Journal articles: 'Computing courses'

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Chonacky, N. "Has Computing Changed Physics Courses?" Computing in Science & Engineering 8, no. 5 (2006): 4–5. http://dx.doi.org/10.1109/mcse.2006.88.

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Dahlquist, Kam D., John David N. Dionisio, Ran Libeskind-Hadas, and Anna Bargagliotti. "Breaking Boundaries in Computing in Undergraduate Courses." Journal of Research in STEM Education 4, no. 1 (July 1, 2018): 81–100. http://dx.doi.org/10.51355/jstem.2018.37.

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An important question in undergraduate curricula is that of incorporating computing into STEM courses for majors and non-majors alike. What does it mean to teach “computing” in this context? What are some of the benefits and challenges for students and instructors in such courses? This paper contributes to this important dialog by describing three undergraduate courses that have been developed and taught at Harvey Mudd College and Loyola Marymount University. Each case study describes the course objectives, implementation challenges, and assessments.

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Zhao, Xiao Yong, and Chun Rong Yang. "Design of Cloud Computing Environment for Online Open Course." Applied Mechanics and Materials 687-691 (November 2014): 2867–70. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2867.

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The rise of Massive Open Online Course (MOOC) has enabled open courses to overcome the shortcomings of its traditional mode. Interactions and communications have become important elements in online open courses right now. Cloud computing is a new platform for MOOC development, which is extension of the distribution computing, the parallel computing and the grid computing, settling the problem of various resource sharing. In this paper, the design of cloud computing environments is showed with the cloud computing system structure, network security analysis of cloud computing, and map-reduce program mode, which forms the model of cloud computing environment.

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Teague, G. Joy, and Val A. Clarke. "Attracting women to tertiary computing courses." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 208–12. http://dx.doi.org/10.1145/169073.169418.

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Koffman, Elliot, Heidi Ellis, Charles Kelemen, Curt White, and Steven Wolfman. "New paradigms for introductory computing courses." ACM SIGCSE Bulletin 39, no. 1 (March 7, 2007): 67–68. http://dx.doi.org/10.1145/1227504.1227336.

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Hunter, David R. "Teaching Computing in Statistical Theory Courses." American Statistician 59, no. 4 (November 2005): 327–33. http://dx.doi.org/10.1198/000313005x70588.

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Impagliazzo, John, and John A. N. Lee. "Using history to enhance computing courses." ACM SIGCSE Bulletin 36, no. 3 (September 2004): 238. http://dx.doi.org/10.1145/1026487.1008068.

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Joy, M., and M. Luck. "Software standards in undergraduate computing courses." Journal of Computer Assisted Learning 12, no. 2 (June 1996): 103–13. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00042.x.

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Indraprastha, Aswin. "Learning to Know and Think: Computing for Architecture Course." SHS Web of Conferences 41 (2018): 05001. http://dx.doi.org/10.1051/shsconf/20184105001.

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Computational technologies for solving design problems become increasingly important in architecturalpractice. In responding, architectural education has encouraged the use of this tool and method in the curricula. As the technology and environment are ever changing, the curricula should be evaluated and updated to adapt and to teach method and skills necessary to the students. Over the last four years, Architecture Program of ITB has inserted new computational courses into undergraduate levels. These courses are the mix of a skill focused computational workshop that is compulsory for the second-year students and introduction of computational design as an elective course that can be enrolled both by third and fourth year students. This paper delivers a report of our methods and findings from our continuingstudy of the courses including analysis of student outcomes, student evaluation of the course structures, assignments, and feedback as well as computational abilities after completion of the courses. The aim of the study is to have a grounded validation of computational courses in architecture curricula and to improve courses goal based on the evaluation. The result of our study reveals challenging issue to teach computational thinking undergraduate level rather than only providing them a set of computer skills for production and presentation techniques of the design.

