Course For Computer Science Majors Research Articles

Discussion on the Teaching Reform of Java Programming Course for Computer Science Majors in Colleges and Universities

In the new era, society has put forward higher requirements for the training of talents in colleges and universities, which needs to keep pace with the development of the times in the Java programming course for college computer majors, and constantly improve and optimize the teaching strategy. From the current situation, there are some problems in the teaching of Java programming courses for computer science majors in colleges and universities, such as the teaching content is not updated in time, the teaching method is too single, etc., which needs to be addressed in the teaching reform to solve the current problems. The article explores the importance of teaching reform of Java programming courses for computer majors in colleges and universities and gives effective teaching strategies according to the current teaching situation.

Promoting Innovation and Practice of Introduction to Artificial Intelligence Course with Curriculum Civics as a Handle

This paper discusses the construction of Civics in the Introduction to Artificial Intelligence course for computer science majors at the Zhejiang Institute of Science and Technology, taking into consideration the rapid development of AI technology and society's increasing demand for skilled computer professionals. The following suggestions are proposed: Firstly, the curriculum should be designed to strengthen the educational content of humanities and social sciences, in order to provide a well-rounded education that complements the technical skills taught in the course. Secondly, during the teaching process of the Introduction to AI course, classroom interaction should be promoted and students should be encouraged to express their personal views. Additionally, assessment of students' comprehensive ability should be emphasized since the application and development of AI technology requires individuals with high-quality comprehensive skills. Thirdly, in the assessment method, there should be a focus on students' innovation and teamwork abilities. Encouraging students to collaborate and innovate in solving practical problems is a crucial part of developing their skills in AI technology. Through the implementation of the above suggestions, students' awareness and understanding of AI technology can be improved, while also enhancing their ability to think critically and problem-solve effectively.

Reform and Innovation of Teaching Civics in the Course of “Operating System”

This paper discusses the reform and innovation of Civics teaching in the course of "Operating System". Operating system is a core professional course for computer science majors, and its theoretical and practical nature is strong and abstract, which makes most students not interested in learning the course. It proposes to apply the online and offline hybrid teaching mode in operating system, through network sharing, updating teaching contents, reforming teaching methods, proposing diversified assessment standards, and examining students' knowledge, ability and quality achievement in multiple dimensions. The teaching practice shows that the introduction of the Civics element in the course and the adoption of the online and offline hybrid teaching mode can greatly enhance students' interest in learning and cultivate their patriotism and responsibility. The reform of the OS course has effectively improved the depth and innovation of the course, enhanced the teaching quality and students' comprehensive quality, and achieved better teaching effect and evaluation, which hopefully can provide reference for other professional courses to carry out the teaching of Civics.

Scenario-based design for teaching Linux OS operations and maintenance

Linux operating system operation and maintenance is an important basic course for computer science majors in specialist and vocational education, and basic system administration commands are an important part of the course content. A scenario-based approach to teaching system management commands has been designed to address common problems such as difficulty in remembering, confusion and parameter confusion when students are faced with a large number of commands and parameters. By condensing a number of typical scenarios, students can better remember and differentiate commands and remember parameters through scenarios. The results of the course show that the scenario-based teaching method is easy to understand, rich and interesting, and facilitates students to learn better.

Scenario-based design for teaching Linux OS operations and maintenance

Linux operating system operation and maintenance is an important basic course for computer science majors in specialist and vocational education, and basic system administration commands are an important part of the course content. A scenario-based approach to teaching system management commands has been designed to address common problems such as difficulty in remembering, confusion and parameter confusion when students are faced with a large number of commands and parameters. By condensing a number of typical scenarios, students can better remember and differentiate commands and remember parameters through scenarios. The results of the course show that the scenario-based teaching method is easy to understand, rich and interesting, and facilitates students to learn better.

Research and Practice on Method of Computer Professional English

Computer Professional English is a required course for computer science majors and it is an important tool for computer applied sciences courses. Our daily exposure to computer textbooks, reference books, manuals, man-machine interactive keyboard keys, windows on-screen menu, dialog boxes, various web browsers on the statements of various programming languages and syntax error are all related to the use of English. Computer professional English is an effective way to further enhance the students‘ ability to translate, read, understand and so on. Whether they can learn computer professional English well affects the students'vocational careers to some extent. Therefore, is particularly important to study and explore computer professional English.

Research of Education Reform in C Programming Language

C Language Programming is one of the main courses for computer science majors’ students. As the first programming language, it is difficult to learn and teach for both of students and teachers. In our traditional teaching methods, we had to introducing statements and syntaxes, in addition to some simple examples. However, this method showed the lack of logic system training in the programming approach and the students taught by this mode were not so competent for handling problems occurring in programming. Therefore, the teaching method of C Language programming needs reforming. After years of experiencing the new teaching modes, we come to a conclusion that teaching C Language Programming should be based on the programming approach, importing the software engineering ideas into teaching, and practicing Case Studies and Project teaching mode, i.e, teaching students in accordance with their aptitude. This teaching mode has brought us great achievements so far.

Python puts a squeeze on java for CS0 and beyond

This paper compares Python with Java for teaching CS0, the first introductory course for computer science majors. Python has a simpler and more elegant syntax than Java. Python has an open, community-based development model managed by the non-profit Python Software Foundation; while Java is proprietary. Both Python and Java provide support for Graphical User Interfaces and object-oriented programming but Java seems to be more complex. These features make Python more suitable than Java for CS0 and more advanced courses.

Simply Python for CS0

This paper discusses Python and its suitability for CS0, the first introductory course for computer science majors. Python has a simpler and more elegant syntax than most other programming languages. It is freely available at no cost for several platforms and is suitable for both small-scale and large-scale programming. Python also provides support for Graphical User Interfaces and object-oriented programming. These features make it suitable for CS0 and more advanced courses.

