Computer Information Science Career Training Options

Training to receive a higher education in the field of computer information science can be done through various schools and colleges. Students can gain the accredited education they desire by enrolling in one of the available programs. Career opportunities are available to those who wish to obtain an education in computer information science. Degrees can be earned by completing the required educational training program. Levels of training include an associates, bachelors, masters, and doctorates degree.Associate level degree programs allow students to train for their desired career with as little as two years of study. Study at this level will prepare students for a number of careers in the field. Coursework will provide the necessary skills and knowledge to enter careers as:
System Analysts
Programming Supervisors
Computer Consultants
and many other professions. The coursework that allows students to enter into these careers will vary by program but may include:
Developing Software
Computer Programming
Data Tracking and Compiling
and a variety of other related subjects. With an accredited associates degree in this field students will have the training needed to start their career or enter a bachelor’s degree program.Students can complete bachelor’s degree training by enrolling in an accredited school or college. Training for a degree at this level takes around four years of study. Possible careers can include working as:
Software Developers
Programming Analysts
Business Analysts
and other careers. In order to enter into these types of careers students will need to complete all required coursework. Areas of study will vary but may consist of:
Programming Principles
Data Structures
Computer Engineering
and many other related courses. By earning an accredited bachelors degree in computer information science students can seek the career they desire or gain a graduate level education.Graduate level degrees are available by enrolling in an accredited educational training program. Students can choose to obtain a masters degree or a doctoral or PhD degree. Masters level training will require an additional two years of training whereas a doctoral degree program takes and additional four years to complete. Training at the graduate level will allow students to pursue careers like:
Network Administrator
Software Engineer
Web Developer
Researcher
Telecommunications Specialist
College Professor
and many other professionals. Training for a career at these levels will require the study of specific subjects. Coursework may contain studies like:
Computer Programming Fundamentals
Algorithms
Software Design
Operating Systems
Artificial Intelligence
Software Engineering
and much more. By earning an accredited masters or doctoral degree in computer information science students can start the path to the career of their dreams.Accredited training will provide the quality education needed to succeed in the field. Agencies like the Accrediting Commission of Career Schools and Colleges (www.accsc.org) can provide the full accreditation schools and colleges need. Students can start their desired career training by requesting more information and enrolling in the program of their choice today.DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.Copyright 2010 – All rights reserved by PETAP.org.

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What to Expect at Science Teacher Conferences

As a part of their continuing education work, many teachers attend special conferences. Science teachers are no exception. The goal of conferences for science educators is to help teachers network, brainstorm, and stay informed about the latest classroom products, curricula, trends, and teaching methods.There are many science conferences hosted by several associations throughout the year all across the United States. As a teacher preparing to attend one of these conferences, here are a few tips to help you make the most of your conference experience.Tips:• Bring extra paper and pens. Something pocket-sized is good for taking quick notes. You might want to write something down during a presentation or even during a quick conversation with a colleague.• Bring one of your ribbon lanyards from home for displaying your name tag. Lanyards are also handy for keeping pens within reach.• Bring a personal or school laptop for organizing and taking notes at the end of the day. The laptop may be useful during the day as well, if the facilities accommodate laptops for teachers.• Bring an extra bottle of water and a small snack with you in case a presentation runs long or if you are staying overnight and the conference lasts for more than one day.• Review the agenda for the conference ahead of time and select the events you want to attend. Pick presentations and workshops that will benefit you the most.• Actively participate in conference sessions to get the most from your conference experience.• Stay at a hotel on the conference list. This is helpful in two ways. First, you will be close to all of the events. Second, you will be able to network with other teachers after the day’s activities have ended.National Science Teacher Association (NSTA) ConferenceWhile several different associations hold conferences for science instructors, the NSTA conference is one of the most well-known. The NSTA’s conferences are open to both members and non-members. These conferences strive to inform teachers about teaching strategy, research, and content.What makes conferences such great resources for teachers it that they provide a forum for professional growth. At a conference, teachers can benefit from collaboration with peers and education leaders.What to ExpectAt NSTA conferences, teachers will participate in hands-on workshops and presentations. They will hear from distinguished speakers on a variety of topics, and short courses and social events are also planned. One of the biggest parts of an NSTA conference is the Exhibition of Science Education Materials. As one of the biggest curricula exhibits, it is an incredible resource for science teachers.Other ConferencesIn addition to the national and area conferences held by the NSTA, many science teacher associations exist that the state and local level. These conferences provide similar resources and information for teachers, but usually on a smaller scale. Check with teacher groups in your area for information on these conferences and other educational resources for science teachers.

