Relevant bibliographies by topics / Computing curricula

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computing curricula'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Computing curricula"

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Scime, Anthony, and Christine Wania. "Computing Curricula." International Journal of Information and Communication Technology Education 1, no. 2 (2005): 1–18. http://dx.doi.org/10.4018/jicte.2005040101.

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Shackelford, Russell, Lillian Cassel, James Cross, et al. "Computing curricula 2004." ACM SIGCSE Bulletin 36, no. 1 (2004): 501. http://dx.doi.org/10.1145/1028174.971470.

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Martin, C. Dianne. "Computing curricula 2001." ACM SIGCSE Bulletin 35, no. 2 (2003): 9–10. http://dx.doi.org/10.1145/782941.782945.

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Martin, C. Dianne. "Computing curricula 2001." ACM SIGCSE Bulletin 34, no. 4 (2002): 10–11. http://dx.doi.org/10.1145/820127.820132.

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Impagliazzo, John. "Computing curricula 2005." ACM SIGCSE Bulletin 38, no. 3 (2006): 311. http://dx.doi.org/10.1145/1140123.1140216.

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Impagliazzo, John, Robert Sloan, Andrew McGettrick, and Pradip K. Srimani. "Computer engineering computing curricula." ACM SIGCSE Bulletin 35, no. 1 (2003): 355–56. http://dx.doi.org/10.1145/792548.611915.

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Fenwick, Jay, Cindy Norris, Ron Cytron, and Matthias Felleisen. "Computing curricula 2001 draft." ACM SIGPLAN Notices 36, no. 4 (2001): 3–4. http://dx.doi.org/10.1145/375431.375414.

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Impagliazzo, John. "Computing curricula overview project." ACM SIGCSE Bulletin 37, no. 3 (2005): 347. http://dx.doi.org/10.1145/1151954.1067546.

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Isbell, Charles L., Lynn Andrea Stein, Robb Cutler, et al. "(Re)defining computing curricula by (re)defining computing." ACM SIGCSE Bulletin 41, no. 4 (2010): 195–207. http://dx.doi.org/10.1145/1709424.1709462.

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Hilburn, Thomas B., Susan Mengel, Donald J. Bagert, and Dale Oexmann. "Software engineering across computing curricula." ACM SIGCSE Bulletin 30, no. 3 (1998): 117–21. http://dx.doi.org/10.1145/290320.283086.

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Dissertations / Theses on the topic "Computing curricula"

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Gomana, Lindokuhle Gcina, and Kerry-Lynn Thomson. "Towards a framework for the integration of information security into undergraduate computing curricula." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13691.

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Information is an important and valuable asset, in both our everyday lives and in various organisations. Information is subject to numerous threats, these can originate internally or externally to the organisation and could be accidental, intentional or caused by natural disasters. As an important organisational asset, information should be appropriately protected from threats and threat agents regardless of their origin. Organisational employees are, however, often cited as the “weakest link” in the attempt to protect organisational information systems and related information assets. Additionally to this, employees are one of the biggest and closest threat-agents to an organisation’s information systems and its security. Upon graduating, computing (Computer Science, Information Systems and Information Technology) graduates typically become organisational employees. Within organisations, computing graduates often take on roles and responsibilities that involve designing, developing, implementing, upgrading and maintaining the information systems that store, process and transmit organisational information assets. It is, therefore, important that these computing graduates possess the necessary information security skills, knowledge and understanding that could enable them to perform their roles and responsibilities in a secure manner. These information security skills, knowledge and understanding can be acquired through information security education obtained through a qualification that is offered at a higher education institution. At many higher education institutions where information security is taught, it is taught as a single, isolated module at the fourth year level of study. The problem with this is that some computing students do not advance to this level and many of those that do, do not elect information security as a module. This means that these students may graduate and be employed by organisations lacking the necessary information security skills, knowledge and understanding to perform their roles and responsibilities securely. Consequently, this could increase the number of employees who are the “weakest link” in securing organisational information systems and related information assets. The ACM, as a key role player that provides educational guidelines for the development of computing curricula, recommends that information security should be pervasively integrated into computing curricula. However, these guidelines and recommendations do not provide sufficient guidance on “how” computing educators can pervasively integrate information security into their modules. Therefore, the problem identified by this research is that “currently, no generally used framework exists to aid the pervasive integration of information security into undergraduate computing curricula”. The primary research objective of this study, therefore, is to develop a framework to aid the pervasive integration of information security into undergraduate computing curricula. In order to meet this objective, secondary objectives were met, namely: To develop an understanding of the importance of information security; to determine the importance of information security education as it relates to undergraduate computing curricula; and to determine computing educators’ perspectives on information security education in a South African context. Various research methods were used to achieve this study’s research objectives. These research methods included a literature review which was used to define and provide an in-depth discussion relating to the domain in which this study is contained, namely: information security and information security education. Furthermore, a survey which took the form of semi-structured interviews supported by a questionnaire, was used to elicit computing educators’ perspectives on information security education in a South African context. Argumentation was used to argue towards the proposed framework to aid the pervasive integration of information security into undergraduate computing curricula. In addition, modelling techniques were used to model the proposed framework and scenarios were used to demonstrate how a computing department could implement the proposed framework. Finally, elite interviews supported by a questionnaire were conducted to validate the proposed framework. It is envisaged that the proposed framework could assist computing departments and undergraduate computing educators in the integration of information security into their curricula. Furthermore, the pervasive integration of information security into undergraduate computing curricula could ensure that computing graduates exit higher education institutions possessing the necessary information security skills, knowledge and understanding to enable them to perform their roles and responsibilities securely. It is hoped that this could enable computing graduates to become a stronger link in securing organisational information systems and related assets.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Demenis, Tomas. "Nuotolinių studijų kurso Programavimas grafinėje terpėje reinžinerija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_135454-94663.

