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G:\WAPPS\MSOFFICE\TEMPLATE\NORMAL.DOT ATTACHMENT 1.1 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIÜ¥e ATTACHMENT 1.1 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIENCE - DATABASES AND INFORMATION RETRIEVAL A. COURSE JUSTIFICATION (RATIONALE): Study of computer hardware and software which process data is incomplete without an understanding of the principles by which data is stored and organized. An understanding of basic file structures is critical to effecient techniques of storage and access, and an understanding of the organization of data and databases is fundamental to effective query and retrieval design. Databases and Information Retrieval is defined as one of the major areas in the professional curriculum guidelines and this course provides the required depth in this area. The course applies and integrates knowledge and concepts from the study of computer hardware and abstract data types. ADDITIONAL DISCUSSION: This course differs from CIS121, Data Management Concepts in its inclusion of hardware considerations and techniques underlying database implementation. While the CIS course emphasizes software products and the application of these products to data organization problems, this course establishes the conceptual framework within which database management systems are designed. B. COURSE SYLLABUS TITLE OF THE COURSE: CSC 3xx Databases and Information Retrieval COURSE DESCRIPTION: 3xx. DATABASES AND INFORMATION RETRIEVAL The physical storage mechanisms of disk and tape hardware are established and abstract data types applied in the exploration of approaches to logical level storage and retrieval. The organization and implementation of basic file structures are considered with respect to speed and efficient use of storage capacity. Data bases are analyzed as organizations superimposed on data stored using basic file structures. Principles of query systems are applied to information systems design and implementation and the Standard Query Language, SQL, is introduced. Distributed data systems and search engines are considered. Prerequisites: CSC241, CSC242. 3 credits PRE-REQUISITES: CSC241, CSC242 CO-REQUISITES: none COURSE OVERVIEW: Abstract data types such as linked lists and trees are applied to implementation of basic file structures on bulk storage hardware. Efficiency tradeoffs arising from blocking, the use of indices and keys in basic file access functions, and information hierarchies and indexing are explored. The relationship between data and information is considered and semantic connections among fields is used to introduce a consideration of relational databases. Basic access functions are extended to the support of generalized queries. Formulation of queries in general, and the Standard Query Language (SQL) in particular, is explored with respect to user interfaces. COURSE SESSIONS: Three 50 minute sessions per week. COURSE OBJECTIVES: Students will be able to: a) describe and compare basic file structures and file access functions, b) predict the effects of design and algorithmic variations on speed and storage efficiency, c) define relational databases in terms of the functional ability to associate fields and records and the implications for semantic interpretation of data, d) articulate the issues in formulation and standardization of query languages with examples drawn from SQL, e) use SQL for query/reporting processes, f) use search engines effectively to explore distributed data. g) apply skills learned to practical and performance based projects, graded according to accepted standards of the profession. CONTENT (TOPIC) OUTLINE: 1. Disks - tracks and sectors, cylinders, seek and transfer timing, blocking factors 2. Tapes - tracks and coding systems, start/stop and transfer rates, blocking 3. Sequential, random and indexed file processing 4. Physical I/O and logical I/O 5. File update, sort/merge 6. Multifile volumes, file identification and record location, garbage collection, split cylinder allocation, interleaved and mirror systems 7. Index structures - B-Trees, single index files and multi-key files 8. Streams and I/O direction 9. Information as a field semantic based organization of data 10. Relational databases, master and multifile implementations 11. Logical operations in database queries, formulation of query criteria 12. Virtual and actual subsetting under the constraints of hypothesized relationships 13. Query standards and an overview of SQL 14. SQL implementations; the SQL server 15. Data definition, indices and data retrieval in SQL 16. Implementation of security and privacy - redundancy, backups, error detection and correction, encoding, record and file lockout TEACHING AND LEARNING METHODS: Information will be presented in classroom lectures, through printed notes and textual references. Programming assignments will be used to exemplify techniques, to explore tradeoffs and to apply SQL. Internet resources will be used to demonstrate distributed data and the use of search engines. Students will report, present and discuss assignment results. STUDENT RESPONSIBILITIES: Students will attend classes, participate in discussions, complete assignments and reports, present and discuss assignment results. METHOD OF EVALUATION: Quizzes Midterm Assignments Classroom participation Final examination REQUIRED TEXTBOOK(S): Modern