Our advanced courses explore general management courses in greater depth. While many students take 5.5 units of advanced courses, you may opt out of one to two units (taking a total of 3.5 units) to accommodate additional electives.

All courses are one credit unless otherwise noted.

All curricula and courses are subject to change.

Corporate Governance

This half-credit course defines the duties and responsibilities of board membership. This course describes the way corporate governance operates in today’s challenging business environment, as well as what it means to be an effective board member in such a climate.

Ethics and Executive Leadership

This course examines the role of the CEO and other top leaders in modern organizations. It highlights ethical challenges and explores the implications of a variety of frameworks in facilitating more effective decision-making in a rapidly changing business environment.

Macroeconomics

This course studies national and global economic activity. The course focuses on the effects of fiscal and monetary policies on a gross national product, interest rates, unemployment and inflation.

Marketing Analytics

Data is being generated in new forms, volumes, and speeds and a clear framework for assessing and communicating its value is necessary. In this course, students will address analytics as a leadership problem and how to Strengthen organizational performance with the right data.

Strategic Decisions in Operations

This course builds on the core operations management class with an emphasis on strategic-level decisions and their link to the financial performance of a firm. It emphasizes the long-term, "big" decisions firms face in structuring their operations. courses covered range from evaluating flexible technologies to designing supply chains.

Strategic Financial Management

This course uses case studies to enhance students’ understanding of managerial financial decision-making. The course covers both investment and financing decisions and provides a comprehensive view of the value-creation process as well as the key role managers play in this process.

Description

An introductory course to computer programming using multimedia applications such as images, video and audio. Linear data structures representing multimedia data are manipulated with loops and conditionals in the Python language.

Description

Linguists, chemists, business analysts, social scientists, and essentially everyone needs computational approaches to structure, analyze and present their data. However, non-experts are often intimidated to start programming and may struggle to see the numerous possibilities it may open up for their field of study. Using the poplar and easy-to-learn Python language, this course offers a practical introduction to basics of programming and how it can be used to analyze, structure, and visualize data. Students will also gain hands-on experience with a number of popular libraries useful for data preparation and analysis.

Description

Introduction to computing environments: introduction to an integrated development environment; C, C++, or a similar language. Linear data structures; arrays, records, and linked lists. Abstract data types, stacks, and queues. Simple sorting via exchange, selection, and insertion, basic file I/O. Programming style documentation and testing. Ethical and social issues. Effective Fall 2013, Co-req 91.103 Computing 1 Lab.

Prerequisites

Co-req: COMP.1030L Comp. 1 Lab.

Description

Computing II focuses on the implementation and applications of data structures, including arrays, linked lists, stacks, queues, trees, binary trees, binary search trees, heaps, graphs, and hash tables. Recursive approaches are used. Performance analysis is discussed. Attention is paid to programming style, documentation, and testing. This course includes extensive laboratory work. Effective Fall 2013, Co-req: Computing 2 Lab.

Prerequisites

Pre-req: COMP.1010 Computing I with a B- or better, and COMP.1030L Computing I Lab, and Co-req: COMP.1040L Computing II Lab.

Description

This is the lab class for COMP.1010 Computing I. This class must be taken with COMP.1010 Computing I in the same semester.

Description

This is a lab class for 91.102 Computing II. This class must be taken with 91.102 Computing II in the same semester.

Prerequisites

Co-req: Computing II COMP.1020.

Description

This course is an introduction to design principles of applications ("apps") that run on mobile devices (smart phones and tablet computers). The course focuses on software interaction design and computational thinking. Students will gain theoretical knowledge and design skills in these domains by building a series of apps that run on the Android platform using MIT App. Inventor software. The course will also include discussion of societal impacts of computing.

Description

This course is designed to acclimate incoming students to their new University environment. Students will learn about the Computer Science field, the program at the University, its faculty, and other resources useful for success.

Description

Discussions will be conducted on a wide range of courses in the sciences to familiarize the student with the programs, procedures, research, and educational opportunities at the University.

Description

An introduction to internet technologies and how they intersect with social, political, and economic issues. Includes: the history of the internet, how it's presently managed, how information is transferred between servers and clients, collaborative web technologies, search engines, encryption, digital rights management, certificate authorities, phishing and other malware, and privacy concerns. Students will build a basic website using HTML and CSS.

Prerequisites

Not for Academic Plan Computer Science (BS).

Description

This course presents an introduction to object-oriented software development using the C++ programming language. The main ideas are encapsulation, class hierarchy and inheritance, polymorphism, copy control, operator overloading, dynamic memory management, and templates. Additional courses include the Standard Template Library (containers and iterators), class design diagrams, and exception handling.

Prerequisites

Pre-req: COMP.1020 Computing ll, and Co-req: COMP.2010L Computing lll Lab.

Description

This is the lab class for COMP.2010 Computing lll. This class must be taken with COMP.2010 Computing lll in the same semester.

Prerequisites

Pre-req: COMP.1020 Computing ll, and Co-req: COMP.2010 Computing lll.

