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Dublin Institute of Technology

B.Sc. (Honours) Degree in Computing

Part A Background Information

This document was prepared by the Programme Committee on behalf of the School of Computing.

October 2005

1 Introduction......................................................................................................1

2 Programme aims and objectives.....................................................................2

2.1 Programme aims ..........................................................................................2

2.2 Programme learning outcomes...................................................................3

2.3 Programmes currently on offer in the School of Computing ..................5

3 Market Demand and Support from Industry and Government Policy ......6

3.1 Justification for the programme.................................................................6

4 Job Placement of Graduates ...........................................................................7

5 Admission Requirements and Standards.......................................................7

5.1 Admission Criteria.......................................................................................7 5.1.1 First stage entry requirements........................................................................7

5.2 Intake policy and Procedures .....................................................................8 5.2.1 Advanced entry ..............................................................................................8 5.2.2 Numbers Progressing through the programme ..............................................8

6 Programme Structure and Content ...............................................................9

7 Staff ...................................................................................................................9

7.1 Academic Staff Resources ...........................................................................9

7.2 Staff Teaching on the Programme..............................................................9

7.3 Research and Development Interests .........................................................9 7.3.1 Staff Professional Development ..................................................................10

7.4 Teaching Techniques and Programme Delivery.....................................11

8 Accommodation/Resources ...........................................................................11

8.1 Teaching Facilities .....................................................................................11

8.2 Library ........................................................................................................12

8.3 Accommodation and Facilities..................................................................14 8.3.1 Staff Accommodation ..................................................................................14 8.3.2 Computer Facilities......................................................................................14 8.3.3 Technical Requirements for this programme...............................................17 8.3.4 Additional Facilities Required to Run the Programme................................18

8.4 Technical and Administrative Support....................................................18

9 Student Placement for Internship ................................................................18

10 Internationalisation of School.......................................................................18

11 Assessments ....................................................................................................19

11.1 External Examiners’ report ......................................................................19

12 Programme Management and Quality Assurance Arrangements............19

12.1 Programme team and Programme management structures .................19

12.2 Programme stage co-ordinators ...............................................................20

12.3 Programme monitoring and Quality Assurance.....................................20

13 Student Handbook and Information Channels for Students.....................20

14 Programme Development Plan.....................................................................21

15 Appendix A – Module responsibilities .........................................................22

16 Appendix B – Programme Committee Membership ..................................24

17 Appendix C – Internship guidelines and procedures .................................25

18 Appendix D – Project guidelines and procedures.......................................37

19 Appendix E – Curriculum Vitae...................................................................44

DT211 Programme Document Part A 1

1 Introduction This document is the first part of the documentation required for the review of the BSc (Ord) in Computing programme. This documentation has been prepared in accordance with the DIT Course Quality Assurance Handbook (2nd Edition 1997) and to satisfy the DIT’s Quality Assurance requirements for programme review. The material for the review process is presented in two parts. This document constitutes Part A. The Part B document presents detailed information about the programme structure and content, including the programme curriculum and syllabi, admission criteria, programme assessment and progression. This proposed programme is replacing an existing programme FT211 which currently leads to a qualification of BSc (Ord) in Computer Science. The programme originated in 1981 with a Diploma in Computer Science. It was a full-time three year programme with a coding of DT266. The programme has experienced a number of revalidations in the interim, with the most recent being in January of 2002. The award of Diploma in Computer Science applied to that latest review. In keeping with the re-titling of most programmes within the DIT, the code of DT266 was changed to FT211 in 2004, and the award was changed from Diploma in Computer Science to BSc (Ord) in Computing. From the outset in 1981, there has been an emphasis on hands-on experience for the student with substantial practical content in the programme. In the 1980s and 1990s, this programme enjoyed a very high profile within the School and within the ICT industry in Ireland. At one point, a consultancy report commissioned by a body representing the software industry in Ireland nominated this programme as being the most highly considered Diploma course in Computing in Ireland. In recent years, its status has diminished somewhat within the School and in the perception of aspiring students due to:

• Its status as a diploma • The availability of a four-year dedicated honours degree programme in

Computer Science within the School. • Publicity within the national media over-emphasising the demise of the ICT

Sector in Ireland. This programme is meant to re-position the existing BSc (Ord) in Computing so that the above mentioned difficulties are addressed while at the same time retaining the very positive and strong elements of the existing programme. This has been done by:

• Expanding the duration to four years with a final exit award of BSc (Hons) in Computing

• Emphasising even further than in the past the hands-on practical ethos of the programme

• Introducing an internship element which will offer the opportunity to the student of work experience involving two days per week for the final two years of the programme in a major ICT company


• Multiple entry points which will encourage up-skilling and flexibility of entry for students of varying academic and social backgrounds

• An earlier exit point on successful completion of the second stage will enable the student who may wish to exit at that point to do so with the award of Certificate at Level 6

• An additional exit point for students who wish to leave on the successful completion of the third stage will provide students with an award of BSc (Ord) at Level 7.

The rapidly changing nature of computing requires that the programme content in the general discipline of Computing should be regularly and frequently updated to incorporate the latest developments, technologies and trends in computing. This we are attempting to do with this re-validation.

