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TTA1 ISTQB-BCS Certified Tester Advanced Level- Technical Test Analyst

ISTQB® Certified Tester Advanced Level - Technical Test Analyst

Explore the role and responsibilities of the technical test analyst and develop your skills at a recognised, advanced level.

Successful completion of the ISTQB Certified Tester Foundation level and a minimum of three years testing experience is recommended.

The Intermediate Certificate may also be helpful but is not required.
Training with a BCS accredited training provider is recommended.



The technical test analysts tasks in risk-based testing

Structure-based testing

Analytical techniques

Quality characteristics for technical testing

Reviews

Test tools and automation



0.1 Purpose of this Document

This syllabus forms the basis for the International Software Testing Qualification at the Advanced
Level for the Technical Test Analyst. The ISTQB® provides this syllabus as follows:

1. To National Boards, to translate into their local language and to accredit training providers.

National Boards may adapt the syllabus to their particular language needs and modify the
references to adapt to their local publications.

2. To exam Boards, to derive examination questions in their local language adapted to the
learning objectives for each syllabus.

3. To training providers, to produce courseware and determine appropriate teaching methods.
4. To certification candidates, to prepare for the exam (as part of a training course or
independently).

5. To the international software and systems engineering community, to advance the profession
of software and systems testing, and as a basis for books and articles.

The ISTQB® may allow other entities to use this syllabus for other purposes, provided they seek and
obtain prior written permission.

0.2 Overview

The Advanced Level is comprised of three separate syllabi:

Test Manager

Test Analyst

Technical Test Analyst

The Advanced Level Overview document [ISTQB_AL_OVIEW] includes the following information:

Business Outcomes for each syllabus

Summary for each syllabus

Relationships between the syllabi

Description of cognitive levels (K-levels)

Appendices

0.3 Examinable Learning Objectives

The Learning Objectives support the Business Outcomes and are used to create the examination for
achieving the Advanced Technical Test Analyst Certification. In general all parts of this syllabus are
examinable at a K1 level. That is, the candidate will recognize, remember and recall a term or
concept. The learning objectives at K2, K3 and K4 levels are shown at the beginning of the pertinent
chapter.

0.4 Expectations

Some of the learning objectives for the Technical Test Analyst assume that basic experience is
available in the following areas:

General programming concepts

General concepts of system architectures

Certified Tester

Advanced Level Syllabus - Technical Test Analyst

International

Software Testing

Qualifications Board

1. The Technical Test Analyst's Tasks in Risk-Based Testing - 30 mins.

Keywords

product risk, risk analysis, risk assessment, risk identification, risk level, risk mitigation, risk-based
testing
Learning Objectives for the Technical Test Analyst's Tasks in Risk-Based
Testing

1.3 Risk Assessment

TTA-1.3.1 (K2) Summarize the generic risk factors that the Technical Test Analyst typically needs to
consider

Common Learning Objectives

The following learning objective relates to content covered in more than one section of this chapter.
TTA-1.x.1 (K2) Summarize the activities of the Technical Test Analyst within a risk-based approach
for planning and executing testing



The Test Manager has overall responsibility for establishing and managing a risk-based testing
strategy. The Test Manager usually will request the involvement of the Technical Test Analyst to
ensure the risk-based approach is implemented correctly.

Because of their particular technical expertise, Technical Test Analysts are actively involved in the
following risk-based testing tasks:

Risk identification

Risk assessment

Risk mitigation

These tasks are performed iteratively throughout the project to deal with emerging product risks and
changing priorities, and to regularly evaluate and communicate risk status.

Technical Test Analysts work within the risk-based testing framework established by the Test Manager
for the project. They contribute their knowledge of the technical risks that are inherent in the project,
such as risks related to security, system reliability and performance.

1.2 Risk Identification

By calling on the broadest possible trial of stakeholders, the risk identification process is most
likely to detect the largest possible number of significant risks. Because Technical Test Analysts
possess unique technical skills, they are particularly well-suited for conducting expert interviews,
brainstorming with co-workers and also analyzing the current and past experiences to determine
where the likely areas of product risk lie. In particular, the Technical Test Analysts work closely with
their technical peers (e.g., developers, architects, operations engineers) to determine the areas of
technical risk.

