectives of the course are: (1) to provide a basic
technical understanding of the methods used, (2) to give
the student an appreciation of the practical problems in
applying these methods to the evaluation of clinical
interventions and public health policies, and (3) to give
the student an appreciation of the uses and limitations of
these methods in strategic thinking and decision making
at the individual, organisational, and policy level both in
developed and developing countries.

13. Course Learning Outcomes The objectives of the course are to build competence in
(CLO) the students so that they can –

1. Gain knowledge on basic technical understanding of

the methods used for strategic thinking and decision
making.

2. Know how to apply these methods to solve practical

problems in areas like clinical interventions and
public health policies.
3.
Get an overview of uses and limitations of these
methods in strategic thinking and decision-making at
the individual, organisational, and policy levels both
in developed and developing countries.
4.
Know the value of information, judgment under
uncertainty and alternative models of probability and
decision-making

Page 168
 5.
Implement preferences for health and aggregation of
preferences over time and across individuals.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1 √ √ √ √
CLO 2 √ √ √ √ √
CLO 3 √ √
CLO 4 √ √ √ √
CLO 5 √ √ √ √

CLOs Teaching–Learning Strategy

CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, group discussion
CLO 4 Lecture, class work
CLO 5 Lecture, class work, group discussion

Part C.2

Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs
Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy

W-1 Course Orientation and Lecture, Class CLO 1

Introduction classwork discussion

W-2 Definition and principles of Lecture, Quiz, short CLO 1

strategic management classwork question

Differentiate between strategic

management, strategic thinking,
strategic planning, and
managing strategic momentum.

Page 169
W-3 Healthcare industry trends and Lecture, Classwork, CLO 1, CLO 2
challenges classwork assignments

W-4 The strategic planning process Lecture, class Quiz, CLO 3

and its components work, assignment

W-5 Internal and external Lecture, Quiz, short CLO 2, CLO 4

environmental factors affecting classwork, group question
healthcare organisations discussion

Tools for environmental

analysis: SWOT analysis,
PESTEL analysis
W-6 Types of strategies: corporate, Lecture, Quiz, short CLO 2, CLO 4
business, and functional classwork, group question
discussion
Strategy formulation and
implementation process
W-7 Resource allocation and Lecture, Assignment, CLO 1, CLO 5
budgeting classwork, presentation
workshop
W-8 Key performance indicators Lecture, group Assignment CLO 3, CLO 4
(KPIs) for healthcare discussion, case
organizations study

Performance evaluation
methods
W-9 Strategy review and revision Lecture, Quiz, short CLO 3
classwork question

Midterm
W-10 Decision-making models and Lecture, Quiz, short CLO 3, CLO 4
processes in healthcare classwork question

Decision-making under
uncertainty and risk in
healthcare
W-11 Types of data used in healthcare Lecture, Quiz, short CLO 1, CLO 2,
decision-making, Data analysis classwork question CLO 4
tools and techniques for
decision making
W-12 Risk assessment and mitigation Lecture, Video Quiz, short CLO 1, CLO 2,
presentation question CLO 4
W-13 Case studies on the practical Lecture, Assignment, CLO 2, CLO 5
scenarios which reflect the classwork classwork
impact of strategic management
and decision making

W-14 Ethical principles and values in Lecture, Quiz, CLO 1

healthcare management classwork assignment,
classwork
Page 170
W-15 Ethical issues in strategic Lecture, Quiz, CLO 3
decision-making, Ethical issues classwork presentation
in strategic decision making

W-16 Emerging trends and challenges Lecture, group Quiz, viva, CLO 2, CLO 3
in strategic management and discussion, class assignment
decision-making in healthcare assignment

W-17 Stakeholder analysis and Lecture, Quiz, viva, CLO 1, CLO 2

management classwork assignment
W-18 Validation techniques and Lecture, group Classwork, CLO 1, CLO 5
technologies used in strategic discussion quiz,
management and decision- classwork
making process

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy
2. Quiz, assignment, presentation, midterm, and final
3. Mark distribution
4. Continuous assessment: Quiz, assignment, presentation, group work
5. Summative: Midterm, final, final project paper/term paper submission
6. Make-up procedures
7. If someone miss any of the assessment, they will be provided with a new deadline

Part C.4
Learning materials

Author Title Edition Publisher

W. Jack Duncan, Peter The Strategic Management of 8th Wiley
[Link], Linda E. Swayne Health Care Organizations Edition
Goktug Morcol (Editor) Handbook of Decision Making 1st Routledge
(Public Administration and edition
Public Policy)

Sandra Potthoff, Justine Applied Problem-Solving in 1st Springer

Mishek, Gregory W. Hart Healthcare Management edition Publishing
Company

The instructor will provide other reading materials, e.g. journal articles and eBooks, as and when
required.

Page 171
Part C.1
Description of Course (Outcome-based curriculum)

1. Course Code BPH 3330

1. Course title Hospital Management
1. Course type Major
1. Year/level/semester/term
1. Academic session Spring/Summer
1. Course X
teacher/instructor
1. Pre-requisite (if any) None
1. Credit value 3
1. Contact hours 45hours
1. Total marks
1. Rational of the course This course is designed to be the major core course for
public health students. It provides an overview of
some basic concepts, principles and current issues in
hospital management, with a particular emphasis on
medical audit, emergency preparedness,
professionalism, ethics and law in public health
practice and management. This course will give the
students a comprehensive knowledge of hospital
management and administration.
1. Course objective The objective of this course is to provide students with
a comprehensive understanding of the principles and
practices involved in effectively managing healthcare
institutions. Through this course, students will develop
the necessary knowledge and skills to address the
challenges and complexities of the healthcare industry,
ensuring the efficient functioning and provision of
high-quality healthcare services in hospitals and
healthcare facilities. The course will emphasise
strategic planning, financial management, human
resources, quality assurance, healthcare regulations,
and patient care, enabling students to become
competent and ethical leaders in healthcare
administration. By the end of the course, students will
be equipped to navigate the ever-evolving healthcare
landscape, foster innovation, and promote patient-
centred care while adhering to legal and ethical
standards.
1. Course learning The objectives of the course are to build competence
objective in the students so that they can -
1. Gain an overview of public health
administration and hospital management.
2. Comply with professionalism, ethics and law
in public health practice and management.

Page 172
 3. Gain an overview of material management and
planning.
4. Characterize the finance management of the
hospital.
5. Describe the personnel management and
organisation and its [Link] the
process of management and hospital planning.
6. Gain an overview of health leadership and
workforce management.
7. Understand the measurement of hospital
performance and medical audit.

Course PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO1
learnin 1 2 3 4 5 6 7 8 9 0
g
outcom
e CLO
CLO 1 √
CLO 2 √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class work, video Quiz, short question
CLO 2 Lecture, class work, video Quiz, Short question, assignment
CLO 3 Lecture, class work, group discussion Quiz, short question, Assignment,
viva, project, group project
CLO 4 Lecture, group discussion, class work, Quiz, Assignment, Viva, group
awareness program, data collection in slum project
area
CLO 5 Lecture, class work, group discussion Quiz, Short question,
Presentation, project, viva
CLO 6 Lecture, class work, Institutional tour Quiz, assignment
CLO 7 Lecture, group discussion, class assignment Quiz, presentation, viva

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs.

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and
Assessment Strategy
Week Topics Teaching– Assessment Corresponding
Learning Strategy CLOs
Strategy

Page 173
 W-1 Course Orientation and Lecture, Class CLO 1
Introduction classwork discussion
W-2 Public health administration Lecture, Quiz, short CLO 1
and hospital management classwork question
W-3 Management & managerial Lecture, Classwork, CLO 2
skills for hospital managers classwork, assignments
video
presentation
W-4 Professionalism, ethics and Lecture, class Quiz, CLO 3
law in public health practice work, video assignment
and management presentation
W-5 Material management and Lecture, Quiz, short CLO 4
planning classwork, question
group
discussion
W-6 Inventory and its function Lecture, Quiz, short CLO 4
classwork, question
group
discussion
W-7 Overview of waste Lecture, Assignment, CLO 5
management classwork, presentation
workshop
W-8 Hospital-acquired infection Lecture, group Assignment CLO 6
and infection control, Types discussion, case
of hospital hazards and risk study
mitigation strategy
W-9 Finance management of the Lecture, Quiz, short CLO 7
hospital classwork question

Midterm

W-10 Management of hospital Lecture, Quiz, short CLO 7

funds and budget classwork question
W-11 The hospital-based quality Lecture, Quiz, short CLO 8
assurance process classwork question
W-12 Issues with the quality of Lecture, case Quiz, short CLO 8
Healthcare in Bangladesh study question
W-13 Personnel management and Lecture, Quiz, CLO 9
organisation and its classwork assignment,
structures classwork
W-14 Resource Development and Lecture, Quiz, CLO 9
HRM Challenges classwork assignment,
classwork
W-15 Process of management and Lecture, Quiz, CLO 10
hospital planning classwork presentation

Page 174
 W-16 Overview of health Lecture, group Quiz, viva, CLO 11
leadership and workforce discussion, class assignment
management assignment
W-17 Emergency preparedness: Lecture, group Quiz, viva, CLO 12
Terrorism, Accidents and discussion, case assignment
Natural Disasters study
W-18 Measurement of hospital Lecture, group Mock audit, CLO 13
performance and medical discussion, case quiz,
audit. study classwork

Review and preparation for the final exam

Final Exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

0. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

0. Make-up procedures
● If someone misses any of the assessments, she/he will be provided a new deadline

Part C.4
Learning materials

1. Sharma Y., Sarma, R.K., Gomes. L. A. 2013. Hospital Administration Principles and
Practice.
2. Buchbinder, Sharon B. and Shanks, Nancy H. 2007. Introduction to Health Care
Management. Jones and Bartlett Publication.
3. Salauddin, A.K.M. 1999, Hospital Management.
4. Joshi, D.C. and Joshi, M. 2009, Hospital Administration, Jaypee Brothers Publication.
5. Supplementary reading and journals.

Page 175
Part C.1
Description of Course (Outcome-based curriculum)

1. Course code BPH 4410

2. Course title
Health Economics
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course is designed to be the major core course for
public health students. It provides an overview of some
basic concepts, principles, of health economics. It applies
to improving efficiency in the health service delivery of
healthcare financing mechanisms and its policy
implications-demand and elasticity of demand for health,
Theory of costs. The health and Economy study program
provides insight into the economic value of Health,
especially for individuals and families, and how it impacts
in the aggregate on public policy in the health sector. This
course will give the students a comprehensive knowledge
of Health Economics.

12. Course Objectives The objectives of the course are to build competence in
the students so that they can -

1. Gain an overview of health economics, health care

financing, and economic evaluation of health care. 2. Gain
an overview of market failures and rationale for
government intervention in health service delivery, its
benefits and challenges.3. Learn about experiences of
different healthcare financing mechanisms and pathways
to achieve universal health coverage in Bangladesh.4.
Describe the different models of health care provider
reimbursement and its implications in health service
delivery. 5. Gain an overview of planning, designing, and
organising costing, budgeting, and other economic
evaluation techniques. 6. Describe the health outcome
measurements, the burden of diseases, and prioritising
health interventions and their implications on health
policy and planning.7. Gain an overview Supply of
healthcare and the demand and supply and understand the
demand and elasticity of demand for health. 8.
Understanding the health insurance concept and the
Social and Community-based health insurance: concept
and discussion on prospects in developing countries.