Database Management Fourth Edition by Fred R. McFadden and Jeffrey A. Hoffer, 1994 BIBLIOGRAPHY - READING LIST: Object-orientated databases from on line internet sources. OTHER CATALOG CHANGES: none Attachment 1.2 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIENCE - ANALYSIS OF ALGORITHMS AND COMPLEX PROBLEMS A. COURSE JUSTIFICATION (RATIONALE): Particular applications of computers play an increasing role in the curricula of many disciplines. Computer Science is unique in its generalized consideration of methods and algorithms and its analysis of the characteristics of difficult problems. The theory and abstractions introduced in the proposed course establish a conceptual framework within which applications of computing can be analysed and compared and from which approaches to new applications can evolve. Undergraduate instruction in programming is largely confined to relatively simple problems where the algorithms are usually deterministic. The proposed course provides exposure to the more challenging problems in the discipline, many of which are categorized as belonging to artificial intelligence, AI, and to the advanced algorithms, including adaptive and hueristic techniques, which characterize AI. B. COURSE SYLLABUS TITLE OF THE COURSE: CSC 3xx Analysis of Algorithms and Complex Problems COURSE DESCRIPTION: 3xx. ANALYSIS OF ALGORITHMS AND COMPLEX PROBLEMS This course provides a theoretical treatment of complexity analysis of algorithms, complexity classes of problems, computability and undecideability, and an applied study of problem solving strategies and search strategies. Parallel and distributed algorithms are considered and the problems and methodologies of AI are introduced through study of problem state spaces, adaptive algorithms and heuristics, pattern recognition and deduction and inference. Prerequisite: CSC118. 3 credits PRE-REQUISITES: CSC118 CO-REQUISITES: None COURSE OVERVIEW: The basis of using of computers to solve problems is addressed through the theory and abstractions used to classify and compare problems and to analyze methods for solving problems. A wide variety of algorithms and techniques are considered in the context of problem areas to which they have been applied. The course focuses on the general principles such as evaluation of time-space trade-offs, performance bounds, computability and decideability, but includes exposure to diverse problems ranging from economic optimization to natural language processing. COURSE SESSIONS: Three 50 minute sessions per week. COURSE OBJECTIVES: Students will be able to: a) analyze the complexity of algorithms, establish bounds and estimate performance in time and space tradeoffs, b) analyze and apply recursive and iterative strategies for problem solving such as divide and conquer, branch and bound and greedy algorithms, c) identify the characteristics of problems where parallel and distributed algorithms are applicable and obstacles in attacking such problems, d) derive p-np problem classifications, map problems onto members of these classes as part of classification proofs, e) apply adaptive and heuristic based techniques to pattern recognition and decision making, f) relate algorithms for robotics control and systems for creating virtual reality to models of sensory input processing, g) articulate major problem/algorithmic issues in computer science including the basis for computable and undecideable problem classifications, the role of Turing machines and other models in problem and algorithm analysis, the potential for application of neural nets, the use of models of cognition to programming machine intelligence, etc. CONTENT (TOPIC) OUTLINE: 1. Survey of significant problems and problem solving techniques 2. Implementation of problem solving strategies 3. Big 'O' notation and analysis 4. Tradeoffs in time and space 5. Characteristics of complex problems; problem classification 6. Adaptive and heuristic strategies; neural nets 7. Models of computing 8. Representation of reality; cognitive models TEACHING AND LEARNING METHODS: Theory and proofs will be presented in notes, text material and references. Classroom time will be used for summary and review of material, supplemental explanation and review, explication of the relationships between theory and problem solutions, discussion of issues and directions in computer science. Students will be given assignments exploring the application of algorithms, articulating relationships and issues and applying techniques of analysis, and will discuss and present their results and conclusions in class. STUDENT RESPONSIBILITIES: Students must attend class and participate in discussions, study the text and other materials, complete assignments and present results. METHOD OF EVALUATION: Assignments Class participation Quizzes Midterm Final Examination REQUIRED TEXTBOOK(S): An Introduction to the Analysis of Algorithms by Robert Sedgewick, Princeton University 1996 BIBLIOGRAPHY - READING LIST: Programming Classics: Implementing the World's Best Algorithms by Ian Oliver Prentice Hall.1993 OTHER CATALOG CHANGES: None Attachment 1.3 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIENCE - DOCUMENTATION AND TECHNICAL COMMUNICATION A. COURSE JUSTIFICATION (RATIONALE) The value of software is increasingly affected by the quality of documentation and user support systems. Traditional preparation for computer scientists