Science TBC

Computer science admissions requirements vary from school to school, but there are some basic things that students can expect if they are applying to such a program at a four-year university. The following facts are important for any student to consider before they begin the computer science admissions process at their school of choice.

If a student has completed an associates degree at a community college, they will more than likely need a minimum GPA on all coursework taken in order to transfer into a Bachelor of Science program in Computer Science at an accredited four year college or university. For students coming into a college or university straight out of high school, there will be academic and SAT requirements. And there are typically prerequisite courses in subjects such as mathematics and science that must be taken before either type of student may enter the upper division computer science major. The GPA requirements for these classes may be higher than the average GPA requirements for all other coursework taken so far, and for students transferring in, the GPA requirements are probably going to be a bit higher all around.

After making it through the computer science admissions process, there will be several requirements that must be met in order to finish the program and graduate with a Bachelor of Science. At a typical four-year college, students must first complete all the general education requirements, which should take about two years, and declare their major by their sophomore year. Typical computer science courses taken after that are Introduction to Computing, Data Structures, Discrete Mathematics, Principles of Computer Organization, Principles of Programming Languages, Algorithms: Design & Practice, Analysis of Algorithms, Theory of Computation and six additional elective courses in computer science, plus a senior project or thesis.

The computer science admissions requirements may be tough, and the requirements to finish the program may be even tougher, but it is well worth it for the wonderful career opportunities that will be available thereafter. This is one of the most lucrative fields with terrific job outlook and positions available around the world.

Find the perfect Computer School today and start your path to a rewarding career.

If you spent most of your high school in the computer lab learning how to make it do cool things by stringing together a bunch of words that might look like gibberish to the uninitiated, but to you they spell “code,” then you are among the lucky few who have a clear career path ahead of them.

Yes, computer science may be a lot more than writing programs, but for a lot of IT professionals, thats where the seeds of passion are sown.

So, if you are passionate about making this wondrous little machine do wonderful things and have a few other qualities like an aptitude for math, logical and analytical ability, and problem solving skills, then you are an ideal candidate for computer science programs.

A computer science major will give you the opportunity to work with cutting edge technologies in a broad spectrum of exciting jobs that involve designing software, writing code, maintaining systems, managing database, etc. Some of the popular computer science careers are as follows:

1. Computer Programmer:

A computer programmer uses programming languages like C++, Java, etc. to write a series of commands that a computer follows to complete a task. Programmers are also responsible for testing, debugging, modifying, and expanding existing programs.

Computer programmers can find employment in a variety of industries ranging from IT firms to financial institutions. As they get more technical and business experience, programmers may be promoted to senior roles as lead programmers, systems analysts, or managers leading a team of programmers.

Besides a computer science degree, those interested in programming may benefit by professional certifications in JAVA II, C++, Microsoft ASP, etc.

2. Database Administrators:

Database administrators are responsible for the design, implementation, maintenance, and repair of an organizations database. They may also be responsible for formulating policies and procedures regarding the management, security, and use of the database.

Candidates can boost their chances of employment by completing professional certifications like Structured Query Language (SQL), SAP, etc after completing their computer science degree.

Like computer programmers, database administrators are also employed in a wide range of industries such as technology and telecommunication companies, financial firms, government agencies, etc. Many database administrators are promoted to managerial positions in their organizations depending on factors such as their education level, experience, and the ability to stay on top of emerging technologies.

3. Network Administrators:

Network administration has emerged as one of the most popular computer science careers. Network administrators install and maintain hardware and software that make up an organizations computer system. They are responsible for the smooth running of a companys LAN, WAN, Internet, Intranet, and security systems. In some organizations, network administrators are also given the task of designing and deploying networks.

Those who have a bachelors degree in computer science along with professional certifications in A +, CCNA, Novell-C.N.A, C.N.E.- Advanced Administration, etc. are likely to enjoy good employment opportunities.

The good news for individuals interested in computer science degrees is that the U.S. Department of Labor has projected excellent job prospects for two of these three IT careers through 2018.*

There is growing evidence that computer science majors are back on the radar of technology companies looking to hire IT professionals who are not just technically sound, but also business savvy and skilled at solving problems and communication.