Page 176
 13. Course Learning Outcomes The objectives of the course are to build competence in
(CLO) the students so that they can -

1. Gain an overview of health economics, health care

financing, and economic evaluation of health care.

2. Gain an overview of market failures and rationale for

government intervention in health service delivery, its
benefits, and challenges.

3. Learn about experiences of different healthcare

financing mechanisms and pathways to achieve
universal health coverage in Bangladesh.

4. Describe the different models of health care provider

reimbursement and its implications in health service
delivery.

5. Gain an overview of planning, designing, and

organising costing, budgeting, and other economic
evaluation techniques.

6. Describe the health outcome measurements, the

burden of diseases, and prioritising health
interventions and their implications on health policy
and planning.

7. Gain an overview of the Supply of healthcare

demand, and understand the demand of elasticity for
health.

8. Understanding the health insurance concept and the

social and community-based health insurance:
concept and discussion on prospects in developing
countries.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Learning
Outcome
(CLO)
CLO 1
CLO 2 √
CLO 3 √
CLO 4 √
CLO 5 √ √
CLO 6 √ √
CLO 7 √ √
CLO 8 √ √

CLOs Teaching–Learning Strategy

Page 177
CLO 1 Lecture, group discussion
CLO 2 Lecture, class work
CLO 3 Lecture, class work
CLO 4 Lecture, class work
CLO 5 Lecture, class work
CLO 6 Lecture, class work, group discussion
CLO 7 Lecture, class work, group discussion
CLO 8 Lecture, class work, group discussion

Part C.2

Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy

W-1 Course Orientation and Lecture, Class CLO 1

Introduction classwork discussion
W-2 Health economics, health care Lecture, Quiz, short CLO 1, CLO 4
financing classwork question
W-3 Importance of Health and Lecture, Classwork, CLO 1, CLO 5
Health Services, Economic classwork, video assignments
evaluation of healthcare presentation

W-4 Range of issues addressed by Lecture, class Quiz, CLO 1, CLO 3

Health Economics Scopes, work, video assignment
Economics of Health in presentation
developing countries

W-5 Market failures and rationale Lecture, Quiz, short CLO 2, CLO 3
for government intervention in classwork, group question
health service delivery, its discussion
benefits, and challenges
W-6 Types of market failure and Lecture, Quiz, short CLO 2, CLO 6
occurrence in the healthcare classwork, group question
market discussion
W-7 State’s intervention in the Lecture, Assignment, CLO 6, CLO 3
healthcare market; Role of classwork, presentation
government in the healthcare workshop
market

Page 178
W-8 Different healthcare financing Lecture, group Assignment CLO 3
mechanisms and pathways to discussion, case
achieve universal health study
coverage in Bangladesh

W-9 Different models of health care Lecture, Quiz, short CLO 4

provider reimbursement and its classwork question
implications in health service
delivery

Midterm
W-10 Planning, designing, and Lecture, Quiz, short CLO 5, CLO 6
organising costs for the classwork question
healthcare industry

W-11 Budgeting and other economic Lecture, Quiz, short CLO 5

evaluation techniques classwork question

W-12 Health outcome measurements, Lecture, case Quiz, short CLO 6, CLO7
the burden of diseases study question

W-13 Health interventions and their Lecture, Quiz, CLO 6

implications on health policy classwork assignment,
and planning. classwork
W-14 Demand and elasticity of Lecture, Quiz, CLO 7
demand for health classwork assignment,
classwork
W-15 Supply law, functions schedule, Lecture, Quiz, CLO 7
curve substitutions classwork presentation

W-16 Theory of costs in healthcare Lecture, group Quiz, viva, CLO 5

discussion, class assignment
assignment

W-17 The fundamental concept of Lecture, group Quiz, viva, CLO 8

health insurance discussion, case assignment
study
W-18 Social and Community-based Lecture, group Classwork, CLO 8, CLO 3
health insurance: concept and discussion, case quiz,
discussion on prospects in study classwork
developing countries

Review and preparation for the final exam

Final Exam

Part C.3

Assessment and evaluation

Page 179
 1. Assessment strategy
2. Quiz, assignment, presentation, midterm, and final
3. Mark distribution
4. Continuous assessment: Quiz, assignment, presentation, group work
5. Summative: Midterm, final, final project paper/term paper submission
6. Make-up procedures
7. If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials

Edition &
Author Title Publisher
Year
S. Folland, A.C. Goodman The Economics of Health and Health 8th Edition, Macmillan
and M. Stano Care 2017
Jay Bhattacharya, Health Economics New Macmillan
Timothy Hyde, Peter Tu Edition
2014
Pablo Gottret, G. Schieber New World Bank
Health Financing Revisited: A Edition Group
Practitioner's Guide 2006

Drummond M F, Stoddart Methods for the Economic Evaluation 2015 Oxford

G L, Torrance of Health Care Programmers. University Press

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3331

2. Course title Child Health and Development
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course Children constitute a unique and vulnerable group in
global health. Global health interventions are often
targeted toward children since they suffer from unique
health disparities and yet also hold the most promise for
improved health. For example, addressing malnutrition,
improving prenatal care, and increasing immunization

Page 180
 rates can be done at large scale with high benefits in terms
of lowering morbidity and mortality. Interventions
targeted toward children can achieve long-lasting positive
health effects. It is also important to find out the barrier of
health care utilization for and children.

12. Course Objectives 1. To have clear knowledge of current situation of child

health.
2. To identify the barriers and constrains for children in
the health system.
3. Learn and compare global scenario with its
constraints and challenges in Bangladesh
4. 4. Design innovative strategies to reduce child health
problem
13. Course Learning Outcomes 1. Define basic concepts of Child health.
(CLO) 2. Learn about Infant and Young Child Feeding
programmes and identify problems and recommend
solutions needed in their community and in
programme and policy levels.
3. Understand child development and related
challenges
4. Design program and project to intervene health
disparities
5. Demonstrate high level written and verbal
communication skills
6. Demonstrate presentation skills in communicating
research projects

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √ √ √
CLO 2 √ √
CLO 3 √ √ √ √
CLO 4 √ √ √
CLO 5 √
CLO 6 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion, Video Quiz, Short question
CLO 2 Lecture, class work, Video Class work, short question
CLO 3 Lecture, class work Quiz, Assignment
CLO 4 Lecture, class work, Quiz, projects
CLO 5 Lecture, class work Quiz, assignment
CLO6 Lecture, class work Presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs
Page 181
Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Corresponding

Strategy Strategy CLOs
W-1 Introduction of the Quiz, Short CLO1
course Lecture question
W-2 Introduction to child Lecture, group Quiz, Short CLO1
health discussion question
W-3 Global situation of Lecture, group Quiz, Short CLO1
child health discussion question
W-4 Unique barriers of Lecture, class work Assignment CLO3
Child health

W-5 Safe motherhood and Lecture, Class work, Quiz, Assignment CLO1, CLO3
child health group discussion
W-6 Lecture, class work Quiz, Short CLO1, CLO3
Post-natal care question
W-7 Child mortalities and Lecture, class work Quiz, Short CLO1, CLO2
Morbidities question

W-8 Review and reflect Group works Presentation

Midterm 1
W-9 Child development Lecture, class work, Quiz, Short CLO3
theory group discussion question,
Assignment
W-10 Lecture, class work, Quiz, Short CLO3
Issues in child
Class assignment/ question,
survival
group discussion Assignment
W-11 Lecture, class work, Quiz, Short CLO3
Child marriage and Class assignment/ question,
child health, group group discussion Assignment
W-12 Safe immunization Lecture, class work, Quiz, Short CLO3
and immunization of Class assignment/ question,
special group discussion Assignment
W-13 Infant and Young Lecture, group work Assignment, Short CLO2
Child Feeding question
Programme
Global strategy,
Neonatal Strategy
W-14 Lecture, group work Assignment, Short CLO1, CLO4
Child mental health
question, projects
W-15 Social disparities on Lecture, group work Assignment, Short CLO4
child health question, projects
W-16 Strategies to Reduce Lecture, group work Assignment, Short CLO4
Disease children question, projects

Page 182
W-17
Preparation for final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
● Jennifer Paris, Antoinette Ricardo 2018. Child Growth and Development
● Haggerty, R.J., Roghmann, K.J. and Pless, I.B. eds., 1975. Child health and the
community. Transaction Publishers.
● Forrest, C.B., Simpson, L. and Clancy, C., 1997. Child health services research:
challenges and opportunities. Jama, 277(22), pp.1787-1793.
2. Supplementary reading
3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4421

2. Course title Health of Adolescent and Emerging Adults

3. Course type Major

4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The course introduces the student to understand the
critical period of adolescent time. It deals with the health
issues concerning food, nutrition, hygiene, sexual and
Page 183
 reproductive health, resilience, family, drug and addiction
issues. Problems with coping with society at this period
of growth are also well discussed both in Bangladesh and
other developing country setting. The detail interactive
discussion will be given on concept, reproductive health
practice, innovative steps and project that can accelerate
the current existing programs and how to effectively
utilize the current adolescent health corner. The course
will also introduce STDs/HIV/AIDS, mental health of
adolescent, emerging problems that adolescent face these
modern days and how to deal with these.

12. Course Objectives Identify major public health issues affecting adolescents
both domestically and internationally. Understand the
major health concerns affecting adolescents and their key
antecedents and determinates that include risk and
protective factors within the biological, social, cultural,
behavioral, political, and environmental domains.
Explore and critically analyze six pivotal areas
(adolescent nutrition, suicidal tendency, resilience,
juvenile violence, reproductive health, and adolescent
obesity) in depth to understand the interplay of key
antecedents and determinates

13. Course Learning Outcomes 1. Analyze major health concerns affecting adolescents
(CLO) in an effort to recommend effective interventions to
improve the health of adolescents
2. Demonstrate critical and analytical thinking by
preparing a final paper on a major public health
concern affecting adolescents that includes a
description of the magnitude of the concern, a
conceptual framework, analysis of the issue and a
recommended intervention based on intervention
research
3. Evaluate program and project to intervene health
disparities
4. Demonstrate high level written and verbal
communication skills
5. Demonstrate presentation skills in communicating
research projects

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √ √ √

Page 184
CLOs Teaching–Learning Strategy Assessment Strategy
CLO 1 Lecture, class participation and engagement Quiz, group works

CLO 2 Lecture, class work and engagement Quiz, Short question, projects
CLO 3 Lecture, class work, group work Class work, Assignment
CLO 4 Lecture, class work, group work Quiz, Assignment

CLO 5 Lecture, class work, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Introduction to Lecture and Quiz CLO-1
adolescent health discussion
W-2 Adolescent Lecture, group Quiz CLO-1, CLO-3
demographics discussion
W3 Current situation in Lecture, class work Short question CLO1, CLO3
adolescent Health
W-4 Adolescent health Lecture, class work Assignment CLO-1,
problems and CLO-3
its solutions by
WHO
W-5 Adolescent nutrition Lecture, class work Assignment CLO-1

W-6 Adolescent substance Lecture, Group Quiz CLO-1, CLO3

abuse discussion
W-7 Unique barriers of Lecture, class work, Quiz CLO1
adolescent health group discussion
W-8 Adolescent Lecture, class Assignment CLO-1
Reproductive Health assignment
and Behavior
W-9 Review and reflect Lecture, class work, Presentation CLO-4, CLO5
class assignment

