Communication and leadership skills in the Computer Science and Information Systems curricula: A case study comparison of US and Bulgarian programs

In this paper we present results from our curriculum research on the behavioral educational topics being in the computer science (CS) and information systems (IS) academic programs in two countries USA and Bulgaria. Specifically, we address learning outcomes as they pertain to IT Project Management. Our research reveals that the two countries approach undergraduate education from different vantage points. The US universities provide a flexible general education curriculum in many academic areas and students have the opportunity to strengthen their soft skills before they enter the workforce. Bulgarian universities provide specialized education in main CS subject areas and the students are technically strong upon graduation. Is there a way to balance out this divergent educational experience so that students get the best of both worlds? Our paper explores this aspect and provides possible solutions

Skills and Knowledge for Data-Intensive Environmental Research.

The scale and magnitude of complex and pressing environmental issues lend urgency to the need for integrative and reproducible analysis and synthesis, facilitated by data-intensive research approaches. However, the recent pace of technological change has been such that appropriate skills to accomplish data-intensive research are lacking among environmental scientists, who more than ever need greater access to training and mentorship in computational skills. Here, we provide a roadmap for raising data competencies of current and next-generation environmental researchers by describing the concepts and skills needed for effectively engaging with the heterogeneous, distributed, and rapidly growing volumes of available data. We articulate five key skills: (1) data management and processing, (2) analysis, (3) software skills for science, (4) visualization, and (5) communication methods for collaboration and dissemination. We provide an overview of the current suite of training initiatives available to environmental scientists and models for closing the skill-transfer gap

Teaching Software Development to Non-Software Engineering Students

This paper argues that although the object-oriented programming (OOP) paradigm is appropriate for students taking programming modules on Higher Education (HE) software engineering course, this paradigm is not as relevant for students from other courses who study programming modules. It is also asserts that adopting another paradigm when teaching programming to non-software engineering students need not prevent the encouragement of good software engineering practices The paper discusses the software development model, procedures, techniques and programming language that the author requires non-software engineering students to employ when developing their software. This discussion also includes consideration of implementation issues in an educational context. The paper concludes that his alternative approach has been successfully implemented, that it requires the student to adopt a rigorous approach to development and that it encourages best software engineering practices. The conclusions also note that delivering this alternative offers the opportunity to include good educational practice, such as role-play

A review of literature on communication skills development (CSD) in the engineering curriculum

Engineering education has expanded recently to include emphasis on the development of some very specific non-technical attributes that match a strong technical base to produce well-rounded engineering graduates who are flexible and adaptable to suit the constantly developing and changing requirements of the workplace. These non technical skills include communication skills, the ability to function in teams, knowledge of societal and contemporary issues, development of global perspective, and ethics awareness. A great importance of these abilities to engineering education has emerged over the last decade even within the international and local scene. Within the Malaysian context, the Engineering Accreditation Council’s (EAC) Engineering Program Accreditation Manual(BEM, 2007) , outlines ten learning outcomes that encompasses both the technical and non technical skills which are considered essential for graduating engineers. Similarly, the Accreditation Board of Engineering and Technology (ABET) Criterion 3 (ABET, 2000), outlines eleven criterion which targeted many of these as essential program outcomes in order for engineering programs to be accredited and which are seen as critical for the success in the twenty first century. Communication skills development(CSD) is one of the outcomes required by an undergraduate engineering program in the Engineering Accreditation Council (EAC) for Institutions of Higher Learning (IHL) in Malaysia as well as in the ABET Engineering Criteria 2000 (ABET, 2000). CSD is essential for an engineer who aspires to carry out his/her professional practice in the global arena and especially in the English language. With an increasingly global economy, the Malaysian education system must produce graduates who can communicate effectively in English. Otherwise, it would lose one of its vital selling points for foreign investors to ensure that skilled labor force are sufficient to support internationally competitive commerce and industry and to provide individuals with opportunities to optimize their potentials (Muhammad Rashid bin Rajuddin, 2006; Riemer, 2002)

Professionalism In The First Year Of A Software Engineering Curriculum

Professionalism is an important part of any subject of study where graduates subsequently move into a professional career following their degree course. Most professional bodies therefore require accredited degree programmes to include this topic in the curriculum. The British Computer Society gives guidelines to institutions in the UK. These guidelines have been followed in the construction of the current Software Engineering Curriculum in the Department Of computer Science at the University of Sheffield. However it is unclear how effective the current form of presentation is. This report seeks to investigate this and look to possible ways of improving the presentation, particularly in the first year. I conclude that the most important factor in teaching professionalism; is the professionalism of the teachers. Students seem to learn these skills best by example, and therefore the greatest improvements are likely to be found by implementing common standards for teaching practice across the syllabus