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Hawkes, Mark, and Claver Hategekimana. "Impacts of Mobile Computing on Student Learning in the University: A Comparison of Course Assessment Data." Journal of Educational Technology Systems 38, no. 1 (September 2009): 63–74. http://dx.doi.org/10.2190/et.38.1.g.

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This study focuses on the impact of wireless, mobile computing tools on student assessment outcomes. In a campus-wide wireless, mobile computing environment at an upper Midwest university, an empirical analysis is applied to understand the relationship between student performance and Tablet PC use. An experimental/control group comparison of mobile computing enabled learning outcomes in selected courses showed that the integration of wireless technology and highly functional computing tools did not have a negative effect on student assessment results. Out of the four courses evaluated, none of the revealed test scores were statistically different between non-using and mobile computer using groups, indicating no negative impacts of the introduction of ubiquitous technology into the classroom. A freshman-level college math course showed statistically significantly positive differences in course assessment scores when mobile computing was implemented over the same timeline. Results are discussed.

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Stephens, Simon, David O'Donnell, and Paul McCusker. "Computing Careers and Irish Higher Education." Industry and Higher Education 21, no. 2 (April 2007): 159–68. http://dx.doi.org/10.5367/000000007780681012.

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This paper explores the impact of developments in the Irish economy and labour market on computing course development in the higher education (HE) sector. Extant computing courses change, or new courses are introduced, in attempts to match labour market demands. The conclusion reached here, however, is that Irish HE is producing insufficient numbers of computing graduates, notwithstanding the anomalous fact that the capacity to produce them is available in the HE sector. Manpower planning is inefficient and IT skill shortages remain, not as a result of poor industry–HE relations but because of a lack of understanding of Irish students' perceptions, preferences and expectations. Pressures for radical institutional change are probably unlikely to emerge as skill gaps are being filled by immigrants with the requisite skills.

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Serik, М., and G. Zh Yerlanova. "CONTENT OF A SPECIAL COURSE ON HIGH PERFORMANCE COMPUTING." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (September 30, 2020): 263–67. http://dx.doi.org/10.51889/2020-3.1728-7901.40.

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At present, along with the dynamic development of computer technology in the world, the most effective ways of solving problems of practical importance are being considered. High performance computing takes the lead in this. Therefore, the development of modern society is closely related to the training of experienced, modern specialists in the field of information technology. This, in turn, depends on the inclusion of new courses in the curriculum and full coverage of these issues in the content of the taught courses. This article analyzes the courses on high performance computing, taught at experimental bases and abroad, on the basis of this, the topics of the special course and the content recommended for implementation in the educational process are determined. During the training, the competencies of students in high performance computing were identified.

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A. Stone, Jeffrey. "Integrating Apple iPads into University Computing Courses." International Journal of Modern Education and Computer Science 8, no. 9 (September 8, 2016): 1–11. http://dx.doi.org/10.5815/ijmecs.2016.09.01.

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Cheston, G. A., and J. P. Tremblay. "Integrating software engineering in introductory computing courses." IEEE Software 19, no. 5 (September 2002): 64–71. http://dx.doi.org/10.1109/ms.2002.1032856.

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Heines, Jesse, Gena Greher, S. Ruthmann, and Brendan Reilly. "Two Approaches to Interdisciplinary Computing+Music Courses." Computer 44, no. 12 (December 2011): 25–32. http://dx.doi.org/10.1109/mc.2011.355.

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Gentle, James E. "Courses in Statistical Computing and Computational Statistics." American Statistician 58, no. 1 (February 2004): 2–5. http://dx.doi.org/10.1198/0003130042908.

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Walker, Henry M. "Retention of students in introductory computing courses." ACM Inroads 8, no. 4 (October 27, 2017): 12. http://dx.doi.org/10.1145/3148527.

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Knox, Deborah L., and Daniel T. Joyce. "Designing laboratory materials for computing courses (panel)." ACM SIGCSE Bulletin 29, no. 3 (September 1997): 143. http://dx.doi.org/10.1145/268809.269998.