includes identification of the documentation components of software engineering processes, but neglects associated areas such as training manuals, on-line documentation and help systems. The proposed course provides exposure to a broad range of technical communications associated with the development and use of software systems. Rapidly changing technologies are introducing new possibilities for communication and presentation of information. The proposed course includes the application of emerging techniques such as hypertext, multi-media and the Internet to documentation and communication. Employers are concerned about the level of communication skills among employees in general and technical employees in particular. By providing opportunities for critical analysis and extensive developmental practice in technical writing, this course will help to insure that our graduates are immediately employable professionals. Mastery of software tools supporting technical writing and documentation will increase students' productivity and provide them with a unique competitive advantage in the marketplace. ADDITIONAL DISCUSSION: This innovative course supports and extends directions in development of the general education program at the University which emphasize tools which prepare our graduates for lifelong development. The focus on analysis and critique of technical communications reinforces cognitive objectives in critical thinking, and the inclusion of the development and the application of writing and communications skills in the professional curriculum integrates technical studies with the students' broader education. B. COURSE SYLLABUS TITLE OF THE COURSE: CSC 3xx Documentation and Technical Communications COURSE DESCRIPTION: 3xx. DOCUMENTATION AND TECHNICAL COMMUNICATIONS Purpose and format of documentation accompanying software development, including user and reference manuals, on-line help, in-line program comments, training guides, RFPs, RFQs, testing plans, and system specifications. Critical analysis of technical writing, development of appropriate and consistent style, and effective use of tools such as word processors, grammar checkers, style guides, HTML editors and on-line help compilers. Prerequisites: ENG112, CSC118 3 credits PRE-REQUISITES: ENG112, CSC118 CO-REQUISITES: None COURSE OVERVIEW: This course explores the purpose, format, organization, style and presentation mode of the documentation and technical communication associated with computer software development and use. Samples of technical writing are subjected to critical analysis and a writing-through-revision approach taken to developing the students' ability to produce clear documentation with a consistent and professional style. The possibilities created by new approaches to communication arising from hypertext, multimedia and network communications are explored. Software tools supporting the processes of documentation and communications are introduced and students develop skills in their use through projects and assignments. COURSE SESSIONS: Three 50 minute classes per week. COURSE OBJECTIVES: Students will be able to: a) identify the types of documentation that accompany the software development process and that support the use of software systems, b) describe the purpose and main components of each type of documentation or communication, c) analyze and critique the organization, format, style, and presentation mechanisms of sample documents, d) select and make effective use of appropriate tools in the production of documentation e) improve their ability to communicate technical concepts clearly, with a consistent style, in professionally formatted, grammatically correct documentation. CONTENT (TOPIC) OUTLINE: Documentation: Types, Purpose and Characteristics RFPs and RFQs System Requirements Test Plans Program Documentation Memos and messages User Manuals System Manuals Tutorials Procedure guides Help systems Effective use of documentation tools Word processors Templates Grammar checkers Style guides Conversion software Help generators HTML editors Multi-media development tools Principles and practice of excellence in documentation Reading, understanding and evaluating documentation Organizing, writing and revising in the development of documentation Selection and use of appropriate delivery shells TEACHING AND LEARNING METHODS: Examples of documentation and technical communication will be presented and underlying principles of effective writing explicated. Students will apply these principles to analysis, and articulate through discussions and writing their evaluations, criticisms and suggestions for improvement based on these principles. Use of tools will be demonstrated in class, and practiced in assignments. Documentation and support systems for tools will be used to further exemplify standards and principles of excellence in documentation. Students will produce, discuss and defend their own samples of documentation. Delivery and communication modes will be demonstrated and the extent to which they are appropriate and effective explored in discussions. Student planning of documentation systems in projects will be used to reinforce principles in the selection and use of delivery shells and communication modes. STUDENT RESPONSIBILITIES: Students will be required to attend class, participate in class discussions, use documentation tools and delivery