<p> International Computer Science students, who form the majority of students in Engineering colleges in the U.S (Anderson, 2013), face a lot of difficulties and barriers that are unknown and unexpressed. Hiding these struggles may affect the quality of their education, and will repeat the struggles over and over with the coming students. We conducted a qualitative study to discover the barriers that international Computer Science students have and their special needs. The data was collected by interviewing international Computer Science students and some of their instructors in the University of Colorado at Colorado Springs (UCCS). The study found that international Computer Science students have English barriers evaluated on the following dimensions: listening and understanding lectures, participating and expressing ideas, presenting, writing, and reading. Moreover, students have identified another set of difficulties, which is technical barriers based on educational background and the ability to deal with advanced software tools.</p>

<p> One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.</p><p>

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 96-99).

<p>In this paper I will review the literature concerning investigator digital forensics models and how they apply to field investigators. A brief history of community supervision and how offenders are supervised will be established. I will also cover the difference between community supervision standards and police standards concerning searches, evidence, standards of proof, and the difference between parole boards and courts. Currently, the burden for digital forensics for community supervision officers is placed on local or state law enforcement offices, with personnel trained in forensics, but may not place a high priority on outside cases. Forensic field training for community supervision officers could ease the caseloads of outside forensic specialists, and increase fiscal responsible by increasing efficiency and public safety in the field of community supervision. </p>

The purpose of this dissertation is to explore the integration of the computer into the art classroom with specific intent to provide teacher training and to determine the need for standards in curriculum development. The following questions will be addressed: What (if any) direction should be followed to implement a systematic curriculum methodology for computer graphics? What are we currently doing to meet this need? How are we training our art educators to integrate the computer for art and design, and what do these teachers need in the way of background? What considerations become relevant to the classroom art teacher in the logistical procedures of setting up labs or utilizing pre-existing labs in a school district? The conclusions of this study were based on results from both qualitative and quantitative investigations. The quantitative results were obtained by sending out close-ended questionnaires for self-completion, by mail. The sample included 276 public school districts. The demographic results reviewed include statistical data which is displayed in chart and graphed formats. The qualitative results were obtained by creating and then implementing a teacher training tutorial program for 10 teachers in respective school districts. The results of pre- and post-assessment questionnaires were evaluated regarding each teacher's documented variances in attitudes, performances, acquired skills, knowledge, and opinions. While carrying out part two of the study, I intended to promote literacy, awareness, and understanding to the participating art teachers on the potential usage of the computer for art in the art classroom. If teachers have a stronger foundation and confidence in this area, they will more effectively integrate this tool into the art curriculum. Such grounding will hopefully give students in art the opportunity to use computers more efficiently and, it will create an awareness of the inherent possibilities this tool offers at an early stage.

Although both are computer-based, computer science and computer information systems programs of study are markedly different. Therefore, it is not unreasonable to speculate that success factor differences may exist between them, and to seek an objective means of making such a determination based on a student's traits. The purpose of this study was therefore two-fold--to determine whether differences do in fact exist between successful computer science majors and successful computer information systems majors, and if such was affirmed, to determine a classification rule for such assignment. Based on an aggregate of demographic, pre-college academic, and learning style factors, the groups were found to differ significantly on the following variables (listed in decreasing likelihood of significance, for those with p $<$.05): sex, abstract conceptualization and concrete-abstract continuum measures, SAT - Mathematics, interest ranking for science, active experimentation measure, interest ranking for foreign language, and concrete experience measure. Computer science majors were found to consist of significantly more males than females, and to have significantly higher abstract conceptualization, concrete-abstract continuum, SAT - mathematics, and interest ranking for science measures than computer information systems majors, while computer information systems majors were found to have significantly higher active experimentation, interest ranking for foreign language and concrete experience measures. A classification rule, based on a subset of these factors, was derived and found to classify correctly at a 76.6% rate. These results have potential as a research-based component of an advising function for students interested in pursuing a computer science or computer information systems program of study.

