Computer Science Programs Research Articles

How Do Curricular Design Changes Impact Computer Science Programs?: A Case Study at San Pablo Catholic University in Peru

Computer science is a dynamic field of study that requires constant review and updating of the curricular designs in academic programs—in general, measuring the impact of plan changes has been little explored in the literature. In most cases, it focuses only on structuring its curricula, leaving aside several factors associated with important events or facts such as student dropout, retention, and inclusion. However, these features provide academic institutions with many opportunities to understand student performance and propose more effective preventive/corrective actions to avoid dropouts. This work focuses on the curricular changes’ influence on student gender imbalance, socioeconomic provenance, and dropout. Specifically, we employ three different approaches for our analysis: (i) a longitudinal study of four curricula from informatics engineering to computer science transition at San Pablo Catholic University, (ii) an exploratory analysis for identifying essential features that determines the events mentioned above, and (iii) a survival analysis to estimate the probability that a student will stay (not dropout) before graduate, and calculate the average permanence time per curricula. Our analysis shows that the female student rates decreased, student rates from lower socioeconomic provenance increased, and the dropout rates were reduced with updates towards an internationally standardized curriculum. This is even strongly evidenced when the program changes its name. Finally, the set of techniques employed in this work composes a statistical mechanism that can be replicated/adapted to any other program in computer science aiming to extract valuable insights to support the decision-making process in educational institutions.

A Structured Process for Supervising Students’ Final Theses and Projects in Computer Science

Bachelor’s and Master’s theses are an opportunity for students to dive deep into a research question and gain in-depth knowledge about a research topic. At the end of a curriculum, theses act as a kind of bridge between the educational stage and work or further study. Thesis supervision is a resource-intensive task and often a critical factor for the quality of a thesis. After decades of experience with different methods, we have developed a concept for continuous thesis supervision and applied it to two specific degree programs at our university, the Bachelor's program in Computer Science and Digital Communication and the Master's program in Software Design and Engineering. Compared to traditional supervision methods, this concept has led to a higher adherence to deadlines and to a higher quality of the final theses. In this paper, we present our findings on different types of supervisors and our concept for continuous thesis supervision, which can be adapted to each identified supervisor type. This concept comprises several methods, intended to inspire other supervisors to choose the set of methods that best suits their needs. We also describe how this concept can be adapted for project-based courses.

Revealing the queer-spectrum in STEM through robust demographic data collection in undergraduate engineering and computer science courses at four institutions.

Queer identities are often ignored in diversity initiatives, yet there is a growing body of research that describes notable heterosexist and gender-normative expectations in STEM that lead to unsupportive and discriminatory environments and to the lower persistence of queer individuals. Research on the experiences of queer-spectrum individuals is limited by current demographic practices. In surveys that are queer-inclusive there is no consensus on best practices, and individuals with queer genders and queer sexual, romantic, and related orientations are often lumped together in a general category (e.g. LGBTQ+). We developed two queer-inclusive demographics questions and administered them as part of a larger study in undergraduate engineering and computer science classes (n = 3698), to determine which of three survey types for gender (conventional, queered, open-ended) provided the most robust data and compared responses to national data to determine if students with queer genders and/or queer sexual, romantic, and related orientations were underrepresented in engineering and computer science programs. The gender survey with queer-identity options provided the most robust data, as measured by higher response rates and relatively high rates of disclosing queer identities. The conventional survey (male, female, other) had significantly fewer students disclose queer identities, and the open-ended survey had a significantly higher non-response rate. Allowing for multiple responses on the survey was important: 78% of those with queer gender identities and 9% of those with queer sexual, romantic and related orientations selected multiple identities within the same survey question. Queer students in our study were underrepresented relative to national data. Students who disclosed queer gender identities were 7/100ths of the expected number, and those with queer orientations were under-represented by one-quarter. Further work developing a research-based queered demographics instrument is needed for larger-scale changes in demographics practices, which will help others identify and address barriers that queer-spectrum individuals face in STEM.

Pelatihan Design Sederhana Menggunakan Aplikasi Visual Studio 2010 dan SQL Server 2008 Pada Sekolah SMP IT Al Jabar

At this time, along with the development of the times, technology has also developed very rapidly, especially in the field of computers. Where can we know that the development of this technology can help human work. In the world of education, computer science is very necessary so that teachers or students do not lag behind in the development of today's times. For this reason, training in computer science is needed. Many of us know computers only limited to Ms. Office alone because it is often used in everyday life, but actually in computer science there are many applications/programs that can help human work to be easier. For this reason, this training was made to introduce one of the application programs in computer science, namely the application of visual studio 2010 and SQL server 2008. Where this application can create programs according to our wishes to help make our work easier. The object that will be used as the location of service is the teachers at the Al JABAR Middle School. In this service, the team wants to do it in the form of training and talk shows about Simple Design Training Using Visual Studio 2010 and SQL Server 2008 Applications at IT AL JABAR Junior High School. The results obtained at the IT Al-Jabar Junior High School from this activity are that teachers can increase their knowledge in computer science, especially in making simple designs using Visual Studio 2010 and SQL Server 2008 applications which are useful for teaching materials to their students

Analysis of co-authorship networks among Brazilian graduate programs in computer science.

