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Hiring CS Graduates: What We Learned from Employers

Computer science ( CS ) majors are in high demand and account for a large part of national computer and information technology job market applicants. Employment in this sector is projected to grow 12% between 2018 and 2028, which is faster than the average of all other occupations. Published data are available on traditional non-computer science-specific hiring processes. However, the hiring process for CS majors may be different. It is critical to have up-to-date information on questions such as “what positions are in high demand for CS majors?,” “what is a typical hiring process?,” and “what do employers say they look for when hiring CS graduates?” This article discusses the analysis of a survey of 218 recruiters hiring CS graduates in the United States. We used Atlas.ti to analyze qualitative survey data and report the results on what positions are in the highest demand, the hiring process, and the resume review process. Our study revealed that a software developer was the most common job the recruiters were looking to fill. We found that the hiring process steps for CS graduates are generally aligned with traditional hiring steps, with an additional emphasis on technical and coding tests. Recruiters reported that their hiring choices were based on reviewing resume’s experience, GPA, and projects sections. The results provide insights into the hiring process, decision making, resume analysis, and some discrepancies between current undergraduate CS program outcomes and employers’ expectations.

A Systematic Literature Review of Empiricism and Norms of Reporting in Computing Education Research Literature

Context. Computing Education Research (CER) is critical to help the computing education community and policy makers support the increasing population of students who need to learn computing skills for future careers. For a community to systematically advance knowledge about a topic, the members must be able to understand published work thoroughly enough to perform replications, conduct meta-analyses, and build theories. There is a need to understand whether published research allows the CER community to systematically advance knowledge and build theories. Objectives. The goal of this study is to characterize the reporting of empiricism in Computing Education Research literature by identifying whether publications include content necessary for researchers to perform replications, meta-analyses, and theory building. We answer three research questions related to this goal: (RQ1) What percentage of papers in CER venues have some form of empirical evaluation? (RQ2) Of the papers that have empirical evaluation, what are the characteristics of the empirical evaluation? (RQ3) Of the papers that have empirical evaluation, do they follow norms (both for inclusion and for labeling of information needed for replication, meta-analysis, and, eventually, theory-building) for reporting empirical work? Methods. We conducted a systematic literature review of the 2014 and 2015 proceedings or issues of five CER venues: Technical Symposium on Computer Science Education (SIGCSE TS), International Symposium on Computing Education Research (ICER), Conference on Innovation and Technology in Computer Science Education (ITiCSE), ACM Transactions on Computing Education (TOCE), and Computer Science Education (CSE). We developed and applied the CER Empiricism Assessment Rubric to the 427 papers accepted and published at these venues over 2014 and 2015. Two people evaluated each paper using the Base Rubric for characterizing the paper. An individual person applied the other rubrics to characterize the norms of reporting, as appropriate for the paper type. Any discrepancies or questions were discussed between multiple reviewers to resolve. Results. We found that over 80% of papers accepted across all five venues had some form of empirical evaluation. Quantitative evaluation methods were the most frequently reported. Papers most frequently reported results on interventions around pedagogical techniques, curriculum, community, or tools. There was a split in papers that had some type of comparison between an intervention and some other dataset or baseline. Most papers reported related work, following the expectations for doing so in the SIGCSE and CER community. However, many papers were lacking properly reported research objectives, goals, research questions, or hypotheses; description of participants; study design; data collection; and threats to validity. These results align with prior surveys of the CER literature. Conclusions. CER authors are contributing empirical results to the literature; however, not all norms for reporting are met. We encourage authors to provide clear, labeled details about their work so readers can use the study methodologies and results for replications and meta-analyses. As our community grows, our reporting of CER should mature to help establish computing education theory to support the next generation of computing learners.

