Computer Science Education Minor: Curriculum and Course Descriptions

Teaching and Learning Minor

Computer Science Education Minor: Curriculum and Course Descriptions

Curriculum
Course Descriptions

Curriculum - Total Points: 18
Computer Science Courses (12 Points) Pts

CSCI-UA.0101 Introduction to Computer Science. Prerequisite: Introduction to Computer Programming (CSCI-UA.0002) or departmental permission assessed by placement exam. Taken at the NYU Courant Institute for Mathematical Sciences.

OR

CS-UY.1124 Object-Oriented Programming. Prerequisite: CS-UY.1114 (C- or better) or CS-UY.1133 (A- or better). Taken at the NYU Polytechnic School of Engineering.

4

CSCI-UA.0102 Data Structures. Prerequisite: Introduction to Computer Science (CSCI-UA 101). Taken at the NYU Courant Institute for Mathematical Sciences.

OR

CS-UY.2134 Data Structures and Algorithms. Prerequisites: CS-UY.1124 (C- or better) and MA-UY.1024. Taken at the NYU Polytechnic School of Engineering.

4

CSCI-UA.0201 Computer Systems Organization. Prerequisite: Data Structures (CSCI-UA.102). Taken at the NYU Courant Institute for Mathematical Sciences.

OR

CS-UY.2204 Digital Logic and State Machine Design. Prerequisites: CS-UY.1114 (C- or better) or CS-UY.1133 (C- or better). Taken at the NYU Polytechnic School of Engineering. 

OR (by advisement)

CS-UY.2214 Computer Architecture and Organization. Prerequisites: CS-UY.2204 for computer engineering majors; CS-UY.2134 (C- or better) and MA-UY.2134 for computer science majors. Students who are neither computer science majors nor computer engineering majors must take either CS-UY.2204 OR CS-UY.2134 (C- or better). Taken at the NYU Polytechnic School of Engineering.

 4

TOTAL:

12

  Computer Science Education Courses (6 points)

 Pts

MTHED-UE.1080 Teaching of Secondary Computer Science. Prerequisite: CSCI-UA.0101 Introduction to Computer Programming OR CS-UY.1124 Object-Oriented Programming

 3

MTHED-UE.1110 Introduction to Computer Science Education. Prerequisite: CSCI-UA.0102 Data Structures OR CS-UY.2134 Data Structures and Algorithms

 3

  TOTAL:

 6

  Education Additional Electives

Students registered for the CSE minor must complete a minimum of five courses or 16 credits. Those who are taking one or more of the required CS courses as a part of their major may choose from the following electives:

 Pts

 APSY-UE.0020 Human Development I

Plus one of the following Human Development II Courses:

  • APSY-UE.0021 Human Development II: Early Childhood
  • APSY-UE 0022 Human Development II: Childhood
  • APSY-UE 0023 Human Development II: Early Adolescence/Adolescence

4

 MTHED-UE.1043 Teaching Secondary School Mathematics

3

 SCIED-UE.1039 Methods I: Teaching of Science in Middle School and High School

3

 SOED-UE.1015 Education as a Social Institution

3

TCHL-UE.1 Inquiries into Teaching and Learning

4

TCHL-UE.1030 Language Acquisition and Literacy Education in a Multilingual and Multicultural Context

4

SPCED-UE.0083 Foundations of Special Education 

3

SPCED-UE.1005 Teaching Students with Disabilities in General Education Classrooms

4

SPCED-UE.1010 Principles and Practices of Educating Students with Severe Disabilities

Prerequisite: SPCED-UE 0083 Foundations of Special Education

3

  TOTAL PTS FOR MINOR: 18 

Note on the Computer Science requirements: Students who are taking any of these courses as a part of their major should refer to their department's policy on double counting courses toward a major and a minor. If students need one or more additional courses, they may take additional CS courses or an Education course from the list above.

Course Descriptions
Computer Science (12 points)

CSCI-UA.0101 Introduction to Computer Science (4 points) Prerequisite: Introduction to Computer Programming (CSCI-UA.0002) or departmental permission assessed by placement exam. 
How to design algorithms to solve problems and how to translate these algorithms into working computer programs. Experience is acquired through projects in a high-level programming language. Intended primarily for computer science majors but also suitable for students of other scientific disciplines. Programming assignments.

CS-UY.1124 Object-Oriented Programming (4 points) Prerequisite: CS-UY.1114 (C- or better) or CS-UY.1133 (A- or better).
This intermediate-level programming course teaches object-oriented programming in C++. Topics: Pointers, dynamic memory allocation, and recursion. Classes and objects including constructors, destructors, methods (member functions), and data members. Access and the interface to relationships of classes including composition, association, and inheritance. Polymorphism through function overloading operators. Inheritance and templates. The standard template library is used to introduce elementary data structures and their use. Grade of C- or better required of computer science and computer engineering majors.

