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In today's society, the popularization rate of computers in the whole country and even all over the world is increasing rapidly year by year. This makes People's Daily work closely connected with computers, information technology and the Internet. As an auxiliary tool, the computer provides great convenience for the process of teaching. Intelligent tools make the learning process more convenient, so the significance of computer science and technology to computer education is huge. In the teaching process, teachers should try their best to use the advantages of computers to assist teaching, and provide students with better network learning environment and learning conditions. Different from the traditional teaching methods, the application of computer technology to education has gradually formed a new type of computer education. This has caused a great change to the current situation of China's education development, and at the same time, China's education model is also faced with various problems.

In this paper we report our approach and experiences concerning the introduction of Python programming language in programming-related academic curricula. Firstly we motivate our choice and approach regarding the use of Python programming language. Then we discuss the results obtained in two courses that we taught to computer science and engineering students, both with a strong focus on developing students’ practical programming skills: Algorithm Design and Artificial Intelligence. We report our approach and findings, including identified difficulties and obtained results, as well as proposed future improvements.

Affirmative action in college admissions has been touted as a way to close the gender gap in science, technology, engineering, and mathematics programs. We report a study of one such program, where we discovered a positive effect on female enrollment and a smaller effect on a combined computer science and software engineering degree.

The paper presents the state of education in the field of computers and information technology, in the context of the evolution of higher education worldwide. The challenges faced by higher education institutions are highlighted: the massification of higher education in the field, the increased mobility of students and staff, the competition of different forms of non-formal and informal training, insufficient financial resources.

This paper describes the design of a group-based project that combines both the hardware and software disciplines of our Computer Science (CS) and Computer Engineering (CE) undergraduates. The goals for the multi-disciplinary design project (MDP) are to provide our 3rd year undergraduates with the opportunities to apply the theoretical knowledge acquired from their early years to solving a practical problem, foster a continuous improvement mindset, and experience the benefits and challenges of working collaboratively in a large team. This requires the formulation of a suitably complex problem that can integrate the skill sets from both the CE and CS programmes. It also requires suitable assessment strategies that can evaluate the students at the individual level, at the group level and at the inter-group level. This paper shares our pedagogical considerations in designing the project module, our experience gleaned from conducting the module over the last five years and some results of a recent online survey conducted to gather students’ feedback on their experience of MDP.

The process of developing, parameterizing, validating, and maintaining models occurs within a wide variety of tools, and requires significant time and resources. To maximize model utilization, models are often shared between various toolsets and experts. One common example is sharing aircraft engine models with airframers. The functionality of a given model may be utilized and shared with a secondary model, or multiple models may run collaboratively through co-simulation. There are many technical challenges associated with model sharing and cosimulation. For example, data communication between models and tools must be accurate and reliable, and the model usage must be well-documented and perspicuous for a user. This requires clear communication and understanding between computer scientists and engineers. Most often, models are developed by engineers, whereas the tools used to share the models are developed by computer scientists. Computer scientists often struggle with implementing methods for exchanging data between models while simultaneously maintaining the usability that engineers desire, and engineers often struggle with utilizing the tools that computer scientists have developed. In the process of developing tools and interfaces for model sharing and co-simulation, much is lost in the communication between computer scientists and engineers. This paper seeks to ease the communication barrier associated with model sharing and model co-simulation by clearly and simply discussing some of the commonly associated challenges and solutions, and then providing clear and concise implementation examples.

raphs are considered as an excellent modeling tool which is used to model many type of relations amongst any physical situation. Many problems of real world can be represented by graphs. This paper explores different concepts involved in graph theory and their applications in computer science to demonstrate the utility of graph theory. These applications are presented especially to project the idea of graph theory and to demonstrate its objective and importance in computer science engineering.