Sample risks that might be identified include:

Performance risks (e.g., inability to achieve response times under high load conditions)
Security risks (e.g., disclosure of sensitive data through security attacks)
Reliability risks (e.g., application unable to meet availability specified in the Service Level
Agreement)

Risk areas relating to specific software quality characteristics are covered in the relevant chapters of
this syllabus.

1.3 Risk Assessment

While risk identification is about identifying as many pertinent risks as possible, risk assessment is the
study of those identified risks in order to categorize each risk and determine the likelihood and impact
associated with each risk.

Determining the level of risk typically involves assessing, for each risk item, the likelihood of
occurrence and the impact upon occurrence. The likelihood of occurrence is usually interpreted as the
likelihood that the potential problem can exist in the system under test.
The Technical Test Analyst contributes to finding and understanding the potential technical risk for
each risk item whereas the Test Analyst contributes to understanding the potential business impact of
the problem should it occur.
ISTQB-BCS Certified Tester Advanced Level- Technical Test Analyst
ASTQB ISTQB-BCS student

Other ASTQB exams

ISTQB-Advanced-Level-1 ISTQB Advanced Level Test & manager Exam
ISTQB-Advanced-Level-2 ISTQB Advanced LevelTest Analyst Exam
ISTQB-Advanced-Level-3 ISTQB Advanced LevelTechnical Test
ISTQB-Level-1 American Software Testing Qualifications Board Level 1
TA12 ISTQB-BCS Certified Tester Advanced Level - Test Analyst
TM12 ISTQB-BCS Certified Tester Advanced Level - Test Manager
ATM Advanced Test Manager
ATTA Advanced Level Technical Test Analyst
TTA1 ISTQB-BCS Certified Tester Advanced Level- Technical Test Analyst
CTFL-2018 ISTQB Certified Tester Foundation Level (CTFL_2018) 2023
ASTQB-CMT ASTQB Certified Mobile Tester

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Question: 60
The development manager asks you to identify suitable test coverage entry criteria for a
component test. Which TWO of the following would you recommend as appropriate for
entry criteria to a component testing phase?
Number of correct answers: 2
A. 100% statement coverage
B. No critical outstanding defects
C. Test log available
D. Code review completed
E. Static analysis shows no major violations
Answer: D, E
Question: 61
As a technical test analyst, you are involved in a risk analysis session using the Failure
Mode and Effect Analysis technique. You are calculating risk priorities. Which of the
following are the major factors in this exercise? Number of correct answers: 1
A. Severity and priority
B. Functionality, reliability, usability, maintainability, efficiency and portability
C. Likelihood and impact
D. Financial damage, frequency of use and external visibility
Answer: C
Question: 62
As a technical test analyst, you have found out during test case design that the design
document is incomplete. Which is an example of a good way to communicate that
problem in an email? Number of correct answers: 1
A. E-mail: Until I have received an updated version of the design document, I will not
do any work on the test design.
B. E-mail: When will it be possible to receive the missing information? Test design is
impeded by a lack of clarity here.
C. E-mail: Here we go again. The developer gave us incomplete and ambiguous design
specifications. Typical.
D. Do not communicate the problem, just log the delaying effect of the information
problem and be ready to explain the delays to the test manager later.
Answer: B
Question: 63
Identify TWO main advantages of this approach to incident management. Number of
correct answers: 2
A. Quick to set up and cheap
B. Electronic rather than manual
C. Allows attachments (e.g. screen prints) to be linked to the incident reports
D. Can easily be integrated with open source tools
E. Large files are not a problem
Answer: A, B
Question: 64
Exhibit:
You have now also been given the task to identify the key fields for logging the incident
reports. So far the following fields have been in use in the Excel sheet:
-Incident description
-Date
-Author
-State
Which of the following would you recommend as the best combination of fields to add?
Number of correct answers: 1
A. Priority, version of software under test, incident identification
B. Date to be fixed, priority, incident identification
C. Developer assigned to the fix, version of software under test, incident identification
D. Priority, version of software under test, date to be fixed
Answer: A
Question: 65
Defects are discovered through test analysis and design because Number of correct
answers: 1
A. the tasks involve extracting information from the test basis
B. developers are involved in writing test cases
C. the cost of fixing a defect will increase if found later on
D. the author of the test basis will have made errors
Answer: A
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ASTQB ISTQB-BCS student - BingNews https://killexams.com/pass4sure/exam-detail/TTA1 Search results ASTQB ISTQB-BCS student - BingNews https://killexams.com/pass4sure/exam-detail/TTA1 https://killexams.com/exam_list/ASTQB Why 80% of Students choose ESOFT for Learning BCS…