CSCI-UA.0102 Data Structures (4 points) Prerequisite: Introduction to Computer Science (CSCI-UA 101).
Use and design of data structures, which organize information in computer memory. Stacks, queues, linked lists, binary trees: how to implement them in a high-level language, how to analyze their effect on algorithm efficiency, and how to modify them. Programming assignments.

CS-UY.2134 Data Structures and Algorithms (4 points) Prerequisites: CS-UY.1124 (C- or better) and MA-UY.1024. 
This course covers abstract data types and the implementation and use of standard data structures. Topics: fundamental algorithms and the basics of algorithm analysis. A grade of C- or better is required of undergraduate computer science and computer-engineering majors.

CSCI-UA.0201 Computer Systems Organization (4 points) Prerequisite: Data Structures (CSCI-UA.102). 
Covers the internal structure of computers, machine (assembly) language programming, and the use of pointers in high-level languages. Topics include the logical design of computers, computer architecture, the internal representation of data, instruction sets and addressing logic, as well as pointers, structures, and other features of high-level languages that relate to assembly language. Programming assignments are in both assembly language and other languages.

CS-UY.2204 Digital Logic and State Machine Design (4 points) Prerequisites: CS-UY.1114 (C- or better) or CS-UY.1133 (C- or better).
This course covers combinational and sequential digital circuits. Topics: introduction to digital systems. Number systems and binary arithmetic. Switching algebra and logic design. Error detection and correction. Combinational integrated circuits, including adders. Timing hazards. Sequential circuits, flipflops, state diagrams, and synchronous machine synthesis. Programmable logic devices, PLA, PAL, and FGPA. Finite-state machine design. Memory elements. A grade of C or better is required of undergraduate computer-engineering majors.

CS-UY.2214 Computer Architecture and Organization (4 points) Prerequisites: CS-UY.2204 for computer engineering majors; CS-UY.2134 (C- or better) and MA-UY.2134 for computer science majors. Students who are neither computer science majors nor computer engineering majors must take either CS-UY.2204 OR CS-UY.2134 (C- or better). 
This course covers a top-down approach to computer design. Topics: Computer architecture, introduction to assembly language programming, and machine language set design. Computer organization, logical modules; CPUY, memory, and I/O units. Instruction cycles, the datapath, and control unit. Hardwiring and microprogramming. The memory subsystem and timing. I/O interface, interrupts, programmed I/O and DMA. Introduction to pipelining and memory hierarchies. Fundamentals of computer networks.

Computer Science Education (6 points)

MTHED-UE.1080 Teaching of Secondary Computer Science (3 points) Prerequisite: Object-Oriented Programming Course (CSCI-UA 0101 Introduction to Computer Science, CS-UY 1124 Object Oriented Programming, or equivalent) Semester TBA.

Course is designed to introduce students to the educational approaches and practices associated with teaching computer science at the secondary level. Students will learn methods of teaching secondary computer science, but also to become practitioner researchers, taking an evidence-based, questioning, design-oriented, analytical, and reflective lens on their teaching practices.Topics include developing learning objectives, theories of learning in computer science and computational thinking, instructional approaches, lesson design and implementation, and assessment.

MTHED-UE.1110 Introduction to Computer Science Education (3 points) Prerequisite: Data Structures Course (CSCI-UA.0102 Data Structures or CS-UY.2134 Data Structures and Algorithms) Semester TBA. 

This course will introduce students to a variety of different conceptualizations and implementations of Computer Science education for K-12. Students will discuss the rationale and purpose of CSE teaching behind each case and critique the benefits and challenges from the perspective of K-12 education. This will support students in making informed decisions in their own CSE teaching practice and to articulate and justify their decisions. The course will also serve to empower studentsto participate in future CS curriculum development in their school.

Education Additional Electives

APSY-UE.0020 Human Development I (2 points)
Introduction to research and theory of human development across the lifespan. Seminal theories and basic research of individual growth and development are analyzed and critiqued. Emphasis is on the range of human development with discussion of normative and non-normative development. Emphasis is also placed on understanding the influence of normative and non-normative contexts of development, including the impact of culture, heritage, socioeconomic level, personal health, and safety. Relations between hom, school, and community and their impact on development are also explored via readings, lectures, discussions, and weekly observations in the field. Interrogation of implicit folk theories as a foundation for exploration of formal knowledge of human development. 

