Each Oxford college has its own particular history, ethos and architecture but the degree is identical. The ComputerScience courses are organised and largely taught by the department: lectures, classes, practicals, projects and exams are all provided centrally. Your college will provide you with tutorials, where you and another student will meet with a tutor to discuss problems you have attempted, or other aspects of ComputerScience. This individual tuition is one of the University’s great strengths. In addition, your personal tutor will advise you on your studies and monitor your progress: the relatively small number of students at each college allows for close supportive attention to be given to your academic development and your welfare.
All students admitted to the Faculty of Engineering and ComputerScience as of September 2001 must meet the writing skills requirement. To do this, students must either pass the Engineering Writing Test or complete ENCS 272 with a grade of C‑ or higher. Please note the successful completion of the course ENCS 272 fulfills the Faculty writing skills requirement; however, it cannot be used for credit in any ENCS degree or certificate program.
My thesis shows that computerscience has created a new way to understand structure. Therefore, the practices of computerscience could be viewed as a new way of doing science. What kind of issues did computer scientists encounter when pioneering with this new way of doing science? How do these issues relate to the nature of their ‘model’? And how did they find ways to deal with those issues? Also, this new method of doing science is hard to grasp for many people. Many even contest that computerscience is a science. Somehow, we do not clearly see what computerscience is and does. The methodology of other sciences, such as biology and physics, seems much more straightforward.
The integration of computer security into the existing ComputerScience undergraduate education is an urgent and complicated task. With the increasing risk of computer intrusions, computer crimes and information wars, ComputerScience educators bear the responsibility of cultivating a new generation of graduates who are aware of computer security related issues and are equipped with proper knowledge and skills to solve the problems. The task of integrating computer security into the ComputerScience programs, however, is complicated by the fact that most faculty members lack the specialty of the field. In addition, the fast advancement of computer technology, especially in the Internet and Web related fields, makes the updating of professional knowledge and skills a constant requirement.
excellence by achieving a combined SAT score of 1300, an unweighted high school average of at least 93, and high grade averages in mathematics and the natural sciences. Continuing ComputerScience majors who have completed at least three CSE courses and have maintained a cumulative grade point average of 3.50 and an average of 3.50 in CSE courses may apply for admission to the honors program in the sophomore or junior year. Continued participation in the program requires that students maintain a grade point average of 3.50, both cumulative and in all CSE courses.
If you want to transfer to another programme within the School of ComputerScience, you need to use a Transfer of Programme form (available from the Teaching Support Office). You must get in writing (eg an email or a note on the Transfer of Programme form) evidence that the Programme Director of the programme you wish to move to is willing to accept you. You then need to see the Director of Postgraduate Studies bringing your evidence with you. The Director of Postgraduate Studies will agree to the transfer if you are able to satisfy the criteria set out above. Should the Director of Postgraduate Studies not be available, the School’s Head of Academic Programmes may act on his behalf.
All adverts sent to the School of ComputerScience for circulating to students must contain at a minimum the name of the company, the length of the placement, a short description of the placement, scheme or role and details of how to apply: we are unable to circulate agency adverts for unspecified organisations or roles. We also encourage organisations to provide details of salary, location and a named contact that the students can get in touch with for further information.
Computerscience majors can use their electives to form an optional concentration in five different computerscience areas: computer graphics and game development; computer networks and security; database and systems; software engineering and application development; or artificial intelligence and robotics. Computerscience majors must take three courses (out of their 400-level electives) from a particular topic to receive a concentration in that area. Concentrations will not appear on the diploma but will be stated on a certificate issued by the department. The list of the courses for each concentration is as follows:
1. Glossary of ComputerScience Terms (attached) 2. Worksheet for group assignment (attached) 3. Access to the internet - www.codingbat.com 4. Worksheet for individual assignment (attached) 5. Access to the internet - http://csunplugged.org Procedures and Activities:
In order to conclude the programme successfully, the PhD student has to elaborate a research topic independently and this research must contribute and add significantly to current knowledge in the area of computerscience. Due to the time limits of the programme, PhD students must concentrate on their research work. In order to achieve this, they are supported by the structure of the PhD programme.
The ComputerScience curriculum consists of theoretical as well as application-oriented courses and is based on a strong foundation in mathematics. The B.A. degree is intended for those interested in management and social sciences, whereas the B.S. degree requires greater concentration in the engineering, natural, and physical sciences. Two tracks of study are offered to satisfy students’ interests and career goals—the Gaming and Media Design track and the Classic track. The gaming and media design track prepares students for work in the expanded gaming industry, while the traditional track prepares students for graduate study and research in the discipline or for employment in government or industry. Students are encouraged, through the pursuit of a minor or second major, to acquire competence in an area that lends itself to meaningful computer applications.