Modelling Tools for Education

This article is about the possibility of creating free online modelling tools for use in education. This would allow people to learn about a subject by modelling it. The semantic web makes it possible to provide tools and applications to allow modelling and collaboration at low cost. This could also aid engineers and scientists in communication with the public.Many people who are experts in their field have insufficient time to learn programming, but still want to model the problems they need to tackle in their main occupation or learning. They try to achieve this aim on an ad hoc basis by piecing together information they hold in documents, sketches, spreadsheets, and that’s available in systems provided for them by their IT supplier. Holding information in assorted documents is not conductive to efficient sharing and reuse of information. Dependence on information systems that are supplied and customised only by an IT department removes control from the domain expert.The problems that have developed as a result of the above situations are -o The skill set of engineers in the UK does not match what is required by industry. Industry wants engineers who can solve problems as a team but most modelling tools are complex, they are all different from each other, and so need specific training, These tools don’t share information easily or encourage enough collaboration.o Because of the problem above, universities are torn between teaching the theoretical underpinning of engineering, and the practical skills of modelling problems. If easy to use collaborative modelling tools become available, universities can teach theory and allow students to apply it in case studies, thereby incorporating both research and practice in their projects.o Researchers become isolated from lecturers and vice versa as there are insufficient cheap and easy to use collaboration tools that can be used for both research and teaching. There is a need for new modelling tools for teaching that researchers can develop, and lecturers can then also be involved in an interesting research project.o There are too few tools available for early stage modelling of engineering problems such as a new product design, when there is insufficient information for tools such as CAD (Computer Aided Design) and Finite Element Analysis.o There is a large tools gap between those an engineer or student might use for simpler problems (such as spreadsheets) and the high end expensive tools such as CAD. This leaves no path for students and engineers to improve their modelling skills systematically and cheaply.o The public do not understand science and engineering sufficiently, partly because there are too few modelling tools that can readily be accessed to act as a communication aid to the public using interactive technologies.A solution to these problems is to supply people with the open source tools they need to become end user modellers. This can be part of an overall aim to enable and encourage end user programming and so release the capabilities possessed by domain experts in modelling their problems. This can enable a much faster iterative process of model development, visualisation and rework to enable better product design. To enable this it is important to provide a modelling environment that will cost nothing to use and that will have examples, explanations and instructions together with a high level user interface to maximise ease of use, and minimise the need for programming skills. Then this would be ready for widespread use in teaching and for student projects, the first step is to prototype the modelling technologies.Such a project should begin by creating web based models for problem solving in partnership with industry. This learning materials should be made available for widespread use. At present there are not enough educational materials provided by universities (other than the Open University) as open access rather than in internal university E-Learning environments. The modelling project could begin with a single university or a small group and particular subjects and broaden by promoting the use of the modelling system in other universities, colleges and companies through national educational and business associations. To achieve these aims lecturers and students should be involved in the creation of the modelling system and use of this system (depending on the course and the skills of those involved in it). A useful aim would be to use the modelling system to promote engineering, and engineering solutions to problems (environmental problems for example) to a sceptical public who see the profession as poorly paid and dirty, ‘House of Lords Select Committee on Science and Technology report science and society’ [1], and remote from the public [2]. This dissemination could include schools libraries, and media.These aims are influenced by the theory of constructionism explained in [3], this involves understanding problems by modelling them.References[1] Select Committee on Science and Technology Third Report Ch 2:Public Attitudes and Values-Attitudes to engineering 2.39.[2] Canavan B, Magill J, Love D, 2002, A Study of the Factors Affecting Perception of Science, Engineering and Technology (SET) in Young People, International Conference on Engineering Education, August 18-21, 2002, Manchester, U.K.[3] Resnick, M., 1996, Distributed Constructionism, Proceedings of the International Conference on the Learning Sciences Association for the Advancement of Computing in Education, Northwestern University – http://llk.media.mit.edu/papers/Distrib-Construc.html.I have a home page at http://www.cems.uwe.ac.uk/~phale/ that explains my PhD research related to this subject and has examples.I also have a Modelling page at http://www.cems.uwe.ac.uk/amrc/seeds/Modelling.htm