Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Industry Connect Initiative Experience Report: Undergraduate Computer Science Courses

Bonnie Achee, Ghassan Alkadi, Matthew McNulty


Southeastern Louisiana University is a medium sized university located in Hammond, Louisiana with approximately 14,000 students and ranks 59th best affordable Information Technology Program in the United States. Over the course of many years, what is now known as the “Industry Connect Initiative” (ICI) has been developed. The ICI is a four-pronged approach to connect students to real-world-ready skills and relevant topics. The four prongs of the ICI are the industry advisory board (IAB), internship program, distinguished lecturer series (DLS), and real-world curriculum opportunities (a.k.a. “Project classes”). In addition to the ICI, support from the university’s Career Services Department and Workforce Talent Initiative completes the suite of resources resulting in graduates being highly sought after for employment.

While numerous implementations of real-world ready courses and project courses are widely available, the focus is only on the “capstone” or “major project”. Even if the capstone course is multi-semester, this approach is limited as the real-world application occurs only at the end of the degree program. This paper details the ICI curriculum opportunity, a unique approach that incorporates these real-world experiences throughout a student’s educational experience at a variety of difficulty levels, beginning in the third semester and culminating in the final semester in the Capstone course.

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