2 Programme aims and objectives

2.1 Programme aims The main aim of the programme is to produce graduates with the necessary skills to function as IT developers and network and system support staff in a broad range of commercial and industrial environments. The focus of the programme is to enable the graduate to apply networked solutions in organisational IT environments. To this end, the student needs to have an in-depth knowledge of network theory and practice and a solid understanding of software engineering and IT practices, with an emphasis on intranet applications and configuration. The aim of the first two stages is to produce a student that has gained the knowledge and skills to program in a variety of languages and can build a computer and a network, to develop, implement and test a software system using a database and a web-based front end. The student should be competent in making design decisions in relation to configuration and software. The aim of the third stage is to produce a student who has broadened their knowledge in programming, networks and information systems. They should have skills in developing a complete system and have gained the competence to develop, configure and install a system and critically analyse it. The aim of the fourth stage of the degree is that a student should be able to apply technology to a problem to find a solution, which includes choosing the appropriate technology for the solution and critically analysing their and others’ application of technology to a solution, with a view to improving the outcome. The fourth stage expands on their knowledge in two directions: a) It deepens their understanding of technologies, by giving them more and wider practical experience and b) it expands their theoretical understanding of the aims and objectives of the degree area and the philosophy behind the current best practices in the industry. The focus in the programme is on practical skills. A number of the modules in the programme broadly follow syllabi similar to some external international certification bodies. Students graduating from the programme will be familiar with the material required to pass examinations leading to Cisco Certified Network Associate, and Oracle Certification in Development and Administration.


In the third and fourth stages of the programme, some of the students may be accepted into an internship pathway, involving two days per week paid internship in industry. ICT Ireland, the representative body for the Information and Communications Technology sector and the Higher Education Authority (HEA) have sponsored an internship programme that is aimed at addressing the problem of the growing shortage of students graduating in ICT programmes. More information on the internship scheme can be found in appendix A.

2.2 Programme learning outcomes The NQAI (National Qualification Authority of Ireland) guidelines provide a framework for defining the standards and learning outcomes to be achieved by students for a particular award-type. In line with DIT policy, The NQAI (National Qualification Authority of Ireland) guidelines have been used to support the identification and definition of learning outcomes for each of the awards that can be obtained within the DT211 programme: Certificate in Computing (Level 6 ), BSc (Ord) in Computing (Level 7) and BSc (Hons) in Computing (Level 8). The NQAI framework uses three strands for categorizing programming learning outcomes: Knowledge, Know-how and skill, and Competence For clarity and completeness, these categories have been used to group the learning outcomes for each award.

Certificate (Level 6) Knowledge: On completion of Stages 1 and 2, the student will be able to demonstrate:

• a detailed knowledge and understanding of the principles and techniques of computer based information systems,

• a detailed knowledge of computer hardware components and their purposes • a good understanding of operating systems • a good understanding of systems development and software engineering

techniques using a variety of approaches • a good understanding of networking concepts and technologies used in IT

Know-how and skill On successful completion of Stages 1 and 2, the student will be able to:

• Be able to build a computer from components • Be able to design and implement well structured and documented computer

programs using a wide variety of programming languages and databases • Be able to design and build web applications using client-side and server-side

technologies • Be able to write simple programs in assembly language • Be able to demonstrate good communication and presentation skills,

Competence On successful completion of Stages 1 and 2, the student will be able to:

• Diagnose and resolve and common computer hardware issues


• Work successfully as a member of a software development team on low-to-medium complexity software development programs/problems

• Work individually or in a support team in resolving support issues, such as network issues or end-user technology issues

BSc (Ord) in Computing (Level 7) Knowledge: On completion of Stage 3, in addition to the learning outcomes of Stages 1 and 2, the student will be able to demonstrate:

• A detailed knowledge of the issues of, and solutions to, maximising system usability

• A detailed knowledge of object oriented methodologies and their uses in software engineering

• A good understanding of server-side web technologies and their applications • A broad knowledge and integrated understanding of the structure, sources and

substantive law governing contract, intellectual property, employment and information technology.

• A good knowledge of advanced network concepts and techniques

Know-how and Skills On completion of Stage 3, in addition to the learning outcomes of Stages 1 and 2, the student will be able to:

• Be able to optimise the design of system interfaces through the application of appropriate strategies and techniques

• Be able to design and develop a dynamic database-driven web application • Use and apply advanced network concepts and techniques in a practical

manner • Research, design and implement a software system • Understand and have practical experience of how to work in a professional,

project based information systems environment Competence On completion of Stage 3, in addition to the learning outcomes of Stages 1 and 2, the student will be able to:

o Work successfully as part of a team, such as software development team working on medium to complex software programs/projects or a system support team

o Work individually on (a) projects(s) to deliver basic IT deliverables o Understand and evaluate a medium complexity software system o Integrate into a professional working environment


BSc (Hons) Computing (Level 8) Knowledge On completion of Stage 4, in addition to the learning outcomes of Stages 1, 2, and 3, the student will also be able to demonstrate:

• A detailed theoretical and practical knowledge of database applications and database administration

• A thorough understanding of the role and constituents of enterprise systems • A good understanding of advanced web technologies and their uses • A practical and theoretical knowledge of the software development cycle • A basic understanding of how to research

Know-how and Skills On completion of Stage 4, in addition to the learning outcomes of Stages 1, 2 and 3 the student will be able to:

• Design and implement programs for technical, transaction processing and database applications,

• Install and configure an operating system, • Apply advanced web technologies and techniques for the enhancement of web

applications. • Use a wide range of modern computer packages and tools, • Prepare management reports, investigative reports on new systems • Be able to research, design and implement a substantial software system • Have a detailed understanding of the role and constituents of enterprise

systems

Competence On completion of Stage 4, in addition to the learning outcomes of Stages 1, 2 and 3, the student will be able to:

• Be able to research technical issues and apply solutions • Be able to work independently on (a) project(s) to deliver a variety of IT

deliverables/outputs • Be able to work effectively as part of a team on medium to complex IT

deliverables and tasks

2.3 Programmes currently on offer in the School of Computing The following programmes currently offered by the School of Computing: • BSc (Ordinary) in Computing, • BSc (Honours) Degree in Computer Science. • BSc (Honours) Degree in Information Technology (part-time). • MSc in Information Technology for Strategic Management,


The School also offers computer application programmes to other Schools in the Faculty of Science and trains postgraduate research students toward MPhil and PhD degrees.