This study focused on the selection of programming languages in Computer Programming I classes (CS1) in four-year colleges and universities from North Carolina. The objectives were to identify differences in faculty and student views about the programming languages used in the first computer programming class and to see if demographic variables as well as type of school, job market in the region, quality and amount of experience with programming languages and/or computers correlated with the selection of the language. The study also solicited judgements about important factors for choosing a particular programming language and reasons which seemed to have influenced this selection. The study also determined how well the students and faculty in these first computer programming classes agreed on the selection of the languages and the factors which led to the selection. Three instruments were used to accomplish the above objectives. One was a survey questionnaire sent to twenty four-year colleges and universities in North Carolina in May 1993. Second was a survey questionnaire administered to 322 students from Computer Programming I from these schools in North Carolina during Spring and Fall semesters of 1993. Third was an open-ended interview of 20 faculty. Results of the student survey questionnaire showed that Pascal was the language respondents had the most experience with, and it was the most heavily used language among them, followed by BASIC, COBOL, and C/C++. The top three reasons for learning these languages were: job market demands, someone's advice, and popularity of the language. If the students were given a chance of learning a first programming language all over again, their number one choice would be Pascal followed by C/C++. The top three reasons for this selection were that the language was used in the other computer science courses, they wanted to learn the language, and it was an easy language to learn. Results of the faculty survey questionnaire showed that Pascal was the most widely taught first and second programming language, and C/C++ would be their number one choice for a new first programming language when and if they were going to make another selection. Job market requirements, design and structure of a language that implements modularity, concurrency, reusable code, and competition from other area schools were the top reasons in the selection process of a first programming language. Examination of some variables as possible predictors of these first programming languages revealed the following: (1) strong correlation between the selection of a first programming language and such factors as compiler cost, compiler availability, teaching staff knowledge, hardware availability, and cost of a language; (2) strong correlation between the type of a school and such factors as ability of a language to form good programming habits, availability of the language, modularity, parameters, ease of design and structure of the language, and a language which provides job related skills, and is usable in the real world. The follow-up interviews seemed to show that a significant number of faculty had been thinking about changing to a new first programming language. In other words, the Pascal era was going to end soon, and a replacement for Pascal was going to be either C or C++. It was also clear that most of the faculty were trying to follow the ACM guidelines whether or not they agreed with them.

The purpose of this study is to investigate how faculty make use of Internet resources and how students respond to use of these resources in a variety of undergraduate science and mathematics courses. Much more has been published on the use of Internet resources in traditional undergraduate curricula from the perspective of faculty as teachers and researchers than from the perspective of students as learners. This qualitative case study is a balanced approach that surveys mathematics and science professors and students at the same university. Both teacher and learner perspectives about on-line resource usage are scrutinized for the extent to which such resources augment content and delivery of traditional university undergraduate mathematics and science courses. Faculty and students were interviewed and asked about their perceptions of Internet as a tool for teaching and learning. Responses focused on the Internet as it affords information, communication, and collaboration. Students expressed distrust for Web publications, citing the information glut and sense of security with “approved” library resources. Personal and course Web pages were much more important to faculty than to students, who did not see themselves as producers but rather as consumers of information prepared by faculty and other experts in their fields. All students expressed the importance of the university's role in advising incoming students to take computing-related courses in their first year to prepare them for courses that have on-line components. When asked if they would consider delivering their courses asynchronously on-line, all of the faculty members interviewed declined. Consensus was that Internet/Web resources found their place in augmenting rather than replacing traditional courses. Most students interviewed responded that they would try an on-line course for the experience but that they would be inclined to take a general education course rather than a course in their major, not wanting to risk a low grade. Students and faculty alike continue to work with new applications for Internet groupware messaging such as asynchronous discussion groups and electronic bulletin boards that will be incorporated into traditional university courses.

This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++ / provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.

The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.