Review of Curriculum Development in Library and Information Science Education in Nigerian Universities: Issues and Prospects

The study includes a review of curriculum development in Library and Information Science Education (LISE) in Nigerian Universities: Issues and Prospects. Analysis on curriculum development were given (history of curriculum development, types of curricula and usefulness of curriculum development for educators and challenges of curriculum development). Curriculum development is core issue in the feasibility and growth of any discipline, library and information science education inclusive. Modern day librarianship, that is 21st century library and information science education (LISE) should integrate full information and communication technology programmes and not just computer application for professional efficiency and global acceptability. Therefore, curriculum of LIS in Nigerian Universities should be reviewed both at undergraduate and postgraduate level

A hypermedia field trip through Old Town Temecula

The purpose of this project was to develop a computer-based instructional material for Temecula third grade teachers to use with their history/social science curriculum. What evolved was a stack about Old Town Temecula that supports the Framework, an integration of technology into the history/social science curriculum. The project connects the past and present by focusing on the historical buildings in Old Town Temecula. As an instructional tool the stack provides teachers with the pre field trip materials and follow-up activities to use when doing a field trip to Old Town Temecula

Evolution of computer science degrees at science school : University of Buenos Aires (FCEN-UBA)

This paper shows the evolution of the Computador Científico (Computer Scientist) undergraduate program of the University of Buenos Aires Science School, and how it evolve into Licenciado en Ciencias de la Computación (Computer Science Degree). The original curriculum content is shown, the attempts to modify the program are explained and finally a comparison is made between the early program and the beginnings of the Computer Science Degree from 1983. This evolution is analyzed taken into account the development of new areas in CS and the argentinean political situation in this period.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

Getting the Picture:Modeling and Simulation in Secondary Computer Science Education

In the Netherlands, Computer Science was introduced in 1998 as an optional subject in the upper grades of HAVO and VWO. Modeling and simulation is included as an elective theme in the recently revised Computer Science curriculum. Modeling and simulation is considered to be an aspect of computational thinking, and computational thinking in turn is an element of digital literacy which is expected to be included — as a new learning objective —in the soon to be revised national curriculum for primary and secondary education.In this dissertation, didactic aspects of teaching modeling and simulation within the Computer Science course were explored, as well as the pedagogical content knowledge of teachers related to teaching modeling and simulation. The results include, among other things, a framework that describes how the problem under investigation is to be translated into computational elements, how to subsequently construct a computer model and use it for simulations, and finally how to interpret the results in the discipline where the problem originates. The findings show that students are able to construct computer models themselves or to adapt existing computer models, to use them to conduct research, and finally to reflect critically on the entire process.Furthermore, this research has resulted in practical insights into teaching of computer modeling, and has led to the development of teaching materials for computer science (https://ieni.github.io/inf2019/themas/r-computational-science) which are suitable for use in other courses such as biology, geography or history as well.The results of this research demonstrate the possibilities of using computer models in education — for example, to simulate the course of a pandemic, analyze the results, and investigate both scientific and societal consequences

Technocamps: Advancing Computer Science Education in Wales

Computer science education in the UK has undergone substantial scrutiny over the past five years. In particular, from September 2014, we have seen the implementation and delivery of a new computing curriculum in England. However, in Wales -- one of the four devolved nation in the UK -- numerous political, geographical and socio-technical issues have hindered any substantive educational policy or curriculum reform for computer science. This is despite the widespread efforts to address the failings of computer science education in schools since at least 2003 through Technocamps, a pan-Wales university-based schools outreach programme.In this paper we outline the history (and pre-history) of Technocamps, contextualised by the devolved nature of education in the UK, positioning Wales with its specific issues and challenges. Furthermore, we present evidence both in support of this university engagement and intervention model as well as its wider positive effect on promoting and supporting computer science education in Wales, a nation about to take its first steps on the path of a large-scale national curriculum review and significant educational reform

Applying Word Processing Comptencies in Two Academic Subjects

This project was developed with the intent of bringing academic and vocational curriculum together. The purpose of the project was to illustrate to students the connections between the skills they develop in word processing with the information they receive in two academic courses: Pacific Northwest History and Biology. Units were developed to reinforce the word processors\u27 keyboarding skills while introducing them to science or social studies concepts and issues. Conversely, science and social studies students were exposed to the benefits of using a computer in their endeavors. A secondary purpose of this project was to develop skills in working together. This was achieved by creating units where science or history students worked with a word processing student on IBM computers. Assignments required documents of particular science or social studies units to be printed in correct word processing format

Mathematical knowledge and skills expected by higher education in engineering and the social sciences: Implications for high school mathematics curriculum

Cataloged from PDF version of article.One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at high school. In this study, we surveyed university faculty members who teach first year university students about the mathematical knowledge and skills that they would like to see in incoming high school graduates. Data were collected from 122 faculty members from social science (history, law, psychology) and engineering departments (electrical/electronics and computer engineering). Participants were asked to indicate which high school mathematics topics and skills they thought were important to be successful at university education in their field. Results were compared across social science and engineering departments. Implications were drawn for curriculum specialists, students, and mathematics educators

Mathematical knowledge and skills expected by higher education in engineering and the social sciences: Implications for high school mathematics curriculum

One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at high school. In this study, we surveyed university faculty members who teach first year university students about the mathematical knowledge and skills that they would like to see in incoming high school graduates. Data were collected from 122 faculty members from social science (history, law, psychology) and engineering departments (electrical/electronics and computer engineering). Participants were asked to indicate which high school mathematics topics and skills they thought were important to be successful at university education in their field. Results were compared across social science and engineering departments. Implications were drawn for curriculum specialists, students, and mathematics educators. © 2015 by iSER

Evolution of computer science degrees at science school : University of Buenos Aires (FCEN-UBA)

This paper shows the evolution of the Computador Científico (Computer Scientist) undergraduate program of the University of Buenos Aires Science School, and how it evolve into Licenciado en Ciencias de la Computación (Computer Science Degree). The original curriculum content is shown, the attempts to modify the program are explained and finally a comparison is made between the early program and the beginnings of the Computer Science Degree from 1983. This evolution is analyzed taken into account the development of new areas in CS and the argentinean political situation in this period.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

Curriculum Subcommittee Minutes, February 2, 2006

Department of Nutrition and Food Sciences New Course Department of Management and Human Resources Delete Course Department of Health, Physical Education and Recreation Delete Course Department of Psychology Credit Hour Change, Prerequisite Change Department of Biological and Irrigation Engineering New Course Prerequisite Change Department of Civil and Environmental Engineering Credit Hour Change, Course Description Change Prerequisite Change Department of Engineering and Technology Education New Course Department of Mechanical and Aerospace Engineering New Course Department of English Change to Pass/Fail only Department of History New Course Department of Music Change to Pass/Fail only Department of Political Science Change to Pass/Fail only Department of Aquatic, Watershed, and Earth Resources Administrative Responsibility Change Department of Geology Prerequisite Change, Course Description Change Prerequisite Change, Add Dual List Other Removing the Business Analysis and Decision Making Specialization Removing the Business Information Systems Specialization Removing the International Economics Specialization Removing the Quantitative Economic Analysis Specialization Offering a Master of Science Degree: Plan C Engineering and Technology Education Degree Offering a Master of Science in Computer Engineering and a Master of Engineering in Computer Engineering Curriculum Subcommittee Handbook Pass/fail courses Course deletion