Midterm

W-10 Adolescent Group discussion Assignment CLO-1

Pregnancy and
impact
W-11 Depression and Lecture, class work, Quiz, Short question CLO-2
Suicidality group discussion
among Adolescents

Page 185
W-12 Adolescent Risk Lecture, group Quiz, Short question CLO-2
Taking and discussion
Decision Making
W-13 Lecture, class work, Quiz, Short question, CLO1
Juvenile Violence
group discussion Assignment
W-14 Predicted Probability Lecture, class work, Quiz, Short question, CLO-2
of Class assignment/ Assignment
Violence group discussion
Perpetration
W-15 Strategies to Reduce Lecture, class work Quiz, Short question, CLO-2
Disease Among Assignment
Women
W-16 Social Capital: The Lecture, class work, Quiz, Short question, CLO2
Untapped Class assignment/ Assignment,
Power of Schools to group discussion Presentation
Improve
the Health of
W-17 Reflection and Group discussion Presentation CLO-5, CLO-6.
synthesis CLO-7

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final

3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
1. Adolescent Health: Understanding and Preventing Risk Behaviors Ralph J. DiClemente
(Editor), John S. Santelli (Editor), Richard A. Crosby (Editor) ISBN: 978-0-470-17676-
4 June 2009 Jossey-Bass 608 Pages
2. Textbook of Adolescent Health Care First Edition by Martin M. Fisher MD FAAP
(Editor), Alderman Elizabeth MD FAAP (Editor), Richard
3. Kreipe MD FAAP (Editor), Walter D. Rosenfeld MD FAAP (Editor)

Page 186
 4. What's Going on with Young People Today? The Long and Twisting Path to
Adulthood Richard A. Settersten Jr., Barbara Ray, The Future of Children, Princeton
University Volume 20, Number 1, Spring 2010 pp. 19-4110.1353/foc.0.0044
5. Adolescent suicide and suicidal behavior Jeffrey A. Bridge Tina R. Goldstein David A
Brent First published: 22 February 2006 [Link]
7610.2006.01615
2. Supplementary reading
3. Others

Part C.1

Description of course (Outcome-based curriculum)

1. Course code BPH 3303

2. Course title
Genetic Epidemiology
3. Course type Open elective
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course
Genetic epidemiology has contributed to a deeper
understanding of disease biology, leading to new
therapeutics. It also has direct clinical and public health
applications. This course introduces the goals and
methods of genetic epidemiology. After a review of the
history of genetic epidemiology and basic molecular
genetics, the course introduces study designs, data
resources, and analytic approaches for related but distinct
goals, including gene discovery; clinical and public health
applications of genetics; and understanding the joint
contributions of inherited genetics, social factors, and
environmental exposures to disease etiology and the
distribution of disease in populations. Methods for
designing and analyzing genome-wide association studies
are a particular focus. The course will also review
empirical findings on the contribution of genetics to
human diseases and traits.

Page 187
 12. Course Objectives The overall objective of the course is to enable the
students to have an understanding of the goals, analytical
methods, and challenges of genetic epidemiology and to
be familiar with a variety of sampling designs, data
collection methods, and practical difficulties, including
statistical power, associated with fielding a genetic
epidemiology study

13. Course Learning Outcomes 1. Describe how molecular, Mendelian, and population
(CLO) genetics relate to epidemiology
2. Use publicly available resources describing genetic
variation in human populations and its association
with diseases and traits
3. Relate concepts from genetic epidemiology to general
epidemiologic concepts (e.g., population
stratification bias is an example of confounding)
4. Choose appropriate study designs and analytic
approaches for understanding the relationship
between genetic variation and variation in human
traits
5. Critically evaluate genetic association studies as well
as claims regarding the importance (or lack of
importance) of genetic variation in different contexts
(basic research, clinical epidemiology, public health)
6. Distinguish concepts of race/ethnicity from genetic
ancestry and understand how to incorporate
race/ethnicity in genetic studies appropriately
7. Understand the ethical, social, and legal implications
of using genetics in epidemiology and public health

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Classwork, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, class work, group discussion Quiz, assignment
Page 188
CLO7 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Introduction to Genetic Lecture, group Quiz CLO1
epidemiology discussion

W-2 Lecture, group Quiz CLO1, CLO2

Basic molecular genetics
discussion
W-3 ● DNA replication and Lecture, class Quiz, Short CLO1, CLO2
transmission to offspring, work question
● Crossovers and
recombination,
● Mendel's laws of
segregation and
independent assortment.
W-4 ● Simple Mendelian traits, Lecture, class Assignment CLO3
● Patterns of Mendelian work
inheritance,
● Familial aggregation,
segregation analyses, and
sibling relative risks.
W-5 ● Genotype frequencies, Lecture, Class Quiz, CLO2
allele frequencies, and work, group Assignment
Hardy-Weinberg discussion
equilibrium
● Testing for departure from
Hardy-Weinberg
equilibrium

W-6 ● Variation in genotype and Lecture, class Assignment CLO2

allele frequencies in space work, group
and time discussion

W-7 ● Haplotypes. Lecture, class Quiz, Short CLO1, CLO2

● Definition and measures of work, class question,
linkage disequilibrium. assignment Presentation

Page 189
W-8 ● Patterns of linkage Lecture, class Quiz, Short CLO1, CLO2
disequilibrium within and work, class question,
across populations. assignment Presentation
● Uses of linkage
disequilibrium: tagging and
imputation

W-9 ● Design of candidate gene Lecture, class Quiz, Short CLO1, CLO2
studies: choosing “tagging work, class question,
SNPs.” assignment Presentation
● Design and analysis of
population-based
association studies.

Midterm

W-10 ● Design and analysis of Lecture, group Assignment CLO3

family-based association discussion, class
studies. assignment
● Comparison: population-
based and family-based
studies.

W-11 ● Population stratification Lecture, class Quiz, Short CLO4

bias. work, group question
● Genomic diversity. discussion

W-12 Implications for genetic Lecture, class Quiz, Short CLO4

epidemiology design, analysis work, question
and interpretation group discussion

W-13 ● Genome-wide genotyping Lecture, class Quiz, Short CLO4

work, question,
panels: strengths and
limitations. group discussion Assignment
● The multiple testing
problem.
● Replication in principle and
practice.
W-14 ● Power, sample size, and Lecture, class Quiz, Short CLO4
meta-analysis. work, Class question,
● Examples: breast cancer, assignment/ group Assignment
height, smoking behavior. discussion
● "Missing heritability" and
common criticisms of
genome-wide association
studies.

Page 190
W-15 ● Linkage studies (high
penetrance mutation, Lecture, class Presentation CLO5
BRCA example) work
● Design – why seq?
Functional vs. others
(target, exome, WGS)
● Region selection
W-16 ● Design – extreme, etc., Lecture, class Quiz, Short CLO4
sample selection work, Class question,
● Analyses, Burden/SKAT assignment/ group Assignment
(assumption of effect size) discussion
● Drug targets identified
from genetic studies

W-17 ● Mendelian Lecture, group Assignment, CLO4. CLO5

randomization work Short question
● Gene-environment
interactions.
● Mediation analysis,
pathway-based
analysis, cross-
phenotype analysis

W-18 Forensic Geneticists, Genetic Lecture, class Quiz, CLO6. CLO7

Privacy work, Class Assignment
assignment/ group
discussion

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4
Learning materials
1. Recommended reading:
Page 191
 ● Nan M. Laird and Christoph Lange. The Fundamentals of Modern Statistical
Genetics. Springer: New York 2011. ISBN-10: 1441973370.
● Angier N. Some Genetic Pieces Are Falling Into Place In Breast Cancer Puzzle. The
New York Times 1990; 38. Available at:
[Link]
[Link].
● Brice, P and Zimmern, R. The public health genomics enterprise. In: Muin J. Khoury
SRB, Marta Gwinn, Julian P.T. Higgins, John P.A. Ioannidis, Julian Little, ed. Human
Genome Epidemiology. 2nd ed. Oxford: Oxford University Press; 2010:36-62.
● Kraft, P and Chen, J. Haplotype Association Analysis. In: Timothy R. Rebbeck CBA,
Peter G. Shields, ed. Molecular Epidemiology: Informa healthcare USA; 2008:205-
215
● Lewontin R. Human Diversity: Scientific America Library; 1995.
● Leutwyler K. Deciphering the breast cancer gene. Experts grapple with the
implications of the finding. Sci Am. Dec 1994;271(6):26-28.
● Thomas, DC. Basic Concepts of Molecular Genetics. Statistical Methods in Genetic
Epidemiology: Oxford Univeristy Press; 2004:25-43.

[Link] reading

[Link]

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4404

2. Course title Epidemiology of Sexually Transmitted
Infections/HIV
3. Course type Open Elective
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course The discipline of Epidemiology of Sexually Transmitted
Infections/ HIV monitors the occurrence of sexually
transmitted infectious diseases and develops strategies for
preventing and controlling the disease. On top of the
knowledge of basic epidemiologic methods, this course
will make students familiar with the features of important
sexually transmitted infectious diseases as well as
laboratory techniques for the identification and
quantification of infectious agents. This course focuses
on the etiology, distribution, determinants, prevention and
control of sexually transmitted infectious diseases of
major public health importance
Page 192
 12. Course Objectives The objectives of this course are – 1. Identify the sexually
transmitted infectious diseases of major public health
importance nationally and globally. 2. Learn about the
etiology, risk factors, and determinants of infectious
diseases of major public health importance. 3. Learn
about the basic laboratory techniques for identifying and
quantifying infectious agents for diagnosing infectious
diseases. 4. Learn about the magnitude and distribution of
different sexually transmitted infectious diseases in the
global, regional and national contexts. 5. Learn about
preventing and controlling major sexually transmitted
infectious diseases. 6. Learn about the investigation of
outbreaks in light of recent epidemics and pandemics.