The growth and popularization of platforms on scientific production has been the subject of several studies, producing relevant analyses of co-authorship behavior among groups of researchers. Researchers and their scientific productions can be analysed as co-authorship social networks, so researchers are linked through common publications. In this context, co-authoring networks can be analysed to find patterns that can describe or characterize them. This work presents the analysis and characterization of co-authorship networks of academic Brazilian graduate programs in computer science. Data from Brazilian researchers were collected and modeled as co-authoring networks among the graduate programs that researchers take part in. Each network topology was analysed with complex network measurements and three proposed qualitative indices that evaluate the publication’s quality. In addition, the co-authorship networks of the computer science graduate programs were characterized in relation to the assessment received by CAPES, which attributes a qualitative grade to the graduate programs in Brazil. The results show the most relevant topological measurements for the program’s characterization and the evaluations received by the programs in different qualitative degrees, relating the main topological patterns of the co-authorship networks and the CAPES grades of the Brazilian graduate programs in computer science.

Two Decades of Computing at the University of Belize

Computer science became a distinct academic discipline in the early 1950s. The first computer science degree program was founded in Belize around 45 years later, under the auspices of the nascent University College of Belize, which would subsequently become the University of Belize. We present a twenty-year synopsis of a degree program created in 1998 to build an undergraduate curriculum using the surge of computing in the country of Belize as a catalyst coupled with the recognition of the importance of computing for national development. The four-year undergraduate degree program has resulted in steady student enrolment over the past two decades featuring a female student population consistent with female enrolment in similar computer science programs globally. The study details the origins, development efforts, successes, challenges, and recommendations for the program's future development.

Effective Reskilling of Foreign-Born People at Universities - The Software Development Academy

Contribution: An intensive three-month educational program can be used for rapid integration of foreign-born people into the IT industry. A novel method for integrating industrial needs with the practical parts of a bachelor’s Computer Science program. Background: The program was motivated by (1) the societal need to increase the meaningful integration of immigrants into the workforce, and (2) the demand for IT specialists in the IT labor market. Intended outcomes: An effective intensive software developer program with a high level of industrial integration and a working matching model for employment. Application design: The program consists of three different phases; recruitment of participants, training and job matching. The training is divided into six modules using five different teaching methods. An evaluation model, based on passive and active data, is implemented with fast learning loops for teachers and participants. Findings: The program has been run seven times with 263 unemployed participants of different nationalities. On average 82.6 percent of the participants found employment in the IT industry within 5 months of the course ending. Female participants are in the majority and are more successful in securing employment. The findings suggest that it was possible to rapidly prototype and deliver an advanced reskilling program within a university setting and use it as a positive method to support newcomers find meaningful work that has a direct benefit for the local IT industry, as well as for the wider society.

Importance of Mathematics in Computer Science, Engineering and Technology (CSET) Education

Students with weak mathematics background are often overwhelmed by the many mathematics courses that they have to take during their undergraduate Computer Science, Engineering and Technology (CSET) programmes; and tend to question the relevance of mathematics to their CSET studies. This paper examined the syllabuses of undergraduate CSET courses being offered in 10 Ghanaian universities and discussed the importance of relevant mathematics courses to them. Furthermore, it proffered recommendations to promote students’ academic success in CSET programmes.

A framework for a curriculum to ensure minimum standard for flexible, experiential and multi-disciplinary learning towards achieving NEP-2020 goals

A well-designed and futuristic educational policy is very much essential for a nation at different levels of education, since good education leads to economic and social progress of a nation. The education systems adopted by different countries differ by considering their own tradition and culture at different education levels to make the system effective. The Government of India recently has announced a new education policy, NEP-2020 based on the recommendations by an expert committee. However, there is a need for a specific plan to realize multi-entry multi-exit, experiential learning and multidisciplinary approach proposed in NEP-2020 for higher education in India, particularly Tier–II institutions. This paper proposes a framework enabling educational institutions to plan and prepare their curriculum ensuring various goals and objectives of NEP-2020. The proposed framework addresses the guidelines for Computer Science and Engineering programme and may be extended to other branches of Engineering. Keywords: NEP-2020, Outcome Based Education (OBE), Higher Education Institutes (HEI), Accreditation System, Experiential learning, Performance Ensuring Measures (PEM).