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Šiame magistro darbe mes analizuojame nuotolinių studijų kurso bendrai ir mokymo medžiagos atskiromis kurso dalimis pertvarkymą. Reinžinerijos koncepcinis modelis yra įvairiai interpretuojamas ir yra taikomas programinės įrangos rengimo, ar vadybos moksluose. Tai yra daroma, kad sistemas būtų galima geriau panaudoti. Jos analizuojamos ir pertvarkomos tolimesniam naudojimui. Mes sujungiame minėtų sričių reižinerijos koncepto reikšmes ir naudojame tai kaip metodinį pagrindą nuotolinių studijų srityje. Mes analizuojame nuotolinių studijų kurso struktūrą. Tada pristatome kursus paruoštus ir naudojamus užsienio universitetuose, susijusius su ‘Programavimu grafinėje terpėje‘, trigubo pastovumo principu, Bloom taksonomija ir jos pritaikymu kompiuterijos mokslų studijavimui, informatikos mokymo programa 2001 (angl. computing curriculla 2001). Toliau, mes siūlome konceptualią nuotolinių studijų pertvarkos struktūrą iš dėstytojo perspektyvų ir pristatome atvejų analizę, kurioje pora temų yra pertvarkytos, atsižvelgiant į trigubo pastovumo principą ir reikalavimus kompiuterių mokslų studentams.<br>In this master thesis we analyse a problem of reengineering of a distance study system, in general, and the learning material of a separate course, in particular. Reengineering concept with its different interpretations is used in software engineering and management sciences. It deals with making systems better maintainable, examination and reconstitution of the system for further reimplementation. We combine the meaning of reengineering concept in both mentioned areas and employ it as methodological background in distance study area. We analyse the structure of the distance study course. Then we introduce the courses, prepared and delivered in foreign universities and related to ‘Programming in GUI’ course, triple consistency principle, Bloom taxonomy and its applicability to computer science studies, Computing Curricula 2001. Further, we propose a conceptual distance study course reengineering framework from the lecturer’s perspective and present a case study, in which two topics were reengineered, considering triple consistency principle and requirements for computer science students.
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Clark, Martyn. "Constructing the discipline of computing : implications for the curriculum." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411937.

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Nivens, Ryan Andrew. "Computing in STEM." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/239.

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Nivens, Ryan Andrew. "Avenues for Embedding Computing in STEM." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2638.

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Faulkner, Xristine. "The impact of usability : integrating usability engineering into the computing curriculum." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412420.