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Ménard, Marlene. "Writing instructional materials for computing service courses." ACM SIGDOC Asterisk Journal of Computer Documentation 14, no. 4 (September 1990): 151–56. http://dx.doi.org/10.1145/97435.98004.

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Eaton, Eric. "Teaching Integrated AI through Interdisciplinary Project-Driven Courses." AI Magazine 38, no. 2 (July 1, 2017): 13–21. http://dx.doi.org/10.1609/aimag.v38i2.2730.

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Different subfields of AI (such as vision, learning, reasoning, planning, and others) are often studied in isolation, both in individual courses and in the research literature. This promulgates the idea that these different AI capabilities can easily be integrated later, whereas, in practice, developing integrated AI systems remains an open challenge for both research and industry. Interdisciplinary project-driven courses can fill this gap in AI education, providing challenging problems that require the integration of multiple AI methods. This article explores teaching integrated AI through two project-driven courses: a capstone-style graduate course in advanced robotics, and an undergraduate course on computational sustainability and assistive computing. In addition to studying the integration of AI techniques, these courses provide students with practical applications experience and exposure to social issues of AI and computing. My hope is that other instructors find these courses as useful examples for constructing their own project-driven courses to teach integrated AI.

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Yu, Ling. "“Public Relations” Course Design and Implement Based on Google Cloud." Applied Mechanics and Materials 623 (August 2014): 262–66. http://dx.doi.org/10.4028/www.scientific.net/amm.623.262.

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This paper introduces the IT environment of cloud computing, and how cloud computing service for teaching, " Public Relations " course , for example, the use of Google's cloud computing services builds courses platform, offers a set of comprehensive , actionable curriculum design. The program, for the course network platform design, project settings, and classroom activities designed Showcase and peer assessment, curriculum resources, and learning evaluation, etc. makes concrete workable plan.

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Tsai, Chia-Wen, and Pei-Di Shen. "The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 70–79. http://dx.doi.org/10.4018/jicte.2011010107.

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Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

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Kutay, Cat, and Janet Mooney. "Linking Learning to Community for Indigenous Computing Courses." Australian Journal of Indigenous Education 37, S1 (2008): 90–95. http://dx.doi.org/10.1375/s1326011100000417.

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AbstractSince its inception, Problem-based learning (PBL) as a process for learning and teaching has been used to enhance many skills based courses, including education programs at Bachelor College and the Aboriginal Technical Health Worker training program at the Centre for Appropriate Technology in Alice Springs. While PBL is an approach to learning and teaching which has been designed to provide a more holistic educational process for all students, Foster and Meehane (2007) suggest that many aspects of the courses are ideally suited for Indigenous students. In particular, this approach is useful when introducing students to a subject matter which is new both in being derived from another culture and not being accessible to Indigenous parents in the past. PBL provides a flexible approach to enable motivation and involvement of the students and their community. This paper considers the benefits of PBL for learning Information Technology and presents some course templates developed to support teaching Indigenous students at school.

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Wolfer, James. "Embedding Topical Elements of Parallel Programming, Computer Graphics, and Artificial Intelligence across the Undergraduate CS Required Courses." International Journal of Engineering Pedagogy (iJEP) 5, no. 1 (February 11, 2015): 27. http://dx.doi.org/10.3991/ijep.v5i1.4090.

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Traditionally, topics such as parallel computing, computer graphics, and artificial intelligence have been taught as stand-alone courses in the computing curriculum. Often these are elective courses, limiting the material to the subset of students choosing to take the course. Recently there has been movement to distribute topics across the curriculum in order to ensure that all graduates have been exposed to concepts such as parallel computing. Previous work described an attempt to systematically weave a tapestry of topics into the undergraduate computing curriculum. This paper reviews that work and expands it with representative examples of assignments, demonstrations, and results as well as describing how the tools and examples deployed for these classes have a residual effect on classes such as Comptuer Literacy.