next twenty years, the NNI has divided the development of nanotechnology into four generations. The first generation, which just ended in 2004, involved the development of passive nanostructures such as coatings, nanoparticles, nanostructured metals, polymers and ceramics. At the time of writing, we begin the second generation, during which we should manufacture active nanostructures including transistors, amplifiers, targeted drugs, actuators and adaptive structures. Later, from the year 2010, nanotechnology should enter the third generation. It is estimated that systems of nanosystems, for example: guided molecular assembling systems, 3D networking and new system architectures for nanosystems, robotics and supramolecular devices, would be developed. Finally, from the year 2020, the fourth generation of nanotechnology should be the generation of molecular nanosystems, which would integrate evolutionary systems to design molecules as devices or components at atomic levels. To date, nanotechnology has been developed mostly from the basis in physics, chemistry, material science and biology. As nanotechnology is a truly multi-disciplinary field, the cooperation between researchers in all related areas is crucial to the success of nanotechnology. Until now, computerscience has taken a role mostly in research tools, for example: a virtual-reality system coupled to scanning probe
There have been several views saying that ComputerScience dealt with laws of nature, as well as computing is natural science [Denning, 2003] and a thorough analysis of these aspects is explored in [Tedre, 2014]. With the maturing of the discipline and the huge impact it has made, one can conclude that it has provided a way of thinking in almost all branches of science, engineering and society; the latter abstraction can be succinctly seen in the coining of the phrase “Computational Thinking’’ by Jeannete Wing of CMU (we shall look a bit more into this aspect in the sequel). The elucidation of such an impact along structures of science and engineering frameworks has been captured nicely by Peter Denning [Denning 2003] in Figure 2.2. One inference you can see, why the notion of “experiments’’ has also an important role nowadays and also fits well in the significant contributions of machine learning being played along for societal applications. In fact, these arguments and happenings are reflected in the following quote from Forsythe (1969):
We suggested two ways of improving the teaching of computerscience to all students at both the secondary school and university level. The first point made is that computerscience should be taught as a foundation of understanding today’s information age, and a necessity for becoming an effective user of computer technology. The second point was that the methods used for teaching computerscience must employ the best that computers can offer as a teaching tools. The ideas for this paper are results of author’s participation in two exciting projects: the ACM Task Force of the Pre-College Committee on High School ComputerScience Curriculum, and the Active Learning Curriculum for ComputerScience Project at College of ComputerScience at Northeastern University in Boston. The colleagues and friends working on these two projects helped in formulating the ideas in this paper and the author would like to acknowledge their contribution with deep gratitude. They are, Charles Bruen, Philip East, Darlene Grantham, Susan Merritt, Charles Rice, Gerry Segal, and Carol Wolf from the ACM Task Force, and Harriet Fell and Richard Rasala, collaborators in the project at Northeastern University.
In the last UK Government Research Assessment Exercise (RAE 2008), over half the research outputs in ComputerScience at the University were rated as world- leading or internationally excellent. We have strong links with employers in business and industry.
An upper division evaluation form needs to be submitted by the student and approved by the undergraduate advisor prior to enrollment in upper division computerscience courses. Students enrolling in upper division courses who do not have a major designation of CPSC/CECN will be removed from the courses. Courses in the Department of ComputerScience and Engineering (CSCE) at the 300 level or above are the designated upper level courses.
This handbook provides you with information that you will need on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a Module Handbook for each module you study on your course. During the four years you study for your M.Eng ComputerScience, you will be expected to persevere in your learning process, engage with all your modules and have fun in learning new technologies. The M.Eng course is very challenging and requires your fullest commitment because the end result is extremely rewarding.
Many of these concerns have been articulated in the three ACM/IEEE ICTD conferences to date. However, while attendance at this conference is continues to grow, many of the presenters and attendees are the same from year to year – a predominantly computerscience-oriented group of researchers and practitioners who themselves bemoan the disconnect in ICTD between the “ICT” and the “D.” This separation is largely the result of both legacy and timing. Development studies has been an area of scholarship and practice for over 60 years; mass communications depart- ments have been working in ICTD (although it is called development communications in this space) since the 1960s. Computerscience is late to the game – yet often does not adequately acknow- ledge or build upon development’s historical foundations. The underlying view that computer scien- tists will save the world because other development sectors have not yet been successful in doing so is naïve and overlooks the complexities of real-world development.
Shortly after the strong start, the number of admissions applications followed a downward turn. This was due to a couple of reasons, namely 1) the IT market recovery from the dot-com bust began generating more jobs thus reducing the need for graduate training, and 2) the low interest in undergraduate computerscience programs due to the (incorrect) perception of no-job prospects lead to a so-called “shrinking pipeline”, and 3) companies cutting back on tuition reimbursement programs.
A nonrefundable $50.00 application fee must be submitted with the Graduate School’s online application for Admissions to Graduate Study in ComputerScience. Applicants may pay this fee by credit card if applying electronically or must pay by personal check, cashier’s check, or money order made out to SIU, and payable to a U.S. Bank, sent along with their supporting documentation. Decisions concerning the admission of students to and retention of students in the graduate program will be made by the department faculty subject to the requirements of the Graduate School.