The April 2009 BCS Professional Examinations in IT are currently ongoing at the BMICH, and ESOFT is proud of the fact that we fielded more than 720 candidates for this exam sitting alone. That's a staggering four out of five students. This number is especially important considering that there are Seven (Registered) Course Providers in the country, and the balance 20% of students are dividing among all of the other course providers.

There are a number of reasons for the overwhelming confidence that the students have shown in us. Among these are:

1. ESOFT is the one and only Course Provider in the World to be Accredited by the BCS in the UK for delivering all three levels of their Professional Qualification. No other institution can claim such a feat.

2. With roots going back to the year 2000, ESOFT is headed by a dynamic team of academics who are constantly on the lookout for great opportunities to be presented to our valuable students.

3. The Learning experience at ESOFT is unique as students receive specially prepared text books for most modules, and have access to our dedicated full time academic panel and other valuable resources.

4. We supplement our Academic Panel with external lecturers from the industry, thereby giving a fine balance of Academic Knowledge together with Practical Know-how.

5. Our students stole the show at the last convocation by walking away with ten out of eleven prizes including five World Prizes. This was the best ever performance by our students at a single convocation.

6. We offer the BCS programme at our Branches in Colombo, Kandy, Kurunegala, and Matara thereby providing better accessibility.

Parents and students would indeed be making a wise choice by selecting ESOFT as their learning partner for BCS.

BCS Certificate classes are started on a regular basis and, and students and professionals that have other certifications, qualifications, and / or experience can obtain exemptions and enter into the other levels of the BCS Professional Exams as well. BCS is proving to be the most popular foreign IT qualification in Sri Lanka and ESOFT is proud to be at the pinnacle of this.

New Certificate, Diploma, and PGD classes have been scheduled for commencement in the 1st week of May, and students have already started to register even whilst doing their exams for the previous levels. Taking into consideration the current economic situation that some have to face, we have understood our responsibilities and have decided to invoke our Corporate Social Responsibility. Therefore, upto the 3rd of May we are offering our students discounted course fees by as much as 20% for those that register for the upcoming Diploma and PGD Levels. Students that are joining for these levels as freshers (non-ESOFT students) will be given the same discounts and will also walk away with a complementary 8GB USB Flash Drive while stocks last.

BCS is a favoured choice of many students as well as professionals due to the following reasons:

1. BCS is the fastest path to obtain a UK Degree Level Qualification - namely, the three levels of the qualification can be completed within 18 to 20 months which is half of the time that you would invest in a Degree Programme.

2. BCS is the most economical option - the total investment including course fees, textbooks, examination fees is approximately Rs. 225,000

3. The BCS Qualification is modular and students can choose the order in which they complete it. Some students do either the Certificate and Diploma levels in one sitting or the Diploma and PGD levels in one sitting, thereby reducing the time to complete the entire programme.

4. There are two examination sittings per year - April and October. This considerably enhances your opportunity to complete the qualification at your earliest.

5. Classes at ESOFT are held in part time mode on the weekends either only on Saturday and only on Sunday, and also on weekdays in the evenings after 5.45 pm. Full time classes are also available for those that would like to receive additional value through our popular BCS Plus programme.

6. At any given time, we have ten or more batches of the BCS Certificate Level classes, and three or more batches for the Diploma and PGD levels, thereby increasing your chances of finding a class that matches your schedule. Students are given the flexibility of choosing their classes / subjects from different batches to suit their busy schedules.

7. We have established links with Institutions in the UK thereby allowing a student that completes the BCS Diploma level here with us to proceed to the UK to complete the final year of a B.Sc (Hons) Degree in Computing at an affordable fee. Students can then obtain a two year working visa with the potential of earning back many times their investment.

8. ESOFT has established a separate company (ESOFT Education International Pvt Ltd) to better facilitate the international placement options that are provided to our students and customers via universities in the UK and Australia. This will be of immense benefit to our students as they will be guided in selecting the best programmes from world recognized Universities, whilst helping them to save on their course fees. Several International Scholarship opportunities will also be available from the Universities themselves.