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Holmes, Violeta, and Ibad Kureshi. "Developing High Performance Computing Resources for Teaching Cluster and Grid Computing Courses." Procedia Computer Science 51 (2015): 1714–23. http://dx.doi.org/10.1016/j.procs.2015.05.310.

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Mursid, Sarizan, and Nor ‘Ainaa Syuhada. "EFFECTIVENESS OF COOPERATIVE LEARNING METHOD ON STUDENTS REPEATING COURSES OF MATHEMATICAL COMPUTING ACHIEVEMENT." International Journal of Modern Education 3, no. 8 (March 5, 2021): 63–70. http://dx.doi.org/10.35631/ijmoe.38006.

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The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem, cooperative learning methods are implemented on students who repeat the Mathematical Computing courses. This study aims to examine the effectiveness of cooperative learning methods on student achievement in this course. This study uses a quasi-experimental method consisting of two groups of respondents: each consisting of 20 students from the control group and the experimental group. A pre-test was given to test student achievement before treatment and a post-test were given to test the effectiveness of the treatment given. The analysis was made based on the percentage of student achievement for the experimental group and the control group. The findings of the study show that cooperative learning methods have been successful in improving student achievement in the course. This shows that cooperative learning methods in teaching and learning are effective and suitable to be used as an approach in the teaching and learning process of Mathematical Computing courses.

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El Emrani, Soumaya, Ali El Merzouqi, and Mohamed Khaldi. "Massive Online Open Courses Platforms." International Journal of Smart Education and Urban Society 10, no. 1 (January 2019): 25–36. http://dx.doi.org/10.4018/ijseus.2019010103.

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This article presents a comparative and analytical study that was carried out for six massive online open course (MOOC) platforms: Coursera, edX, Udacity, Canvas, FutureLearn and Riwaq. The main objective of this article was to analyze the attitudes, perspectives, and different technical and pedagogical characteristics of these platforms. This analysis was achieved by examining a sample of 16 courses from these platforms in the fields of: computing sciences, business, art and humanities. The results show the differences and similarities among these platforms in terms of interface ergonomics and interface reliability, computing tools, information systems, costs, course duration, variety of learning activities and pedagogical components, evaluation types, social interaction, and the degree of instructors' participation. This has helped us to finally choose the platform on which our Adaptive Connectivist MOOC (ACM) approach can be applied.

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Tsai, Chia-Wen. "Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 11–23. http://dx.doi.org/10.4018/jicte.2010040102.

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The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.

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Bailey, Jeff. "Special Education Computing: Current Courses and Future Directions." Australasian Journal of Special Education 18, no. 1 (1994): 47–52. http://dx.doi.org/10.1017/s1030011200023058.

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While there is a great deal of activity in the area of educational computing in Australia, little is known of the courses being taught to teachers to equip them to deal with this technology in classrooms. This report summarises a survey of teacher education faculties in Australian universities, the aim of which was to determine the amount and content of special education computing courses being offered to teachers.

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Mrdalj, Stevan. "Would Cloud Computing Revolutionize Teaching Business Intelligence Courses?" Issues in Informing Science and Information Technology 8 (2011): 209–17. http://dx.doi.org/10.28945/1413.

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Clear, Tony, Michael Goldweber, Frank H. Young, Paul M. Leidig, and Kirk Scott. "Resources for instructors of capstone courses in computing." ACM SIGCSE Bulletin 33, no. 4 (December 2001): 93–113. http://dx.doi.org/10.1145/572139.572179.

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Kay, J., J. Lublin, G. Poiner, and M. Prosser. "Not even well begun: women in computing courses." Higher Education 18, no. 5 (1989): 511–27. http://dx.doi.org/10.1007/bf00138745.