Description

Presents the organization and operation of a conventional computer, including principal instruction types, data representation, addressing modes, program control, I/O, assembly language programming, including instruction mnemonics, symbolic addresses, assembler directives, system calls, and macros, the usage of text editors, symbolic debuggers, and loaders, and the use of pseudocode in guiding structured assembly language programming.

Prerequisites

Pre-req: COMP.1020 Computing ll, and Co-req: COMP.2030L Assembly Language Lab.

Description

This is the lab class for COMP.2030 Computer Organization and Assembly Language. This class must be taken with COMP.2030 in the same semester.

Prerequisites

Pre-req: COMP.1020 Computing ll, and Co-req: COMP.2030 Computer Organization and Assembly Language.

Description

Advanced C++ programming, which deepens students' understanding of object-oriented analysis and design. Basic software engineering principles and practice, including work with APIs. courses may include program translation, web software, parsing, and regular expressions.

Prerequisites

Pre-Req: COMP.2010 Computing III.

Description

This course is an introduction to C programming, with applications in sound recording technology. Students will write and execute several programs that perform operations pertinent to SRT, including manipulating MIDI codes, performing simple signal processing functions, processing sampled data, and synthesizing sound algorithmically. Not for computer science majors.

Prerequisites

Music majors only.

Description

Special Topics: Sound Thinking is an interdisciplinary elective for students at the sophomore level and above that explores the intersection of computing and music. The course explores the properties of sound, musical form, non-traditional notation, music programming, the computer as a musical instrument, and live performance. It is co-taught by Music and Computer Science faculty.

Description

This course introduces students to introductory concepts in cybersecurity. The course will cover generic courses such as introduction to networks, security vulnerabilities in networking protocols, the confidentiality, integrity and availability (CIA) triad, basic cryptography concepts, key management, cryptographic protocols and practical applications of cryptography. For courses in computer security, this course will cover an overview of operation systems security (particularly Linux), password security, access control mechanisms, patching, vulnerability analysis, intrusion detection, auditing, system hardening, virtualization, and security policies. For courses in Network Security, this course will cover major threats affecting networks such as Denial of Service (DoS), brute-force, malicious packets, etc. There will be a high-level overview on network specific attacks such as replay, reflection and MitM and how modern authentication and communication protocols like SSH and TLS prevent them. For courses in application security, this course will overview major threats affection application such as Buffer Overflows, Race Conditions, XSS, Injection attacks, etc. and techniques to prevent them.

Prerequisites

Pre-Req: COMP.1020 Computing II.

Description

This class introduces students to computer forensics and network forensics, which are two major components of digital forensics. The class covers courses including legal compliance, applicable laws, affidavits, root cause analysis, case law, chain of custody, digital Investigations, authentication of evidence, metadata, using virtual machines for analysis, how to testify, E-Discovery, HIPAA/FERPA, computer security act, Sarbanes - Oxley Act, Gramm - Leach - Bliley Act, Children's Online Privacy Protection Act (COPPA), payment card industry data security standard (PCI D55), state, US and international standards/Jurisdictions, laws and authorities, US Patriot Act, problem solving, log-file analysis, interlacing of device and network forensics, etc.

Prerequisites

Pre-req: COMP.2300 Intro to Computer Security.

Description

Analytical approach to the study of programming languages. Description of the salient features of the imperative, functional, logical, and object-oriented programming paradigms in a suitable metalanguage such as Scheme. courses include iteration, recursion, higher-order functions, types, inheritance, unification, message passing, orders of evaluation, and scope rules. Elementary syntactic and semantic descriptions. Implementation of simple interpreters.

Prerequisites

Pre-Req: COMP.2010 Computing III.

Description

A survey of the mathematical foundations of Computer Science. Finite automata and regular languages. Stack Acceptors and Context-Free Languages. Turing Machines, recursive and recursively enumerable sets. Decidability. Complexity. This course involves no computer programming.

Prerequisites

Pre-Req: COMP 1020 Computing II, and MATH 3220 Discrete Structures II.

Description

Examines the basic functional components of a computer system including the CPU, memory systems, and I/O systems. Each of these three areas will be developed in detail with a focus on the system design and component integration. courses will include CPU control and ALU operation, computer timing, data address and I/O bus activity, addressing model, programmed and DMA I/O, and instruction sets and micro code.

Prerequisites

Pre-Req: EECE 2650 Intro to Logic Design, COMP 1020 Computing II, COMP 2030 Comp Org & Assembly Lang or EECE 3170 Microprocessor Syst Des I.

Description

Presents an introduction to major operating systems and their components. courses include processes, concurrency and synchronization, deadlock, processor allocation, memory management, I/O devices and file management, and distributed processing. Techniques in operating system design, implementation, and evaluation will be examined.

Prerequisites

Pre-Req: COMP.3050 Computer Architecture.