13. Course Learning Outcomes 1. Identify the sexually transmitted infectious diseases
(CLO) of major public health importance nationally and
globally.
2. Determine the etiology, risk factors, and determinants
of sexually transmitted infectious diseases of major
public health importance.
3. Learn about the basic laboratory techniques for
identifying and quantifying infectious agents for
diagnosing infectious diseases.
4. Describe the magnitude and distribution of different
infectious diseases in the global, regional, and
national contexts.
5. Understand the concepts and application of different
approaches for prevention and control of major
sexually transmitted infectious diseases.
6. Apply their knowledge to perform outbreak
investigation

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question

Page 193
CLO6 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Basic Concept of Microbial Lecture, group Quiz CLO1
Disease & Epidemiology discussion

W-2 Overview of STDs and Lecture, group Quiz CLO1, CLO2

HIV/AIDS outbreaks discussion

W-3 Epidemiology of STDs/HIV Lecture, class Quiz, Short CLO1, CLO2

transmission modes work question

W-4 Nosology and Lecture, class Assignment CLO3

Pathophysiology of Sexually work
Transmitted Infections (STIs)
W-5 Epidemiology of specific Lecture, Class Quiz, CLO2
STIs (e.g., gonorrhoea, work, group Assignment
syphilis, chlamydia, HPV, discussion
viral hepatitis, and others)

W-6 Social and cultural Lecture, class Assignment CLO2

determinants of STDs/HIV work, group
transmission discussion

W-7 Risk factors and protective Lecture, class Quiz, Short CLO1, CLO2
factors for STDs/HIV work, class question,
transmission assignment Presentation

W-8 Primary, secondary, and Lecture, class Quiz, Short CLO1, CLO2
tertiary prevention of work, class question,
STIs/HIV/AIDS assignment Presentation

W-9 Health promotion, education, Lecture, class Quiz, Short CLO1, CLO2
and communication for work, class question,
STDs/HIV prevention assignment Presentation

Midterm

W-10 Clinical interventions and Lecture, group Assignment CLO3

harm reduction strategies for discussion, class
STIs/HIV/AIDS assignment

Page 194
W-11 Vaccines and other Lecture, class Quiz, Short CLO4
biomedical interventions for work, group question
STIs/HIV/AIDS discussion

W-12 Planning and implementing Lecture, class Quiz, Short CLO4

epidemiological studies for work, question
STI/HIV group discussion

W-13 Data collection and analysis Lecture, class Quiz, Short CLO4
techniques in STI/HIV work, question,
research group discussion Assignment

W-14 Ethical and legal issues in Lecture, class Quiz, Short CLO4
STI/HIV research and work, Class question,
surveillance assignment/ group Assignment
discussion
W-15 Emerging STIs/HIV strains,
diagnostic technologies, and Lecture, class Presentation CLO5
therapies work

W-16 Integration of STI/HIV Lecture, class Quiz, Short CLO4

prevention and care into work, Class question,
health services assignment/ group Assignment
discussion

W-17 Barriers and opportunities for Lecture, group Assignment, CLO4. CLO5
STI/HIV elimination and work Short question
eradication

W-18 Global health perspectives Lecture, group Quiz, CLO6.

and collaborations for work Presentation
STI/HIV control

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures

Page 195
 ● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4
Learning materials
Edition &
Author Publisher
Title Year
rd
Johan Giesecke Modern Infectious Disease Epidemiology 3 CRC Press
Edition Taylor and
2017 Francis Group
Paulo Pinheiro, Colin D. Modern Infectious Disease Epidemiology: 2010 Springer
Mathers & Alexander Concepts, Methods, Mathematical Models,
Krämer and Public Health
James C. Thomas and Epidemiologic Methods 2001 Oxford
David J. Weber for the Study of University
Infectious Diseases Press

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 3313

2. Course title Health/Bio Informatics and E-Governance
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X

7. Pre-requisite (if any) None

8. Credit value 3credits
9. Contact hours 45hours
10. Total marks 100
11. Rationale of the course Growing healthcare costs has generated the need for information
specialists knowledgeable about emerging technical solutions that can
help improve healthcare delivery and health decision-making not only
for clinicians but also for patients and general health consumers. A
growing number of healthcare providers are investing in information
systems that will affect their operations and practices. Health
consumers are taking a more proactive role in their healthcare to
manage and navigate an increasingly complex healthcare environment
and to live healthier lives
12. Course Objectives This survey course evaluates health informatics from a stakeholder
perspective and provides an overview of the role of information
professionals in this emerging interdisciplinary field. The course
begins with a brief overview of the US healthcare system then
discusses to what extent technology can be used to meet the health

Page 196
 information needs of various users such as providers of healthcare
services, clinicians, health educators, consumers, patients, and
caregivers.
13. Course Learning Outcomes 1. Describe the theoretical and practical foundations of health
(CLO) informatics
2. Explain how information and communication technologies are
changing healthcare services and provision of health information
3. Discuss the various applications of information and
communication technology for healthcare, health promotion and
patient self-management
4. Discuss key issues related to the adoption of health information
technology systems (digital divide, health literacy, policy issues,
privacy and security)
5. Explore emerging trends in health informatics

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √ √
CLO 2 √ √
CLO 3 √ √ √ √
CLO 4 √ √
CLO 5 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, short question, assignment
CLO 2 Lecture, classwork Quiz, short question, assignment
CLO 3 Lecture, class exercise Quiz, short question, assignment/project
CLO 4 Lecture, classwork Quiz, short question, assignment/project
CLO 5 Lecture, classwork Quiz, short question, assignment/project

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Week Topics Teaching–Learning Assessment Strategy Corresponding

Strategy CLOs
W-1 Overview of Health Informatics Lecture Quiz, short question CLO1

W-2 Lecture, class exercise Quiz, short question, CLO1, CLO2

Healthcare Data, Information and
Knowledge assignment

Page 197
W-3 Healthcare Data, Information and Lecture, class exercise Quiz, short question CLO1, CLO2
Knowledge
W-4 Lecture, group Quiz, short question CLO2
Consumer Health Informatics
discussion
W-5 Patient Self-Management and Lecture, class exercise Quiz, short question, CLO3
Education Systems assignment
W-6 Mobile Technology and mHealth Lecture, class exercise Quiz, short question, CLO3, CLO5
assignment
W-7 Health Literacy and Digital Lecture, class exercise Quiz, Short question, CLO3, CLO4
Divide Issues assignment/project

W-8 Electronic Health Records Lecture, class exercise Quiz, Short question, CLO4, CLO5
Assignment
W-9 Electronic Health Records Lecture, classwork Quiz, short question, CLO4, CLO5
assignment
Midterm

W-10 Health Information Exchange Lecture, classwork Quiz, short question, CLO4, CLO5
assignment/project
W-11 Evidence-Based Medicine and Lecture, class work, Quiz, Short question, CLO5
Clinical Practice Guidelines group discussion assignment

W-12 Clinical Decision Support Lecture, class work Quiz, Short question, CLO3, CLO5
assignment
Systems and ePrescribing
W-13 Clinical Research Informatics Lecture, group Quiz, short question, CLO4, CLO5
discussion assignment
W-14 Telemedicine Lecture, class work Quiz, Short question CLO5

W-15 Telemedicine Lecture, class work Quiz, Short question CLO5

W-16 Public Health Informatics Disease Lecture, class work Quiz, Short question CLO4, CLO5
Management and Disease
Registries
W-17 Public Health Informatics Disease Lecture, class work, Quiz, Short question CLO4, CLO5
Management and Disease class assignment
Registries

W-18 Patient Safety and Health Lecture, classwork, Quiz, short questions CLO5
Information Technology Class assignment,
group discussion

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
Page 198
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Recommended reading
● Hoyt RE, Yoshihashi AK. Health Informatics: Practical Guide for Healthcare and
Information Technology Professionals, 6th edition, Informatics Education, 2014.
● Wager, K. A., Lee, F. W., & Glaser, J. P. Health care information systems: A
practical approach for health care management, 4th edition, Jossey-Bass, 2017
● Trotter, F. and Uhlman, D. Hacking healthcare: A guide to standards, workflows, and
meaningful use, O’Reilly Media, 2011.
2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4413

2. Course title Introduction to Healthcare Financing
3. Course type Major
4. Year/level/semester/t
erm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the This course intends to cover the topics of health economics and healthcare
course financing, focusing on the current issues in the health, nutrition, and population
sector of Bangladesh. The knowledge will help in improving hospital
management and efficiency of health service delivery and public health
interventions

Page 199
 12. Course Objectives To learn the tools of health economics and apply them to improving efficiency
in health service delivery, to understand the benefits of health care financing
mechanisms and its policy implications, to learn and apply the techniques of
economic evaluation of different interventions affecting the health status of the
population
13. Course Learning 1. Understand basic tools to measure population health
Outcomes (CLO) 2. Interpret public health evidence in the local and global context
3. Apply generic evidence-based public health skills (using expertise,
knowledge, and research capability) to modern public health practice
4. Assess the ethical, psychological, socio-economic, and legal impact of
personal and policy-level professional decisions on individuals, populations,
and society
5. Engage in local and global health issues as a professional responsibility
6. Adopt reliable and consistent inter and intra-professional communication
skills with peers, colleagues, and population

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
Course learning outcome
(CLO)
CLO 1 √
CLO 2
CLO 3 √
CLO 4
CLO 5
CLO 6 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO 6 Lecture, class work Class work, Assignment

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs.

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 200
Week Topics Teaching–Learning Assessment Corresponding
Strategy Strategy CLOs

W-1 Course Orientation and Introduction Lecture, class work Quiz, assignment CLO1

W-2 Define basic concepts of health Lecture, discussion Quiz, assignment CLO 1
economics, health care financing and
economic evaluation of health care

W-3 Behaviour of costs of health care Lecture, class work, Class work, CLO1
video Assignment CLO2

W-4 Demand, supply, and markets:

application to the health sector

W-5 Market and Market failures in health Lecture, group Quiz, Assignment CLO2
service delivery discussion CLO3

W-6 Healthcare Operations & Supply Chain

Management
W-7 Rationale for government intervention Lecture, class work, Quiz, Short CLO4
in the health sector group discussion question CLO5

W-8 Introduction to health care financing Lecture, class work, Assignment, CLO4
mechanisms class assignment presentation CLO6

W-9 Different types of health care Lecture, class work Quiz, Short CLO3
financing mechanisms question CLO4

Midterm
W-10 Managing Human Resources for
Health Care Organizations
W-11 Health care provider reimbursement Lecture, class work Quiz, Short CLO4
mechanisms question CLO5
W-12 Importance of economic evaluation of Lecture, class work Quiz, Short CLO4
health care question CLO6
Different types of economic evaluation

W-13 Cost analysis Lecture, class work Quiz, Short CLO3

Discounting and its application in question CLO5
economic evaluation (exercise:
discount future costs of interventions)

W-14 Health outcome measurement: Quality Lecture, class work Quiz, Short CLO5
Adjusted Life Years question CLO6

Page 201
W-15 Health outcome measurement: Lecture, class work Quiz, Short CLO5
Disability Adjusted Life Years question CLO6

W-16 Health insurance and financing Lecture, class work Quiz, Short CLO5
question CLO6
W-17 Measuring equity: assessing the Lecture, class work Quiz, Short CLO5
performance of health systems in question CLO6
terms of equity in health, equity in
financing and equity in access

W-18 Healthcare Business Innovation & Lecture, class work Quiz, Short CLO5
Entrepreneurship question CLO6

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution

● Continuous assessment: Quiz, assignment, presentation, group work

● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures

● If someone misses any of the assessment, she/he will be provided a new deadline

Part C.4
Author Title Edition & YearPublisher
S. Folland, A.C. Goodman The Economics of health and health 8th Edition, Macmillan
and M. Stano Care, 2017
Jay Bhattacharya, Timothy New Edition Macmillan
Hyde, Peter Tu Health Economics 2014

Pablo Gottret, G. Schieber Health Financing Revisited: A New Edition World Bank Group
Practitioner's Guide 2006

Drummond M F, Stoddart Methods for the Economic 2015 Oxford University Press.
G L, Torrance Evaluation of Health Care
Programmes.