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Bailey, Jeff. "Special education computing: Current courses and future directions." Australasian Journal of Special Education 18, no. 1 (1994): 47–52. http://dx.doi.org/10.1080/1030011940180106.

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Wei, Zheng Xi, Pan Zhao, and Wen Lei. "Resource Sharing under Cloud Computing Framework." Applied Mechanics and Materials 513-517 (February 2014): 1609–12. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.1609.

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The design process of sharing quality courses resource under cloud computing frame is discussed, moreover the architecture of cloud computing is deeply analyzed. Resorting to existing mature cloud platform to build college quality courses resource sharing system, it can shorten the cycle for developing system and provide a good technical support for applications. Practices prove the designed cloud computing frame plays a huge advantage in information sharing of each university.

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Taylor, Harriet G., and Luegina C. Mounfield. "Exploration of the Relationship between Prior Computing Experience and Gender on Success in College Computer Science." Journal of Educational Computing Research 11, no. 4 (December 1994): 291–306. http://dx.doi.org/10.2190/4u0a-36xp-eu5k-h4kv.

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Current research shows that many American students are now entering college with substantial prior computing experience. Researchers studied a large group of non-computer science majors to determine the effects of this prior experience on success in college computer science courses. Specific relationships between prior experience factors and gender were studied. While only certain prior experiences correlated with success for males, virtually all prior experiences were beneficial for females. In the group studied, females compared favorably with males in all areas, including success rates and final grade percentages. The results show a significant correlation between early prior computing experiences and success by females in a college computer course and thus could indicate that pre-college computing can have an important role in achieving gender equity in college computer science courses.

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Ahmed, Danish, Mohammed Nayeemuddin, Tahar Ayadat, and Andi Asiz. "Computing Competency for Civil Engineering Graduates: Recent Updates and Developments in Saudi Arabia and the US." International Journal of Higher Education 10, no. 6 (June 11, 2021): 57. http://dx.doi.org/10.5430/ijhe.v10n6p57.

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This paper discusses recent updates and developments of computing-based courses in the civil engineering discipline. Competency in computing is one of the most important capabilities for university graduates to obtain given the rapid development of computer technology in professional work. Civil engineering is no exception. In fact, many contemporary civil engineering projects require a high degree of computing skills, ranging from performing basic office work to programming for decision support system application in controlling flood water gates to executing construction automation via digital printing technology. However, the curriculum content for computing in civil engineering has been developmentally stagnant in the past several decades. This could be partly due to learning outcomes for civil engineering graduates, which do not explicitly mention a certain degree of achievement with respect to computing skills. Several computing-based courses offered in various civil engineering programs across Saudi Arabia and the US were examined, and their contents were compared to recent survey results administered by the American Society of Civil Engineering Technical Committee on Computing and Information Technology. The discussion is extended by examining technical courses offered in the Civil Engineering Program in Prince Mohammad Bin Fahd University with respect to computing skills. The outcomes of this study are expected to give input and suggestions for future upgrades of computing-based courses offered within the civil engineering curriculum.

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KAKESHITA, Tetsuro, and Mika OHTSUKI. "Survey and Analysis of Computing Education at Japanese Universities: Non-IT Departments and Courses." Olympiads in Informatics 13 (July 13, 2019): 57–79. http://dx.doi.org/10.15388/ioi.2019.05.

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We conducted the first national survey of computing education at Japanese universities in 2016. In this paper, we report the survey result of the computing education at non-IT departments and faculties whose major subject is not computing. The survey covers various aspects of computing education including program organization, quality and quantity of educational achievement, students, teaching staff and computing environment. We collected 994 answers through the survey. At least 87,000 non-ICT students are taking computing education in Japan. Although computing education is carried out at every major academic discipline, teaching effort greatly differs depending on the academic discipline. We also find shortage of teaching staff for computing education. The analysis result will be an essential input to develop reasonable curriculum guidelines and accreditation criteria to improve computing education at non-IT departments.