Description

Linux is the most widely used operating system in the world. The core software component of the Linux operating system is the kernel. Some of its roles include managing hardware interactions, virtualizing system resources, and enforcing security constraints. In effect, the Linux kernel powers almost all of the world's top supercomputers, android phones, and an innumerable variety of other computers. This course will introduce students to the Linux kernel development by focusing on device driver development, particularly character devices and the / proc and /sys interfaces. This will supply students hands-on experience working with internal Linux kernel APIs for hardware access, memory management, DMA, and interrupts, among other, and provide an overview of some of the core features and components of the kernel, such as scheduling, system calls, the boot process, and hardware description trees. Gaining an understanding of the inner workings of the operating system and how to make changes to it will supply students an invaluable perspective on how computers work behind the scenes, which will reveal a new layer of understanding to apply to any future software engineering practice.

Prerequisites

Pre-req: COMP.2030 Assembly Language Programming.

Description

The Database I and II course pair provides students with a comprehensive introduction to data modeling, design of databases, use of database management systems for applications, and exploration into the building of databases. Database I covers relational data models, relational algebra and SQL -- The standard language for creating, querying, and modifying relational databases.

Prerequisites

Pre-Req: COMP.2040 Computing IV.

Description

Advanced courses in database systems. The database I and II course pair provides students with a comprehensive introduction to data modeling, design of databases, use of database management systems for applications, and exploration into the building of databases. Database II focuses on database design with Entity-Relationship (E-R) models. Students design and implement a web-based database using MySQL and PHP.

Prerequisites

Pre-Req: 91.309 Database I.

Description

This course covers a variety of courses on malware analysis, including basic and advanced static analysis and dynamic analysis, virtual machines, assembly language, reverse engineering tools, anti-reverse engineering techniques, and shell code analysis. Students will be able to apply the techniques to detect malware behaviors in binaries and systems.

Prerequisites

Pre-req: COMP.2300 Intro to Computer Security.

Description

The course objectives are to -(1) train students on designing, implementing, and evaluating operating systems, enterprise networks, protocols, and services that are secure from modern threats and attacks and (2) train students on performing security and vulnerability analysis of the aforementioned technologies. The focus will be on highly used protocols such as Secure Shell (SSH), Remote Desktop Protocol (RDP), Active Directory (AD), Domain Name System (DNS), Transport Layer Security (TLS), Virtual Private Network (VPN), OpenID Connect (OID), OAuth, and services such as email servers and web servers. The overarching goal is to understand the underlying principles behind the technologies, what makes these technologies inherently insecure and the steps to make them more resilient to attacks.

Prerequisites

Pre-req: COMP.2300 Intro to Computer Security.

Description

Topics of mutual interest to the instructor and student(s). (Formerly 91.350).

Prerequisites

Pre-req: COMP.3050 Computer Architecture, or permission of instructor.

Description

Specification, design, and implementation of a one- or two-semester software project proposed to a directing faculty member. Projects may be proposed as a one- or two-semester effort based on faculty approval. A two-semester effort requires subsequent registration for COMP.4020 Prerequisite: Students must submit a proposal to the directing faculty member, obtain his/her signed approval, and forward a copy of the signed proposal to department chairperson

Prerequisites

Academic Plan or minor Computer Science (BS) and Level Sophomore Standing.

Description

A continuation of COMP.4010. Students must submit a proposal to the directing faculty member, obtain his/her signed approval, and forward a copy of the signed proposal to the department chairperson.

Prerequisites

Pre-Req: 91.401 Software Project I.

Description

Development of more sophisticated ideas in data type and structure, with an introduction to the connection between data structures and the algorithms they support. Data abstraction. Controlled access structures. Trees, lists, stacks, queues, graphs, arrays, hash tables. Algorithm design strategies such as divide and conquer. Elementary techniques for analysis; asymptotic analysis, recursion equations, estimation methods, elementary combinatorial arguments. Examination of problem areas such as searching and sorting, and the indicated representations and algorithms. The student will use the techniques learned in this course and in previous courses to solve a number of logically complex programming problems using pseudocode, with an emphasis on establishing algorithmic correctness and estimating time and space complexity.

Prerequisites

Pre-Reqs: COMP 1020 Computing II, MATH 3220 Discrete Structures ll and MATH 3860 Probability & Statistics I.

Description

Includes both theory and practice. A study of grammars; specification and classes; the translation pipeline: lexical analysis, parsing, semantic analysis, code generation and optimization; and syntax-directed translation. Use of automatic generation tools in the genuine production of a complete compiler for some language.

Description

Software Engineering is an essential discipline for any computer science major. In this class you will learn skills that will help you design and build software projects for advanced computer science classes This course provides an introduction to systematic techniques for development of software, i.e. , "the Engineering of Software". courses to be discussed include software life-cycle, group coordination, requirements specification, software design, software testing and software maintenance. Emphasis is given to the development of one complex software system and the system documentation necessary for such a complete software product The students will mock the software cycle via a medium-to-large semester-long project.

Prerequisites

Pre-Req: COMP.2040 Computing IV.