Apart from BCS, ESOFT offers many other courses as well. The second programme that we lead in is the Bachelor of Information Technology (BIT) External Degree of the University of Colombo School of Computing where we offer uninterrupted classes from semesters one to six, with the largest student numbers.

We have already produced two First Class Degree Holders. Semester 1 and 3 exams were just concluded and semester 5 exams are just around the corner. Semester 2 and 4 classes have been scheduled for commencement, and students can learn from the best ever panel of lecturers that ESOFT has presented to them.

One of the reasons for the success of ESOFT students is the unmatched quality of the resources that we offer. ESOFT has a dedicated full-time academic panel including those with Degrees and Masters, as well as professional qualifications. Students also have unlimited access to our state of the art computer laboratory with more than 50 workstations as well as high speed Internet Connectivity and Library facilities.

Our students are gainfully employed by some of the largest players in the ICT industry due to their high knowledge and skills in par with the paper qualifications that they possess.

We pride ourselves in offering high quality course material delivery, whilst the respective professional or academic body conducts the examination. This helps to ensure that the standards are maintained and only those that are truly worthy will receive the recognition and accolades that are due to them.

More information about the courses that we offer can be obtained by calling our Student Counselors on 077 309 9 301 or by visiting our website at www.esoft.lk

Sat, 25 Apr 2009 12:00:00 -0500 text/html https://www.sundaytimes.lk/090426/Education/ed718.html
Genetics Curriculum

Genetics Curriculum

genetics-institute-binder-c

 

In the spring of 1999 the UAB Center for Community OutReach Development (CORD) in partnership with the Birmingham City Schools (BCS) initiated the development of an innovative genetics curriculum for high school students. Scientists, science educators, veteran science teachers, and representatives from the Board of Education worked together to develop the curriculum. The objectives for students completing this course are:

Content - Explain the composition and organization of DNA and the flow of genetic information from gene to protein.

Technique/Process/Inquiry - Understand, appreciate, and be able to perform the techniques of molecular biology. Design experiments employing the techniques of molecular biology.

Real-life Application - Understand and evaluate current events in research and biotechnology. State and defend a personal position regarding ethical issues in biotechnology and research.

The course has several components. The core of the course is the Laboratory Manual that contains experiments developed to explore courses spanning classical Mendelian genetics, cytogenetics, the molecular basis of human disease, and applications of genetics in current biotechnology.

The lecture and studying material originate from the textbook Concepts of Genetics by Klug and Cummings. This text is targeted to both high-end high school and college genetics courses and covers both classical and molecular genetics. To help teachers adapt this book to the high school classroom pertinent material has been identified.

In addition to the lecture and laboratory elements of the course, three dynamic components are part of the curriculum.

A large group discussion provides a vehicle for instruction, yet the students are encouraged to formulate their own opinions on genetic issues facing society. Currently, the large group discussions focus on Huntington's Disease and issues pertaining to the disease such as genetic testing, genetic privacy and discrimination, and the differences between having the mutation for a genetic disease and manifesting symptoms of the disease. An article printed in the Utah news, Generations of tears, genetic disease stalks a Utah family, (September 1999) is provided to the students. The instructors are provided with the article, as well as background material and questions to facilitate the discussion.

To learn more about noteworthy courses in genetics, small group presentations are another component of the curriculum. Examples of the courses covered include sickle cell disease, cystic fibrosis, breast cancer, genetic testing, agricultural genetic engineering, and the Human Genome Project. These presentations promote research and presentation skills, in addition to fostering discussions about issues confronting society.

The third component of the curriculum is the Science Enrichment Lecture Series. The courses for the lecture series augment the curriculum and create a forum in which researchers and clinicians present the latest research developments in a student friendly environment, the classroom. Two examples of past lectures are "Genetic strategies for correcting sickle cell disease and other blood disorders" presented by Dr. Tim Townes, Chair of UAB's Department of Biochemistry and Molecular Genetics and "Prenatal detection of genetic disorders" presented by Dr. Paula Cosper, Director of Prenatal Cytogenetics at UAB. The interaction between UAB faculty and BCS students is designed to inform the students about research, as well as expose them to the research process, and the career path necessary to become a researcher or clinician. While the laboratory exercises and lectures provide content material, the interactive components encourage the students to apply the content material and formulate opinions regarding the impact of genetics in their lives.