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Charlton, John P., and Paul E. Birkett. "Psychological Characteristics of Students Taking Programming-Oriented and Applications-Oriented Computing Courses." Journal of Educational Computing Research 18, no. 2 (March 1998): 163–82. http://dx.doi.org/10.2190/pv8x-jm1b-g9hk-um2y.

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The characteristics of students taking programming-oriented and applications-oriented higher education courses are compared. Relative to the latter students, the former students' personalities are shown to be of a more schizoid nature, this providing an explanation of these students' greater computer engagement, programming experience and computing aptitude, at least as far as males are concerned. The extent to which programming experience is accumulated by females is concluded to be a major factor explaining the greater gender imbalance in enrolment on the programming-oriented course. Psychometric measures are found to be useful over and above cheaper, more easily obtainable, information in discriminating between the two types of student. However, psychometric measures are not found useful in increasing the association between correctness of course classification subsequent to Discriminant Function Analysis and success/failure on the courses. Finally, the same set of characteristics, involving among other things, greater involvement in computing, is found to be associated with success irrespective of course.

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Canup, Mark J., and Russell L. Shackelford. "Using software to solve problems in large computing courses." ACM SIGCSE Bulletin 30, no. 1 (March 1998): 135–39. http://dx.doi.org/10.1145/274790.273178.

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Clear, Tony. "A place for learning agreements in Capstone computing courses?" ACM Inroads 1, no. 4 (December 2010): 10–11. http://dx.doi.org/10.1145/1869746.1869749.

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Walker, Henry M. "CURRICULAR SYNCOPATIONSThe role of programming in introductory computing courses." ACM Inroads 1, no. 2 (June 2010): 12–15. http://dx.doi.org/10.1145/1805724.1805728.

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Radenski, Atanas. "Digital support for abductive learning in introductory computing courses." ACM SIGCSE Bulletin 39, no. 1 (March 7, 2007): 14–18. http://dx.doi.org/10.1145/1227504.1227318.

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Walker, Henry M. "ACM RETENTION COMMITTEERetention of students in introductory computing courses." ACM Inroads 8, no. 4 (October 27, 2017): 14–16. http://dx.doi.org/10.1145/3151936.

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Neal, L. R., and A. D. Irons. "Integrating professionalism into undergraduate degree courses in computing (panel)." ACM SIGCSE Bulletin 30, no. 3 (September 1998): 264–67. http://dx.doi.org/10.1145/290320.283563.

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STEVENSON, DANIEL E. "IMAGE RELATED APPLICATIONS FOR A CORE ALGORITHMS COURSE." International Journal of Pattern Recognition and Artificial Intelligence 15, no. 05 (August 2001): 845–57. http://dx.doi.org/10.1142/s0218001401001167.

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Image related computations are becoming mainstream in today's computing environment. However, Computer Science departments still offer image related courses mostly as electives or at the graduate level. As imaging's importance increases, one needs to consider its coverage at the core courses. Most departments cannot afford to add another course into their curriculum at this level, so the only remaining choice is to integrate image related applications into the existing core courses. This paper addresses this issue as it relates to an Algorithms course. The specific prerequisites and goals of our Algorithms course are described. The image related applications that have been adopted are presented and their impact on the course is discussed.

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Kim, Jihee. "Research on a <Computing Basic> Course －Factors Influencing Intention for Higher Level Study and Computing Language Confidence." Korean Association of General Education 15, no. 3 (June 30, 2021): 169–81. http://dx.doi.org/10.46392/kjge.2021.15.3.169.