3 Market Demand and Support from Industry and Government Policy

3.1 Justification for the programme The Information Technology sector is of substantial importance to the Irish economy. OECD statistics for the past five years show that Ireland is one of the largest exporters of computer software in the world and that the Information Technology sector generates more wealth than any other sector in Ireland. One important factor of the IT industry in Ireland has been the availability of a skilled and educated work force. The major challenge for us in maintaining and enhancing our position in the global IT industry is the continued provision of skilled workers in the required numbers. The Irish Government has long recognised this and has established a number of expert bodies over the last decade to address this issue. The initial report of the expert group chaired by Dr. Chris Horn of Iona Technologies stated in 1998 the following: “Ireland is moving to a high skill economy. There can be little disagreement that the correct focus for Ireland is on highly skilled/highly paid jobs. It cannot compete on world markets for low skill intensive industries. The availability of a skilled pool of labour was undoubtedly one of the main factors in the current economic boom. However, the recent very rapid growth has led to the situation where this pool of labour has been deployed and skill shortages are becoming a problem in certain areas. The supply of general labour is also tightening. The current situation is one where the growth potential of the economy is constrained into the future by the supply of skills. The globalisation of industry, particularly in the technology sectors, means that industries will locate to where the skills are available. Thus, there are on-going opportunities for qualified skilled people to get highly paid jobs. Skills availability is, however, an opportunity as well as a potential problem. The pool of skills has been one of the main factors in our global competitiveness. There is a world wide shortage of skills in the technology industries, particularly in the US and Europe. If we can get our skills supply correct, we will continue to attract and grow the high skill/high wage industries which will deliver continued economic growth and higher living standards.” These sentiments are as relevant now as they were in 1998. More recent reports from ICT Ireland, IBEC and Enterprise Ireland, among others, support the urgent need for third-level institutions to increase the number of Computing graduates, particularly at honours level. A recent survey of 700 European IT directors has revealed that Irish IT directors are the most worried in Europe about an IT skills shortage1. The survey 1 John Kennedy (2004), Knowledge Ireland, October edition


results indicate quite clearly a major increase in the concerns of Irish industry with regard to a shortage of computing graduates. The Enterprise Strategy Group established by the Government under the aegis of Forfas identified in their report entitled “Ahead of the Curve, Enterprise Strategy Group Report” a number of service sectors and activities where Ireland can hope to gain competitive advantage. Achieving success in these sectors will be dependant upon a strong ICT infrastructure. People are the enablers of developments and education and training can help provide people with the skills required for Ireland to successfully develop these opportunities. Anecdotally, it was quite obvious from the immediate availability of job offers to the graduates of the BSc in Computer Science 2004 that there is currently a skills shortage in ICT in Ireland and that it is increasing. Now is the time to consider remedies for dealing with future shortages.

4 Job Placement of Graduates Graduates of the School of Computing enjoy a very high reputation within the ICT industry in Ireland. They are noted for their practical skills, their ability to “hit the ground running” within a short period of employment, their ability to innovate and to participate in group projects. All graduates from the varying programmes offered by the School of Computing have been successful in obtaining high level employment within short periods of graduation when available for entry to the job market. They may be currently found in market leading IT companies such as Microsoft, IBM, Oracle, Ericsson, Hewlett-Packard, Trintech, Eircom and Iona Technologies. They have also been instrumental in helping to develop the smaller indigenous Irish ICT companies.

5 Admission Requirements and Standards

5.1 Admission Criteria

5.1.1 First stage entry requirements

5.1.1.1 Regular application via the CAO Minimum requirements for the programme are the Irish Leaving Certificate with a grade D3 or higher in six subjects at ordinary level including

(i) a grade C3 or higher in ordinary level Mathematics or a grade D3 or higher in higher level Mathematics,

(ii) English or Irish at either level, (iii)A grade C3 or higher in at least 2 subjects at higher level.

5.1.1.2 Application with an equivalent qualification Places may be offered to applicants with a qualification considered equivalent to the minimum requirements, as determined by the Institute.


5.1.1.3 Mature student applications Places may be offered to mature students who meet certain criteria with respect to suitability, analytical skills and professional experience. Students may be requested to attend for interview.

5.1.1.4 Access for students with a disability In keeping with the DIT policy on Disabled Students, this School actively promotes access to its programmes for students with a disability.

5.1.1.5 Entry levels to the programme and Standards of those admitted 2001/2002 2002/2003 2003/2004 2004/2005 Intake of students into DT266 /FT211 57 22 16 18 Cut-off points into Year 1 335 210 260 210

Table 1 Student numbers and CAO Points 2001 - 2005

5.2 Intake policy and Procedures The normal route for entry into the first stage of the programme is through the CAO system. However, applications from mature students and students with disabilities who do not meet the normal academic entry requirements are favourably viewed in keeping with the policy of the Dublin Institute of Technology. A target figure of 15% (aggregated) for these two exceptional groups is loosely adopted.

5.2.1 Advanced entry Entry to subsequent stages of the programme is normally by passing the previous stage’s examinations and assessments. On occasion, it is also possible for students to transfer into the programme following the Institute’s Advanced Entry procedures and where the Programme Committee is satisfied as to the equivalency of their qualifications. The school has developed a co-operation with a number of Further Education colleges in the Dublin area who offer post-leaving certificate courses in ICT. Following discussions between the various parties, these further education colleges have developed their courses which normally last two years to incorporate the IT content of the first year of the School’s degree courses. This has resulted in the students from these courses getting advanced entry into the second year of the School’s degree programmes. It is anticipated that this practice will continue and in fact increase.