*www.bls.gov/oco/ocos303.htm

States are in varying stages of developing their NCLB science assessments. Typically, states contract with assessment companies which have a history of producing standardized, norm referenced tests, e.g., the Iowa Test of Basic Skills (ITBS), the Tera Nova, the Stanford Achievement Test (SAT-9, SAT-10).
These new NCLB science tests must include either criterion-referenced assessments or augmented norm-referenced assessments, or both. The world of the standardized, multiple-choice, norm referenced test is disappearing as standards-aligned, criterion-referenced tests emerge.
Because many states’ science standards include science inquiry and science process skills that are difficult to assess with conventional multiple-choice questions, more and more science assessments are taking on a different format and look. To assess a student’s skills, students must “perform”.
Hands-on performance assessment is moving us “beyond the bubble” of Scantron forms. When students are asked to perform, they are better able to utilize their unique learning styles (kinesthetic, visual, aural, etc.) as they tap into their own content knowledge of science. Student work from hands-on performance assessments better informs the teacher (and student) of what the student understands versus what bubble he may have guessed to be right.
Hands-on performance assessment in science requires students to perform various science skills (observation, data collection, organizing data, data analysis, drawing conclusions, etc.) as they manipulate equipment. Science equipment, typically organized in classroom sets, is delivered as science kits.
As the need for criterion-referenced science assessment of inquiry skills takes hold, the demand for science kits will continue to increase. States, districts, and schools are realizing that to assess science inquiry adequately, kits are a necessary, essential part of the assessment program. Educators also realize that if they are to meet the NCLB requirements for science assessment, i.e., to use up-to-date measures to assess mastery of science standards, and the states’ science content standards include science inquiry, then the tests themselves need to include student hands-on performance tasks. And since “what gets tested gets taught,” we will see an increasing number of science inquiry learning activities in classroom curriculum throughout the school year.

The National Assessment of Educational Progress (NAEP) program has been using science kits (HOTs) as part of its science program since the 1990s. These science tests are administered every four years to a small sample of students across the nation. Although this national assessment program advocates the use of performance assessment requiring hands-on manipulation of science equipment, it is limited in scope. The more powerful influences that are changing science assessment nationally stem from the requirements of the No Child Left Behind Act of 2001.

In a recent report, NAEP discusses the value of hands-on tasks.

Science education is not just about learning facts in a classroom its about doing activities where students put their understanding of science principles into action. Tasks were designed to assess how well students can perform scientific investigations, draw valid conclusions, and explain their results. In 2009, in addition to the paper-and-pencil questions, fourth-, eighth-, and twelfth-graders also completed a new generation of hands-on tasks during which students worked with lab materials and other equipment to perform experiments. These tasks help us understand not only what students know, but how well they are able to reason through complex problems and apply science to real-life situations. While performing the, hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges.1

The Next Generation Science Standards (NGSS) are written as performance expectations that are composed of all three components of the Framework for K-12 Science Education: Practices, crosscutting Concepts, and Core Ideas.2 Core ideas, practices, and crosscutting concepts are elements of each performance expectation. These expectations are written to address one goal of the Framework, i.e., a more seamless blending of practices with core ideas and crosscutting concepts. Hands-on performance assessment tasks can be used to effectively assess science practices and core ideas simultaneously.

1The Nations Report Card: Science in Action: Hands-On and Interactive Computer Tasks From the 2009 Science Assessment (NCES 2012-468).

2A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, National Research Council, 2012.

Examples of Science Fair Projects

Part of the preparation that is completed by the teaching staff in readying a science fair event is presenting the ideas to the students. Some students are very interested in these types of extracurricular events and other students would just as soon remain anonymous in the back row of the class. This aspect of preparation involves a sales pitch of sorts from the teacher. She or he must present the idea to the class while fostering the encouragement for the students to participate. The prizes and recognition will motivate some students and other students will be motivated by the opportunity to explore some topic that interests them. The latter set of students will need little encouragement and former group will likely retain enough interest to at least consider what the teacher is presenting. One way to sell the class on these events is to show them examples of science fair projects.

One of the most effective examples of science fair projects is the stink bomb.
If students were to rank their favorite among the examples of science fair projects, this smelly chemical reaction would be in the number one position. There are two reasons for using this example of science fair projects. The first is to get the attention of the students hiding on the back row and convince the others that this can be a fun and enjoyable process. There is nothing quite like a demonstration to win over a crowd of less than enthusiastic teenagers! The second reason is that if you use this example of a science fair project in class then the students cannot use it in the science fair. This clever reason prevents all the mischievous students from showing up to the science fair with all manner of smelly projects. By using this as examples of science fair projects in class you take it off the table as a possibility for student experiments.

Once the teacher has gotten the attention of the whole class and the neighboring classes down the hall with the stink bomb, she or he should have no trouble signing up the students for this event! Once this is done the students can begin discussing what topics they would like to demonstrate at the now popular school science fair.

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