Light Diacritic Restoration to Disambiguate Homographs in Modern Arabic Texts

Diacritic restoration (also known as diacritization or vowelization) is the process of inserting the correct diacritical markings into a text. Modern Arabic is typically written without diacritics, e.g., newspapers. This lack of diacritical markings often causes ambiguity, and though natives are adept at resolving, there are times they may fail. Diacritic restoration is a classical problem in computer science. Still, as most of the works tackle the full (heavy) diacritization of text, we, however, are interested in diacritizing the text using a fewer number of diacritics. Studies have shown that a fully diacritized text is visually displeasing and slows down the reading. This article proposes a system to diacritize homographs using the least number of diacritics, thus the name “light.” There is a large class of words that fall under the homograph category, and we will be dealing with the class of words that share the spelling but not the meaning. With fewer diacritics, we do not expect any effect on reading speed, while eye strain is reduced. The system contains morphological analyzer and context similarities. The morphological analyzer is used to generate all word candidates for diacritics. Then, through a statistical approach and context similarities, we resolve the homographs. Experimentally, the system shows very promising results, and our best accuracy is 85.6%.

A genre-based analysis of questions and comments in Q&A sessions after conference paper presentations in computer science

Gender diversity in computer science at a large public r1 research university: reporting on a self-study.

With the number of jobs in computer occupations on the rise, there is a greater need for computer science (CS) graduates than ever. At the same time, most CS departments across the country are only seeing 25–30% of women students in their classes, meaning that we are failing to draw interest from a large portion of the population. In this work, we explore the gender gap in CS at Rutgers University–New Brunswick, a large public R1 research university, using three data sets that span thousands of students across six academic years. Specifically, we combine these data sets to study the gender gaps in four core CS courses and explore the correlation of several factors with retention and the impact of these factors on changes to the gender gap as students proceed through the CS courses toward completing the CS major. For example, we find that a significant percentage of women students taking the introductory CS1 course for majors do not intend to major in CS, which may be a contributing factor to a large increase in the gender gap immediately after CS1. This finding implies that part of the retention task is attracting these women students to further explore the major. Results from our study include both novel findings and findings that are consistent with known challenges for increasing gender diversity in CS. In both cases, we provide extensive quantitative data in support of the findings.

Designing for Student-Directedness: How K–12 Teachers Utilize Peers to Support Projects

Student-directed projects—projects in which students have individual control over what they create and how to create it—are a promising practice for supporting the development of conceptual understanding and personal interest in K–12 computer science classrooms. In this article, we explore a central (and perhaps counterintuitive) design principle identified by a group of K–12 computer science teachers who support student-directed projects in their classrooms: in order for students to develop their own ideas and determine how to pursue them, students must have opportunities to engage with other students’ work. In this qualitative study, we investigated the instructional practices of 25 K–12 teachers using a series of in-depth, semi-structured interviews to develop understandings of how they used peer work to support student-directed projects in their classrooms. Teachers described supporting their students in navigating three stages of project development: generating ideas, pursuing ideas, and presenting ideas. For each of these three stages, teachers considered multiple factors to encourage engagement with peer work in their classrooms, including the quality and completeness of shared work and the modes of interaction with the work. We discuss how this pedagogical approach offers students new relationships to their own learning, to their peers, and to their teachers and communicates important messages to students about their own competence and agency, potentially contributing to aims within computer science for broadening participation.

Creativity in CS1: A Literature Review

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

CATS: Customizable Abstractive Topic-based Summarization

Neural sequence-to-sequence models are the state-of-the-art approach used in abstractive summarization of textual documents, useful for producing condensed versions of source text narratives without being restricted to using only words from the original text. Despite the advances in abstractive summarization, custom generation of summaries (e.g., towards a user’s preference) remains unexplored. In this article, we present CATS, an abstractive neural summarization model that summarizes content in a sequence-to-sequence fashion while also introducing a new mechanism to control the underlying latent topic distribution of the produced summaries. We empirically illustrate the efficacy of our model in producing customized summaries and present findings that facilitate the design of such systems. We use the well-known CNN/DailyMail dataset to evaluate our model. Furthermore, we present a transfer-learning method and demonstrate the effectiveness of our approach in a low resource setting, i.e., abstractive summarization of meetings minutes, where combining the main available meetings’ transcripts datasets, AMI and International Computer Science Institute(ICSI) , results in merely a few hundred training documents.

Exploring students’ and lecturers’ views on collaboration and cooperation in computer science courses - a qualitative analysis

Factors affecting student educational choices regarding oer material in computer science, export citation format, share document.

Top Ten Computer Science Education Research Papers of the Last 50 Years Recognized

At 50th anniversary sigcse symposium, leading computer science education group highlights research that has shaped the field.