5.2.2 Numbers Progressing through the programme Due to the fact that there is little or no similarity between this proposed programme leading to a BSc (Hons) in Computing with dual streams, one of which is the internship pathway, and the previous programme which was validated and offered as a Diploma in Computer Science (offered without change as a BSc (Ord) in 2004/2005), it is inappropriate that progression figures for the Diploma should be provided here. It may in fact be misleading.


6 Programme Structure and Content The programme structure and content is detailed and available in Part B of the documentation.

7 Staff

7.1 Academic Staff Resources The School of Computing is directed by a Head of School of Computing, a Head of Department of Computer Science and a Structured Lecturer. The School has thirty four full-time academic staff, three technical staff and a school secretary. The School also has four pro-rata lecturers. The School will be appointing three lecturers in advance of the next academic year. It is the policy of the School, in keeping with its ethos of an industrially-oriented education system, to have a number of lecturers on contract who are currently employed in the ICT industry sector. They provide lectures, seminars and supervise final year projects at both under graduate and post graduate levels. SL3 SL2 SL1 ST L L PRO-

RATA TWT TOTAL

PhD 1 1 - - 2 - 1 5 Masters - - 2 1 17 1 9 30 BSc/BA - - - - - 3 - 3 Total 1 1 2 1 19 4 10 38

Table 2 Staff Profile for the School of Computing Additionally there are 15 part-time staff in the School including Project Supervisors from industry (project guidelines and procedures are provided in Appendix D) Technical Staff 3 Computer Technicians (1 PWT, 2 TWT) Administrative Staff 1 School Secretary (PWT)

7.2 Staff Teaching on the Programme Staff assigned to teaching on the programme can be found in Appendix A. Individual staff curriculum vitae are shown in Appendix E.

7.3 Research and Development Interests There has been a major increase in the research and development interest and activities within the School during the past three years. This has resulted in a substantial increase in the number of academic publications and externally generated funding for the School. This is reflected in the table of publications:


2002 2003 2004 Number of academic publications 7 35 36

Table 3 Number of publications by staff from School of Computing 2002 - 2004

The principal areas of research and development within the School are:

• Assistive Technology • E-Learning • Pedagogy • Quality Factors in Software • Software Development • Intelligent Agents • Case-based Reasoning • Artificial Intelligence • Computational Linguistics • Mobile Computing • Distributed Databases • Database Technology • Legacy Systems • E-commerce Systems • Internationalisation of Education • Geographical Information Systems • Information Technology for Strategic Management • Music Technology

7.3.1 Staff Professional Development The School of Computing supports an extensive programme of staff development for both academic and technical staff. There are currently twelve staff members undertaking study and research for a PhD degree. It is anticipated that there will be a number of staff graduating with PhDs during the next academic year. The number of staff embarking on a PhD programme will increase during the next academic year. Staff development is supported by the school budget, by externally funded income and by a dedicated budget of 38,000 euro annually, provided by the Dublin Institute of Technology for a five-year period commencing in 2002. The school has appointed three senior research professors with a proven track record of successful PhD Supervision to the school on a part-time basis whose sole function within the School is the supervision of staff on the PhD programme. Staff are encouraged to avail of and participate in courses which are primarily presented to upskill industrial personnel. These are funded by the School.


There is also a very comprehensive staff development programme provided by the Learning and Teaching Centre which staff are encouraged to avail of and which have been proved to be of major benefit to the School in developing innovative teaching techniques.

7.4 Teaching Techniques and Programme Delivery The philosophy of the School emphasises the importance of an industrially focussed learning environment. To this end, there is a major emphasis on continuous assessment, practical and laboratory work, group work and project work. Industry requires innovation and high quality. Students are encouraged to show flair, innovation and high quality in their deliverables. In keeping with industrial practice, adherence to pre-assigned deadlines is an important part of the students’ work. Students are encouraged to access and use external material in order to expand their knowledge of particular subject areas. Teaching materials used, such as lecture materials, laboratory work instructions and class information will be made available as an online resource by lecturers for their students. The internship programme will provide students with valuable exposure to working in a commercial, professional environment. In addition to material learned within the environs of the college, students on the Internship programme will be able to practically apply their knowledge and gain feedback in a real-world industry environment. Guidelines for the internship programme, which will run for the third and fourth stage, are shown in Appendix C of this document. A number of teaching rooms will be enabled with a wireless network (WiFi) enabling greater flexibility in allowing lecturers and students to communicate seamlessly on communal/ group online topics and problems.

8 Accommodation/Resources

8.1 Teaching Facilities Lectures, tutorials and practicals will be held in the Kevin Street and Aungier Street sites. The School of Computing has nine dedicated computer laboratories, six in Kevin Street site and three in the Aungier Street site. Details may be found in Section 8.3.2 Computer Facilities. Computer laboratories are open and available to students from 8 a.m. to 10 p.m. during the academic year, with a more restricted access during holiday periods. Lectures and tutorials normally take place in lecture theatres and rooms but on occasion where appropriate in the computer laboratories. Many of the lecturing rooms have been fitted with ceiling mounted projectors. Four rooms are in the process of being enabled with wireless networking (WiFi) to enable greater flexibility in teaching.


8.2 Library Students have access to Kevin Street College library and the libraries of the other five constituent colleges. In addition, students can have access to the libraries of Trinity College. Extensive inter-library facilities are available. Kevin Street College library has over 6,000 volumes dealing with mathematical and computer science topics and computerised search facilities.

Situation:

The library comprises the entire second floor of the Kevin St. Annex Building.

