Bachelor of Science in Computer Science

Purpose

The design of the curriculum has been influenced by the documents "Computing Curricula 2001: Computer Science" compiled by The Joint Task Force on Computing Curricula, having members from the IEEE Computer Society and the Association for Computing Machinery, and "Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems" compiled for the Association for Computing Machinery, the Association for Information Systems, and the Association of Information Technology Professionals.

The first document suggests several principles that guide curriculum development in the field of Computer Science. These are:

• Computing is a broad field that extends well beyond the boundaries of computer science.
• Computer Science draws its foundations from a wide variety of disciplines.
• The rapid evolution of computer science requires an ongoing review of the curriculum.
• Development of a computer science curriculum must be sensitive to changes in technology, new developments in pedagogy, and the importance of lifelong learning.
• There is a set of fundamental skills and knowledge that all computing graduates must have.
• Professional practice must be an integral component of the curriculum.

According to this document, a computer science graduate should possess the following characteristics

• A high level understanding of systems as a whole.
• An appreciation of the interplay between theory and practice.
• Familiarity with common themes.
• Significant project experience.
• A solid foundation that allows them to maintain their skills as the field evolves.

The second document suggests that several characteristics of the IS profession have been constant over time. The curriculum design has thus incorporated the following principles:

• IS professionals must have a broad business and real world perspective.
• IS professionals must have strong analytical and critical thinking skills.
• IS professionals must have interpersonal communication and team skills and have strong ethical principals.
• IS professionals must design and implement information technology solutions that enhance organizational performance.

The curriculum assumes that learners have prerequisite skills in software packages commonly used in organizational work (e.g. Microsoft Office) or that remedial modules will provide these skills.

The curriculum for computer science consists of

• An introductory phase to establish basic foundations for further study.
• An intermediate phase to cover most of the core units in the body of knowledge.
• Additional modules to round off the curriculum.

The approach of MGI's Computer Science Department with regards to these phases is that the introductory phase would introduce the learner to functional programming, objects and algorithms. The intermediate phase would introduce the learner to algorithm design and analysis, computer architecture, operating systems and networking, information and knowledge management, software development and professional practice.

The information systems coursework is organized programmatically in three levels

• General courses in information systems.
• Specialized information technology and application design courses.
• Specialized application development, deployment, and project management courses.

The IS modules are designed to produce graduates equipped to function in entry level information systems positions with a strong basis for continued career growth. The curriculum reflects input from both industry and academics. It responds to industry requests for both increased emphasis in technical orientation and improved skill in individual and group interactions. The curriculum requires an embedded problem solving and critical thinking framework in all courses. The curriculum has formal information systems modules (IISY111, IISY121, IISY211, IISY221, IISY311, IISY321) and database modules (IDAT211, IDAT221).

The curriculum also assumes use of other courses in communications (ACOM111), mathematics and statistics (IMAT111 & IMAT121), and business functions (CIFA111 and CHRM111). The communications course provides learners with listening skills and the knowledge to be effective in written and oral communication. The mathematics and statistics prerequisites provide basic quantitative and qualitative techniques. The business courses cover common business functions, economics, and international considerations.

NQF Level 3 learners have an opportunity to put all the knowledge gained during the course of their studies into practice, through working on a major IT project for an NPO (Non-Profit Organisation). This component also allows for evaluation of the cross-field outcomes of the programme.

Full-time and part-time staff of Midrand Graduate Institute participated in the design and development of the programme, during the process of which advice was also sought from academic staff at other higher education institutions, members of research organisations and members of the business community. In addition, valuable input on suggested curriculum development is received from companies with whom NQF Level 3 learners, registered for existing programmes, are placed for the Industry Project component of their curriculum.

Rationale

The BSc Computer Science programme is grounded in a fundamental body of computing and information systems knowledge. The programme represents a reasonable consensus of the Information Systems and Computer Science community to include characteristics of the respective professions into a curriculum which learners are able to master before entering the work environment.

Graduates will have a solid knowledge-base of systems analysis and design, programming, databases, project management and computer science. They will be able to provide professional services to various types of businesses as systems analysts, database administrators, network administrators and programmers, or to work as members of IT project teams.

The programme contributes to regional and national goals in a variety of ways, including

Broadening access to higher education

• Midrand Graduate Institute's policy of flexible entry and fixed exit standards, together with the additional academic support components of the programme, make it possible for a greater number of learners to enter and succeed as learners of Computer Science at a tertiary level.

