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In a Finnish study of four different academic disciplines, Ylijoki (2000) found that in Computer Science there was a disparity between the conceptions held by undergraduate students and staff about their discipline; students viewed it as being far more pragmatic and results focused than did their instructors. Not surprisingly, here at our Australian university where the undergraduate Computer Science program emphasizes programming and problem solving skills, the authors had noticed a similar inconsistency between staff and student beliefs. This paper reports on an effort to realign these conceptions and broaden student experience using an assessment task. Centered on solutions to the popular "Sudoku" puzzle (Sudoku, 2005), the task was designed and introduced into an Intelligent Systems course, a final year elective of a Computer Science degree. The goal was to expose students to some of the "pure" rather than applied aspects of the Computer Science discipline (Becher & Trowler, 2001), by using assessment to encourage experimental learning (Kolb & Fry, 1975). The assessment specification instructed students to design and conduct several "in silica" Computer Science experiments to solve and/or create Sudoku puzzles. Importantly, students were asked to keep a Research Diary documenting their thoughts, attempts, backtracking and progresses as they attempted the assignment. Most unique from a student's perspective was that "failure" to solve the given problem by experimentation was a viable option; their efforts would be rewarded given they conducted themselves "scientifically" in their attempt. The inclusion of a Research Diary as part of the assessment proved beneficial to both students and staff, particularly as the Diaries focused students on the doing, rather than on the results achieved. For staff, these journals allowed the privilege of seeing what students were thinking and doing as they engaged in the problem. An early analysis of Diary entries shows evidences of students "thinking scientifically", that is, understanding and thinking about the problem before formalizing an approach to a solution. In addition, Diary entries also show evidences of students "behaving scientifically" as they reported conducting experiments and analyzing their results, before concluding about their experiences. For students, regardless of whether they able to complete the task, the Research Diaries were valuable testaments to their efforts and experimentations. (Contains 1 figure and 2 tables.)

Teaching future knowledge engineers, the necessary skills for designing and implementing intelligent software solutions required by business, industry and research today, is a very tall order. These skills are not easily taught in traditional undergraduate computer science lectures; nor are the practical experiences easily reinforced in laboratory sessions. In an attempt to address this issue, a software development project, designed to take students through a complete process of knowledge engineering, was introduced in an undergraduate Intelligent Systems subject. In this project, students were required to act as domain experts, knowledge engineers, programmers, end users and project manager in the production of a game-playing expert system. The paper describes the project, its objectives and development, as well as some of the benefits. (Contains 3 figures and 1 table.)