For teachers interested in teaching this course UAB CORD and BCS provide training through the summer Genetics and Microbiology Institutes.

Development of the Genetics Curriculum is a collaborative effort between UAB’s Center for Community Outreach Development (CORD), Birmingham City Schools (BCS), and McWane Center.

Grant support comes from a Science Education Partnership Award (SEPA) from the National Institutes of Health

Please contact UAB-CORD via e-mail at ccord@uab.edu or via phone at 934-5171 for more information about the Genetics Curriculum.

Tue, 28 Jul 2020 21:40:00 -0500 en-US text/html https://www.uab.edu/cord/program?id=39:genetics-curriculum
Hundreds of BCS students graduate in Sri Lanka

Around 200 students in Sri Lanka have graduated after taking Higher Education Qualifications run by BCS, The Chartered Institute for IT which is equivalent to a UK Honours degree. Of them, two candidates achieved some of the highest marks awarded globally, for the Certificate in IT and Professional Graduate Diploma in IT. The worldwide prize for the PromsG also went to a Sri Lankan student who achieved the highest mark in the world for the Project Management module.
At the Graduation Ceremony the Chief Guest, the Honourable Minister Dr Sarath Amunugama pointed out this year being the ICT Year it is important that BCS Graduates take up the challenge and lead as human assets who will compete with other countries and make a real contribution to the economy of Sri Lanka.

Alan Pollard, BCS President says: "It is always a pleasure to mark the graduation ceremony. Every year candidates here put in an enormous amount of effort and the result is a testament to their hard work and perseverance to Improve their employability in a global economy."

He adds "Our Higher Education qualifications are extremely well regarded by both candidates and employers alike. IT is a global profession and, as the Chartered Institute for IT, we believe it is the profession of the future."

Last month, the Institute revealed details of new initiatives designed to enhance its value to its members, the IT profession, the academic community and the general public. These include:

A strategy for international expansion which will see the Institute extending its global reach and offering its qualifications to new countries including the Asia Pacific region, Germany and Spain.

A new BCS web site with increased functionality for BCS members, academics and the general public.
Alongside these initiatives, the Institute also set out its new vision and strategy for the organisation, highlighting six critical IT issues which it believes face society. These are:

1. The digital divide
2. Information vulnerability
3. Poor information management
4. 'IT project' failures
5. IT skills shortages
6. Improved career paths for IT professionals

BCS qualification is recognized by more than 50 Universities in UK, while Moratuwa and Colombo Universities too are recognizing this qualification for postgraduate level.

As the leading professional body for IT and Communication, the BCS itself has over 70,000 members around the world and Sri Lanka has been identified as the largest international sections, which has over 4500 members.

Being the 10th graduation ceremony to celebrate the victory of being the top awardees on the list, BCS Sri Lankan regional office played the initiative of organizing a Graduation Ball which was held on the same evening at the Cinnamon Lakeside with competitions and entertainment to celebrate the 10th anniversary.

BCS is keenly looking forward for another memorable year as we step into our 11th year in graduating students. The British Computer Society Regional office would like to take this opportunity to thank each and everyone who was a part of our organization and its activities in succession of 10 years and special thanks goes out to those who have contributed to promote ICT to create future business decision makers.

BCS CIIT Graduation Ball - 2009

Sat, 07 Nov 2009 10:00:00 -0600 text/html https://www.sundaytimes.lk/091108/Education/12.html
Center for Community Outreach Development

Genetics Curriculum

genetics-institute-binder-c

 

In the spring of 1999 the UAB Center for Community OutReach Development (CORD) in partnership with the Birmingham City Schools (BCS) initiated the development of an innovative genetics curriculum for high school students. Scientists, science educators, veteran science teachers, and representatives from the Board of Education worked together to develop the curriculum. The objectives for students completing this course are:

Content - Explain the composition and organization of DNA and the flow of genetic information from gene to protein.

Technique/Process/Inquiry - Understand, appreciate, and be able to perform the techniques of molecular biology. Design experiments employing the techniques of molecular biology.

Real-life Application - Understand and evaluate current events in research and biotechnology. State and defend a personal position regarding ethical issues in biotechnology and research.