Inclusion of certain generic competencies

The curriculum is structured in such a way that learners, during the course of their studies will be exposed to certain generic competencies that will assist them in their future careers. Such competencies include:

• The ability to work as a member of a team.
• The ability to collect, analyse and present information.
• A knowledge of the use of technology.
• The ability to use technology and other methods of presentation for communication purposes.
• The ability to identify and suggest possible solutions to a problem.
• The ability to organise work requirements so as to meet set deadlines.
• The ability to understand the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

Encouragement of social responsibility

• The nature of the discipline of Computer Science is such that learners' attention is focussed to a large extent on technology rather than on the community that surrounds them. Given this focus, we believe that it is important that learners are also encouraged to understand the importance of making a contribution to the community in which they live. We attempt to create this understanding through the third year Industry Project, where each learner, as part of a group, is required to complete a project that will contribute to the information systems development of a non-commercial organisation.

Learners will be employable on graduation, but at the same time will have the knowledge base to continue with further learning.

One of Midrand Graduate Institute's overall objectives is to produce qualifying learners who are able either

• To enter and perform competently in the workplace immediately after Qualification.
• To continue with further study in the field of Computer Science.

We believe that the structure and content of the programme fulfils this objective, by enabling learners to build a solid knowledge base in the core fields of computer science and its related subjects, and by including a significant experiential component in the curriculum.

Learners who register for this qualification at Level 6 are assumed to have

• A foundational knowledge and understanding of mathematics equivalent to NQF Level 4.
• Basic information-gathering, analysis and presentation skills equivalent to NQF Level 4.
• The capacity to learn from written material in the technical language of mathematics and science.
• The ability to communicate what they have learned reliably, accurately, and comprehensively in the required medium of instruction (currently English).
• The ability to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment.
• The ability to evaluate their own performance.

Further more following the entry requirements mentioned

• The minimum level of learning required for a learner to enter and complete successfully the Midrand Graduate Institute Computer Science Programme, is a level equivalent to that required for successful completion of the South African Grade 12 Examination. Based on the Critical and Developmental Outcomes of the Curriculum Framework the following learning outcomes are defined per subject, and upon entering the BSc Computer Science programme we assume that the following learning is in place:

Languages

• Listening: The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
• Speaking: The learner is able to communicate confidently and effectively in a spoken language in a wide range of situations.
• Reading and Viewing: The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.
• Writing: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
• Thinking and Reasoning: The learner is able to use language to think and reason, and access, process and use information for learning..
• Language structure and use: The learner knows and is able to use the sounds, words, and grammar of a language to create and interpret texts.

Mathematics

• Numbers, Operations and Relationships: The learner is able to recognize, describe and represent numbers and their relationships and can count, estimate, calculate and check with competence and confidence in solving problems.
• Patterns, Functions and Algebra: The learner is able to recognize, describe and represent patterns and relationships and solve problems using algebraic language and skills.
• Space and Shape: The learner is able to describe and represent characteristics and relationships between 2-D and 3-D objects in a variety of orientations and positions.
• Measurement: The learner is able to use appropriate measuring units, instruments and formulae in a variety of contexts.
• Data Handling: The learner is able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Natural Sciences

• Scientific investigations: Learners act confidently on their curiosity about natural phenomena; they investigate relationships and solve problems in Science, Technology and environmental contexts.
• Constructing Science Knowledge: Learners know, interpret and apply scientific, technological and environmental knowledge.
• Science, Society and the Environment: Learners are able to demonstrate an understanding of the interrelationships between Science and Technology, society and the environment.

Technology

• Technological processes and Skills: The learner is able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology.
• Technical Knowledge and understanding: The learner is able to understand and apply relevant technological knowledge ethically and responsibly.
• Technology, Society and Environment: The learner is bale to demonstrate an understanding of the interrelationship between science, technology, society and the environment over time.

Recognition of Prior Learning

Prior learning is recognised in the following ways

• A learner, who has completed a specific module/subject at Midrand Graduate Institute, may apply for credit for that module/subject.
• A learner, who has completed the equivalent of a specific module/subject either at Midrand Graduate Institute or at another recognised higher education institution, may apply for exemption from that module/subject.
• In the case of a practically orientated module/subject, a learner who is able to demonstrate appropriate competence may be granted exemption from that module/subject.