New York, NY, March 2, 2019 – As a capstone to its 50th annual SIGCSE Technical Symposium , leaders of the Association for Computing Machinery (ACM) Special Interest Group on Computer Science Education (SIGCSE) are celebrating the ideas that have shaped the field by recognizing a select group of publications with a “Top Ten Symposium Papers of All Time Award.” The top ten papers were chosen from among the best papers that were presented at the SIGCSE Technical Symposium over the last 49 years.

As part of the Top Ten announcement today in Minneapolis, the coauthors of each top paper will receive a plaque, free conference registration for one co-author to accept the award and up to a total of $2,000 that can be used toward travel for all authors of the top ranked paper.

“In 1969, the year of our first SIGCSE symposium, computing education was a niche specialty” explains SIGCSE Board Chair Amber Settle of DePaul University, of Chicago, USA. “Today, it is an essential skill students need to prepare for the workforce. Computing has become one of the most popular majors in higher education, and more and more students are being introduced to computing in K-12 settings. The Top Ten Symposium Papers of All Time Award will emphasize the outstanding research that underpins and informs how students of all ages learn computing. We also believe that highlighting excellent research will inspire others to enter the computing education field and make their own contributions.”

The Top Ten Symposium Papers are:

1. “ Identifying student misconceptions of programming ” (2010) Lisa C. Kaczmarczyk, Elizabeth R. Petrick, University of California, San Diego; Philip East, University of Northern Iowa; Geoffrey L. Herman, University of Illinois at Urbana-Champaign Computing educators are often baffled by the misconceptions that their CS1 students hold. We need to understand these misconceptions more clearly in order to help students form correct conceptions. This paper describes one stage in the development of a concept inventory for Computing Fundamentals: investigation of student misconceptions in a series of core CS1 topics previously identified as both important and difficult. Formal interviews with students revealed four distinct themes, each containing many interesting misconceptions.

2. “ Improving the CS1 experience with pair programming ” (2003) Nachiappan Nagappan, Laurie Williams, Miriam Ferzli, Eric Wiebe, Kai Yang, Carol Miller, Suzanne Balik, North Carolina State University Pair programming is a practice in which two programmers work collaboratively at one computer, on the same design, algorithm, or code. Prior research indicates that pair programmers produce higher quality code in essentially half the time taken by solo programmers. The authors organized an experiment to assess the efficacy of pair programming in an introductory Computer Science course. Their results indicate that pair programming creates a laboratory environment conducive to more advanced, active learning than traditional labs; students and lab instructors report labs to be more productive and less frustrating.

3. “ Undergraduate women in computer science: experience, motivation and culture ” (1997) Allan Fisher, Jane Margolis, Faye Miller, Carnegie Mellon University During a year-long study, the authors examined the experiences of undergraduate women studying computer science at Carnegie Mellon University, with a specific eye toward understanding the influences and processes whereby they attach themselves to or detach themselves from the field. This report, midway through the two-year project, recaps the goals and methods of the study, reports on their progress and preliminary conclusions, and sketches their plans for the final year and the future beyond this particular project.

4. “ A Multi-institutional Study of Peer Instruction in Introductory Computing ” (2016) Leo Porter, Beth Simon, University of California, San Diego; Dennis Bouvier, Southern Illinois University; Quintin Cutts, University of Glasgow; Scott Grissom, Grand Valley State University; Cynthia Lee, Stanford University; Robert McCartney, University of Connecticut; Daniel Zingaro, University of Toronto Peer Instruction (PI) is a student-centric pedagogy in which students move from the role of passive listeners to active participants in the classroom. This paper adds to this body of knowledge by examining outcomes from seven introductory programming instructors: three novices to PI and four with a range of PI experience. Through common measurements of student perceptions, the authors provide evidence that introductory computing instructors can successfully implement PI in their classrooms.

5. " The introductory programming course in computer science: ten principles " (1978) G. Michael Schneider, University of Minnesota Schneider describes the crucial goals of any introductory programming course while leaving to the reader the design of a specific course to meet these goals. This paper presents ten essential objectives of an initial programming course in Computer Science, regardless of who is teaching or where it is being taught. Schneider attempts to provide an in-depth, philosophical framework for the course called CS1—Computer Programming 1—as described by the ACM Curriculum Committee on Computer Science.