Dynamical systems, i.e., systems that progress along time according to fixed rules, exhibit many special phenomena like the emergence of interesting patterns, bifurcation of behavior, the appearance of chaos despite determinism and boundedness, and sensitive dependence on initial conditions. Such phenomena are encountered in diverse fields, such as fluid dynamics, biological population analysis and economic and financial operations. The study of dynamical systems, their properties, and the mathematical and computerized tools for dealing with them, are often designated as part of advanced curricula in physics or mathematics. Consequently, many computer science students, perhaps the majority thereof, graduate without ever being exposed to such concepts. We argue that with the pervasiveness of dynamical systems and manifestation of their properties in the real world, these concepts should be introduced early on; in undergraduate studies in computer science and related fields, and perhaps even in high school. Available introductory courses demonstrate that only a minimal foundation of knowledge in mathematics is needed for the basic understanding of the key ideas. Such an introduction would deepen one’s understanding of the world and highlight important capabilities and limitations of mathematical and software tools for analysis, simulation, testing and verification of complex systems. In turn, this can lead to enhancement and enrichment of languages, tools and methodologies for dealing with dynamical systems, and of research in computer science and software engineering in general.

We present a courseware design and implementation for pre-engineering university summer school outreach program intended for 6th to 12th grade pupils (K-12). The course focuses on building hardware and software for three IoT devices of increasing complexity and in doing so introduces various important computer science and engineering concepts. Device design constraints allow for very low cost of the built prototypes (5 - 10 € per device). We used NodeMCU with ESP8266 as a hardware platform. Lua as a part of NodeMCU firmware was used as a programming language due to simple syntax, possible interactive use, and compact source code that consisted of about 150 lines of code on average for each device. Pupils were provided with source code templates and encouraged to supplement the code with missing parts. The approach was scaled to primary and secondary schools’ curricula by organizing and evaluating a continuing education course for teachers in pre-university education.

Dr. Raj Jain is a Fellow of IEEE, a Fellow of ACM, a Fellow of AAAS, a winner of ACM SIGCOMM Test of Time award, CDAC-ACCS Foundation Award 2009 and ranks among the top 90 in Citeseer’s list of Mos...

Study programs are a central component of the higher education system, in particular for professional education. However, for many education programs, especially in engineering, a large part of the beginner students fail to reach graduation. A reason for this could be lack of program coherence. In order to strengthen the program coherence of the computer science and engineering program at KTH, a program integrating course was introduced in 2010. The course runs at low speed through the first three years of the program. It consists of reflection seminars in small cross-grade groups of students, led by a professor as a mentor. In the seminars the students exercise self-regulated learning abilities, such as metacognitive skills, when reflecting, discussing and acting upon different topics, such as study techniques, procrastination, studying abroad, plagiarism and responsibility, and the professional life after the studies.We have studied and found both perceived and measurable positive effects of the program integrating course. In this paper we describe effects on the students' study skills, their ability to reflect and interest in exchange studies.

This special-issue section of the IEEE T ransactions on E ducation (ToE) consists of three papers centered around the theme of Maker Learning in Computer Science and Engineering Education. It is being published in tandem with a special “sister” issue of the IEEE T ransactions on L earning T echnologies (TLT) on the topic of Learning Through Wearable Technologies and the Internet of Things [item 1) in the Appendix].

Interlanguage is an important issue in the field of second language acquisition for the past forty years. This study classifies the errors into three levels-lexicon, syntax and discourse, and then analyses the error examples to reflect the cause of interlanguage. The result may make some suggestions to the English teachers in English teaching.

Research has substantially increased in modern times due to availability and search facility of literature sources through Internet. Carrying out research and proving that it is done is a necessity for excellent academic career and for satisfying requirements of Master or PhD degrees in most universities. There is no recipe book for producing the research with desired taste and quantity, however, general methodology does exist. This paper presents crucial parts concerning research process in Computer Science and Engineering (CSE). The paper discusses the important parts of research methodology in CSE including research problem formulation, literature review, research design, and research communication. The paper presents each phase of the research process with essential ingredients, moreover, wherever required, the paper also provides pointers for further reading. The presented discussion is in the context of research applicable in CSE field. Therefore, we expect that this paper would become a good starting point for newbie researchers in CSE.

This study focuses on gender issues in terms of participation, achievement and duration of studies at the Tertiary level of education in Computer Science and Engineering (CS&E). For this reason, 1957 degrees earned by Computer Engineers were studied. These diplomas cover a 21 year period of graduation at the Computer Engineering and Informatics Department (CEID), University of Patras, Greece. The analysis of the data shows that: a) male graduate students outnumbered the female ones by three to one, b) in terms of achievement, no significant differences exist between male and female graduate computer engineers, and c) female students complete their studies earlier than their male counterparts.