A framework in which to teach (technical) communication to computer science majors

We describe a framework in which to consider designing an entire course for Computer Science majors that covers both technical communications as well as more general communication issues. By utilizing abstraction, we're able to fashion a framework that allows instructors to design specific course elements that meet their needs or priorities. We take advantage of many other efforts reported upon in the past that discuss processes that students can follow in developing effective communication artifacts, blend writing or speaking assignments into individual courses, or talk about communication-intensive courses.

A software testing course for computer science majors

The ability to program is a fundamental skill for Computer Science (CS) majors, and most CS programs introduce programming concepts through a sequence of courses. In fact, "programming courses offer skills and training that meets many of the needs expressed by students, their near-term employers, and non-CS faculty" [3, p. 24]. However, in most of these courses, relatively little time is spent in teaching students how to program well and how to test and locate defects; much of the focus is in teaching language constructs, syntax, and basics of programming. As more topics are introduced and the discipline continues to broaden, it has become nearly impossible to add new topics or required courses without removing others. This paper documents the rationale and procedures in developing an undergraduate testing and debugging elective course for Computer Science majors. It identifies the methodology used to select available tools, and documents the rationale in designing the course and developing its outcomes.

Educating leaders in information assurance

Information assurance is a new and rapidly evolving field. The best way to prepare professionals for the information age in light of the increasing security threat is not clear. There is an attempt to educate future leaders in information assurance at the undergraduate level. At this level, the authors found two distinct types of students and determined that their needs could be met only with separate courses. A course was developed for nontechnical majors that focuses on strategy and policy, but with a strong technical component. The course for computer science majors is highly technical, but does not neglect the strategy, policy, ethics, and laws of information warfare. In both courses, the authors have relied heavily on active learning activities, reducing the content, and focusing on teaching the students how to teach themselves. Each course culminated in a major project that required the students to demonstrate mastery of the course objectives. The accomplishment of course goals was extremely successful. These courses can be models for information assurance education at other undergraduate institutions.

Combining cooperative learning and peer instruction in introductory computer science

CPSC 120, Principles of Computer Science I, is a first semester freshmen level course for computer science majors. Over a three semester comparison period, this course had an average WDF rate of 56% (i.e. percentage of students receiving a grade of “D” or “F”, or withdrawing from the course). In two sections of this course, two strategies, peer instruction and cooperative learning, were combined to lower the WDF rate for both sections to an average of 32.5%. The improvement was even more dramatic for the female students in the classes, who improved from a 53% WDF rate to a WDF rate of only 15%.

Bringing the introductory computer graphics course into the 21st century

The field of computer graphics has matured greatly since the formal statement of the introductory undergraduate course for computer science majors was created for ACM/IEEE Curriculum 91, and introductory courses need to reflect the substantive changes in the discipline. Recent discussions with graphics educators and a syllabus survey have found six trends in recent course offerings. Further discussions at GVE 99 identified similar trends as well as an important enduring topic. Perhaps these findings will evolve into a basis upon which people can develop courses that fit their local needs as well as reflecting the changing field.

New possibilities in the introductory graphics course for computer science majors

New possibilities in the introductory graphics course for computer science majors

A three paradigm first course for CS majors

This paper presents a curriculum designed for a two semester foundation course for Computer Science majors. Our course distributes the widely accepted basic toolbox of algorithms and data structures over functional, logic and imperative programming. In this way the programming paradigm becomes a problem solving tool instead of a monolingual impediment to a wider view of problem solving patterns. A strong laboratory component is essential for the success of this approach.

The influence of BASIC on performance in introductory computer science courses using Pascal

Results are presented testing the hypothesis that knowledge of BASIC has a positive effect on performance in introductory Pascal courses. During the Fall 1985 term, two computer science courses were surveyed at the University of Illinois, and students' final course grades were analyzed based on their programming background. In CS 121 surveys were given out in both lecture sections, with students being expected to mail surveys back on their own. The largest lecture section of five was surveyed for CS 105. The surveys were distributed to students and collected at the end of class. The data for the course for computer science majors (CS 121, which is a requirement) show no grade differences based on prior background. The data for the course for non-majors (CS 105, which is only required for finance majors and is an alternate choice for a few others) show significantly higher grades for students with background in BASIC in comparison to students with no programming background.

An interfacing and electronics course for computer science majors

A course suitable for inclusion in the Curriculum '78 recommendations [1] under Special Topics is described here. The course introduces students to microcomputer interfacing and digital electronics principles via preassembled breadboard projects. For each of the projects, students develop software control and learn circuit design principles. The course covers digital devices without using electronics workstations, but a small microcomputer lab is required.

The effect of a preliminary programming and problem solving course on performance in a traditional programming course for computer science majors

A preliminary PASCAL course which emphasized problem solving was designed for incoming computer science majors who were identified as being at risk. In addition, students in the required PASCAL course could transfer back to the preliminary course prior to the administration of the first examination. Students in the preliminary course were paired with comparable freshman majors from the preceeding academic year. Paired t-tests revealed significantly higher grades in the required course for those students who had previously completed the preliminary course. The preliminary course also served as a filter; approximately 43% of the students did not subsequently attempt the required course. Sex differences in persistence were also noted.

Natural Language Processing in the undergraduate curriculum

The course, Natural Language Processing, is an upper-level course for computer science majors. The pre-requisites include Survey of Programming Languages and Data Structures, so most students have at least 21 hours of Computer Science. Because the course is only offered every two years, many students will have taken more than 21 hours. The course is organized into four primary sections: text processing, sentence generation, sentence analysis, and case studies.