Description

Software development methodologies for large-scale systems. Project organization, life cycle concept, data modeling, structured analysis and design, information hiding, and the use of computer-aided software engineering (CASE) tools. Team projects are required; these emphasize the design, documentation, and maintenance of complex software systems. Not open to students who have taken 91.523 Software Engineering I.

Prerequisites

Pre-Req: 91.411 Software Engineering I.

Description

This course provides an introduction to fundamental concepts in the design and implementation of computer communication networks, their protocols, and applications. courses include: TCP/IP and OSI layered network architectures and associated protocols, application layer, network programming API (sockets), transport, congestion, flow control, routing, addressing, autonomous systems, multicast and link layer. Examples will be drawn primarily from the Internet.

Prerequisites

Pre-req: COMP.2030 Assembly Language Programming, or Permission of Instructor.

Description

A continuation of 91.413. courses include Multimedia Networks, network Management, Network Security, Wireless and Mobile Networks. Students will track discussion in IETF committees and work in a dedicated network laboratory. Meets Core Curriculum Essential Learning Outcome for Applied & Integrative Learning (AIL) and Information Literacy (IL).

Prerequisites

Pre-Req: 91.413 Data Communications I.

Description

The course focuses on fundamental concepts and the state-of-the-art of the Internet of Things (IoT), IoT software, sensor signal processing, IoT networking systems, building IoT products using arduino, NodeMCU, IoT platforms and sensors, designing IoT solutions and mobile computing. Students will learn about the advantages of IoT, fog computing, the use of AI and blockchain technologies in IoT. Real-world applications and cases, such as smart homes, smart cars, and smart cities will be discussed and the future of IoT will be examined. At the end of this source, students will (1) obtain a solid understanding of IoT, fog computing, edge computing, the use of AI-blockchain technologies in IoT, (2) be able to apply data science in real-world applications and cases, such as smart homes, smart cars, smart cities, and healthcare.

Prerequisites

Pre-req: COMP.4220 Machine Learning.

Description

Topics include: search techniques and their properties, including A*; game-playing, including adversarial and stochastic search; probabilistic reasoning, including Markov Decision Processes and Hidden Markov Models; and reinforcement learning, including value iteration and q-learning. courses are developed theoretically and with programming assignments. The course includes a student-directed final project and paper.

Prerequisites

Co-req: COMP 3010 Organization of Programming Languages and MATH 3860 Probability and Statistics I.

Description

This introductory data mining course will supply an overview of the models and algorithms used in data mining, including association rules, classification, and clustering. The course will teach the theory of these algorithms and students will learn how and why the algorithms work through computer labs.

Prerequisites

Pre-Req: COMP 4200 Artificial Intelligence or COMP 3100 Database II.

Description

This introductory course gives an overview of machine learning techniques used in data mining and pattern recognition applications. courses include: foundations of machine learning, including statistical and structural methods; feature discovery and selection; parametric and non-parametric classification; supervised and unsupervised learning; use of contextual evidence; clustering, recognition with strings; small sample-size problems and applications to large datasets.

Prerequisites

Pre-Reqs: COMP 1020 Computing II, MATH 3220 Discrete Structures ll and MATH 3860 Probability & Statistics I.

Description

Computer vision has seen remarkable progress in the last decade, fueled by the ready availability of large online image collections, rapid growth of computational power, and advances in representations and algorithms. Applications range from 3-D scene reconstruction, to visual Simultaneous Localization and Mapping (SLAM) for robotics, to real-time human body pose estimation. This introductory computer vision course explores various fundamental courses in the area, including the principles of image formation, local feature analysis, segmentation, multi-view geometry, image warping and stitching, structure from motion, and object recognition.

Prerequisites

Pre-req: COMP 1020 Computing II, MATH 1320 Calculus II, and MATH 3220 Discrete Structures II.

Description

This course provides a solid introduction to the field of Reinforcement Learning (RL) and Decision Making. The students will learn about the basic blocks, main approached, and core challenges of Reinforcement Learning including tabular methods, Finite Markov Decision Processes, Dynamic Programming, Monte Carlo Methods, Temporal-Difference learning, policy search, function approximation, exploration, and generalization. Through a combination of lectures, and written and coding assignments, students will become well versed in key ideas and techniques for RL. Assignments will include the basics of reinforcement learning. In addition, students will advance their understanding and the field of RL through a final project.

Prerequisites

Pre-req: COMP.2010 Computing III, and MATH.3860 Probability and Statistics I, or Permission of Instructor.(Students seeking this permission are expected to have knowledge of calculus, linear algebra, and Python).

Description

Introduction to graphics systems and concepts. History of graphics. Introduction to hardware, software, and mathematical tools. Graphics languages and APIs (OpenGL and other traditional and web-based libraries). Graphics data structures and algorithms for 2D and 3D modeling and viewing. Input, archiving, and display architectures.

Prerequisites

Pre-Req: COMP.2010 Computing III.

Description

An advanced course in computer graphics for students familiar with basic issues in computer graphics. Details on hidden line and surface removal. 2D and 3D curve and surface generation, rendering, illumination, and color models, realism through precision (ray tracing) and imprecision (fractals), modern hardware architectures, and animation and simulation systems.