6. “ Constructivism in computer science education ” (1998) Mordechai Ben-Ari, Weizmann Institute of Science Constructivism is a theory of learning which claims that students construct knowledge rather than merely receive and store knowledge transmitted by the teacher. Constructivism has been extremely influential in science and mathematics education, but not in computer science education (CSE). This paper surveys constructivism in the context of CSE, and shows how the theory can supply a theoretical basis for debating issues and evaluating proposals.

7. “ Using software testing to move students from trial-and-error to reflection-in-action ” (2004) Stephen H. Edwards, Virginia Tech Introductory computer science students have relied on a trial and error approach to fixing errors and debugging for too long. Moving to a reflection in action strategy can help students become more successful. Traditional programming assignments are usually assessed in a way that ignores the skills needed for reflection in action, but software testing promotes the hypothesis-forming and experimental validation that are central to this mode of learning. By changing the way assignments are assessed--where students are responsible for demonstrating correctness through testing, and then assessed on how well they achieve this goal--it is possible to reinforce desired skills. Automated feedback can also play a valuable role in encouraging students while also showing them where they can improve.

8. “ What should we teach in an introductory programming course ” (1974) David Gries, Cornell University Gries argues that an introductory course (and its successor) in programming should be concerned with three aspects of programming: 1. How to solve problems, 2. How to describe an algorithmic solution to a problem, and 3. How to verify that an algorithm is correct. In this paper he discusses mainly the first two aspects. He notes that the third is just as important, but if the first two are carried out in a systematic fashion, the third is much easier than commonly supposed.

9. “ Contributing to success in an introductory computer science course: a study of twelve factors ” (2001) Brenda Cantwell Wilson, Murray State University; Sharon Shrock, Southern Illinois University This study was conducted to determine factors that promote success in an introductory college computer science course. The model included twelve possible predictive factors including math background, attribution for success/failure (luck, effort, difficulty of task, and ability), domain specific self-efficacy, encouragement, comfort level in the course, work style preference, previous programming experience, previous non-programming computer experience, and gender. Subjects included 105 students enrolled in a CS1 introductory computer science course at a midwestern university. The study revealed three predictive factors in the following order of importance: comfort level, math, and attribution to luck for success/failure.

10. “ Teaching objects-first in introductory computer science ” (2003) Stephen Cooper, Saint Joseph's University; Wanda Dann, Ithaca College; Randy Pausch Carnegie Mellon University An objects-first strategy for teaching introductory computer science courses is receiving increased attention from CS educators. In this paper, the authors discuss the challenge of the objects-first strategy and present a new approach that attempts to meet this challenge. The approach is centered on the visualization of objects and their behaviors using a 3D animation environment. Statistical data as well as informal observations are summarized to show evidence of student performance as a result of this approach. A comparison is made of the pedagogical aspects of this new approach with that of other relevant work.

Annual Best Paper Award Announced Today SIGCSE officers also announced the inauguration of an annual SIGCSE Test of Time Award. The first award will be presented at the 2020 SIGCSE Symposium and recognize research publications that have had wide-ranging impact on the field.

About SIGCSE

The Special Interest Group on Computer Science Education of the Association for Computing Machinery (ACM SIGCSE) is a community of approximately 2,600 people who, in addition to their specialization within computing, have a strong interest in the quality of computing education. SIGCSE provides a forum for educators to discuss the problems concerned with the development, implementation, and/or evaluation of computing programs, curricula, and courses, as well as syllabi, laboratories, and other elements of teaching and pedagogy.

ACM, the Association for Computing Machinery , is the world's largest educational and scientific computing society, uniting educators, researchers, and professionals to inspire dialogue, share resources, and address the field's challenges. ACM strengthens the computing profession's collective voice through strong leadership, promotion of the highest standards, and recognition of technical excellence. ACM supports the professional growth of its members by providing opportunities for life-long learning, career development, and professional networking.

Contact: Adrienne Decker 585-475-4653 [email protected]

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What is the best way to write a computer science research paper.

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What is the best way to get started in writing research papers? originally appeared on Quora - the place to gain and share knowledge, empowering people to learn from others and better understand the world.