Using Machine Learning to Identify At-risk Students in an Introductory Programming Course at a Two-year Public College

In the United States, more than one-third of students enrolling in introductory computer science programming courses (CS101) do not succeed. To improve student success rates, this research team used supervised machine learning to identify students who are “at risk” of not succeeding in CS101 at a two-year public college. The resultant predictive model accurately identifies ≈99% of at-risk students in an out-of-sample test dataset. The programming instructor piloted the use of the model’s predictive factors as early alert triggers to intervene with individualized outreach and support across three course sections of CS101 in fall 2020. The outcome of this pilot study was a 23% increase in student success and a 7.3 percentage point decrease in the DFW rate. More importantly, this study identified academic, early alert triggers for CS101. The first two graded programs are of paramount importance for student success in the course.

An Effective and Secure Quality Assurance System for a Computer Science Program

Improving the quality assurance (QA) processes and acquiring accreditation are top priorities for academic programs. The learning outcomes (LOs) assessment and continuous quality improvement represent core components of the quality assurance system (QAS). Current assessment methods suffer deficiencies related to accuracy and reliability, and they lack well-organized processes for continuous improvement planning. Moreover, the absence of automation, and integration in QA processes forms a major obstacle towards developing efficient quality system. There is a pressing need to adopt security protocols that provide required security services to safeguard the valuable information processed by QAS as well. This research proposes an effective methodology for LOs assessment and continuous improvement processes. The proposed approach ensures more accurate and reliable LOs assessment results and provides systematic way for utilizing those results in the continuous quality improvement. This systematic and well-specified QA processes were then utilized to model and implement automated and secure QAS that efficiently performs quality-related processes. The proposed system adopts two security protocols that provide confidentiality, integrity, and authentication for quality data and reports. The security protocols avoid the source repudiation, which is important in the quality reporting system. This is achieved through implementing powerful cryptographic algorithms. The QAS enables efficient data collection and processing required for analysis and interpretation. It also prepares for the development of datasets that can be used in future artificial intelligence (AI) researches to support decision making and improve the quality of academic programs. The proposed approach is implemented in a successful real case study for a computer science program. The current study serves scientific programs struggling to achieve academic accreditation, and gives rise to fully automating and integrating the QA processes and adopting modern AI and security technologies to develop effective QAS.

Problem Based Learning as a strategy for teaching algorithms

This study proposes applied research to adopt problem-based learning as a learning strategy for educational programs in computer science. The use of the seven-step methodology is available to implement problem-based learning in a case study within the Autonomous University of Campeche. It refers to the basic algorithmic subject of the logical of programming studied in the first semester of the curriculum map. As an added value and promoting the quality of education, the didactic sequence is added as a technique to apply said strategy and the integration of technological tools that promote, in the same way, educational innovation. The results demonstrate that the adaptability of problem-based learning is efficient and effective in acquiring meaningful learning specifically in the silver case. Likewise, it opens a path for new related research and contributes to the achievement of the graduation profiles of university students. Finally, it is relevant to mention the ease, flexibility and usefulness of the PSeInt software as a tool for algorithm design.

Combining Learning and Engagement Strategies in a Software Testing Learning Environment

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

Hiring CS Graduates: What We Learned from Employers

Computer science ( CS ) majors are in high demand and account for a large part of national computer and information technology job market applicants. Employment in this sector is projected to grow 12% between 2018 and 2028, which is faster than the average of all other occupations. Published data are available on traditional non-computer science-specific hiring processes. However, the hiring process for CS majors may be different. It is critical to have up-to-date information on questions such as “what positions are in high demand for CS majors?,” “what is a typical hiring process?,” and “what do employers say they look for when hiring CS graduates?” This article discusses the analysis of a survey of 218 recruiters hiring CS graduates in the United States. We used Atlas.ti to analyze qualitative survey data and report the results on what positions are in the highest demand, the hiring process, and the resume review process. Our study revealed that a software developer was the most common job the recruiters were looking to fill. We found that the hiring process steps for CS graduates are generally aligned with traditional hiring steps, with an additional emphasis on technical and coding tests. Recruiters reported that their hiring choices were based on reviewing resume’s experience, GPA, and projects sections. The results provide insights into the hiring process, decision making, resume analysis, and some discrepancies between current undergraduate CS program outcomes and employers’ expectations.

Teaching Programming Through The "Modular Arithmetic" Math Project

Project-based approach was integrated into the Computer science programme at New Bulgarian University to enhance the learning process for first year students. A multidisciplinary project based on main concepts of Programming and Discrete mathematics was designed and developed. The concepts and relations between them were presented by concepts maps and the tasks were ordered according to revised Bloom's taxonomy. So it became possible to evaluate the cognitive learning levels of the students from simple remembering of information to analyzing and creating, to improve the self-learning skills, the ability to search for new information, working in teams and communication skills. The students had the opportunity to apply algorithms related to different data structures, memory and time optimisation that are used in the business and to integrate different programming technologies in a project.