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Human Computer Interaction (HCI) and Usability Engineering (UE) are areas of expertise that are still relatively new to computing and many HCI educationalists are still wrestling with methods of teaching in an effective way, a diverse and difficult subject. The teaching of HCI skills is not always undertaken by computing departments; it may be carried out by departments of psychology, ergonomics, business and perhaps even art based subject areas. This probably adds to the diversity of approaches adopted by HCI academics who attempt to fit in with the ethos of their hosting departments. In order to teach students to use effective HCI skills it is necessary to adopt somewhat diverse teaching strategies. The traditional lecture and laboratory based sessions do not lend themselves to providing a ripe environment for those wishing to develop expertise in the area of HCI and related fields. Interpersonal skills and the ability to work in a team are of prime importance to the development of suitable usability skills. Usability experts frequently comment that their interpersonal skills are used not just with users but with their colleagues as well. The Open Ended Group Project (OEGP) is one such way can be used to impart and develop skills which will be useful to the HCI student. The OEGP has no fixed solution and involves working in teams which can and should be multidisciplinary. This provides students with the opportunity to use their skills and the skills of others, and to develop their powers of communication. The OEGP has been used in education for many years but it is comparatively recently that computing education recognised how the OEGP could be adapted to its needs. Usability engineering is a term used to cover a variety of activities. However, a definition of the terms `usability', `usability evaluation' and `usability engineering' is presented here and it is suggested that used in these ways the terms are more useful and specific. This covering paper discusses the work carried out in the field of usability and the teaching of HCI and human factors related courses. It concludes that the teaching of HCI is not typical of the teaching for other computing subjects but that it can provide a rich source of expertise for computing students. It discusses the impact of the OEGP and looks at attempts to define usability engineering as a distinct activity from usability evaluation and usability.
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Flori, Katherine. "Using Computing Technology in an Interdisciplinary Theater Curriculum for Urban High School Seniors." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/519.

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In response to the technology explosion and to poor student performance on standardized exams nationwide, new education standards are being created at the federal, state and local levels. Yet, with all these innovations and a renewed focus on high schools, students graduate under-prepared for the job market or for higher education. Moreover, they lack the motivation to make the most of their final year of high school. This dissatisfaction promotes a systemic disengagement that is exacerbated in the exit year, known as senioritis. Fifty New York City high school seniors participated in a study to determine whether participation in a technology-infused, interdisciplinary program would encourage them to maintain their grades and attendance. The Experimental Group was comprised of 25 seniors involved in Art, Theater, Music, and Business classes. The Control Group was created from the remaining senior student body. A pool of Control Group students matching each Experimental Group participant in gender, academic average, and number of days absent was created. From each pool of matches, a Control Group participant was randomly selected. The common goal of the Experimental Group was the successful production of a play. This team effort brought together students and teachers in all involved disciplines. Students in this skills driven, results-oriented environment developed the 21th Century workplace skills of collaboration, creativity and cross-disciplinary thinking. Further, they applied their existing software skills, learned new ones as the need presented itself, and employed the appropriate technology tool for the task at hand. At term's end, academic averages and attendance records of both groups were compared using the data from the last term of the junior year as a baseline. While both groups maintained their academic averages, the Experimental Group also maintained its attendance. There was no significant difference between the two terms in the number of days absent of the Experimental Group. However, the Control Group significantly increased the number of days absent as compared with the previous term. The data suggests that one remedy for senioritis is engaging seniors in a technology rich, authentic workplace environment that cultivates 21 $I Century workplace skills.
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Cady, Donna. "An Investigation of the Effects of The Integration of Computing Technology in a Science Curriculum on Female Students' Self-Efficacy Beliefs Toward Computing." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/438.

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Literature indicates clear evidence that women are underrepresented in computer related fields of study and professions. This gender inequity can be attributed to women's lack of interest and participation in the use of technology (American Association of University Women, 2000). Since males and females display a similar interest in technology during their early school years, it is perplexing that such a large gender gap exists by high school (Oliveri, 2004). One of the major factors influencing technology acceptance is self-efficacy toward computing (Emurian, 2004). The purpose of this study was to investigate the role that a computer-enhanced curriculum played in influencing female students' self-efficacy beliefs toward computing. Literature indicates that female students enjoy working on tasks that are interdisciplinary in nature. This is especially true with regards to technology (Margolis & Fisher, 2003). If the computer-enhanced curriculum is linked to other subject areas, it is more likely to be appealing to young women (Clark, 2003). Traditional computer courses are typically taught as an isolated curriculum. If female students can understand that technology can be used for more than just programming, they may be more apt to become actively involved and increase their self-efficacy beliefs. The results of this study demonstrated that female students who participated in an integrated approach to computing had significantly higher self-efficacy beliefs toward computing than students who participated in a traditional computer class. The students using the integrated model of instruction became more engaged with technology. The female students in this group enjoyed learning about computers and developed confidence needed to complete technology tasks. The results of this study offer a possible solution for changing female students' decisions to enroll in computer courses.
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Nivens, Ryan A. "The Growing Role of Computing, Computer Science, and Computational Thinking in K-12." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4738.

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Books on the topic "Computing curricula"

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ACM/IEEE-CS Joint Curriculum Task Force., IEEE Computer Society, and Association for Computing Machinery. Two-Year College Computing Curricula Task Force., eds. Computing curricula 2003: Guidelines for associate-degree curricula in computer science ; December, 2002. IEEE Computer Society Press, 2002.