Access to the Qualification

The admission criteria for the BSc Computer Science Programme are as follows

A Matriculation (Grade 12) certificate, or equivalent qualification, is the minimum requirement for admission. In addition to this a learner must satisfy one of the following requirements:

• A Grade 12 certificate with exemption. Learners entering via this path must attain a minimum of 33 points for their Grade 12 results (calculated according to the points system described below) and must have achieved at least a D symbol on Higher Grade or a B symbol on Standard Grade for Mathematics at Grade 12 level.
• Successful completion of a combination of Cambridge International Examinations IGCSE, O-level, HIGCSE, AS-level and A-level subjects which would be equivalent to a minimum of a South African Grade 12 certificate with exemption. A learner entering via this path must obtain a minimum of 33 points (calculated according to the points system described below) and must have achieved a minimum of one of the following symbols for Mathematics:

> 2 for IGCSE.

> 3 for HIGCSE.

> D for AS-level.

> E for A-level.

• Successful completion of a relevant diploma. Learners entering via this path will be granted credit for a maximum of 50% of the curriculum. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme.
• Successful completion of the Midrand Graduate Institute Predegree programme. Learners entering via this path will be granted credit for a maximum of 4 modules at 1st year level. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme.
• (The Predegree programme includes a range of modules aimed to improve the learner's preparedness for tertiary level study, as well as 2 modules from the standard curriculum, in respect of which modules, learners on the Predegree Programme will be required to attend an additional 2 tutorial periods per week.)
• Mature Age applicants, applicants with non-South African school-leaving qualifications (other than Cambridge International Examinations), and applicants with previous tertiary experience will be considered individually by the Faculty Head.

Points calculation for learners having a Grade 12 certificate.

Points are allocated for the symbols attained in the 6 best subjects. The points obtained for the two best subjects from English, Mathematics and Computer Science, must be doubled. Points are allocated as follows:

-

Symbol; HG; SG

• A; 8; 6.
• B; 7; 5.
• C; 6; 4.
• D; 5; 3.
• E; 4; 2.
• F; 3; 1.

Points calculation for learners having completed a combination of IGCSE, O-level, HIGCSE, AS-level and A-level.

The score must be calculated on five different subjects (i.e . the same subject cannot be included more than once, e.g. A-level Maths and IGCSE Maths). The five subjects should include:

• English (preferable as a first language).
• A science subject (maths, biology, physical science).
• Another language.
• 2 additional academic subjects.

The points obtained for the two best subjects from English, Mathematics and Computer Science, must be doubled. Points are allocated as follows:

Symbol; IGCSE; AS-level; A-level; Level; HIGCSE; IGCSE; O-level

• A; 5; 9; 11; 1; 7; 5; 5.
• B; 4; 8; 10; 2; 6; 4; 4.
• C; 3; 7; 9; 3; 5; 3; 4.
• D; 2; 6; 8; 4; 4; 2; 4.
• E; 7; 5 ; 3.
• 6; 3.
• 7; 2.

Level, Credits and learning components assigned to the qualification

Total number of Credits

• NQF Level 4: 7 Credits, 02 Credits.
• NQF Level 5: 276 Credits, 90 Credits.
• NQF Level 6: 106 Credits, 08 Credits.
• Fundamental component credits: 35 Credits, 10 Credits.
• Core component credits: 347 Credits, 88 Credits.
• Electives credits: 7 Credits, 02 Credits.

Exit Level Qualification: NQF Level 6

The Credit value of the programme was determined as follows

The Credit value of individual modules and thus of the programme was calculated using both quantitative and qualitative criteria.

• Quantitative: The number of credits per module was calculated using the NQF credit system where one credit represents ten notional hours of active learning.
• Qualitative: Each module was allocated a weighting, based on the level of complexity of the learning outcomes to be attained.

The Credit value of each module was then calculated by applying the individual module weighting to the total number of credits for the programme.

It should be noted that the number of credits has been calculated as accurately as possible, based on our best estimate of the number of formal and non-formal hours of active learning that the average learner will devote to completing the requirements for the Qualification.

Annexure 1 Computer Science Curriculum and Credits shows

• The learning components that comprise the curriculum.
• The weighting of and allocation of credits to each component.
• The distribution of credits amongst fundamental, core and elective components.

We believe that, given the career-focussed nature of the programme, the spread of credits amongst fundamental, core and elective modules is appropriate. Over time, as both the programme and the institution develop, it may be appropriate to introduce a broader range of elective modules.

After learners have successfully completed this degree programme they should have achieved the following

• A solid knowledge-based understanding of systems analysis and design, programming concepts, databases, project management and computer science.
• Based on the specific outcomes associated with all core modules (included in Annexure 2) they should be able to provide professional services to various types of businesses as systems analysts, database administrators, network administrators and programmers.