In this study, we examined 6,834 master's and PhD theses conducted on computer science and engineering between 1994 and 2013 in Turkey. Thesis data were compiled from the YOK national thesis database web portal. We used text mining techniques to extract research concepts and their co-occurrence data from graduate thesis abstracts. Then, we applied social network analysis techniques on the concept co-occurrence networks to visually explore core research concepts, and connections and relationships among them. We showed that text mining and social network analysis techniques together were very effective for knowledge discovery in scientific documents in computer science and engineering domain.

A new school of computing and engineering was formed in 2000 by uniting two programs needing organizational legitimacy in the university. Program faculty members and a broadly supportive community created a bold, rapid plan using best practice business strategies to form the new school. The plan for joining these two programs was accepted by the university’s governing board six months after the planning group was convened. The new school continues to execute the business practices learned in the tumultuous formation period for ongoing success.

The growing tendency away from transmissive pedagogy to a broadly constructivist pedagogy in higher education is characterised as a cultural change which lacks a strong theoretical foundation within the culture. In this paper, learning is considered from a phenomenographic perspective, which teachers can ground in their own experience of teaching and work with to gain insights into their students' experience of learning. Thereby the theoretical foundation of the culture can successively be strengthened. The message is illustrated with the results of empirical research into students' experience of learning in groups in a project-focused induction course to a computer science and engineering programme.

This paper focuses on a design based research study about STEM (Science, Technology, Engineering and Maths) learning by making through collaboration and production. This study examines learning by making by students to explore STEM using a constructionist approach with a particular focus on computer science and engineering. The use of IoT as a technology enhanced learning (TEL) tool created the learning conditions to be studied: (a) collaborative: no one person had the knowledge to complete the project alone, (b) problem-based: no off the shelf solution was used, and (c) multidisciplinary: the learning context pushed the boundaries across the subjects. The study investigated the learning conditions and indicators of collaboration and production taking place when learning about STEM. The results were used to inform the design of effective data analytics and visualization tools for the PELARS project to advance practice-based learning activities in STEM teaching. However, more specifically, the findings provide insight into the knowledge construction process when learning through making in complex environments. These insights illustrate the combined pedagogical value of collaboration and production supporting the multidisciplinary learning opportunities. The importance of community knowledge construction and its relationship to the pedagogical approach is examined. The significance of these findings in the context of IoT TEL tools in education is explored.

In recent years, agent technology has been used increasingly in information management and distributed computing. A CSE curriculum that cultivates the knowledge of agent technology will increase the likelihood that the next generation of IT professionals have the background needed to design and develop software systems that are scalable, reliable, adaptable, and secure. In this paper, we present the rationale and our practice in incorporating agent technology into the CSE curriculum. We develop agent-based teaching materials and software modules and apply them to existing CSE courses including artificial intelligence, parallel and distributed processing, networking, and software engineering. Promising results have been obtained in teaching two graduate level courses using agent components.

The paper aims to analyse application trends of intelligent multi-agent systems to personalise learning. First of all, systematic literature review was performed. Based on the systematic review analysis, the main trends on applying multi-agent systems to personalise learning were identified. Second, main requirements and components for an educational multi-agent system were formulated. Third, based on these components a model of intelligent personalized system is proposed. The system employs five intelligent agents: (1) learning styles identification software agent, (2) learner profile creation software agent, (3) pedagogical suitability software agent, (4) optimal learning units/scenarios creation software agent, and (5) learning analytics/educational data mining software agent.

The Raspberry Pi is being increasingly adopted as a suitable platform in both research and applications of the Internet of Things (IoT). This study presents a novel project-based teaching and learning approach devised in an Internet of Things course for undergraduate students in the computer science major, where the Raspberry Pi platform is used as an effective vehicle to greatly enhance students’ learning performance and experience. The devised course begins with learning simple hardware and moves to building a whole prototype system. This paper illustrates the outcome of the proposed approach by demonstrating the prototype IoT systems designed and developed by students at the end of one such IoT course. Furthermore, this study provides insights and lessons regarding how to facilitate the use of the Raspberry Pi platform to successfully achieve the goals of project-based teaching and learning in IoT.