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Force, ACM/IEEE-CS Joint Curriculum Task. Computing curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force. ACM Press, 1991.

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B, Tucker Allen, ed. Computing curricula 1991: Report of the ACM/IEEE-CS Joint Curriculum Task Force. ACM], 1991.

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Holcombe, Mike, Andy Stratton, Sally Fincher, and Gary Griffiths, eds. Projects in the Computing Curriculum. Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7.

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1940-, Graves William Howard, ed. Computing across the curriculum: Academic perspectives. Academic Computing Publications, 1989.

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Northwood, John. Computing in the National Curriculum: PC compatibles. Sigma Press, 1991.

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Sweeney, John. Computers and computing. Longman, 1987.

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Glaser, Hugh. Parallel and symbolic computing in the undergraduate curriculum. University of Southampton, Dept. of Electronics and Computer Science, 1993.

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A, Spaeth Donald, Max-Planck-Institut für Geschichte, and International Association for History and Computing. Workshop, eds. Towards an international curriculum for history and computing. Max-Planck-Institutfür Geschichte, 1992.

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Essex (England). Education Department., ed. Computing and information technology: Curriculum guidelines for secondary schools. The Department, 1987.

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Book chapters on the topic "Computing curricula"

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Denzer, Ralf. "A Computing Program for Scientists and Engineers — What is the Core Of Computing?" In Informatics Curricula and Teaching Methods. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_8.

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Merkle, Luiz Ernesto, and Robert E. Mercer. "Variations in Computing Science’s Disciplinary Diversity." In Informatics Curricula and Teaching Methods. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_10.

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McGettrick, Andrew. "Benchmark Standards for Computing in the UK." In Informatics Curricula and Teaching Methods. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_1.

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Cassel, Lillian, Gordon Davies, and Deepak Kumar. "Computing: The Shape of an Evolving Discipline." In Informatics Curricula and Teaching Methods. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_14.

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Rai, Idris A., Anthony J. Rodrigues, Isabella M. Venter, Godfrey Mills, Hussein Suleman, and John Edumadze. "Relevant Computing Curricula in Sub-Saharan Africa." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41178-6_25.

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Hill, Richard, and Dharmendra Shadija. "Internationalising the Computing Curricula: A Peircian Approach." In Conceptual Structures for Discovering Knowledge. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22688-5_37.

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Mulder, Fred, Karel Lemmen, and Maarten van Veen. "Variety in Views of University Curriculum Schemes for Informatics / Computing / ICT." In Informatics Curricula and Teaching Methods. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_11.

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Holland-Minkley, Amanda M., and Samuel B. Fee. "An Interdisciplinary Model for Liberal Arts Computing Curricula." In New Directions for Computing Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54226-3_10.

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Pogatsnik, Monika. "Entrepreneurship in the Dual Engineering Training Curricula." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_74.

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Tao, Lixin, Constantine Coutras, Narayan Murthy, and Richard Kline. "Integrating Current Technologies into Graduate Computer Science Curricula." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25908-1_1.

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Conference papers on the topic "Computing curricula"

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Ruwodo, Vuyelwa David, George Mufungulwa, Sibonile Moyo, Lannie Uwu-Khaeb, Nikodemus Angula, and Erkki Sutinen. "WIP: Integrating Green Computing Competencies Into Southern African Curricula." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10892856.

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Oudshoorn, Michael. "CS2023 Curricula Guidelines and Computer Science Accreditation." In 2024 International Symposium on Accreditation of Engineering and Computing Education (ICACIT). IEEE, 2024. https://doi.org/10.1109/icacit62963.2024.10788590.

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Hassan, Amr M., and Mohamed A. S. Zaghloul. "WIP: Introducing Green Computing and Sustainable Software Development in Computer Engineering Curricula." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893380.

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Adesiji, Temidire Tioluwani. "Integrating Artificial Intelligence in Nigerian University Curricula: Challenges, Opportunities, and Future Prospects." In 2024 IEEE 5th International Conference on Electro-Computing Technologies for Humanity (NIGERCON). IEEE, 2024. https://doi.org/10.1109/nigercon62786.2024.10927366.

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Impagliazzo, John. "Computing curricula 2005." In the 11th annual SIGCSE conference. ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140216.

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Clear, Alison, Allen S. Parrish, John Impagliazzo, and Ming Zhang. "Computing Curricula 2020." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3287517.

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Shackelford, Russell, Lillian Cassel, James Cross, et al. "Computing curricula 2004." In the 35th SIGCSE technical symposium. ACM Press, 2004. http://dx.doi.org/10.1145/971300.971470.