Generic Critical Cross-field Outcomes and Exit- level Outcomes

• Demonstrate a knowledge and understanding of fundamental concepts and principles.
• Recognise that scientific knowledge and understanding are changeable.
• Demonstrate key scientific reasoning skills through identifying and solve problems using critical and creative thinking.
• Work effectively as a member of a team or group in scientific projects or investigations.
• Manage and organize their learning activities responsibly.
• Communicate scientific understanding in writing, orally and using visual, symbolic and/or other forms of representation.
• Demonstrate effective Information and Communication Technology (ICT) skills.
• Apply scientific knowledge and ways of thinking to societal issues, taking into account ethical and cultural considerations.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• The core concepts and principles of the Computer Science discipline are identified, described and explained.
• The relationships among the core concepts and principles are demonstrated.
• The range and limits of applicability of the core concepts and principles are identified.
• The core concepts and principles are applied to standard problems.
• Examples of changes in knowledge and understanding in the fields of Computer Science are described and explained.

Each of the above can be assessed within the core modules of the BSc Computer Science Programme. Annexure 2 provides module outcome/s and assessment criteria for each.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• The limitations of basic techniques used in Computer Science are appraised.
• The significance of contested scientific knowledge in a contemporary context is recognised.
• An understanding of how scientific information and ideas become generally accepted is demonstrated.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• Logical thinking is demonstrated and naive and flawed scientific reasoning is identified.
• Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated.
• Thinking and reasoning processes are reflected upon.
• The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated.
• Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved.
• The knowledge of theory is applied to particular real-world contexts.
• Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems.

Assessed through various different types of assessments including practical assignments, research papers, visual presentations and the various formative assessment tasks in each module.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• Evidence of successful and effective contributions in group work is provided within various activities during module assignments. (ICOS211, ICOS321, IDAT211, IISY111, IISY211, IISY221, IPRJ300, ISOF212, ISOF222).
• The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member.
• Organisational skills in managing group work are applied.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis).
• Effective learning strategies which suit personal needs and contexts are developed and used (This include use of both summative and formative assessment procedures).
• Effective time management is demonstrated, e.g. by completing tasks/assignments to deadlines.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
• Scientific information is presented verbally in front of others.
• Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected.
• Non-verbal forms of representation are used correctly and appropriately. Various module assignments include a visual presentation component which requires the learner to present information on a topic to the class (using visual aids and in some cases a PowerPoint Slide Show).

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• Tasks related to basic computer literacy skills are performed.
• The validity of ICT solutions for problems posed by the Computer Science discipline are critically assessed.
• ICT that is appropriate to the Computer Science discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data.

Above included in all modules with a practical component, where learners are required to complete practical assignments, class work and exams.

Associated Assessment Criteria for Generic Critical Cross-Field Outcomes and Exit-Level Outcomes

• Scientific knowledge that is relevant to current societal issues is identified.
• Public information dealing with current scientifically related issues is critically evaluated.
• Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made.
• The socio-economic impact of scientific interventions in society is identified.
• Scientific knowledge is applied for the direct benefit of others, e.g. to junior learners, in schools or in the community.

The module IPRJ300 further assesses this outcome by means of a practical project completed in learner groups for a Non-Profit Organisation (NPO).

Integrated assessment

Learning and assessment should be integrated. Midrand Graduate Institute practices such an integrated system of assessment. Continual formative assessment is conducted so that learners are given feedback on their progress in the achievement of specific learning outcomes. The formative assessment tasks occur every fortnight and can be in the form of one of the following:

• A 5-item multiple choice test.
• A short questions test.
• Construction of concept maps.
• Take home tests with long questions.
• Short practical tasks.
• Short class presentations.

For each of these activities learners will be supplied with the model answers and they will be required to mark their own work or the work of someone else in the class. The marks for these activities will be recorded by the lecture for feedback purposes. The purpose of formative assessment is to improve the learning of individual learners, and to improve the lecturing.

Summative assessment is concerned with the judgement of the learning in relation to the Exit-Level Outcomes of the Qualification. Such judgement includes integrated assessment(s)' which test the learners' ability to integrate the larger body of Computer Science knowledge, skills and attitudes that are represented by the Exit-Level Outcomes as a whole. At MGI summative assessment takes the form of class tests, assignments, practical work (in certain cases) and a final examination. The marks attained in these activities will contributes to the learners' final mark for the module. Annexure 3 includes a breakdown of summative assessment in each of the core modules within the Degree in Computer Science programme.