Supplementary reading

Page 202
Others

Part C.1
Description of Course (Outcome-based curriculum)

1. Course Code BPH 4416

2. Course title Environmental Pollution
3. Course type Open elective
4. Year/level/semester/t
erm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3
9. Contact hours 45 hours
10. Total marks
11. Rational of the The course deals with the definition of pollution and pollutants,
course principles of environmental pollution and its relationship to the
ecosystem, types of air, water, soil and food pollution, physical
contaminants (heat, noise and radiation), ways of pollutant control,
biological effects of pollutants; global and local pollutions. This
course provides students an introduction to issues related to
environmental pollution, with emphasis on causes, pathways, risks,
mitigation and prevention. By the end of this course, students will
have a good understanding of the dynamic nature of human
environment relationships, and the multidimensional characteristics
of environmental pollution, through the use of international
examples. Special emphasis will be placed on issues related to
eutrophication phenomena, exotic species invasions, and water
quality/fisheries management.
12. Course objective After completing this course, students should be able to:
1. The course will provide students with an understanding and
appreciation of the complex interactions of man, health, and the
environment. It will expose students to the multi-disciplinary
nature of environmental health sciences; the information and
tools required to assess environmental quality as it relates to
human and ecosystem health. The negative impacts of
environmental degradation can have on human, wildlife and
other bio-receptors in aquatic and terrestrial ecosystems; and the
control measures required to minimize, manage and/or eliminate
specific environmental problems.
2. The course will address environmental stressors and pollution,
their sources in the natural and workplace environments, their
modes of transport and transformation, their ecological and
public health effects, and existing methods for environmental
disease prevention and remediation.
3. Apply field and practical applications.

13. Course learning At the end of this module, students will:

objective 1. Have gained awareness of current forms of environmental
pollution and an overview of both their causes and consequences
to natural, economic and social systems.

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 2. Have gained an understanding of the fundamental principles
governing the interactions between those systems (i.e. transport
of pollutants in the environment),
3. Have been exposed to learning examples of good practice of
technologies and options used to remediate reduce/eliminate
pollution of the environment,
4. Be able to analyse, synthesise, and evaluate evidence to
understand problems and accordingly select control measures
and techniques concerning atmospheric, water or terrestrial
challenges.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √
CLO 2 √
CLO 3 √ √
CLO 4 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class work, video Quiz, short question
CLO 2 Lecture, class work, video Quiz, Short question, assignment
CLO 3 Lecture, class work, group discussion Quiz, short question, Assignment,
viva, project, group project
CLO 4 Lecture, group discussion, class work, Quiz, Assignment, Viva, group project
awareness program, data collection in slum area

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy CLOs
Strategy
W-1 Introduction to Environmental Lecture, class Quiz, Short CLO1
Pollution (Global pollution and work Question
global environmental health)

W-2 GLOBAL CLIMATE CHANGE Lecture, class Quiz, short CLO1, CLO2
(A warming Earth; Greenhouse work, question
gases and their sources)
W-3 ACIDIC DEPOSITION Lecture, Quiz, Short CLO3, CLO4
Classwork question, viva,
group project

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W-4 AIR POLLUTION Lecture, Quiz, Short CLO3, CLO4
Classwork question
W-5 STRATOSPHERIC-OZONE Lecture, class Quiz, Short CLO3, CLO4
DEPLETION & it’s work, question, group
Consequences Awareness Project
program
W-6 WATER POLLUTION Lecture, Group Quiz, CLO3, CLO4
discussion, Assignment
Classwork
W-7 WATER POLLUTION- Lecture, Group Quiz, CLO3, CLO4
EUTROPHICATION discussion, Assignment
Classwork

W-8 Drinking Water Pollution & Lecture, class Quiz, Short CLO3, CLO4
Treatment work question
W-9 Wastewater treatment and Sludge Lecture, class Quiz, CLO2
PRACTICALS work Assignment

Midterm

W-10 Soil pollution Lecture, class Quiz, CLO6

work Assignment

W-11 Pharmaceutical pollutants, Lecture, class Quiz, CLO6

cosmetics, personal hygiene and work Assignment
its impact on the environment and
ways of safe disposal.

W-12 Medical and pathological wastes, Lecture, class Quiz, CLO6

the proper way of getting rid of it. work Presentation

W-13 Food Sources, Contamination & Lecture, Group Quiz, CLO4, CLO5
ways to solve. discussion Presentation,
project

W-14 Noise and light pollution Lecture, Quiz, Short CLO3, CLO4
Classwork question

W-15 Risk management of Chemicals Lecture, Group Quiz, CLO3, CLO5

PRACTICAL discussion Presentation

W-16 Waste and Resources Lecture, Group Quiz, Viva, CLO 5, CLO7
management issues discussion assignment

W-17 Pollution and human health Lecture, Group Quiz, CLO5

discussion assignment,
Poster

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W-18 Sustainable production and Lecture, Group Quiz, CLO5, CLO7
consumption discussion, assignment
Class
assignment

Review and preparation for the final exam

Final

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final
2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
3. Make-up procedures
● If someone miss any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Reading material

Author Edition & Year Publisher

Title
Friis, Robert Essentials of Environmental Health Jones and Bartlett, Inc.,
H. (Essential Public Health) 3rd Edition Sudbury, MA.

Hill, Understanding Environmental 2nd Edition, Cambridge University

Marquita K. Pollution 2015 Press, Cambridge, UK

Hill, Understanding Environmental 2nd Ed. resp. 3rd New York: Cambridge
Marquita K. Pollution Edition, 2010 University Press.

2. Supplementary reading

3. Others

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Part C.1
Description of Course (Outcome-based curriculum)

1. Course Code BPH 4417

2. Course title Emergency Preparedness & Response
3. Course type Open elective
4. Year/level/semester/te
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3
9. Contact hours 45 hours
10. Total marks
11. Rational of the course The purpose of this online course is to introduce students to the
basics of disaster preparedness and responding to disasters, and to
build a base for further development in responder training. The
course provides training and resources for a basic understanding of
the Incident Command System (ICS) and National Incident
Management System (NIMS). Also included is disaster
preparedness training to support animal owners, livestock farmers,
and care providers as well as guidance for emergency management
personnel in preparing community disaster plans that include
animals. The overall objective is to make the student compliant with
the Federal Emergency Management Agency (FEMA) minimum
responder credential requirements and to broaden the scope of the
student’s view of disaster management to include animal
preparedness in community planning and emergency response.
12. Course objective Upon successful completion of the course, students should be able
to:
1. Be compliant with the Federal Emergency Management Agency
(FEMA) minimum responder credential requirements
2. Operate efficiently during an incident or event within the
Incident Command System (ICS).
3. Describe the ICS organization appropriate to the complexity of
the incident or event.
4. Use ICS to manage an incident or event.
5. Demonstrate basic knowledge of NIMS.
6. Understand special issues that emergency managers need to
consider when incorporating animal-care annexes into their
emergency operations plans.
7. Provide sufficient information for emergency management
officials and animal owners/caregivers to meet and develop
meaningful and effective plans that improve the care of animals,
their owners, and the animal-care industries in disasters.
8. Have a general understanding of issues that arise when disasters
affect livestock including common causes and typical
consequences.
9. Communicate effectively with farmers about causes, impacts,
and consequences of disasters affecting livestock in their
communities and how to mitigate the effects.
13. Course learning This course provides primary gains or reinforcement of the
objective following competencies:
Page 207
 1. Demonstrate the principles of problem solving and crisis
management.
2. Describe to specific communities or general populations the
direct and indirect human and ecological effects of major
environmental agents.
3. Describe genetic, physiological, and psychosocial factors that
affect susceptibility to adverse health outcomes following
exposure to environmental hazards.
4. Specify approaches for assessing, preventing and controlling
environmental hazards that pose risks to human health and the
environment.
5. Encourage the ideas of others through discussion and build upon
their ideas for next action steps.

Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √
CLO 2 √
CLO 3 √ √
CLO 4 √ √
CLO 5 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class work, video Quiz, short question
CLO 2 Lecture, class work, video Quiz, Short question, assignment
CLO 3 Lecture, class work, group discussion Quiz, short question, Assignment,
viva, project, group project
CLO 4 Lecture, group discussion, class work, Quiz, Assignment, Viva, group project
awareness program, data collection in slum
area
CLO 5 Lecture, class work, group discussion Quiz, Short question, Presentation,
project, viva

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Week Topics Teaching– Assessment Corresponding

Learning Strategy Strategy CLOs
W-1 Introduction to Disaster Lecture, class Quiz, Short CLO1
Preparedness and work Question
Emergency Response
Page 208
W-2 Introduction to emergency Lecture, class Quiz, short CLO1, CLO2
management work, question

W-3 Personal Preparedness Lecture, Classwork Quiz, Short CLO3, CLO4

question, viva,
group project

W-4 Global and Health Lecture, Quiz, Short CLO3, CLO4

Preparedness Classwork question

W-5 Emergency Response Lecture, class Quiz, Short CLO3, CLO4

work, Awareness question, group
program Project
W-6 Risk and threat assessment Lecture, Group Quiz, Assignment CLO3, CLO4
discussion,
Classwork
W-7 Crisis and Risk Lecture, Group Quiz, Assignment CLO3, CLO4
Communication discussion,
Classwork
W-8 Surveillance and Lecture, class work Quiz, Short CLO3, CLO4
Investigation question

W-9 Hazard, Vulnerability, and Lecture, class work Quiz, Assignment CLO2
Risk Assessment

Midterm

W-10 Planning and Improvement Lecture, class work Quiz, Assignment CLO6

W-11 Vulnerable Populations Lecture, class work Quiz, Assignment CLO6

W-12 Psychological Aspects of Lecture, class work Quiz, Presentation CLO6

Emergencies and Disasters

W-13 Worker Health, Safety, Lecture, Group Quiz, Presentation, CLO4, CLO5
Resilience discussion project

W-14 Leadership and Decision Lecture, Quiz, Short CLO3, CLO4

Making Classwork question

W-15 Animals in Disaster Lecture, Group Quiz, Presentation CLO3, CLO5

discussion
W-16 Livestock in Disasters Lecture, Group Quiz, Viva, CLO 5, CLO7
discussion assignment
W-17 Recovery and Next Steps Lecture, Group Quiz, assignment, CLO5
discussion Poster
W-18 Legal Issues Lecture, Group Quiz, assignment CLO5, CLO7
discussion, Class
assignment

Review and preparation for the final exam

Page 209
 Final

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final
[Link] distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
[Link]-up procedures
● If someone misses any of the assessment, she/he will be provided a new deadline

Part C.4
Learning materials
1. Reading material

Author Edition &

Title Publisher
Year
Landesman’s Public Health 4th American Public
Linda Young Landesman
Management of Disasters: The edition Health Association
Practice Guide
Linda Young Landesman Case Studies in Public Health 1st Edition Jones & Bartlette
and Isaac B. Weisfuse. Preparedness and Response to Learning
Disasters

2. Supplementary reading

3. Others

Part C.1

Description of course (Outcome-based curriculum)

1. Course code BPH 3306

2. Course title Social & Behavior Change Communication
3. Course type Open elective
4. Year/level/semester/term

Page 210
 5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course will serve as a practical introduction to the
methods and theories used in the development, planning
and implementation of communication interventions to
promote healthy behavior and social change. Emphasis is
placed on social and behavioral science theories and
strategies that are currently used in public health in order
to: 1) understand health related behaviors; and 2) guide
development of interventions and policies designed to
prevent, reduce or eliminate major public health
problems. Students will learn how to describe and analyze
behaviors, conduct formative research, design an
intervention strategically, write a creative brief to guide
materials design, and develop and pre-test materials.