systems in preparation of assignments, and to work with other students in group projects. METHOD OF EVALUATION: Attendance and participation in discussion Assignments and projects Presentations and defense of projects REQUIRED TEXTBOOK(S): BUGS in Writing: A Guide to Debugging Your Prose by Lyn Dupri, 1995. OTHER CATALOG CHANGES: none ATTACHMENT 1.4 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIENCE - PROGRAMMING III A. COURSE JUSTIFICATION (RATIONALE): Introductory courses establish language elements, techniques for algorithmic implimentation, description of appropriate data structures and approaches to coding and debugging. Given the necessity to master these new concepts and techniques there is insufficient time in these courses for the practice necessary to establish a professional level of fluency and proficiency. While they develop problem solving skills, small example programs are insufficient to prepare a student for the complex environment in which professional programmers work and the scope of projects in commercial applications and systems programs. This course provides continued programming practice on significant projects, exposure to the use of programming tools, exploration of more advanced approaches such as object oriented programming, and experience in the interactions necessary for interface definitions and testbed formulations associated with team projects. Students will have an opportunity to achieve the satisfaction and confidence that comes with the completion of significant work. As a result of the additional training provided in this course UVI graduates will be more acceptable for immediate employment and be more productive in their work, and will have the necessary skill levels to pursue graduate work or research requiring programming proficiency. The acceptibility immediate productivity of UVI graduates in employment will be enhanced and students will have the necessary skill levels to pursue graduate work or research requiring programming proficiency. ADDITIONAL DISCUSSION: This course is deliberately described without specifying a specific programming language. A programatic objective is to offer instruction in the language/s which are most widely accepted for application and systems programming, and the specific language varies with practice in the profession. The development support features of a specific language are not, therefore, described here though such features form a significant part of the instructional content in this course. B. COURSE SYLLABUS TITLE OF THE COURSE: CSC 3xx Programming III COURSE DESCRIPTION: 3xx. PROGRAMMING III Project oriented instruction in program development using a professional development environment. Extensive programming practice is provided in both individual and team contexts for development of applications and systems. Design issues addressed include object oriented programming systems, approaches to interoperability and portability, design of module interfaces and definition of system test beds. Prerequisite: CSC242 3 credits PRE-REQUISITES: CSC242 CO-REQUISITES: None COURSE OVERVIEW: Criteria for evaluation and comparison of software products including interoperability and portability are considered. A survey of auxiliary tools and development support features establishes the characteristics of a professional programming environment. Program provability is explored in the context of definition of system testbeds and specification of well defined modules. Principles of object oriented programming system design are defined and applied in the individual and team programming projects which form the core of this course. COURSE SESSIONS: Two 50 minute classroom sessions and one180 minute laboratory per week COURSE OBJECTIVES: Students will be able to: a) compare and evaluate program products, b) use a high level language with fluency and confidence in implementation of program systems, c) exploit development support facilities and language features, d) establish well defined module interfaces, e) make effective use of auxiliary tools, e) demonstrate the application of system testbeds in reducing the incidence of errors in program systems, f) work and communicate effectively in a team development context, g) apply skills learned to practical and performance based projects, graded according to accepted standards of the profession. CONTENT (TOPIC) OUTLINE: While mastery of some surface level information is required, this course focuses on the mastery of skills and establishment of professional approaches and attitudes. Current program design concepts emphasizing objected oriented programming will evolve from analysis of program products and development of student projects, but particular topics play only a minor role in the analytical discussions associated with practice in the definition, design and production of program systems which is the focus of this course. TEACHING AND LEARNING METHODS: Students will analyze and compare the design and implementation of program products. Classroom time will be devoted to discussion of program designs, presentations and defense of approaches in student projects. Laboratory time will be used for supervised practice in program implementation and team project meetings. STUDENT RESPONSIBILITIES: Students must attend classes and laboratories and participate in discussions and team development. Individual assignments