Answer by David J. Malan , Gordon McKay Professor of the Practice of Computer Science, Harvard University, on Quora :

What is the best way to get started in writing research papers?

I’d start by reading papers in your area(s) of interest, as by taking a course or just on your own, taking note of structural similarities and writing conventions. (Here are   some classics , thanks to   Harry Lewis   of   Harvard University .) And, if you don’t already have a research project in mind, reach out to a professor whose area of research appeals to you.

As for the writing itself, it’s not uncommon in computer science for papers to be structured along the lines of:

Or some variation thereof, wherein the ellipsis represents sections on your methodology, arguments, results, and the like.

Writing-wise, perhaps most helpful for me early on was an exercise my   advisor   had us do in graduate school: for each paper we read, read everything but the abstract, then write our own abstract, have others critique it, iteratively improve it, and ultimately compare it against the paper’s actual abstract. It was a helpful way to learn how to distill a paper into its essence and communicate as much.

Collaborating with others on research papers, too, is helpful, as you can then take ownership of just a piece of the paper while learning from (ideally more experienced) collaborators how best to structure the whole.

And do share any drafts you write with others, soliciting feedback, iteratively improving the paper before you submit!

This question originally appeared on Quora - the place to gain and share knowledge, empowering people to learn from others and better understand the world. You can follow Quora on Twitter , Facebook , and Google+ . More questions:

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The 100 most-cited scientific papers

The 100 most-cited scientific papers

Here at Science we love ranking things , so we were thrilled with this list of the top 100 most-cited scientific papers , courtesy of Nature . Surprisingly absent are many of the landmark discoveries you might expect, such as the discovery of DNA's double helix structure. Instead, most of these influential manuscripts are slightly more utilitarian in nature. For example, item No. 1, with more than 300,000 citations: Protein measurement with the folin phenol reagent. Perhaps importance isn't always sexy.

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Yamnaya grave (no. 17) of a horse rider discovered in Malomirovo, Bulgaria. He was a man of 65-75 years old when he died.

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100 Great Computer Science Research Topics Ideas for 2022

Computer science research paper topics

Being a computer student in 2022 is not easy. Besides studying a constantly evolving subject, you have to come up with great computer science research topics at some point in your academic life. If you’re reading this article, you’re among many other students that have also come to this realization.

Interesting Computer Science Topics

Awesome research topics in computer science, hot topics in computer science, topics to publish a journal on computer science.

Fun AP Computer Science Topics

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Main Project Topics for Computer Science

Whether you’re earnestly searching for a topic or stumbled onto this article by accident, there is no doubt that every student needs excellent computer science-related topics for their paper. A good topic will not only give your essay or research a good direction but will also make it easy to come up with supporting points. Your topic should show all your strengths as well.

Fortunately, this article is for every student that finds it hard to generate a suitable computer science topic. The following 100+ topics will help give you some inspiration when creating your topics. Let’s get into it.

One of the best ways of making your research paper interesting is by coming up with relevant topics in computer science . Here are some topics that will make your paper immersive:

Your next research topic in computer science shouldn’t be tough to find once you’ve read this section. If you’re looking for simple final year project topics in computer science, you can find some below.

Whenever a topic is described as “hot,” it means that it is a trendy topic in computer science. If computer science project topics for your final years are what you’re looking for, have a look at some below:

Perhaps you’d like to write a paper that will get published in a journal. If you’re searching for the best project topics for computer science students that will stand out in a journal, check below:

 Controversial Topics in Computer Science

Some of the best computer science final year project topics are those that elicit debates or require you to take a stand. You can find such topics listed below for your inspiration:

Are you a computer science student looking for AP topics? You’re in luck because the following final year project topics for computer science are suitable for you.

When studying to get your doctorate in computer science, you need clear and relevant topics that generate the reader’s interest. Here are some Ph.D. topics in computer science you might consider:

Looking for computer science topics for research is not easy for an undergraduate. Fortunately, these computer science project topics should make your research paper easy:

Your dissertation paper is one of the most crucial papers you’ll ever do in your final year. That’s why selecting the best ethics in computer science topics is a crucial part of your paper. Here are some project topics for the computer science final year.