12. Course Objectives To provide understanding on fundamentals of social and

behavioral sciences in public health. The course is
designed to equip students with skills necessary to design,
implement, and evaluate effective behaviour change
communication interventions for the prevention and
control of public health issues.
13. Course Learning Outcomes 1. Identify and describe different health communication
(CLO) and behavior change theories.
2. Apply basic constructs from key behavioral and
social change theories.
3. Apply a toolbox of methods for use in the planning,
development and implementation of health
communication programs.
4. Recommend channels and media, appropriate to
audience, resources and program objectives.
5. Discuss, assess, and evaluate existing global or local
health communication efforts targeted at different
health issues.
6. Design a context-specific communication strategy to
address an issue of public health importance.
7. Design a monitoring and evaluation plan for
behaviour change communication program.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √

Page 211
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work, audio-visual demonstration Quiz, Short question
CLO 3 Lecture, class work, audio-visual demonstration Class work, Assignment
CLO 4 Lecture, class work, audio-visual demonstration Quiz, Assignment
CLO 5 Lecture, class work, audio-visual demonstration Quiz, Short question
CLO6 Lecture, class work, group work, audio-visual demonstration Quiz, assignment
CLO7 Lecture, group work, audio-visual demonstration Quiz, presentation

Part C.2
0. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Corresponding

Strategy Strategy CLOs
Introduction+ Basic Class lecture, audio- CLO1
W-1 concept of SBCC in visual demonstration, Quiz
Public Health and open discussion
Class lecture, audio- CLO1
W-2 History of development visual demonstration, Quiz
of SBCC and Public group study, and open
Health Communication discussion
W-3 Class lecture, audio- Quiz CLO1, CLO2
Concept of Health
visual demonstration,
Promotion & Health
group study, and open
Education
discussion
W-4 Introduction to health Class lecture, audio- Quiz, Short CLO1, CLO2
behavior theories: Part 1 visual demonstration, question,
group study, and open
discussion
W-5 Introduction to health Class lecture, audio- Assignment, CLO2
behavior theories: Part 2 visual demonstration, Concept,
group study, and open Demonstration
discussion
W-6 Program planning Class lecture, audio- Quiz, Assignment, CLO2, CL03
models visual demonstration, Concept,
group study, and open Demonstration
discussion
W-7 Putting theories & Class lecture, audio- Quiz, Assignment, CLO2, ClO3
practice together. visual demonstration, Concept,
group study, and open Demonstration
discussion

Page 212
W-8 Social Marketing Class lecture, audio- Quiz, Assignment CLO2
visual demonstration,
group study, and open
discussion

Midterm

W-9 Policy and Media Class lecture, audio- Assignment CLO2

Advocacy visual demonstration
study, and open
discussion
W-10 Class lecture, audio- Quiz, Short CLO3, CLO4
The planning process: visual demonstration, question,
Understanding the group study, and open Presentation
situation discussion
W-11 Designing social Class lecture, audio- Quiz, Short CLO6, CLO7
behaviour change visual demonstration, question,
communication group study, and open Presentation
program: Part 1 discussion

Class lecture, audio- Quiz, Short CLO6, CLO7

W-12 Designing social visual demonstration, question,
behaviour change group study, and open Presentation
communication discussion
program: Part 2

Dissemination, Class lecture, audio- Assignment CLO6, CLO7

W-13 implementation, visual demonstration,
monitoring and group study, and open
evaluation of SBCC discussion
programs: Part 1
W-14 Dissemination, Class lecture, audio- Assignment CLO6, CLO7
implementation, visual demonstration,
monitoring and group study, and open
evaluation of SBCC discussion
programs: Part 2
W-15 Class lecture, audio- Quiz, Short CLO4, CLO6
Designing a visual demonstration, question
communication strategy group study, and open
& developing IEC discussion
message and materials

W-16 Class lecture, audio- Quiz, Short CLO5

Scopes & opportunities visual demonstration, question
of SBCC in Bangladesh group study, and open
discussion

Review and preparation for the final exam

Final exam

Page 213
Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided a new deadline.

Part C.4
Suggested test books

Edition &
Author Title Publisher
Year
Mary-Jane Schneider Introduction to Public Health New Jones &
Edition Bartlett
2010 Publishers
Claudia Parvanta, PhD, Public Health Communication, Critical New Jones &
David E. Nelson, MD, Tools and Strategies Edition Bartlett
MPH, Richard N. Harner 2011 Publishers
Helio Fred Garcia Power of Communication, The: Skills New Barnes &
to Build Trust, Inspire Loyalty, and Edition Noble
Lead Effectively 2012

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4408

2. Course title Introduction to Medical Physics
3. Course type Open elective
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course Introduction to Medical Physics (BPH 4408) is a one-semester
course designed to introduce the key physical principles as
applied to medical imaging and radiation therapy. This course
introduces students to the fundamental concepts of medical
physics, exploring the application of physics principles to medical
imaging, radiation therapy, and healthcare technology. Through
Page 214
 theoretical explanations and practical examples, students will gain
an understanding of the role of medical physicists in advancing
patient care and safety in medical settings.
12. Course Objectives 1. Develop basic understanding of medical physics concepts.
2. Develop problem-solving and critical-thinking skills Learn to
integrate and apply various physics concepts to a single
problem.
3. Develop scientific communication skills
13. Course Learning Outcomes By the end of the course, students will be expected to be able to:
(CLO) CLO 1: Describe an imaging system and break it down into its
components and physical principles, for each of the imaging
modalities covered (x-ray, CT, NM, US, MRI)
CLO 2: Identify the key factors that affect image quality and
address these factors for the different imaging modalities
CLO 3: Learn to communicate the physical principles behind
medical technology, radiation safety, and relevant applications

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work, audio-visual demonstration Quiz, Short question
CLO 3 Lecture, class work, audio-visual demonstration Class work, Assignment
CLO 4 Lecture, class work, audio-visual demonstration Quiz, Assignment
CLO 5 Lecture, class work, audio-visual demonstration Quiz, Short question
CLO6 Lecture, class work, group work, audio-visual demonstration Quiz, assignment
CLO7 Lecture, group work, audio-visual demonstration Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Corresponding

Strategy Strategy CLOs

Page 215
W-1 Introduction to Lecture, group Quiz, assignment CLO1
Medical Physics, discussion
Definition and scope
of medical physics,
Role of medical
physicists in
healthcare

W-2 Medical physics and Lecture, group Quiz, assignment CLO1

imaging principles: discussion
intensity, resolution,
contrast

W-3 Introduction to Lecture, class work Quiz, Short CLO2

medical imaging question
modalities (X-ray, CT,
MRI, ultrasound,
nuclear imaging),
image formation
processes, Image
quality, and artifacts

W-4 X-ray physics: photon Lecture, class work Quiz, Short CLO 1
interactions, question
attenuation

W-5 X-ray imaging: x-ray Lecture, Classwork Classwork, CLO 1

production & Assignment
detection,
mammography,
computed tomography

W-6 Nuclear medicine Lecture, class work, Classwork, CLO 1

physics: radioactivity Assignment

W-7 Nuclear medicine Lecture, class work, Quiz, Short CLO 1

imaging: radioisotope Video question,
production, SPECT, Presentation
PET
W-8 Radiation exposure Lecture, class work, Quiz, Presentation CLO 1, CLO 3
physics: radiobiology, Video
dosimetry

Midterm Exam

W-9 Radiation exposure Lecture, class work, Quiz, Assignment CLO 3

principles: safety, risk, group discussion
radiation therapy,
radiation protection

Page 216
W-10 Radiation Therapy, Lecture, class work, Quiz, Assignment CLO 1, CLO 3
basics of radiation group discussion
therapy in cancer
treatment, Interaction
of radiation with
tissue, treatment
planning and
dosimetry

W-11 Ultrasound physics: Lecture, class work, Quiz, Short CLO 1

waves, reflection group discussion question

W-12 Ultrasound physics: Lecture, class work, Quiz, Short CLO 1

transmission, Class assignment question
attenuation

W-13 Ultrasound imaging Lecture, class work Class work,

principles: echoes, Assignment CLO 1
resolution, speckle,
Doppler
W-14 Nuclear magnetic Lecture, group work Quiz, Short CLO 1, CLO 3
resonance physics: question,
magnetic moment, Assignment
magnetization,
relaxation
W-15 Nuclear magnetic Lecture, group Quiz, Presentation CLO 1, CLO 3
resonance discussion
spectroscopy (NMRS)
and imaging (MRI)
principles: chemical
shift, magnetic
resonance signal
induction relaxation,
pulse sequences,
spatial encoding
W-16 Nuclear magnetic Lecture, group Quiz, Presentation CLO 1, CLO 3
resonance discussion
spectroscopy (NMRS)
and imaging (MRI)
principles: relaxation,
pulse sequences,
spatial encoding
W-17 Emerging Lecture, group Quiz, Presentation CLO 3
Technologies in discussion
Medical Physics,
Applications of
physics in minimally

Page 217
 invasive procedures,
Robotics and
automation in medical
technology
W-18 Emerging Lecture, group Quiz, Presentation CLO 3
Technologies in discussion
Medical Physics:
Future trends in
medical physics
research and
development

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided a new deadline.

Part C.4

Textbooks: "Introduction to Medical Physics" by Charles G. Eberhardt, Publisher: Springer

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4409

Page 218
 2. Course title Public Health Advocacy
3. Course type Open elective
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course This course introduces students to critical policy analysis,
the principles and practice of public health advocacy and
fundamental leadership theories. Students will learn
public health frameworks for policy development and
analysis, consider the ethics of public health policy
making, and explore the policy cycle and the impact of
politics on public policy. They will explore the use of
evidence in public health advocacy and learn how to
develop public health advocacy campaigns. Overall, this
course will increase the familiarity with public health
policy, interpretation, and public health decision making.
12. Course Objectives This course will provide students with the knowledge and
skills to effectively advocate for public health goals and
policies with the goal of preparing them to be actively
involved in the policy process.
13. Course Learning Outcomes 1. Demonstrate specialised knowledge of effective
(CLO) design, implementation, and evaluation of health
advocacy programs.
2. Identify and use appropriate tools to advocate for
policy changes.
3. Assess health issues and articulate appropriate public
health advocacy strategies in response.
4. Critically evaluate existing health advocacy
strategies, particularly in terms of their method,
strengths and limitations, and outcomes.
5. Create an advocacy strategy designed to influence a
particular decision-making process that takes into
account relevant community, stakeholder and
audience considerations.
6. Adapt health advocacy strategies for use with both
conventional and emerging communication
platforms, balancing overall consistency of purpose
with tailored delivery to different audiences.
7. Develop personal and communication skills to
effectively translate and advocate for public health
improvements to policymakers, the press and the
public.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
Page 219
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √
CLO 7 √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work, audio-visual demonstration Quiz, Short question
CLO 3 Lecture, class work, audio-visual demonstration Class work, Assignment
CLO 4 Lecture, class work, audio-visual demonstration Quiz, Assignment
CLO 5 Lecture, class work, audio-visual demonstration Quiz, Short question
CLO6 Lecture, class work, group work, audio-visual demonstration Quiz, assignment
CLO7 Lecture, group work, audio-visual demonstration Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching–Learning Assessment Corresponding

Strategy Strategy CLOs
Class lecture, audio- CLO1
W-1 Course Orientation visual demonstration, Quiz
and open discussion
Principles of effective Class lecture, audio- CLO1
W-2 Advocate visual demonstration, Quiz
group study, and open
discussion
W-3 Health advocacy Class lecture, audio- Quiz
visual demonstration, CLO2, CLO3,
group study, and open ClO4
discussion

W-4 Advocacy, Class lecture, audio- Quiz, Short

community and visual demonstration, question, CLO2, CLO3,
culture group study, and open ClO4
discussion
W-5 Advocacy method Class lecture, audio- Assignment,
visual demonstration, Concept, CLO2, CLO3,
group study, and open Demonstration ClO4
discussion
W-6 Applied advocacy in Class lecture, audio- Quiz, Assignment,
health visual demonstration, Concept, CLO2, CLO3,
group study, and open Demonstration ClO4
discussion