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This study surveyed students who took computer programming (Python) courses established as liberal arts education, and investigated their motivation for taking this class, their intentions of taking advanced courses, and their confidence in the computing language. The purpose of this study was to suggest improvements in education in light of the recent increase of such classes. The collected data was subjected to descriptive statistics analysis, correlation analysis, and regression analysis.<br/>First, as a result of this study we found that the more knowledge the students gained about IT through the class, the more inclined they were to take an advanced course. Therefore, we can predict that the level of academic motivation felt by the students will increase when the students learn not only the technical aspects of programming in Python, but also knowledge related to the application of a programming course in society.<br/>Second, the students said that the more helpful their tutor was, the more confident they became in their studies of Python, and the more their skill improved when it came to programming in this language. Furthermore, considering that tutors can play a key role in helping students to learn, and that their help has a significant influence on the confidence level of students, I strongly recommend that universities introduce a ‘tutoring system’ for increasing the effects of education.

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Wong, Limsoon. "Computational Biology in NUS School of Computing." Asia-Pacific Biotech News 10, no. 24 (December 30, 2006): 1483–86. http://dx.doi.org/10.1142/s0219030306002242.

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Kamal M. Jambi, Hasanain M .Al-Barhatoshy, Kamal M. Jambi, Hasanain M. Al-Barhatoshy. "Finding New KPIs for Faculty of Computing and Information Technology at KAU." journal of king abdulaziz university computing and information technology sciences 1, no. 2 (January 12, 2012): 123–48. http://dx.doi.org/10.4197/comp.1-2.6.

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This paper presents key performance indicators (KPIs) for the Faculty of Computing and Information Technology (FCIT) at King Abdulaziz University (KAU). The objective of this work is to find out the answer of the following: (a) Are grades of English courses (ELCS101, ELCS102) and CPIT201 valid measures of student performance? (b) Can the Math course (MATH 110) be used as an indicator? (c) Can the GPA of the common courses of our faculty (CPCS202, CPIT201, CPIT221, STAT210, ISLS 101) be used as a measure to determine the selection of the major: Computer Science (CS), Information Technology (IT), or Information System (IS)? (d) How can we use features of IT-Blocks in our study?, and (e) The gender issue (i.e. why girls outperform boys) in our faculty?). Also the following Key indicators can be drawn from this paper: Overall Pass Rate, Retention Rate, Program Completion Rate, Average course/year hour load and First time Graduate Students.

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Haas, Timothy C. "Automating a Massive Online Course with Cluster Computing." International Journal of Distance Education Technologies 14, no. 2 (April 2016): 30–48. http://dx.doi.org/10.4018/ijdet.2016040103.

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Before massive numbers of students can take online courses for college credit, the challenges of providing tutoring support, answers to student-posed questions, and the control of cheating will need to be addressed. These challenges are taken up here by developing an online course delivery system that runs in a cluster computing environment and is designed to support the delivery of a course having 10K or more students. This delivery system enhances synchronous and asynchronous lectures, provides an online intelligent tutoring system, and detects plagiarism. The free software system is shown to provide fast response times when run on a mid-range cluster computer. The system's automatic plagiarism detection system is shown to be able to detect multiple authors of course assignments when used to analyze the work of actual online students. Use of this system on a large scale would allow most colleges to reduce their faculty size by 20 to 40%.

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YUEN, TIMOTHY T., MARITZA REYES, and YUANLIN ZHANG. "Introducing Computer Science to High School Students Through Logic Programming." Theory and Practice of Logic Programming 19, no. 2 (November 14, 2018): 204–28. http://dx.doi.org/10.1017/s1471068418000431.

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AbstractThis paper investigates how high school students in an introductory computer science (CS) course approach computing in the logic programming (LP) paradigm. This qualitative study shows how novice students operate within the LP paradigm while engaging in foundational computing concepts and skills: students are engaged in a cyclical process of abstraction, reasoning, and creating representations of their ideas in code while also being informed by the (procedural) requirements and the revision/debugging process. As these computing concepts and skills are also expected in traditional approaches to introductory K-12 CS courses, this paper asserts that LP is a viable paradigm choice for high school novices.

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Journal articles on the topic 'Computing courses'

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