“Incorporating Communication Learning Outcomes Across the Computer Science (CS) and Software Engineering (SE) Curriculum” is an NSF-funded project that aims to identify the communication skills, specifically those involving reading, writing, speaking, and teaming, needed by CS and SE graduates and then determine how these skills can be taught within CS and SE curricula. This paper presents the results of our first two years of studying the programs at Miami University and North Carolina State University to determine the kinds of communication utilized in our courses and how communication is taught and assessed. When looking at student attitudes towards communication our analyses suggest that students do not consider technical (professional) activities such as code reading, writing, and inspections as communication activities, and the same applies to more complex genres such as software testing or design. They also appear to have difficulty relating writing and reading that may take place in the context of the courses to what they might be doing as software engineers and computer scientists once they start working. On the other hand, initial results indicate that our students' communications skills increase steadily throughout their stay in the university. We have also identified potential strategies for improved instruction in communication.

The paper reports of a novel approach of teaching VLSI to computer science students through the use of Virtual laboratory. It formalizes the notion of hierarchical design of Integrated Circuits and abstracts the notion of design of integrated circuits based on the physical approaches. Using the proposed technique, the notion of the lab has been successfully inculcated in about 50 students learning computer science.

Producing a continuous supply of well-trained, high-quality IT professionals poses the greatest challenge of U.S. competitiveness over the next decade. A largely untapped talent pool is among women who currently participate in computer science and engineering education at low rates, and subsequently, in academia and in industry. This paper summarizes current practices by Computer Science and Engineering departments aimed at recruiting and retaining graduate women students. It also outlines the need for research to study the effectiveness of these practices.

This chapter describes the essence of a course for senior level undergraduate students and for master students of computer science and engineering, and analyzes its effects. The course prepares students for their professional life after graduation, and especially, it prepares them for the challenges related to efforts to bring new paradigm-shifting ideas into the commercial world. This course was developed to complement a DataFlow course and to teach DataFlow researchers about issues of importance for promotion of their results with a commercial potential. Consequently, course examples and homework assignments were chosen to reflect issues of importance in the commercialization of the DataFlow concept. The course includes the following subjects (presented with DataFlow-related issues in mind): (a) Writing proposals for Research and Development in industry and academia, (b) Understanding the essence of the MBA/PhD degrees and preparing the GMAT/GRE analytical exam, (c) Understanding Capability Maturity Model Integration and learning how to write holistic strategic project plans, (d) Understanding Project Management and learning how to write detailed tactical project plans, (e) Writing business plans for venture capital or business angels, (f) Writing patent applications, (g) Writing survey papers for SCI (Science Citation Index) journals, (h) Writing research papers for SCI journals, (i) Making an Internet shop, (j) Making a MindGenomics campaign for the Internet shop, (k) DataMining from project history and project experiments, and (l) Preservation of project heritage and skills related to brand making. Each subject matter is covered by a homework assignment to help deepen the practical knowledge of the subject matter covered. In addition to the above described, which is accompanied with homework, the following four subjects are also covered and accompanied with in-class discussions (oriented to DataFlow research): (m) Inventivity, (n) Creativity, (o) Effectiveness, and (p) Efficiency. Consequently, the analysis part concentrates on the following issues: (a) Inventivity: How different majors react to the subject matters, (b) Creativity: How efficiently the initial knowledge gaps get bridged, (c) Effectiveness: How the experience of the teacher helps, and (d) Efficiency: How the previous experiences of students help.

This paper discusses an ePortfolio initiative for engineering and science students at Massey University, New Zealand. Eportfolios are electronic version of portfolios that are extensively used in arts and education. We have introduced ePortfolios to our students to impart life long learning skills at university-level. We have chosen Open Source Portfolio (OSP) management tool and customized it to our requirements. Industry representatives were involved in indentifying the skills set and providing feedback on the developed portfolios. Student participation in this project has been voluntary. Each registered student was given some hard disk space on the platform for their documents and training was provided. Both, the industry representatives and the students felt that portfolios are a valuable tool. This paper presents our ePortfolio environment and discusses the application of ePortfolio platform in engineering and science education.