I Explain, You Collaborate, He Cheats: An Empirical Study with Social Network Analysis of Study Groups in a Computer Programming Subject

Students interact with each other in order to solve computer science programming assignments. Group work is encouraged because it has been proven to be beneficial to the learning process. However, sometimes, collaboration might be confused with dishonest behaviours. This article aimed to quantitatively discern between both cases. We collected code similarity measures from students over four academic years and analysed them using statistical and social network analyses. Three studies were carried out: an analysis of the knowledge flow to identify dishonest behaviour, an analysis of the structure of the social organisation of study groups and an assessment of the relationship between successful students and social behaviour. Continuous dishonest behaviour in students is not as alarming as many studies suggest, probably due to the strict control, automatic plagiarism detection and high penalties for unethical behaviour. The boundary between both is given by the amount of similar content and regularity along the course. Three types of study groups were identified. We also found that the best performing groups were not made up of the best individual students but of students with different levels of knowledge and stronger relationships. The best students were usually the central nodes of those groups.

The teaching of computer ethics on computer science and related degree programmes. a European survey

Within the Computer Science community, many ethical issues have emerged as significant and critical concerns. Computer ethics is an academic field in its own right and there are unique ethical issues associated with information technology. It encompasses a range of issues and concerns including privacy and agency around personal information, Artificial Intelligence and pervasive technology, the Internet of Things and surveillance applications. As computing technology impacts society at an ever growing pace, there are growing calls for more computer ethics content to be included in Computer Science curricula. In this paper we present the results of a survey that polled faculty from Computer Science and related disciplines about teaching practices for computer ethics at their institutions. The survey was completed by respondents from 61 universities across 23 European countries. Participants were surveyed on whether or not computer ethics is taught to Computer Science students at each institution, the reasons why computer ethics is or is not taught, how computer ethics is taught, the background of staff who teach computer ethics and the scope of computer ethics curricula. This paper presents and discusses the results of the survey.

Assessing Competencies Using Scenario-Based Learning in Cybersecurity

Recent years have seen a disconnect between much-needed real-world skills and knowledge imparted to cybersecurity graduates by higher education institutions. As employers are shifting their focus to skills and competencies when hiring fresh graduates, higher education institutions are facing a call to action to design curricula that impart relevant knowledge, skills, and competencies to their graduates, and to devise effective means to assess them. Some institutions have successfully engaged with industry partners in creating apprenticeship programs and work-based learning for their students. However, not all educational institutions have similar capabilities and resources. A trend in engineering, computer science, and information technology programs across the United States is to design project-based or scenario-based curricula that impart relevant knowledge, skills, and competencies. At our institution, we have taken an innovative approach in designing our cybersecurity courses using scenario-based learning and assessing knowledge, skills, and competencies using scenario-guiding questions. We have used the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework and the Office of Personnel Management (OPM) Hiring Cybersecurity Workforce report for skills, knowledge, and competency mapping. This paper highlights our approach, presenting its overall design and two example mappings.

Models of using immersive teaching technologies in the practical activity of a teacher of informatics

Problem and goal. Virtual, augmented mixed reality and augmented virtuality are becoming integral attributes of the immersive educational environment, disposed to continuous learning and comprehensive development. The relevance of the study of models of using immersive technologies in the activities of a computer science teacher is beyond doubt, because they are the real embodiment of new methodological ideas and approaches. Methodology. In the course of the research, the analysis of models of immersive learning technologies for the practical activities of a computer science teacher was carried out. On its basis, a set of computer tools and equipment has been proposed that allows introducing immersive technologies into educational practice. Results. Methodological recommendations on the use of virtual, augmented and mixed reality technologies both in informatics lessons and after school hours are presented. The key topics of the computer science program, in which it is advisable to use immersive technologies, have been identified. Methodological approaches to the transformation of informatics teaching in the context of digitalization of education have been formulated. Conclusion. The results of the study indicate that immersive learning technologies can be successfully applied both in informatics lessons and outside the classroom. They not only contribute to the immersion of students in an interactive environment, but also increase the interest, motivation and quality of their knowledge. Lessons using immersive technologies open up new opportunities for a computer science teacher for professional growth, methodological and subject self-improvement.

Considering the Effects of Computer Scientist Stereotypes on Mental Health

As enrollment in computer science (CS) programs increases and technical jobs become more available, the mental health of computer scientists and engineers requires wider discussion. Mental health constitutes of emotional, social, and psychological well-being, affecting how a person thinks, feels, and acts. Addressing issues surrounding mental health is critical in ensuring one's happiness, productivity, and, ultimately, safety.