Prerequisites

Pre-Req: 91.427 Computer Graphics I.

Description

Complete genomic sequences of human, other mammals, and numerous other organisms are known for some time. From early on, comparisons or analyses of genomic sequences require aids of computer programming. After brief introductions to molecular biology for Computer Science students, the course will examine computer algorithms used in bioinformatics problems including sequence alignment, phylogeny, DNA sequencing, and data analyses.

Prerequisites

Pre-req: COMP.1020 Computing II, and MATH.3860 Probability and Statistics I.

Description

This course focuses on the background, design, implementation and analysis of social computing systems. The specific focus of the course will be on computational models applied to user-generated content, including online reviews, web forums discussions and other textual content in social media platforms such as Twitter and Reddit. Tools and techniques for crawling, pre-processing and pos-processing user-generated content will be introduced through interactive and hands-on tutorial sessions. In addition, the course will cover prominent applications and research findings in social computing. At the end of this course, students should have a good understanding of the background, design, analysis and implementation of social computing systems; as well as hands-on experience on a range of tasks from crawling and processing user-generated content to extracting actionable insights from such content. Guest lectures by distinguished researchers and course projects will emphasize the subtleties of translating computational models into practical applications in social computing. The course is open to undergraduate students (for their elective course requirement) as well a graduate students.

Prerequisites

Pre-req: COMP.1020 Computing II, and COMP.4220 Machine Learning, or Permission of Instructor.

Description

This course introduces principles and techniques behind natural language processing (NLP), and covers a large selection of important automatic text processing tasks. Selected courses include n-gram language models, part-of-speech tagging, statistical parsing, word sense disambiguation, discourse segmentation, information extraction, sentiment analysis, machine translation. Quantitative techniques are emphasized, with a focus on applying statistical models to large collections of text. The course provides students with a hands-on experience in building a substantial NLP application of their choice.

Prerequisites

Pre-req: 91.422 Machine Learning.

Description

An introduction to robotics, including laboratory. In the lab, students build and program robots. courses include sensors, locomotion, deliberative, reactive, and hybrid control architectures, computer vision, application domains, and current research.

Prerequisites

Pre-req: COMP 1020 Computing II, or Co-req: EECE 3170 Microprocessor System Design I.

Description

Advanced courses in robotics, including laboratory. courses to be covered include probabilistic methods, including sensor modeling, hidden Markov models, particle filters, localization, and map making. Research-level robots are used in the laboratories.

Prerequisites

Pre-req: COMP.1020 Computing II, or EECE.3170 Microprocessor System Design I and Co-req: MATH.3860 Probability and Statistics I.

Description

Depends on faculty interest, student demand, and developments in the field.

Prerequisites

Junior or Senior Status.

Description

This is a first course in the design and implementation of graphical user interfaces (GUIs) for web-based environments. The course requires the completion of several client-side programming projects that are evaluated on design and layout of the user interface, coding style, and comprehensiveness of documentation. Students learn to create web pages using HTML, CSS, JavaScript, jQuery, and a variety of jQuery plugins. Server-side techniques using PHP and MySQL are explored if time permits. The course may be taken on its own, but is intended to be followed by 91.462 to complete a two-course CS project sequence.

Prerequisites

Pre-Req: COMP.2010 Computing III.

Description

A second course in the design and implementation of graphical user interfaces for web-based environments. The course requires the completion of a semester-long project done with others as a team. It explores the writing of a project proposal, the development and presentation of alpha and beta versions, usability testing, and a final presentation to an external audience.

Prerequisites

Pre-Req: COMP.4610 GUI Program I with C or better, or Spring 2020 grade of "P".

Description

This is a first course in the design and implementation of mobile applications. The course requires the completion of several Android programming projects that are evaluated on the functional correctness, coding style, and documentation. Students learn the fundamental principles of Android components, application architectures, and common Android libraries to create non-trivial mobile applications. The course may be taken on its own, but is intended to be followed by Mobile App Programming ll to complete a two-course CS project sequence.

Prerequisites

Pre-req: COMP.2040 Computing lV.

Description

A second course in the design and implementation of mobile applications on Android platform. The course requires the completion of a semester-long project done with others as a team. It explores the writing of a project proposal, the development and presentation of alpha and beta versions, usability testing, and a final presentation to an external audience.

Prerequisites

Pre-req: COMP.4630 Mobile App Programming l.

Description

The Internet of Things (IoT) has broad application domains including healthcare, smart home, retail, manufacturing, agriculture, environmental monitoring and industrial automation. This course introduces different aspect of IoT security and privacy on hardware, software, network, and data. The key objectives include: understanding IoT frameworks, applications and security and privacy concerns; being familiar with IoT hardware security; understanding IoT system security; mastering IoT network security; understanding the IoT data security and privacy.

Prerequisites

Pre-req: COMP.2300 Intro to Computer Security.