The course has several components. The core of the course is the Laboratory Manual that contains experiments developed to explore courses spanning classical Mendelian genetics, cytogenetics, the molecular basis of human disease, and applications of genetics in current biotechnology.

The lecture and studying material originate from the textbook Concepts of Genetics by Klug and Cummings. This text is targeted to both high-end high school and college genetics courses and covers both classical and molecular genetics. To help teachers adapt this book to the high school classroom pertinent material has been identified.

In addition to the lecture and laboratory elements of the course, three dynamic components are part of the curriculum.

A large group discussion provides a vehicle for instruction, yet the students are encouraged to formulate their own opinions on genetic issues facing society. Currently, the large group discussions focus on Huntington's Disease and issues pertaining to the disease such as genetic testing, genetic privacy and discrimination, and the differences between having the mutation for a genetic disease and manifesting symptoms of the disease. An article printed in the Utah news, Generations of tears, genetic disease stalks a Utah family, (September 1999) is provided to the students. The instructors are provided with the article, as well as background material and questions to facilitate the discussion.

To learn more about noteworthy courses in genetics, small group presentations are another component of the curriculum. Examples of the courses covered include sickle cell disease, cystic fibrosis, breast cancer, genetic testing, agricultural genetic engineering, and the Human Genome Project. These presentations promote research and presentation skills, in addition to fostering discussions about issues confronting society.

The third component of the curriculum is the Science Enrichment Lecture Series. The courses for the lecture series augment the curriculum and create a forum in which researchers and clinicians present the latest research developments in a student friendly environment, the classroom. Two examples of past lectures are "Genetic strategies for correcting sickle cell disease and other blood disorders" presented by Dr. Tim Townes, Chair of UAB's Department of Biochemistry and Molecular Genetics and "Prenatal detection of genetic disorders" presented by Dr. Paula Cosper, Director of Prenatal Cytogenetics at UAB. The interaction between UAB faculty and BCS students is designed to inform the students about research, as well as expose them to the research process, and the career path necessary to become a researcher or clinician. While the laboratory exercises and lectures provide content material, the interactive components encourage the students to apply the content material and formulate opinions regarding the impact of genetics in their lives.

For teachers interested in teaching this course UAB CORD and BCS provide training through the summer Genetics and Microbiology Institutes.

Development of the Genetics Curriculum is a collaborative effort between UAB’s Center for Community Outreach Development (CORD), Birmingham City Schools (BCS), and McWane Center.

Grant support comes from a Science Education Partnership Award (SEPA) from the National Institutes of Health

Please contact UAB-CORD via e-mail at ccord@uab.edu or via phone at 934-5171 for more information about the Genetics Curriculum.

Fri, 16 Jan 2015 05:37:00 -0600 en-US text/html https://www.uab.edu/cord/genetics
The College of Business

In the heart of the University's Gateway project, there will be a brand-new five-story structure designed to accommodate The College of Business. This building will incorporate adaptable outdoor areas and numerous entrances, promoting collaboration among students and faculty. It will provide modern learning spaces based on best practices in business education, including an auditorium, café, labs, study spaces and collaboration zones.

Tue, 10 Oct 2023 01:00:00 -0500 en-us text/html https://www.unr.edu/business
VISITING & EXCHANGE STUDENTS

All visitors whose home institutions are not part of an exchange program may attend Concordia for one semester or one academic year by obtaining a letter of permission from their school.

International students currently studying at a University outside of Quebec in an Engineering or Computer Science Program and who would like to take courses at Concordia University must get prior approval from the Student Academic Services Office of the Gina Cody School  of Engineering and Computer Science.

To evaluate your request, please send us the following information:

  1. Transcript from your school indicating clearly that you are in an Engineering or Computer Science program and in good academic standing
  2. A letter from the Program Advisor at your home institution indicating the courses that you are approved to take
  3. A complete Visiting Request Form
  4. A copy of the first two pages of your passport
  5. Scores of the Test of English as a Foreign Language (TOEFL) or University of Michigan English Language Assessment Battery (MELAB) or International English Language Testing System (IELTS) are to be sent directly by the examination board. Concordia University's institution code is 0956.The minimum acceptable score for IELTS is 7 and the minimum acceptable score for TOEFL is (577 for paper-based, 213 for computer based, and 90 for internet-based test)

Course Registration

When selecting your courses, please consult our class schedule to see the course offerings that are available by term and view our course descriptions.  