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W-7 How does policy Class lecture, audio- Quiz, Assignment,
work, and what visual demonstration, Concept, CLO2, CLO3,
influences policy? group study, and open Demonstration ClO4
discussion
What is the public Class lecture, audio- Quiz, Assignment
W-8 health vision for visual demonstration, CLO5
health-based policy? group study, and open
discussion

Midterm

W-9 Policy Situational Class lecture, audio- Assignment

Analysis visual demonstration CLO4, CLO5
study, and open
discussion
W-10 Stakeholder Analysis Class lecture, audio- Quiz, Short
visual demonstration, question, CLO4, CLO5
group study, and open Presentation
discussion

Policy Class lecture, audio- Quiz, Short

W-11 Implementation visual demonstration, question, CLO4, CLO5
Modelling group study, and open Presentation
discussion
Multi-Criteria Policy Class lecture, audio- Quiz, Short
W-12 Analysis visual demonstration, question, CLO5
group study, and open Presentation
discussion

W-13 Building Political Class lecture, audio- Assignment

Priority visual demonstration, CLO5
group study, and open
discussion
W-14 Policy Negotiation Class lecture, audio- Assignment
and Diplomacy visual demonstration, CLO6, CLO7
group study, and open
discussion
W-15 Effective Class lecture, audio- Quiz, Short
Presentations and visual demonstration, question CLO6, CLO7
Briefs group study, and open
discussion
W-16 Advocacy in Action Class lecture, audio-
visual demonstration, Presentation, CLO6, CLO7
group study, and open assignment
discussion

Review and preparation for the final exam

Final exam

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Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessment, she/he will be provided a new deadline.

Part C.4
Suggested test books

Edition &
Author Title
Year
Avner, M. The Lobbying and Advocacy Handbook for Nonprofit 2nd Edition
Organizations
Kingdon, John Agendas, Alternatives, and Public Policies 2nd Edition
2003
Webster, D & Reducing gun violence in America: informing policy with 2013
Vernick J evidence and analysis

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4412

2. Course title Public Health in Humanitarian Settings
3. Course type Open Elective
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100

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11. Rationale of the course The course Public Health in humanitarian settings aims to address
the unique challenges faced by health professionals providing
adequate care in emergency situations, where there is often a
breakdown in infrastructure and basic services during
humanitarian crises such as armed conflict, natural disasters, and
disease outbreaks can lead to displacement, nutrition, and the
spread of infectious diseases. This course provides an
understanding of how to plan, implement, and evaluate public
health programs in crisis situations. It includes topics such as
outbreak investigation, disease surveillance, health promotion and
education, reproductive health, and mental health. Furthermore, it
includes the importance of coordination and collaboration among
stakeholders, including international governments and local
communities, to ensure effective responses to health emergencies.

12. Course Objectives The objective of this course is to recognise the urgent need to
equip health with the knowledge and skills necessary to address
the public health challenges that arise during humanitarian crises.
This aims to prepare health professionals to work in challenging
environments and emergencies in a coordinated and effective
manner. By the end of the course, students will have a greater
understanding of the context challenges faced in humanitarian
settings and the practical skills to implement and evaluate
effective public health programs. By achieving these objectives,
students will be able to apply their knowledge and skills to
respond to public health challenges in humanitarian settings
effectively. Moreover, they will be prepared to work in both
national and international organizations engaged in humanitarian
action.

13. Course Learning Outcomes 1. Understand the epidemiology of health problems in

(CLO) humanitarian settings, including the prevalence of infectious
diseases, malnutrition, and health issues.
2. Identify the different types of humanitarian settings and the
unique challenges that arise in each of them.
3. Acquire knowledge on the investigation, disease surveillance,
health promotion education, reproductive health, mental
health, and other critical aspects of public health in
humanitarian settings
4. Develop an understanding of the principles of humanitarian
assistance, including coordination and collaboration among
stakeholders, including international governments and local
communities.
5. Learn about the principles and practices of the ethical
provision of health care in emergencies.
6. Gain skills in planning, implementing, and evaluating public
health programs in humanitarian settings.

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
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CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √
CLO 6 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, group discussion Quiz, assignment
CLO 2 Lecture, class work Quiz, Short question
CLO 3 Lecture, class work Class work, Assignment
CLO 4 Lecture, class work, Video Quiz, Assignment
CLO 5 Lecture, class work, Video Quiz, Short question
CLO6 Lecture, group work Quiz, presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy Strategy CLOs
W-1 Defining Public Health and Lecture, group Quiz CLO1
Humanitarian Settings discussion
W-2 Historical development of Lecture, group Quiz CLO1, CLO2
humanitarianism and public discussion
health

W-3 Overview of vulnerable Lecture, class work Quiz, Short CLO1, CLO2
populations and question
humanitarian emergencies

W-4 Health Assessment and Lecture, class work Assignment CLO3

Epidemiology in
Humanitarian Settings
W-5 Monitoring and Evaluation Lecture, Class work, Quiz, CLO2
Techniques in group discussion Assignment
Humanitarian Settings

W-6 Primary health care and Lecture, class work, Assignment CLO2
prevention measures group discussion

W-7 Communicable and Non- Lecture, class work, Quiz, Short CLO1, CLO2
communicable diseases in class assignment question,
emergency contexts Presentation

W-8 Nutrition and food security Lecture, class work, Quiz, Short CLO1, CLO2
in emergency contexts class assignment question,
Presentation

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W-9 Reproductive Health in Lecture, class work, Quiz, Short CLO1, CLO2
Humanitarian Settings class assignment question,
Presentation

Midterm

W-10 Water, Sanitation, and Lecture, group Assignment CLO3

Hygiene (WASH) in discussion, class
Humanitarian Settings assignment

W-11 Mental and Psychosocial Lecture, class work, Quiz, Short CLO4
Health in Humanitarian group discussion question
Settings

W-12 Health systems assessment Lecture, class work, Quiz, Short CLO4
in humanitarian contexts group discussion question

W-13 Implementing and adapting Lecture, class work, Quiz, Short CLO4
health infrastructure group discussion question,
Assignment
W-14 Health governance and Lecture, class work, Quiz, Short CLO4
coordination within Class assignment/ question,
humanitarian contexts group discussion Assignment
W-15 Disaster Risk Reduction
(DRR) and Disaster Lecture, class work Presentation CLO5
Preparedness

W-16 Ethics and Lecture, class work, Quiz, Short CLO4

Humanitarianism Class assignment/ question,
group discussion Assignment

W-17 Innovation and Best Lecture, group work Assignment, CLO4. CLO5
Practices in Humanitarian Short question
Health Programming

W-18 Fieldwork experience and Lecture, group work Quiz, CLO6.

Capstone Project Presentation

Review and preparation for the final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final, final project paper/term paper submission
3. Make-up procedures

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 ● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4
Learning materials:
1. Health in Humanitarian Emergencies: Principles and Practice for Public Health and
Healthcare Practitioners" by David Townes, Marcus Yu-Tse Sung, and Phuong Pham
2. "Public Health in Emergencies: Principles and Practice" by Mahmood Ahmad,
Sameen Siddiqi, and Haik Nikogosian
3. "Humanitarian Health Ethics" edited by Maurice B. Mittelmark, Piaomu Liu, and
Sidsel Roalkvam
4. "Epidemiology in a Changing World: Variation, Causes, and Consequences" by
Sander Greenland and Timothy L. Lash
5. "Disaster Public Health: Preparedness, Response, and Recovery" by Bruce Clements
and Russell Johnson
6. "Global Health: An Introduction to Current and Future Trends" by Kevin McCracken
and David R Phillips
7. "Humanitarian Action and Ethics" by Catherine Kent, Máiread Finn, and Catherine
O'Rourke
8. "Public Health: Ethics and Equity" by Sudhir Anand, Fabienne Peter, and Amartya
Sen.

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4407

2. Course title Statistical Software
3. Course type Major
4. Year/level/semester/te
rm
5. Academic session Spring/Summer
6. Course X
teacher/instructor
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100

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 11. Rationale of the This course is focused on teaching public health students how to analyze
course primary or secondary sourced data. The majority of our examples will be
executed in the statistical software STATA. We will emphasize the
implementation of the quantitative methods in statistical software and engage
students on how to interpret them. The learning experience from this course
will help students to develop the ability to perform an overall analysis plan and
execution for any public health project.

12. Course Objectives This course will explain how to perform descriptive and inferential statistical
analyses, such as Hypothesis testing and Confidence Interval estimation. Other
topics will include Analysis of Variance (ANOVA); Simple Linear Regression
and Correlation Analysis; Multiple Linear Regression; Non-parametric
statistics, Poisson & Negative Binomial regression; and Survival analysis.
13. Course Learning 1. Students will be able to demonstrate and produce a database.
Outcomes (CLO) 2. Students will be able to describe a database, determine an appropriate data
analysis technique and perform analysis using tables, charts, and graphs
3. Students can develop and test hypotheses to answer specific research
questions and construct a confidence interval estimate.
4. Students can produce and interpret chi-squared tests, correlation analysis,
Multiple linear regression, and logistic regression analysis.
5. 5. Students can apply and interpret Poisson and Negative Binomial
regression and survival analysis models

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course learning PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
outcome CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √ √ √ √
CLO 5 √ √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class work Quiz, Assignment
CLO 2 Lecture, class work Quiz, Assignment, Project
CLO 3 Lecture, class work Quiz, Assignment, Project
CLO 4 Lecture, class work Quiz, Assignment, Project
CLO 5 Lecture, class work Quiz, Assignment, Project

Part C.2
2. Course planning specific content, CLOs, teaching and learning, and assessment
strategy mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment Strategy

Page 227
Week Topics Teaching–Learning Assessment Strategy Corresponding
Strategy CLOs
W-1 An Introduction to STATA-I Lecture, group discussion Quiz, Assignment CLO1

An Introduction to STATA – Lecture, group discussion Quiz, Assignment, Test

W-2 II CLO1

W-3 Preparing and Transforming Lecture, class work Quiz, Assignment, Test CLO2
Data I: Entering your own
data, exploring raw data &
data editor, Describing &
summarize.
W-4 Preparing and Transforming Lecture, class work Quiz, Assignment, CLO2
Data II: Creating new Test
variables-generate, recoding,
naming & labelling, Keeping
& dropping variables,
Missing values &
replacements.
W-5 Preparing and Transforming Lecture, class work Quiz, Assignment, Test CLO2
Data III: Merging &
appending datasets,
Tabulating & tables,
Checking outliers-codebook,
frequency, histogram,
Distributional analysis
W-6 Descriptive Statistics I: Lecture, class work Quiz, Assignment, Test CLO3
Categorical & continuous
variables, Frequency table,
Mean, mode & median,
Percentile & range.
W-7 Descriptive Statistics II: Bar, Lecture, class work Quiz, Assignment, Test CLO3
Pie chart, Box plot,
Histogram, Interpretation of
graphs
W-8 Inferential Statistics I: Lecture, group discussion Quiz, Assignment CLO4
Testing Hypothesis,
Choosing the appropriate
analytical method, and
testing for one or two means.
W-9 Inferential Statistics I: Lecture, group discussion Quiz, Assignment CLO4
Testing for more than two
means, the Analysis of
variance.