Description

Data science is concerned about data: methods for creating, storing, retrieving, analyzing, interpreting, and visualizing data. Data science continues to evolve as one of the most promising and in-demand career paths. This course will introduce emerging methods in data science. After taking this course, students will obtain a clear concept about what is stat of the art methods for data and knowledge of a wide range of resources and tools to use and analyze data. Design of the Course: The course will include two main parts: Regular lectures, which will consist of core courses in data science such as machine learning, visualization, information retrieval, and ontology and databases. Invited seminars consist of invited professionals who work on cutting-edge research in data science. memorizing assignments will be given to students at each lecture or seminar. Quiz will be assigned at the end of each lecture topic.

Prerequisites

Pre-req: COMP.2040 Computing IV, or COMP.3040 Foundations of Comp Science.

Description

This course provides an undergraduate research experience for Computer Science majors enrolled in the Honors Program. Each student develops a project idea in consultation with the instructor. The student writes a proposal for the project, reads the relevant literature, performs the project, writes a project report or thesis, and makes an oral presentation about the project.

Prerequisites

Junior or Senior standing.

Description

In this course, students continue and complete the project started in 91.480 Honors Project I.

Prerequisites

Pre-Req or Co-Req: 91.480 Honors Project I.

Description

Individual study for a student desiring more advanced or more specialized work. This course may not be taken more than twice and may not be substituted for scheduled offerings. Prerequisite: Students must submit a proposal to the directing faculty member, obtain his/her signed approval, and forward a copy of the signed proposal to the department chairperson.

Description

Supervision of cooperative educational experiences in Computer Science.

Description

Analytical approach to the study of programming languages. Description of the salient features of the imperative, functional, logical, and object-oriented programming paradigms in a suitable metalanguage such as Scheme. courses include iteration, recursion, higher-order functions, types, inheritance, unification, message passing, orders of evaluation, and scope rules. Elementary syntactic and semantic descriptions. Implementation of simple interpreters. Note: This course is for CS graduate students needing to fulfill prerequisite requirements. It is not available to CS undergraduates without specific permission from the Undergraduate Coordinator.

Description

A survey of the mathematical foundations of Computer Science. Finite automata and regular languages. Stack Acceptors and Context-Free Languages. Turing Machines, recursive and recursively enumerable sets. Decidability. Complexity. This course involves no computer programming. This course is for CS graduate students needing it to fulfill prerequisite requirements. It is not available to CS undergraduates without specific permission from the Undergraduate Coordinator.

Description

Examines the basic functional components of a computer system including the CPU, memory systems, and I/O systems. Each of these three areas will be developed in detail with a focus on the system design and component integration. courses will include CPU control and ALU operation, computer timing, data address and I/O bus activity, addressing model, programmed and DMA I/O, and instruction sets and micro code. This course is for CS graduate students needing it to fulfill prerequisite requirements. It is not available to CS undergraduates without specific permission from the Undergraduate Coordinator.

Description

Presents an introduction to major operating systems and their components. courses include processes, concurrency and synchronization, deadlock, processor allocation, memory management, I/O devices and file management, and distributed processing. Techniques in operating system design, implementation, and evaluation will be examined. This course is for CS graduate students needing it to fulfill prerequisite requirements. It is not available to CS undergraduates without specific permission from the Undergraduate Coordinator.

Description

Development of more sophisticated ideas in data type and structure, with an introduction to the connection between data structures and the algorithms they support. Data abstraction. Controlled access structures. Trees, lists, graphs, arrays; algorithms design strategies; backtracking, greedy storage, divide and conquer, branch and bound. Elementary techniques for analysis; recursion equations, estimations methods, elementary combinatorial arguments. Examination of problem areas such as searching, sorting, shortest path, matrix and polynomial operations, and the indicated representations and algorithms. The student will use the techniques learned in this course and in previous courses to solve a number of logically complex programming problems. This course is for CS graduate students needing it to fulfill prerequisite requirements. It is not available to CS undergraduates without specific permission from the Undergraduate Coordinator.

The FAA releases a plan for the implementation of advanced air mobility, including piloted eVTOL aircraft. (Photos: FAA)

The Federal Aviation Administration recently outlined its new plan to implement advanced air mobility (AAM) into existing air traffic infrastructure in the United States. This category of aviation is defined as transportation methods that use new technology to transport people and cargo between two locations and includes concepts like electric aircraft and electric vertical take-off and landing (eVTOL) aircraft. However, this category refers only to aircraft in which a pilot is onboard and involved in operating the flight.

As this new technology continues to develop, the FAA is implementing a crawl-walk-run approach to implementing AAM technology into the national airspace system. It first aims to integrate this new technology with minimal change by utilizing existing infrastructure to accommodate AAM. The agency also initiated a program named Innovate28 (I28), which involves collaboration between private firms in the industry and the government to create an ecosystem designed to allow these new, efficient methods to thrive.