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Impagliazzo, John, Robert Sloan, Andrew McGettrick, and Pradip K. Srimani. "Computer engineering computing curricula." In the 34th SIGCSE technical symposium. ACM Press, 2003. http://dx.doi.org/10.1145/611892.611915.

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Impagliazzo, John. "Computing curricula overview project." In the 10th annual SIGCSE conference. ACM Press, 2005. http://dx.doi.org/10.1145/1067445.1067546.

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Hilburn, Thomas B., Susan Mengel, Donald J. Bagert, and Dale Oexmann. "Software engineering across computing curricula." In the 6th annual conference on the teaching of computing and the 3rd annual conference. ACM Press, 1998. http://dx.doi.org/10.1145/282991.283086.

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Reports on the topic "Computing curricula"

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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challenges that must be addressed: 1. Teachers’ Pedagogical Knowledge in teaching Computing 2. Teachers’ Competency and Knowledge on Computational Thinking STATEMENT OF PROBLEMS This project has a focus on using and integrating the unplugged approach as introductory activities for teaching computing as a pedagogy. It focuses on helping students to understand concepts in Computational Thinking. The approach also fits very well to the teaching and learning environment in a typical secondary school classroom. We worked with the teachers from collaborating schools to design and co-design unplugged activities, observed how they enacted the lessons in the classroom. This would help us to understand how teachers interpret computational thinking and adapt the unplugged approaches with their teaching practice. Also, we would like to study students' learning outcomes as a result of the teaching. The existing practice and research of unplugged teaching has the following problems: 1. There is no systematic integration. Among the many topics in computing, there are not many topics that match unplugged activities. 2. For the first-line teachers, the available public accessible resources do not help much. It can only be used when they encounter related topics. Even if there are corresponding resources on the Internet, many teachers are not keen on adopting unplugged teaching methods, due to the time and effort needed to prepare and to enact the lessons. 3. The existing unplugged teaching resources are designed with the goal of mobilizing students' interest and engagement, and more in-depth practice and research in transiting from teaching with unplugged methods to programming is needed. PURPOSE OF STUDY The purposes of this proposed research study are the following: • Develop and evaluate pedagogies linked to teaching CT. We introduce teaching unplugged as an effective student-centered approach to introducing computing concepts without the use of computers, and then we design follow-up activities and pedagogies that move students forward in the crucial computational experiences. • Assess the effect on teachers. Teachers’ pedagogical content knowledge will be assessed to understand the level they started with, and the level they would have attained after the workshops and teaching in class. Classroom observations will be held to study the teachers’ enactment of computing lessons. We want to understand the territory of teachers’ dispositions for, attitudes toward and stereotypes concerning CT and Computing. • Assess the effect on students. Students’ work will be analysed to assess their level of comprehension and application of computing concepts, and this will be done through prior experience surveys, pre-post computing perceptions survey, pre-post computing tests, quizzes and computing assignments. These are steps towards developing an assessment framework for CT.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, et al. Google cloud services as a way to enhance learning and teaching at university. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Referenciais de Formação para o Curso de Bacharelado em Inteligência Artificial. Sociedade Brasileira de Computação (SBC), 2024. http://dx.doi.org/10.5753/sbc.ref.2024.139.

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Este documento apresenta os referenciais de formação na área de Computação para a criação de novos cursos de Bacharelado em Inteligência Artificial (RFIA). Estes referenciais foram construídos utilizando a noção de competências, habilidades e conteúdo, em consonância com as competências definidas pela Força Tarefa em Ciência de Dados da Association for Computing Machinery (ACM) em 2023 e acompanha as últimas atualizações da Força Tarefa em Ciência da Computação (CC) da ACM, Curricula 2023, versão Gamma, que propõe mudanças no currículo de CC fortemente motivadas pelos novos avanços da IA (ACM/IEEE-CS/AAAI, 2023). A estrutura do presente documento segue como base, os Referenciais de Formação para os Cursos de Graduação em Computação 2017 produzidos pela Sociedade Brasileira de Computação (SBC). O perfil do egresso, bem como as competências e habilidades, foram concebidos e agrupados em 7 (sete) eixos de formação e relacionados aos conteúdos necessários para desenvolvimento das respectivas competências. Destaca-se ainda que estes referenciais visam facilitar a construção de projetos pedagógicos de curso nas Instituições de Ensino Superior (IES) nacionais, de acordo com seus objetivos, estratégias e vocações.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&amp;D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&amp;D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&amp;D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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