APSY-UE.0021 Human Development II: Early Childhood (2 points)
Further analysis of research findings and theories of human development focusing on early childhood and applied across various institutional contexts. Important issues include language development, assessment of readiness to learn, separation from the family, peer relationships, aesthetic experiences. Developmentally appropriate consideration of abusive and dangerous environments and of alcohol, tobacco, and drug use is also considered. Direct application of theory and research is made through field-based inquiry and issue-based investigation.

APSY-UE.0022 Human Development II: Childhood (2 points)
Further analysis of research findings and theories of human development focusing on childhood and applied across various institutional contexts. Important issues include numeric competence, assessment of reading problems, and gender differences in learning styles. Developmentally appropriate consideration of abusive and dangerous environments and of alcohol, tobacco, and drug use is also considered. Direct application of theory and research is made through field-based inquiry and issue-based investigation.

APSY-UE.0023 Human Development II: Early Adolescence (2 points)
Further analysis of research findings and theories of human development focusing on early through late adolescence and applied across various institutional contexts.Important issues include puberty, cross-gender peer relations, preventing risky behaviors, understanding and mastering test-based graduation requirements, transition to work/college, identity development, depression, and aggression. Developmentally appropriate consideration of abusive and dangerous environments and of alcohol, tobacco, and drug use is also considered. Direct application of theory and research is made through field-based inquiry and issue-based investigation.

MTHED-UE.1043 Teaching Secondary School Mathematics (3 points)
Developing the skills of classroom planning, management, and implementation for effective instructional practices in grades 7-12. Topics include lesson plan development and implementation, different models of teaching, assessing student understanding, and the use of instructional technology. Students also visit schools, observe teachers in the classroom, and use these observations as the basis for discussions of effective teaching practice. This course requires a field component where students are involved in tutoring and microteaching.

SCIED-UE.1039 Methods I: Teaching of Science in Middle School and High School (3 points)
The relationship between learning outcomes and assessment is considered in relation to how it influences instructional decisions, especially with respect to development of curriculum. The roles of instructional strategies, motivation, classroom management, curriculum, and technology are addressed as a means of sustaining learner interest and cooperation.

SOED-UE.1015 Education as a Social Institution (3 points)
Part of the common pedagogical core, this course provides an introduction to the social foundations of education. The structure of education in terms of the rights and responsibilities of teachers, administrators, community members and policy makers in relation to the rest of the society are explored from both legal and sociological points of view. Comparisons with education and schooling in other countries are made. The study of particular school and professional issues includes diversity, student variability, bilingualism, and special education in terms of their effects on policy, practice, and student and teacher rights.

TCHL-UE.0001 Inquiries into Teaching and Learning I (4 points)
Inquiries I explores two themes: Learners and Learning and Teachers and Teaching. Students are introduced to teaching and learning by reconstructing, critiquing, and sharing their own educational histories, and by reading and responding to the autobiographies and memoirs of learner and teachers of diverse backgrounds, needs, and experiences. The course focuses on ways to promote and assess learning, support learners’ interests, foster effective communication, honor diversity, create democratic learning environments, and enable teachers to fulfill their responsibility to self, others, school, and community. By applying relevant professional literature to their micro-teaching and their observations in school settings, students examine how the classroom context shapes the acquisition of knowledge, attitudes, and skills.

TCHL-UE.1030 Language Acquisition and Literacy Education in a Multilingual and Multicultural Context (4 points)
Students will explore the first and second language acquisition process and their implications for the development of literacy skills in multicultural settings. Particular focus will be on both remedial and development processes for acquiring advanced reading and writing skills across the curriculum in middle childhood and adolescence. Emphasis is also placed on the varieties of language and literacy acquisition processes and the role of culture, family, and society in learning.

SPCED-UE.0083 Foundations of Special Education (3 points)
History, philosophy, and role of education as the foundation of education for all students. Legalization and litigation affecting the provision of services and life opportunities for individuals with diverse characteristics and needs. Characteristics of individuals with disabilities and the effect of those disabilities on learning and behavior. Includes study of education and special education delivery systems, employment, and community-based resources and supports.

SPCED-UE.1005 Teaching Students with Disabilities in the General Education Classroom (4 points)
Increasingly, students with a variety of disabilities are remaining in the general education classroom. This course is designed for non-special education majors and those from related service areas who recognize the need to understand the issues and possibilities for working successfully with these students. Sample topics include: current legislation, availability of resources and related services, parenting issues, and instructional strategies.

SPCED-UE.1010 Principles and Practices of Educating Students with Severe Disabilities (3 points)
Techniques and strategies for curriculum selection, modifications, adaptation and implementation, including assistive and augmentative technology, in home, school, work, and community settings.