The FAA’s overall implementation plan is tentative and will shift based on feedback from various stakeholders of the new technology. Periodic updates will occur to ensure the plan protects the safety of both the operators and the flying public. Despite the document’s flexibility, the FAA has outlined how it plans to integrate AAM into existing infrastructure through its I28 program. The I28 will outline what the operating environment will be in 2028 based on projections made from the technology’s current pace of development. It will also set several goals for the FAA and stakeholders to meet, along with key milestones that must be achieved to maintain a successful program.

In terms of airspace usage, AAM operators are expected to comply with many of the requirements that existing air traffic follow, including regulations around communication, navigation, and surveillance (CNS). Aircraft in this class are expected to fly at 4,000 feet above urban and metropolitan areas and major airports. This means AAM will operate primarily in Class B and Class C airspace.

I28 AAM routes will be designed to be used for VFR conditions exclusively. When possible, it will use existing or modified low-altitude VFR routes. Though these routing constructs don’t always supply the needed separation of AAM traffic, they do help pilots in avoiding major traffic flows dominated by larger aircraft. These routes might include both VFR flyways, VFR corridors, VFR transition routes, and special flight rule areas. 

In addition to routing, AAM will be provided air traffic control (ATC) services when necessary. AAM operators are expected to comply with the appropriate CFR and to conduct operations with flight schedules that are predetermined. This way they can be coordinated with local ATC and other stakeholders.

Despite some planned integration with existing infrastructure, new accommodations will also be needed for the new technology. Things like adequate parking zones for activities like loading and unloading will be important for successful integration. These must be separate from the pad used for take-off and landing for safe parking. Other added infrastructure the plan highlights includes charging stations, weather stations, and fire management services.

On aircraft certification, the document states, "New AAM aircraft are expected to offer capabilities ranging from single-pilot, recreational eVTOL aircraft, to piloted, powered lift, multi passenger short range aircraft. The type certification of AAM aircraft is possible because the FAA can leverage the current regulatory framework, which allows development of project-specific requirements tailored to fit the unique aspects of novel designs. The flexibility to tailor requirements can come in the form of special conditions or unique airworthiness criteria under a special class, depending on the AAM design (airplane, rotorcraft, or powered lift)."

As AAM technologies continue to develop, proactive planning to accommodate these new modes of air traffic is key for allowing safe integration into U.S. airspace. This tentative plan ensures the safety of passengers, operators, and other stakeholders.

With discontent swirling over school districts canceling the popular Advanced Placement psychology course this fall, Florida Education Commissioner Manny Diaz Jr. sent a memo to superintendents late Wednesday aimed at explaining why they can keep the class.

The course, typically taken by thousands of Florida students, had been caught up in controversy over whether its unit on gender identity and sexual orientation complied with state law restricting such lessons. The College Board, which administers Advanced Placement, said it would not recognize any course offerings as AP without the materials.

Districts across the state began dropping the course.

Diaz sent a letter last week saying schools could teach the course “in its entirety,” adding the qualifier that the lessons must be age-appropriate. That letter drew doubts and concerns from observers, including the Florida PTA and Florida Education Association, that it did not state clearly that the unit in question could be delivered.

In his Wednesday memo, Diaz wrote that he thought he had been clear enough previously.

“But I want to make sure there is no room for misinterpretation,” he continued. “It is the Department of Education’s stance that the learning target 6.P ‘Describe how sex and gender influence socialization and other aspects of development,’ within Topic 6.7, can be taught consistent with Florida law.”

Diaz went on to ask superintendents to confirm whether they would provide AP psychology for the new school year. About 30,000 students statewide had registered for the course, according to the College Board.

Pinellas County superintendent Kevin Hendrick, who had announced days earlier his district high schools would switch to Cambridge International’s AICE psychology course, said he had no plans to put teachers and students through any more change. He said AICE is similar to AP, and teachers attended training on Friday.

“We are sticking with AICE,” Hendrick said in a text message.

Hillsborough County superintendent Van Ayres said Thursday morning that he had no plans to change course after last week’s decision to offer more than 1,800 affected students the Cambridge class. But, he said, he planned to meet with senior staff to go over Diaz’s letter and discuss its implications.

Pasco County superintendent Kurt Browning said receiving the latest information just hours before schools reopen made it difficult to shift from Cambridge, which he also had decided to do. But he planned to investigate the options for the approximately 1,100 students who had signed up for AP.

“We’ve got to figure out what’s best for our kids, what’s best for our teachers,” Browning said, adding that he would discuss the issue with his staff and make a decision soon.

On Wednesday, the American Council on Education told Cambridge International it would not change its recommendation that the AICE test and underlying syllabus are worth three undergraduate credit hours at accepting colleges and universities. The council earlier had raised questions about whether the Cambridge program had jeopardized its rating by saying it could meet state law without altering its materials.

Some other districts that had converted to Cambridge or International Baccalaureate, another option, said they would add AP back into the mix. Palm Beach County was among them, according to the Palm Beach Post.

The College Board said Diaz’s new letter offered “clear guidance” that “provides Florida educators, parents and students the certainty they need.”

Andrew Spar, president of the Florida Education Association teachers union, said he was pleased to see the commissioner’s letter appeared to answer the questions that kept districts from continuing with the Advanced Placement course.