Area: 1200 m2. Seating: 405 on the main library floor Staff: 2 (professional grade)

5 (non-professional grade) e-mail contacts: [email protected] Faculty Librarian

[email protected] Librarian

[email protected] Senior Library Assistant

[email protected] General Enquiries

Opening hours: Term time 9.30 a.m. - 9.30 p.m.

Monday-Thursday

Vacation 9.30 a.m. - 5.15 p.m. Monday-Friday

Library holdings: Bookstock: 50,000 vols. approx. Periodicals: 440 hardcopy titles See e-journals

information below

Systems: All seven constituent site libraries plus the Library Central Services Unit use the Millennium system for WebOPAC provision and circulation, acquisitions, cataloguing, document supply and serials management. (www.iii.com ).

General Library Information: Students and staff may borrow from any of the six DIT Library sites on production of their DIT ID card and have electronic access to their library account whereby they may view, renew and place holds on items. Undergraduate students can request letters of referral to use TCD Library or other academic libraries. Academic staff and postgraduates are eligible to apply for an ALCID card which is a reciprocal access scheme allowing staff and postgraduate students access to libraries of member institutions. See the Library website for more details.

Electronic Resources Information:


WebOPAC (Online Public Access Catalogue) provides a complete list of DIT Library holdings, including books, and journals plus access to users library account using an ID number and PIN. www.library.dit.ie.

The WebOPAC and the Library Website both provide links to electronic information resources including subject databases, subject web-links, electronic journals, other library catalogues and web guides. The DIT Library website is accessed at www.dit.ie/library. Metafind, a meta search facility that allows simultaneous searching of library catalogues, internet search engines and subject databases may also be accessed here.

Databases: DIT Library subscribes to over 60 databases with user single sign-on facilitated by the Athens Access Management system. These include Web of Science which provides a cited reference searching facility, INSPEC, Science Direct, British Standards Online (fulltext) and the IEEE Electronic Library Online which supports database functionality and fulltext journal access.

E-Journals: DIT Library has subscriptions to over 16,000 electronic fulltext journals across a range of subjects. Access is available via the library website or the WebOPAC.

Current Awareness services such as Zetoc enable the creation of Electronic Tables of Contents via the British Library extensive periodical databases.

Information Skills Training: Library orientation sessions are given at the beginning of every academic year, enabling students at different levels to find and use hardcopy and web resource. Seminars on research resources specifically related to a programme can be arranged by appointment at any time during the academic year. An information skills e-module on WebCT is currently being devised to support students in using library resources. Contact [email protected] for more information.

Internet Access: a dedicated room on the library premises contains 12 PCs for internet use. Access via a student username and password and use is on a ‘walk-in’ basis. The library also has 3 general use internet PCs and 5 WebOPAC PCs on the library floor. To enable wider laptop usage the Library contains a WIFI wireless free zone.

Access from Home: Electronic resources as outlined above are available to registered library users on a remote basis. Details are available on the staff and student intranets.

Study Facilities: A student collaborative study room is available for small groups of students working on group or problem based learning projects. A separate AV room equipped with a TV, DVD and video machines is also available

Inter library Loans: Material not available in DIT Library is available via the Inter Library Loans system which aims to offset any limitations on periodical title subscriptions. Our major document supplier is the British Library, but loans of books, and theses or purchase of journal articles may be arranged from any academic library. Requests are submitted and supplied electronically where possible. A charge is levied


to offset the overall cost of this service (€6 for undergraduates and €8 for all other users).

Assistive Technology: a dedicated PC, scanner and internet point with assistive technology software (Kurzweil) is available. PC login access is via a password provided by the Disability Office.

Reprographics: an outsourced maintenance service provides 4 photocopiers (A3, A4 and acetates) and a networked printer for student use. Copyright guidelines apply.

8.3 Accommodation and Facilities All teaching and practical work is accommodated between the Kevin Street and the Aungier Street site.

8.3.1 Staff Accommodation

The Computer Science staff are accommodated in a number of offices in two main locations in the Kevin Street site.

Kevin Street Room A324 16 m2 Departmental

Office School Secretary

Room A324 28 m2 Staff Office Head of School Room K347 A 14 m2 Staff Office Structured L Room K347 B 14 m2 Staff Office Head of Department Room K345 11 m2 Staff Office 1 Senior Lecturer 1

(Teaching) Room A112 50 m2 Staff Office 4 Technicians Room K26 30 m2 Staff Office 6 Academic Staff Room K26A 42 m2 Staff Office 4 Academic Staff Room K113A 25.25 m2 Staff Office 5 Academic Staff Room K115A 26.25 m2 Staff Office 5 Academic Staff Room K201 33 m2 Staff Office 6 Academic Staff

30 Bride Street

Ground Floor 21 m2 Staff Office 4 staff members

8.3.2 Computer Facilities The School of Computing delivers a comprehensive range of IT services tailored to the needs of staff and students. It is the policy of the school to provide the highest level of service and support to all users.


The school maintains a Microsoft Active Directory infrastructure which provides centralised account and password management allowing staff and students of the school to access to any PC maintained by the school. Upon registration a user account is automatically created for the student facilitating access to the School’s resources. E-mail accounts are provided to all students by the DIT Central IT Services.