Midterm

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W-10 Inferential Statistics II: Cross Lecture, class work Quiz, Test CLO4
tabulation and Chi-squared
test, Bivariate correlation and
regression, Scatterplot, and
fitted lines.
W-11 Inferential Statistics III: Lecture, class work Quiz, Test CLO4
Simple linear regression
analysis, Multiple linear
regression analysis
W-12 Inferential Statistics IV: Lecture, class work Quiz, Test CLO4
Binary Logistic regression
model
W-13 Inferential Statistics V: Lecture, class work Quiz, Test CLO4
Multinomial Logistic
regression Analysis
W-14 Inferential Statistics VI: Lecture, class work Test, Presentation CLO5
Poisson Regression Models
W-15 Inferential Statistics VII: Lecture, class work
Negative Binomial Test, Presentation CLO5
Regression model
W-16 Inferential Statistics VIII: Lecture, class work Test, Presentation CLO5
Survival Analysis model
W-17 Inferential Statistics IX: Lecture, video Test, Presentation CLO5
Survival Analysis model
W-18 Group Project Presentation Lecture, video Test, Presentation CLO5

Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation
1. Assessment strategy
● Quiz, Assignment, Projects & Presentation

2. Mark distribution
● Continuous assessment: Quiz, Assignment, Presentation, Classwork
● Summative: Final project paper/term paper submission

3. Make-up procedures
● If someone misses any of the assessments for a legitimate reason, she/he will receive
one more attempt.

Part C.4
Learning materials
Page 229
1. Recommended reading
● Lisa Daniels, and Nicholas Minot, An Introduction to Statistics and Data Analysis
Using Stata.
● Kohler U, and Kreuter F., Data analysis using Stata, Stata press; 201

2. Supplementary reading

3. Others

Part C.1
Description of course (Outcome-based curriculum)

1. Course code BPH 4420

2. Course title Women Health, Gender Sex and Sexuality
3. Course type Major
4. Year/level/semester/term
5. Academic session Spring/Summer
6. Course teacher/instructor X
7. Pre-requisite (if any) None
8. Credit value 3 credits
9. Contact hours 45 hours
10. Total marks 100
11. Rationale of the course Women constitute a unique and vulnerable group in global health.
Global health interventions are often targeted toward women
since they suffer from unique health disparities and yet also hold
the most promise for improved health. This course addresses a
wide scope of sex/gender-based topics, with a focus on health
issues that are unique to, or more prevalent or different, in women
compared to men.
12. Course Objectives The course's general goal is for students to
1. To have a clear knowledge of the current situation of women
2. To identify the barriers and constraints for women in the
health system.
3. Learn and compare the global scenario with its constraints
and challenges in Bangladesh
4. 4. Design innovative strategies to reduce gender related
problem
13. Course Learning Outcomes 1. Define basic concepts of Women's Health, Gender, Sex and
(CLO) Sexuality
2. Explore the current situation of Women's Health in-country
and global context
3. Understand women's empowerment and its role in women’s
health
4. Learn about various programs associated to Women's Health,
Gender, Sex and Sexuality
5. Evaluate programs and projects to intervene in health
disparities

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 6. Demonstrate high-level written and verbal communication
skills
7. Demonstrate presentation skills in communicating research
projects

Mapping of Course Learning Outcomes (CLO) with Program Learning Outcomes (PLO)
Course PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10
learning
outcome
CLO
CLO 1 √ √
CLO 2 √ √
CLO 3 √ √
CLO 4 √ √
CLO 5 √ √
CLO 6 √ √
CLO 7 √ √

CLOs Teaching–Learning Strategy Assessment Strategy

CLO 1 Lecture, class participation and engagement Quiz, group works
CLO 2 Lecture, class work and engagement Quiz, Short question
CLO 3 Lecture, class work, group work Class work, short question
CLO 4 Lecture, class work, group work Quiz, Assignment
CLO 5 Lecture, class work, group work Quiz, projects
CLO6 Lecture, class work, group discussion Quiz, assignment
CLO7 Lecture, group work, Projects Presentation

Part C.2
Course planning specific content, CLOs, teaching and learning, and assessment strategy
mapped with CLOs

Mapping Course Learning Outcomes (CLOs), Topics with Teaching – Learning and Assessment
Strategy

Week Topics Teaching– Assessment Corresponding

Learning Strategy Strategy CLOs
W-1 Sex and Gender in Human Lecture and Quiz CLO-1
Physiology and Disease discussion
W-2 Gender and Health: Lecture, group Quiz CLO-1, CLO-3
Foundational Theories and discussion
Applications
W3 Current Controversies in Lecture, class work Short question CLO2, CLO3
Women’s Health
W-4 Women’s empowerment Lecture, class work Assignment CLO-2,
CLO-3
W-5 Reproductive autonomy Lecture, class work Assignment CLO-2

W-6 Family planning rights and Lecture, Group Quiz CLO-2, CLO4
services discussion

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W-7 Unique barriers of Lecture, class Quiz CLO2
women’s health-seeking work, group
practices discussion

W-8 Masculinity, Sexual Lecture, class Assignment CLO-1, CLO-2

Behavior & Health assignment
W-9 Review and reflect Lecture, class Presentation CLO-1, CLO-2
work, class
assignment

Midterm

W-10 Pregnancy, Birth and Group discussion Assignment CLO-4, CLO5

Infancy
W-11 Women and Health Care Lecture, class Quiz, Short CLO-4, CLO5
work, group question
discussion
W-12 Preconception and prenatal Lecture, group Quiz, Short CLO-1, CLO-2
care for women discussion question
W-13 Strategies to Reduce Lecture, class Quiz, Short CLO5
Disease Among Women work, group question,
discussion Assignment
W-14 Global Medical Issues Lecture, class Quiz, Short CLO-1, CLO-2
Affecting Women work, Class question,
assignment Assignment
W-15 Human Sexual Diversity in Lecture, class work Quiz, Short CLO-1, CLO-2
Medical Practice question,
Assignment
W-16 Gender-Based Violence Lecture, class Quiz, Short CLO-4, CLO-5
Research, Practice and work, Class question,
Policy: Issues and Current assignment/ group Assignment,
Controversies discussion Presentation
W-17 Social disparities in Lecture, group Short question, CLO-1, CLO-2,
women’s health work assignment CLO5
W-18 Reflection and synthesis Group discussion Presentation CLO-5, CLO-6.
CLO-7
Review and preparation for final exam

Final exam

Part C.3
Assessment and evaluation

1. Assessment strategy
● Quiz, assignment, presentation, midterm, and final

2. Mark distribution
● Continuous assessment: Quiz, assignment, presentation, group work
● Summative: Midterm, final
Page 232
3. Make-up procedures
● If someone misses any of the assessments, she/he will be provided with a new
deadline

Part C.4
Learning materials
1. Recommended reading
● Rahman, A., Surkan, P.J., Cayetano, C.E., Rwagatare, P. and Dickson, K.E., 2013.
Grand challenges: integrating maternal mental health into maternal and child health
programmes. PLoS medicine, 10(5), p.e1001442
● Bhutta, Z.A. and Black, R.E., 2013. Global maternal, newborn, and child health—so
near and yet so far. New England Journal of Medicine, 369(23), pp.2226-2235
● Kotch, J. ed., 2013. Maternal and child health: Programs, problems, and policy in
public health. Jones & Bartlett Publishers
2. Supplementary reading
3. Others

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Part D
GRADING/EVALUATION

Grading Scale
Letter grades indicating the quality of course work completed is interpreted as follows
This is to inform that Canadian University of Bangladesh maintains a Uniform Grading
system as per the rule of the University Grants Commission of Bangladesh. The grading
system is as follows:

Grade Point
Marks obtained out of 100 Grade Remarks
Equivalent
80% and above A+ 4.00 Outstanding
75% to less than 80% A 3.75 Excellent
70% to less than 75% A- 3.50 Very Good
65% to less than 70% B+ 3.25 Good
60% to less than 65% B 3.00 Satisfactory
55% to less than 60% B- 2.75 Above Average
50% to less than 55% C+ 2.50 Average
45% to less than 50% C 2.25 Below Average
40% to less than 45% D 2.00 Pass
Less than 40% F 0.00 Fail

Grades
The exact cut off points for assigning letter grades is at the, discretion of individual instructor.
The same applies to the assignment of + or - after a letter grade. It is meant to give more
flexibility so that shades of performance can be distinguished and rewarded. The + and - has a
value of 0.3 grade point.

Grade Point Average (GPA) and Cumulative Grade Point Average (CGPA)
Students' grade-point averages are numerical values obtained by dividing the total grade points
earned by the credits attempted. Only courses' graded A, A-, B+, B, B-, C+, C, C-, D+, D, and
F are used to determine credits attempted. Only the grades earned in the courses that are
required for the BPH degree are included in the GPA calculation. Grades earned in other
courses are reported on the transcript but are not counted in calculating the GPA for BPH.

Course Withdrawal (W)

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The grade Withdrawal (W) is assigned when a student officially drops a course during the
period between the ends of the third and sixth week. Prior to that time if a student drops a
course no entry is made on the academic record. A "W" does not affect the student's GPA.

Retaking Courses
Students may elect to repeat a course. When a student retakes a course, the actual grade will be
recorded instead of "R". All passing grades will be used to calculate the CGPA even if a course
is retaken. When a student retakes a course in which student received "F" grade(s) earlier, s/he
must apply not to include the "F" grade(s) in his/her CGPA calculation. An "F" grade earned
in any credit course will be used to calculate CGPA until the course is retaken and an
application is submitted. The retake policy in case of courses with "F" grades will apply
immediately to all students at Canadian University of Bangladesh irrespective of their date of
enrolment. There will be no limit on the number of times a course can be retaken. Students
who wish to retake a course must register for the course again and will be assessed tuition and
applicable fees.

Incomplete (I) courses

The grade of Incomplete (I) may be used in special circumstances. The Incomplete may be
given only at the end of a semester to a student whose work is progressing, "but who has left
unfinished a small amount of work for completion without further class attendance. The
instructor must file with the Registrar an Incomplete Grade form describing the work to be
completed, indicating a tentative final grade to be assigned if the work is not completed and
the time period in which the work must be completed (no longer than the following semester).

The student has the responsibility to take the initiative in completing the work and is expected
to make up the incomplete as specified by the instructor. If action is not taken the "I" grade will
revert to the tentative final grade. The final grade becomes an "F" if no tentative grade is
assigned. In the event the instructor from whom a student received an incomplete is not
available, the disposition of a case involving an incomplete grade resides with the Head of the
Department. The grade 'I' must be replaced within one semester after the grade is assigned.
Retake
Retake Policy
The Retake policy has been amended as follows:
1. A student may retake a course /s if the grade is B (plain) or lower.
Page 235
2. The best grade will be counted for CGPA calculation.
3. The above policy is applicable to all students studying in postgraduate/graduate/
undergraduate programs.

Grade Improvement/grade change

Grade change is strongly discouraged. Letter grades may be changed only for posting errors or
errors in calculation. If a grade change is inevitable, it must be completed within one semester
following the submission of the grade. The program directors and department chairs will ask
for necessary papers and records to substantiate the grade change.

Dropout
Grades F will be recorded for students who have not fulfilled academic obligations and have
not obtained a grade, and for students who abandon their courses without officially
withdrawing from a course.

Page 236