Please note that space in engineering courses is limited and priority for enrollment will be given to Concordia students. The Gina Cody School of Engineering and Computer Science will not allow visiting students to register in any engineering courses without written permission from the student's home university.

Please note that the following courses are NOT open to visiting students:
BLDG 490, and CIVI 490;
COMP 490, COMP 492, COMP 495, and SOEN 490;
ELEC 430, ELEC 431, ELEC 432, ELEC 434, ELEC 435, ELEC 438, ELEC 490, and COEN 490;
ENCS 282;
ENGR 107, ENGR 108, ENGR 207, ENGR 208, ENGR 307, and ENGR 308;
INDU 490, MECH 490A, MECH 490B, and MECH 490C

Also note that undergraduate visiting students are not eligible to take graduate level courses.

Visiting students wishing to take courses offered in faculties or departments other than Engineering and Computer Science should contact the faculty or department offering the course directly.

Approval as to whether or not the courses can be taken will depend on receipt of the above items and whether or not there is sufficient space in the courses in question. Priority is to Concordia Students requiring the courses for their current program of study. For this reason it is important that all requests be submitted at least 4-6 weeks prior to the beginning of term.

Please note that submission of a Visiting Student form directly to the Office of the Registrar without prior approval from the Gina Cody School does not guarantee that you will be allowed to take courses in the School.

The above documents should be emailed to:

Sakib Shahid
Advisor, Student Academic Services
sakib.shahid@concordia.ca

Sat, 06 Oct 2018 10:52:00 -0500 en text/html https://www.concordia.ca/ginacody/students/visiting-exchange.html
Exchange Opportunities

Studying abroad for one or two terms is a great way to get a different perspective on your studies in computer science, make valuable connections, and gain the kind of experience that prospective employers look for. By carefully matching the courses you take with your Dalhousie degree requirements, you can graduate on time with the competitive edge that an international experience delivers.

In addition to the many university-wide exchange programs that are open to FCS students, we offer several programs in the UK, Hong Kong, Germany, Korea and France specifically for computer science students. 

Faculty of Computer Science Exchange Programs

Faculty of Computer Science Exchange Scholarships

FCS provides several scholarships of $1000 each for students who participate in FCS exchange programs. These scholarships are merit based, and can be held in addition to any other awards. No application is required for FCS Exchange Scholarships. They will be awarded based on the information in exchange applications.

External funding opportunities

The International Centre maintains a list of funding opportunities that an outgoing exchange student may be eligible for. Please contact the International Centre if you need assistance.


Thu, 29 Nov 2018 08:52:00 -0600 en text/html https://www.dal.ca/faculty/computerscience/undergraduate-programs/program-planning/exchange-current-students.html
Actor Ralph Ineson to help students with Macbeth monologues

A WELL-KNOWN British actor who has appeared in Game of Thrones, Harry Potter and Guardians of the Galaxy, is going back to his roots as a drama teacher to help students from Bournemouth Collegiate School during lockdown.

Actor Ralph Ineson has been working with Bournemouth Collegiate School to encourage students to get excited about Shakespeare by performing monologues on screen to use in virtual lesson plans.

Ralph’s most accurate project sees him working with Director Joel Cohen and Actor Denzel Washington filming ‘The Tragedy of Macbeth’.

Maria Coulter, Deputy Head of BCS says: “We hope to invite Ralph back to critique some of their monologues, quite a bit of pressure to be placed under but an exciting opportunity for the students.

“We also are looking to combine a professional actor with the work of 14-year olds to produce Macbeth, in the future as we return to some normality.

“We would love to see how we can incorporate this work into the Shakespeare School festival.”

BCS students are currently studying the play, and what motivates Macbeth’s decisions in the first and second act.

The students will then move on to create their own versions of the Macbeth ‘If it were done when ‘tis done, then ‘twere well it were done quickly’ monologue at the end of Act 1, submitted in audio or film format taking inspiration from Ralph’s monologue.

Mon, 27 Apr 2020 17:00:00 -0500 en text/html https://www.bournemouthecho.co.uk/news/18409066.actor-ralph-ineson-help-students-macbeth-monologues/




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