8.3.2.1 Server Facilities The school operates a mixed server environment comprising of Microsoft Windows 2000, Microsoft Windows 2003, RedHat Linux, Suse Linux, Debian Linux and Sun Solaris. Services available to students of the school include:

• Microsoft Active Directory authentication services • Internal web hosting on Microsoft Internet Information Services version 6.0 • SQL relational databases Microsoft SQL Server 2000, Postgres and Oracle 9i. • Network storage of both Unix and Windows home directories and programme

material file shares. • Linux virtual server networking environment using User Mode Linux on Suse

Linux 9 • Solaris 8 Unix desktop environment provided to SunRay thin clients. • Unix multi user development environment on RedHat Linux 9.0 • On-line e-learning environment (Moodle)

8.3.2.2 Hardware Facilities The School of Computing currently maintains 8 computer laboratories comprising of a total of 172 PCs running Microsoft Windows 2000 and 1 dedicated Unix laboratory which consists of 1 Sun V280 server running Sun Solaris 8 that currently supports 20 Sun-Ray 150 thin clients. The School of Computing Laboratories are ergonomically designed and equipped with air conditioning and ceiling mounted projectors. Labs are open to students from 8am to 9:30 pm Monday to Friday and 10am to 4 pm on Saturdays. In addition to the lab projectors the School provides 15 portable projectors to aid the delivery of lectures and programme material via electronic presentations. DIT provides a wireless Internet access service in selected areas of the campus allowing all staff and students of DIT to continue their research in classrooms, recreational areas and the library. In addition to the fixed computing facilities, the School provides 30 wireless enabled laptops available on a temporary loan basis to students of the School. Print services are provided to all students of the school in every laboratory via Hewlett Packard Laserjet 4050 laser printers. Students are required to provide their own paper; toner and support are provided by the School of Computing.


Lab Location Equipment A115 Kevin St 20x SunRay 150 terminal Clients A116 Kevin St 12x Dell GX260 (P4, 2.4Ghz, 512MB RAM, 20GB Hard-disk,

CDROM, ZIP-drive, 100Mbit NIC) 8x Dell GX270 (P4, 2.8Ghz, 512MB RAM, 40GB Hard-disk, CDRW-drives,ZIP-drive, 100Mbit NIC)

A117 Kevin St 20x Dell GX270 (P4, 3.2Ghz, 2048MB RAM, 80GB Hard-disk, DVD/CDRW combo, ZIP-drive, 1Gbit NIC)

A305 Kevin St 24x Dell GX270 (P4, 2.4Ghz, 1024MB RAM, 40GB Hard-disk, CDRW-drive, ZIP-drive, 1Gbit NIC)

A306 Kevin St 24x Dell GX110 (P3, 733Mhz, 256MB RAM, 20GB Hard-disk, CDROM, ZIP-drive, 100Mbit NIC)

A308 Kevin St 20x Dell GX270 (P4, 2.4Ghz, 512MB RAM, 40GB Hard-disk, CDRW-drive, ZIP-drive, 1Gbit NIC) 4x Dell GX260 (P4, 2.4Ghz, 512MB RAM, 40GB Hard-disk, CDRW-drive, ZIP-drive, 1Gbit NIC)

1-005 Aungier St 25x Dell GX260 (P4, 2.4Ghz, 512MB RAM, 40GB Hard-disk, CDROM, ZIP-drive, 1Gbit NIC)

1-006 Aungier St 25x Dell GX260 (P4, 2.4Ghz, 512MB RAM, 40GB Hard-disk, CDROM, ZIP-drive, 1Gbit NIC)

B37 Aungier St 10x Dell GX270 (P4, 2.8Ghz, 512MB RAM, 40GB Hard-disk, CDROM, ZIP-drive, 100Mbit NIC)

8.3.2.3 Software Facilities The School of Computing provides access to all software required by students to complete their programme through a standard image on all School of Computing PCs. This standard environment provides a consistent user experience across all labs. The following table presents a list of software applications are available to students of the school:


ActivePerl 5.8.3 build 809 Eclipse 3.0 Netbean 3.6 IDE JUnit 3.8.1 Java J2EE SDK 1.4.2 (inc. J2SE) CafeOBJ 1.4.6 Java J2RE 1.4.2 Apache Ant 1.6.2 Java Web Services 1.3 (inc. Tomcat 5) Z-Eves 2.3 MS SQL Server Client 2000 Borland Command Line Compiler Project 2002 + updates Visio modeler 3.1 Borland C++ 5.02 FDM Query Cobol 6.1A iUMLite SSADM Winzip 9 Derive 5.04 JbuilderX MatLAB 6.5.1 OCL Compiler MiniTab 13 MS Visual .Net Hugs98 (Nov2003r2) Rational Rose Windows 2000 OS + SP4 + Updates Oracel 9i Adobe Acrobat 6.0 Pro StarOffice 7.0 +J2RE 1.4.2 .Net Framework Putt Terminal Client Norton Antivirus + Updates Netscape 7.1 MS Office 2003 + updates Turbo Pascal 1.5 Oracle Spatial

8.3.3 Technical Requirements for this programme In this programme, there are a number of practical networking modules with a mix of theoretical instruction and hands-on learning. To deliver these successfully, the following is required:

• Network Laboratory: In order to support the new networking modules in Stages one and two, an appropriately equipped networking laboratory should be available in which the various lab exercises can be conducted.

• Networking Equipment: In addition to standard desktop PCs in the

Networking Laboratory, additional networking equipment comprising the Cisco CCNA Premium Bundle should be available.

• Cisco Local Academy Status and CCNA Certification: Staff who are

teaching modules that involve the Cisco CCNA course material must belong to a Cisco Local Networking Academy and must hold the relevant Cisco CCNA Trainer Certification. It is also advised that suitably trained and qualified IT technicians are available who can assist in the preparation and delivery of practical sessions and lab exercises.

Funding is available to support the purchase and installation of the above facilities and this is currently in progress. Staff are currently undertaking a programme of familiarisation for Cisco Certification.


8.3.4 Additional Facilities Required to Run the Programme Students are provided with refurbished laptops and servers donated by Industry for the completion of final projects and where economically feasible the School endeavours to source specialised hardware and software for such projects.