must be completed in a timely manner and appropriate records of activity kept and included in reports and documentation. Extensive use of computer labs for program implementation outside of laboratory hours is required in this course. METHOD OF EVALUATION: Quality and quantity of program components developed Documentation, presentation and defense of projects Assumption of responsibility and performance in team development Attendance and participation in discussions REQUIRED TEXTBOOK(S): Special Edition Using Visual Basic 4 by Jeff Webb, Mike McKelvy, et al., 1995 OTHER CATALOG CHANGES: None Attachment 1.5 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIENCE - JUNIOR SCIENCE SEMINAR I, II A. COURSE JUSTIFICATION (RATIONALE): The Junior Science Seminars were established by the division as a precursor to the Senior Science Seminars, providing students with exposure to special topics, experience in participation in discussions of presentations, and preparation for making their own presentations. It is divisional policy that all degree programs include these courses. This course is proposed in order that Computer Science majors will participate in, and gain from, this division-wide activity. ADDITIONAL DISCUSSION: The development and delivery of this course is a joint responsibility of faculty in the Division of Science and Mathematics. Computer Science faculty will join their colleagues in divisional support. In order to achieve uniformity of proceedures and standards, it is divisional policy to use a common course description which is repeated in the separate catalog descriptions in each subject area. B. COURSE SYLLABUS TITLE OF THE COURSE: CSC 397,398 Junior Science Seminar I, II COURSE DESCRIPTION: 397,398 JUNIOR SCIENCE SEMINAR I, II. Topics of interest and importance to science majors will be presented by faculty, visiting scholars, senior science majors, and junior science majors. An opportunity for exposure to scientific topics not normally covered in class and for the development of scientific thinking. Prerequisite: Junior standing as a Computer Science major. 1/2,1/2 credit PRE-REQUISITES: Junior standing as a Computer Science major CO-REQUISITES: None COURSE OVERVIEW: This course gives students brief introductions to topics of interest in Computer Science. Because seminars are delivered by a variety of presenters ranging from visiting experts to students, an opportunity for comparisons and critical evaluation is provided and practice in critique is an important parts of the course. Presentations provide examples of useful sources of materials on special topics, and by recording sources in an annotated journal students develop their own database of reference resources. This course prepares students for making their own presentations in Senior Science Seminar by providing practice in the use of the University library and the Internet to locate materials. COURSE SESSIONS: One 50 minute session per week. COURSE OBJECTIVES: Students will be able to: a) Recognize a well prepared presentation and critique weaker presentations b) Make positive contributions to discussions of a presentation c) Use their own journal of resources to identify materials on special topics d) Use the University Library and the Internet to locate materials CONTENT (TOPIC) OUTLINE: Presentation topics are determined by available speakers and topics chosen by senior students. Discussions outside of the presentations will address the following areas: 1. Qualities in a good presentation 2. Objectives in discussions following a presentation 3. Maintenance and use of a journal of resources 4. Location of materials in the Library and through the Internet TEACHING AND LEARNING METHODS: Students will be given handouts on the topics listed above. Discussions of the handouts will be held at the beginning of the semester before the start of formal presentations. Students will submit their critiques after presentations, including their comments on discussions which followed the presentations. Students will receive written feedback on the quality of their evaluations. Students will record sources of materials identified in presentations in personal journals, locate these resources and annotate their journals with comments and additional materials found, and submit their journals for periodic review, and receive written feedback on their journals. STUDENT RESPONSIBILITIES: Students must study course handouts and participate in discussions of techniques to be used in the course. Students must attend presentations and submit written critiques of the presentations. Students must record sources of materials on special topics identified in presentations in their personal journals, locate a selection of these materials, comment on the general scope of the sources located and submit their journals for periodic review. METHOD OF EVALUATION: Attendance and participation Critiques Journal of resources REQUIRED TEXTBOOK(S): None BIBLIOGRAPHY - READING LIST: References from presentations OTHER CATALOG CHANGES: None ENCE - Alan F. Lewit, Ph.D. Alan F. Lewit, Ph.D. Normal Default Paragraph Font Alan F. Lewit, Ph.D. O:\DATA\CURRIC\LATEST\SYL1.DOCÿ@HP LaserJet 4/4M LPT1: HPPCL5E HP LaserJet 4/4M HP LaserJet 4/4M Symbol tATTACHMENT 1.1 JUSTIFICATION AND COURSE SYLLABUS FOR A NEW COURSE IN THE B.S. DEGREE PROGRAM IN COMPUTER SCIENCE - Alan F. Lewit, Ph.D. Alan F. Lewit, Ph.D.