Statistics indicate that under-represented minority student groups continue to experience high dropout rates, low graduation rates, low enrollment in graduate programs and low participation in Computer Science and Engineering (CS&E). At the same time, trends indicate that these groups will constitute an important part of the population of the United States by year 2050. Given these facts, it is crucial to help these minority groups become an integral part of the economic fabric of the United States. It has been shown that undergraduate research is one of the best vehicles to address several of these important issues. This paper describes our experience running a NSF-sponsored Research Experiences for Undergraduates (REU) Site in CS&E for under-represented minority student groups. We describe the most important aspects that need to be included in these programs and some strategies for running them successfully. Finally, we include the results of our evaluation and show the effectiveness of the program.

This position paper presents a critical look at Computer Science and Engineering (CS & E) education from the perspective of what fundmental concepts may be missing. Changing technology will be shown to be such a dominant force that the ability to cope with the results of these changes needs to be explicitly taught. Secondly, learning about the human learning process will be suggested as an effective method for dealing with high rates of change. The author's perspective is from industry, although insight into the university process is claimed.

In an attempt to bridge a local technology gap, potentially provide software to health care organizations serving the needs of handicapped clients in the Western NY area, and provide innovative and interesting projects for our capstone design classes, the Computer Science and Engineering department at the University at Buffalo (SUNY) began soliciting projects from local organizations in need. The projects have been integrated into required senior-level undergraduate courses. The practical benefits of project experience on student education, and the benefits of providing useful software to the target organizations, were anticipated, but the experiences have proven to be much more. Students have responded with intensity and philanthropy. The clients have participated in the classroom experience as both recipients and teachers. The program has rescued students at academic risk, and the school is enjoying an enhanced reputation in the community. This paper explores positive and cautionary issues regarding the effort.

Electronic portfolios (E-portfolios) provide an excellent vehicle for demonstrating what students have acquired in the way of attitudes, knowledge, skills and abilities during their progress through their selected program of learning. The contribution of this paper is to show how the portfolio process can be applied to a technical discipline? The purpose of the e-portfolios is to provide the opportunity for students to demonstrate their individual skills, guided by their personal goals and their acquired competencies required as per the graduate profile of their degree programmes. Students' participation in the project is on voluntary basis and development of the portfolios is not a part of assessment in the degree programme. Involving personnel from industry for their feedback on the (development) specification of (annotation criteria) life-long learning skills and students portfolios is one of the major aims of this project. Data will be collected from student participants to determine the effectiveness of e-portfolios as a tool for learning.

In the graduate schools across the US, the teaching of graduate courses continues to constitute a significant component of graduate education. This paper presents a philosophy that underlies the design of a few advanced graduate courses at Arizona State University in the sub-disciplines of hardware description languages, communications networks, computer-aided design of digital systems, distributed systems, distributed algorithms, and modeling and simulation. From the philosophy, a new metric emerges-the extent and significance of the knowledge "discovered" by the students, towards evaluating the quality of such courses. Discovery refers to the knowledge that is brought out into the open, through logical reasoning from the first principles, by the student for himself/herself. It is significant in that it becomes an integral part of the individual who not only gains invaluable insight and confidence in the subject matter but can improvise, reason, and apply it to other areas in creative ways. The paper illustrates the application of the metric through a number of actual cases encountered during teaching at ASU. It also presents a list of the desirable attributes of the underlying educational environment to ensure success in the design and delivery of such courses.

Discrete mathematics is one of the very basic mathematics courses in computer engineering (CE) and/or computer science (CS) departments. This course covers almost all of the basic concepts for many other courses in the curriculum and requires active learning of students. For this purpose, especially “propositions” concept, which cannot be understood well in prior years, should be covered with every detail. Previous studies show that learning by entertaining activities and competition has positive effect on student motivation. In this study, an Internet-based Discrete Mathematics Package (DMP) for “propositions” that can work in mobile devices and encourages competitive learning between students has been developed within related literature.