8.4 Technical and Administrative Support The school employs three computer technicians who design, implement, operate and support all School of Computing services. The School technicians deliver support to staff and students via both an email based ticketing system and on an informal basis via drop-in support. There is one school secretary who staffs the School office and currently supports all the academic staff.

9 Student Placement for Internship The student placement for work placement is in the form of a two year internship where students spend two days per week working in the computer industry. This is a very innovative scheme and is a result of a joint initiative by the Higher Education Authority (HEA) and ICT Ireland. This programme is one of three being supported under the aegis of this scheme and merits funding of 40,000 euro per year guaranteed for four years. Procedures and guidelines for the internship programme can be found in Appendix C of this document.

10 Internationalisation of School It is important that modern Schools of Computing should have an international dimension. It opens horizons, both for staff and students and enriches all aspects of their academic experience. The School of Computing has developed strong relationships with third-level institutions in the United Kingdom and particularly in China in recent years. The programme of studies leading to a BSc in Computer Science (DT228) is currently being offered in English at the Harbin Institute of Technology (HIT) in China. This programme will offer a BSc degree from both DIT and HIT. This joint programme has been identified by the Department of Education of the Government of the Peoples Republic of China as being a possible prototype which may be offered elsewhere in the recently established Schools of Software Engineering throughout China. The School of Computing was successful in 2003 in achieving substantial funding of 600,000 euro from the EU Asia Link Programme to develop an undergraduate BSc in Computing incorporating the industrial focus currently being offered by the School of Computing with appropriate Chinese industrial and social culture. A number of the academic staff of the School have spent time in HIT during the past years developing and implementing aspects of the programme including curriculum development,


programme delivery and in particular, quality assurance issues. The School of Computing is responsible for the Project with the University of Wolverhampton and HIT as partners. The School of Computing has a large number of non-EU students, approximately 15% of the total whole time student cohort. The school currently has 63 out of a total number of 74 non-EU students in the Faculty of Science. This has beneficial effects on the School as a whole but particularly for their fellow students. It widens intellectual horizons and introduces a multi-cultural atmosphere from which we can all learn. The School also welcomes EU students who wish to pursue their studies in Computing in the DIT.

11 Assessments The structure and nature of Examinations and Assessments is documented in Part B of the Programme Documents.

11.1 External Examiners’ report It is the practice of the School of Computing to nominate external examiners for each of its programmes, both academic and industrial. In this programme, there will initially be two external examiners, one academic and one industrial. As the student numbers increase and along with it the complexity of the programme, it is anticipated that the number of external examiners will increase to three. The duties and the detailed responsibilities of the external examiners are described in the General Assessment Regulations (Modular Programmes).

12 Programme Management and Quality Assurance Arrangements

This section describes the programme management structures.

12.1 Programme team and Programme management structures In keeping with the Quality Assurance Handbook, the Programme Team consists of the following staff:

Head of School of Computing Head of Department of Computer Science, All whole-time academic staff of DIT who lecture on the programme,

The Programme Committee for the programme as selected by the Programme Team is to be found in Appendix B. It comprises of:

Head of School of Computing Head of Department of Computer Science Programme Stage Co-ordinators


Project Co-ordinator Internship Co-ordinator Additional staff teaching on the programme Student representatives The chairperson is nominated by the Head of School. The Programme Committee meets at least once a semester and the Programme Team at least each academic year.

12.2 Programme stage co-ordinators A Programme Stage Co-ordinator is nominated by the Head of School for each stage of the programme. The staff who are nominated as Stage Co-ordinators are listed in Appendix B. Each Programme Stage Co-ordinator acts as a facilitator and point of contact for the students in a specific stage of the programme, with responsibility for

• direct liaison with the students with respect to attendance, programme work or any other concerns,

• collating and delivering the module and project marks for Module and Progression and Awards Examination Boards

• organising staff/student meetings, • completing attendance sheets, where necessary.

The members of the initial Programme Stage Co-ordinators is to be found in Appendix B

12.3 Programme monitoring and Quality Assurance The procedures to be implemented and followed to assure the quality of the programme are in accordance with the Quality Assurance Handbook. In particular, an annual report form (Form Q5) will be prepared and discussed by the programme committee.

13 Student Handbook and Information Channels for Students A student handbook is provided and made available online for students. This will be regularly updated to inform students of current and ongoing development on the programme. In addition, a full set of documentation for the programme will be available in the library. Meetings between staff and students for each stage will take place each semester. This forum will allow students to provide feedback on programme content and teaching strategies. Student representatives will be present at Programme committee meetings, enabling students to provide input, ideas and feedback into programme review and development discussions. Mentors are assigned (see Appendix B) for each stage of the programme, providing a day to day point of contact for students with School Management.


14 Programme Development Plan It is the intention of the School that the first three stages of the programme as presented in this documentation will be offered during the next academic year. The fourth stage will be introduced for 2006/2007.

Students graduating from the programme with a BSc (Ord) in 2005 can proceed as usual into the fourth stage of BSc (Hons) in Applied Sciences (Computer Science and Software Engineering) FT225 or into stage three or four (subject to grades) of BSc (Hons) in Computer Science FT228 as appropriate.


