Syllabus of Software Engineering in Bachelor of Technology (Btech) computer science and engineering

Why Choose Bachelor of Technology (Btech) in Software Engineering to study as a subject?

Systems Analysis and Design (SAD) is an exciting, active field in which analysts continually learn new techniques and approaches to develop systems more effectively and efficiently. However, there is a core set of skills that all analysts need to
know no matter what approach or methodology is used. All information systems projects move through the four phases of planning, analysis, design, and implementation; all projects require analysts to gather requirements, model the business needs, and create blueprints for how the system should be built; and all projects require an understanding of organizational behavior concepts like change management and team building.

This subject captures the dynamic aspects of the field by keeping students focused on doing SAD while presenting the core set of skills that we feel every systems analyst needs to know today and in the future. This subject builds on our professional experience as systems analysts and on our experience in teaching SAD in the classroom.

This subject will be of particular interest to instructors who have students do a major project as part of their course. Each topic describes one part of the process, provides clear explanations on how to do it, gives a detailed example, and then has exercises for the students to practice. In this way, students can leave the course with experience that will form a rich foundation for further work as a systems analyst.

Bachelor of Technology (Btech) Sofware engineering syllabus

The course of the program is designed in an exceedingly manner that it covers all the aspects of software system engineering needed for higher understanding of the scholars. The delivery methodology of the program is usually schoolroom lectures Associate in Nursing sensible laboratory sessions beside seminars and internships being an integral a part of the course. BE/B.Tech software system Engineering give students data of evaluating the correct codes and software system for specific tasks.

The course aims at creating students conscious of impact of engineering in reference to economic, international and environmental problems. it's targeted on making professionals those have a capability to perform on multidisciplinary groups and communicate effectively. 

The subjects of the program are place along in a manner that it teaches the scholars all the mandatory skills regarding software systems, application packages and software system creating software. Subjects that are enclosed within the curriculum are added so it builds a capability in students to be able to style a system that meets desired results within realistic constraints.

1. Pre-requisite: Nil
2. Objective: To introduce fundamentals of software engineering including requirement specifications, software design, testing and maintenance.
3. Suggested Books : R. S. Pressman, “Software Engineering – A practitioner’s approach”, 3rd ed., McGraw Hill Int. Ed.. 1992 Reference Books 2. K. K. Aggarwal & Yogesh Singh, “Software Engineering”, 2 ndEd., New Age International. 2005 3. Sommerville, “Software Engineering”, Addison Wesley. 2001

OUTSTANDING FEATURES

A Focus on Doing SAD

The goal of this subject is to enable students to do SAD—not just read about it, but understand the issues so that they can actually analyze and design systems. The subject introduces each major technique, explains what it is, explains how to do it, presents an example, and provides opportunities for students to practice before they do it in a real-world project. After reading each topic, the student will be able to perform that step in the system development life cycle (SDLC) process

Rich Examples of Success and Failure

The subject includes a running case about a fictitious company called Tune Source. Each topic shows how the concepts are applied in situations at Tune Source. Unlike running cases in other subjects, this text focuses examples on planning, managing, and executing the activities described in the topic, rather than on detailed dialogue between fictitious actors. In this way, the running case serves as a template that students can apply to their own work. Each topic also includes numerous Concepts in Action boxes that describe how real companies succeeded—and failed—in performing the activities in the topic. Many of these examples are drawn from our own experiences as systems analysts. 

Incorporation of Object-Oriented Concepts and Techniques 

The field is moving toward object-oriented concepts and techniques, both through UML 2.0, the new standard for object-oriented analysts and design, as well as by gradually incorporating object-oriented concepts into traditional techniques. We have taken two approaches to incorporating object-oriented analysis and design into the subject. First, we have integrated several object-oriented concepts into our discussion of traditional techniques, although this may not be noticed by the students because few concepts are explicitly labeled as object-oriented concepts. 

Real-World Focus

The skills that students learn in a systems analysis and design course should mirror the work that they ultimately will do in real organizations. We have tried to make this subject as “real” as possible by building extensively on our experience as professional systems analysts for organizations such as IBM, the U.S. Department of Defense, and the Australian Army. We have also worked with diverse industry advisory boards of IS professionals and consultants in developing the subject and have incorporated their stories, feedback, and advice throughout. Many students who use this subject will eventually apply the skills on the job in a business environment, and we believe that they will have a competitive edge by understanding what successful practitioners feel is relevant in the real world. 

Project Approach

We have presented the topics in this subject in the SDLC order in which an analyst encounters them in a typical project. Although the presentation necessarily is linear (because students have to learn concepts in the way in which they build on each other), we emphasize the iterative, complex nature of SAD as the subject unfolds The presentation of the material should align well with courses that encourage students to work on projects, because it presents topics as students need to apply them.

Colleges Offering Same Syllabus :

1. INSTITUTE OF ENGINEERING AND TECHNOLOGY - [IET], ALWAR
2. LOVELY PROFESSIONAL UNIVERSITY - [LPU], JALANDHAR
3. CHANDIGARH UNIVERSITY - [CU], CHANDIGARH
4. MANIPAL UNIVERSITY - [MU], MANIPAL
5. SIKKIM MANIPAL UNIVERSITY - [SMU], EAST SIKKIM

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