“It seems like (the state) is backtracking, and rightfully so,” Spar said. “They shouldn’t have put us in this position in the first place.”

He suggested that any effort by the state to sow confusion over the course and the law relating to instruction about gender identity seemed to be overwhelmed by public discontent over the situation that developed.

“I think (Diaz) started seeing all the pushback from parents and (chose) to be clear,” Spar said. “There was no way to get out of this.”

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With the availability of the popular Advanced Placement psychology course in question in Florida, school districts including Pasco, Pinellas and Hillsborough counties are pivoting to the college-level course offered by Cambridge International instead.

“The content is very similar,” Pinellas superintendent Kevin Hendrick said. “Our teachers are very prepared.”

But it’s unclear if students in these classes will earn college credit, as they might have when taking the AP course. At issue is whether Cambridge is revising its course to meet state demands restricting lessons on gender identity and sexual orientation.

The College Board, which administers AP classes and exams, refused to change its course.

Education commissioner Manny Diaz told superintendents Friday that the AP course remains in the state’s catalog of offerings, and it can be offered.

“The department believes that AP Psychology can be taught in its entirety in a manner that is age and developmentally appropriate,” Diaz wrote in a letter late Friday.

The College Board reacted cautiously to the letter. It observed that more understanding is needed about what the commissioner meant by age- and developmentally appropriate lessons.

At the same time, the group said, “We note the clear guidance that ‘AP Psychology may be taught in its entirety.’ We hope now that Florida teachers will be able to teach the full course, including content on gender and sexual orientation, without fear of punishment in the upcoming school year.”

Hendrick was not convinced the Department of Education letter represented any new ground, saying it sounded much like what officials said in a conference call Thursday. That call prompted his and other districts to switch to the Cambridge AICE course.

Hendrick said Pinellas schools will continue with Cambridge AICE regardless. “We’re not going back,” he said. Nor is Hillsborough County, which sent letters to more than 1,800 students who had signed up for AP psychology, telling them they will be switched to Cambridge AICE.

But the Cambridge course comes with its own set of concerns. Cambridge told the state its course would follow the law restricting instruction about gender and sexual orientation — raising questions about whether the course and test should be allowed to qualify for college credit.

“We are quite concerned that the change in the law in Florida will make changes in Cambridge’s curriculum and Cambridge’s assessment,” said Ted Mitchell, president of the American Council on Education, which evaluates advanced classes and exams and issues recommendations for college credit. “If that is the case, we will need to immediately review the Cambridge program and review our recommendation. … It is a situation that is very much in flux.”

In exact weeks, officials at Cambridge have insisted that they have not changed the psychology course and test since the council recommended it a year ago for college credit. They also signed a letter to the Florida Department of Education affirming that its program will be taught in a way that teachers are not violating state law.

Mitchell, of the evaluation agency, said his organization wants to ensure the Cambridge course remains true to the qualities that made it worthy of college credits.

“My biggest concern about the law is that it prohibits the analysis of a large area of psychology,” he said. “You can dress it up in a variety of ways, but this is censorship, saying a whole area in the field of psychology is not available for study.”

He advised districts to proceed with caution before pivoting from AP to Cambridge. “It would be very helpful to say, ‘Not so fast.’ It’s under review,” he said, adding that the evaluation would be done as quickly as possible.

Officials at the College Board refused to meet a state requirement that lessons on gender be removed from its AP course, saying such a deletion would remove a critical piece of what makes it college material. The American Psychological Association backed up that contention, and urged Cambridge International to follow suit.

State officials accused the College Board of creating havoc with such remarks.

“We encourage the College Board to stop playing games with Florida students and continue to offer the course and allow teachers to operate accordingly,” Department of Education spokesperson Cassie Palelis said in a written statement. “The other advanced course providers (including the International Baccalaureate program) had no issue providing the college credit psychology course.”

The changes and confusion affect thousands of teens across the state. Approximately 30,000 students had registered for AP psychology for the coming year, according to the College Board.

A spokesperson for the College Board reiterated that the group will not recognize the course if it is not taught in its entirety.

However, a student might be able to make arrangements to take the course or test through a private school, which is not impacted by the state rule on curriculum.

The situation frustrated Palm Harbor University High School senior Eliza Lane, who had planned to take AP psychology this year. A leader of the protests against removing “The Bluest Eye” from her courses last year, Lane said she and others were waiting to see what her school does before asking her principal for permission to protest this action.

“This is an incredibly tragic legacy for the DeSantis administration to leave on education,” Lane said via email. “Not only are they depriving students of a financially and educationally valuable class, they are allowing their extremist ideology to influence the education of future generations. They’ve effectively made a laughingstock of Florida education and they should expect intense pushback from students and teachers alike.”

Staff writer Marlene Sokol contributed to this report.

Correction: The American Council on Education is a learning evaluation organization that reviews courses and exams and makes recommendations on whether they are worthy of college credit. An earlier version of this story inaccurately described this organization.

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