Your instructor may want you to challenge yourself with an advanced science project. Thus, you may require computer science topics to learn and research. Here are some that may inspire you:

When searching for computer science topics for a seminar, make sure they are based on current research or events. Below are some of the latest research topics in computer science 2020:

Are you looking for computer science thesis topics for your upcoming projects? These topics below are meant to help you write your best paper yet:

A computer science presentation requires a topic relevant to current events. Whether your paper is an assignment or a dissertation, you can find your final year computer science project topics below:

 Key Computer Science Essay Topics

You may be pressed for time and require computer science master thesis topics that are easy. Below are some topics that fit this description:

One major mistake students make when writing their papers is selecting topics unrelated to the study at hand. This, however, will not be an issue if you get topics related to computer science, such as the ones below:

We Can Help You with Computer Science Topics, Essays, Thesis, and Research Papers

We hope that this list of computer science topics helps you out of your sticky situation. We do offer other topics in different subjects. Additionally, we also offer professional writing services tailor-made for you.

We understand what students go through when searching the internet for computer science research paper topics, and we know that many students don’t know how to write a research paper to perfection. However, you shouldn’t have to go through all this when we’re here to help.

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Computer Science Research Papers Samples For Students

26 samples of this type

Do you feel the need to examine some previously written Research Papers on Computer Science before you get down to writing an own piece? In this open-access collection of Computer Science Research Paper examples, you are given a thrilling opportunity to discover meaningful topics, content structuring techniques, text flow, formatting styles, and other academically acclaimed writing practices. Adopting them while crafting your own Computer Science Research Paper will surely allow you to finish the piece faster.

Presenting superb samples isn't the only way our free essays service can help students in their writing ventures – our experts can also compose from scratch a fully customized Research Paper on Computer Science that would make a strong basis for your own academic work.

Free Introduction to the Sciences Research Paper Example

Sample research paper on security risk.

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  6. ️ Research papers in computer science. Research Papers On Computer Science. 2019-01-26

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  1. Computer Science - arXiv

    Papers on all aspects of machine learning research (supervised, unsupervised, reinforcement learning, bandit problems, and so on) including also robustness, explanation, fairness, and methodology. cs.LG is also an appropriate primary category for applications of machine learning methods.

  2. computer science Latest Research Papers | ScienceGate

    We conducted a systematic literature review of the 2014 and 2015 proceedings or issues of five CER venues: Technical Symposium on Computer Science Education (SIGCSE TS), International Symposium on Computing Education Research (ICER), Conference on Innovation and Technology in Computer Science Education (ITiCSE), ACM Transactions on Computing …

  3. Top Ten Computer Science Education Research Papers of the ...

    The Top Ten Symposium Papers are: 1. “ Identifying student misconceptions of programming ” (2010) Lisa C. Kaczmarczyk, Elizabeth R. Petrick, University of California, San Diego; Philip East, University of Northern Iowa; Geoffrey L. Herman, University of Illinois at Urbana-Champaign

  4. Best Computer Science Journals Ranking | Research.com

    Best Computer Science Journals This ranking of top journals for Computer Science was devised by Research.com, one of the prominent platforms for Computer Science research offering trusted information on scientific contributions since 2014.

  5. What Is The Best Way To Write A Computer Science Research Paper?

    As for the writing itself, it’s not uncommon in computer science for papers to be structured along the lines of: Abstract. Introduction. Background. …. Related Work. Future Work. Conclusion ...

  6. The 100 most-cited scientific papers | Science | AAAS

    Here at Science we love ranking things, so we were thrilled with this list of the top 100 most-cited scientific papers, courtesy of Nature. Surprisingly absent are many of the landmark discoveries you might expect, such as the discovery of DNA's double helix structure.

  7. 100 Great Computer Science Research Topics Ideas ... - ThesisRush

    One of the best ways of making your research paper interesting is by coming up with relevant topics in computer science. Here are some topics that will make your paper immersive: Evolution of virtual reality What is green cloud computing Ways of creating a Hopefield neural network in C++ Developments in graphic systems in computers

  8. Computer Science Research Paper Examples That Really Inspire ...

    In this open-access collection of Computer Science Research Paper examples, you are given a thrilling opportunity to discover meaningful topics, content structuring techniques, text flow, formatting styles, and other academically acclaimed writing practices.