15 Appendix A – Module responsibilities Stage 1

Module Code

Module Title Nominated Lecturer

PROG1101 Programming Denis Manley PROG1201 Algorithms and Data

Structures Dr. Shane Mulligan

TECH1101 Computer Technology Art Sloan TECH1201 Information Technology Art Sloan TECH1301 Building a PC Mark Deegan TECH1401 Introduction to Networking Mark Deegan

PHYS1101 Computer Physics Justin Donnelly BUSN1101 Communications Studies Paul Gilmore

MATH1101 Quantitative Methods for Computers

Dr. Shane Mulligan

Stage 2 Module Code


PROG2101 Programming June Barrett

SENG2101 Software Engineering Patricia O’Byrne

SENG2201 Data Bases Patricia O’Byrne

PROG2301 Practical Programming and Databases

June Barrett

TECH2101 Operating Systems Ken O’Brien

TECH2401 Internet Services & Web Development

Hugh McAtamney

TECH2501 Networks 1 Mark Deegan

TECH2502 Networks 2 Damian Bourke

TECH2601 Microprocessors Frank Duignan

MATH2101 Discrete Mathematics for Computing

Dr. Brendan O’Shea


Stage 3

Module Code


PROG3101 Programming June Barrett SENG3201 Information Systems Denis Manley SENG3101 Systems Analysis and Design Patricia O’Byrne TECH3301 WAN Technologies Michael Collins TECH3302 Internet Application

Development Cindy Liu

TECH3401 Network Programming Ken O’Brien BUSN3401 I.T. Law and Professional

Issues Paul Bourke

SENG3301 IT Management Ronan Fitzpatrick SPEC3301 Assistive Technology John Gilligan SPEC3302 Human Computer Interface Susan McKeever TECH3304 Robot Technology Dermot Breen TECH3601 Systems Programming Ciaran O’Leary TECH3701 Security Dr. Fred Mtenzi BUSN3301 Set up your own Business Richard Heywood-Jones Stage 4 Module Code


SENG4201 Database Applications Sarah Jane Delaney SENG4202 Database Administration Brendan Tierney TECH4701 System Integration Susan McKeever SENG4101 Enterprise Systems Denis Manley SENG4203 Advanced Software Engineering Oliver O’Connor SPEC4101 Assistive Technology John Gilligan SPEC4404 Knowledge Representation and

Reasoning Deirdre Lawless

SPEC4104 Games Programming Hugh McAtamney SPEC4403 Music Technology Brian Duggan SENG4204 Spatial Databases Paul Bourke TECH4301 Advanced Internet Applications Susan McKeever TECH4203 Graphics and Image Technology Paul Bourke


16 Appendix B – Programme Committee Membership Role Name Head of School of Computing

Brendan O’Shea

Head of Department of Computer Science

Bing Wu

Programme Stage Co-ordinators

Stage 1 Denis Manley Stage 2 Paul Bourke Stage 3 Patricia O’Byrne Stage 4 Susan McKeever Project Co-ordinator June Barrett Internship Co-ordinator Dave Carroll Additional staff teaching on the programme

Michael Collins, Mark Deegan, Sarah Jane Delaney, Brian Duggan, John Gilligan, Damian Gordon, Svetlana Hensman, Paul Kelly, Deirdre Lawless, Richard Lawlor, Cindy Liu, Susan McKeever, Dr. Fred Mtenzi, Ken O’Brien, Frank Duignan (Engineering), Richard Heywood-Jones (School of International Business), Justin Donnelly (Physics), Tom Gaffney (Maths)

Student representatives


17 Appendix C – Internship guidelines and procedures Introduction This section describes the set of guidelines for students, staff and Internship Company who are involved in the Internship Pathway of the DT211 Programme. It is considered a very important part of the overall programme of study and it is crucial that all involved understand their own and each others’ role in the internship. This appendix is divided into two sections, one dealing with the Institute, staff and students and a section dealing with the internship company. Internship Issues for the Institute, Staff and Students Objectives To provide exposure to methods, procedures and structures of a commercial/industrial environment To provide exposure to the development of commercial systems To provide an experience of professional inter-professional relationships To develop a degree of maturity of thought and concept regarding the application and applicability of computer based systems in a commercial environment and To undertake a body of work. Benefits Provides students with meaningful, study related work experience, which will be of significant advantage when in post-graduation employment. Helps self-confidence and improves life skills such as teamwork and communications. Allows the student to explore career options. Provides an opportunity for the student to prove themselves as potential future employees. Duration and Commencement Dates The student will sign an Internship Contract with the company covering a period of two years. The student will be entitled to study and examination leave during this time as agreed with the internship company. Where an exam period lasts for two weeks, study leave prior to the start of the examination will be available to the student for a period of up to five days. For shorter exam periods, a pro-rata study period will apply. The internship will commence no later than the first week in September. This early start, before the start of teaching at DIT is to allow the students a familiarisation period with the company working a five day week, before mowing to a two day week when teaching starts in DIT.The student may be offered the possibility to extend their internship with the company into the summer period but this is optional for both the student and the company and will be covered by a separate contract. Students shall work no more than two consecutive regular working days per week with the company.


The Internship Process Allocation of Students to Vacancies The HEA will provide details to the Internship Coordinator of the numbers of vacancies in April of each year. Based on these figures the Internship Coordinator will allocate the places on the Internship Route to the students who have specified a preference for this route based on their results for Stage 2. The CVs of the students allocated will be sent to the ICT companies. It is expected that the ICT company will interview candidates for internship. The Internship Co-ordinator will liaise with the ICT companies to allocate the students to the internship positions available.

Once a student is offered an internship they are expected to accept that internship. There is no obligation on DIT or the HEA to attempt to place students in an alternative internship if they do not accept the one offered.

Roles and Responsibilities The Student For the duration of the internship, the student is an employee of the company and is expected to conform to all rules and regulations of that company, in particular codes of timekeeping, advance notice of holidays and holiday allowance and dress code. The student must comply with all professional and ethical requirements regarding confidentiality, security and copyright.

After an initial familiarisation period the student will be expected to perform all assigned duties as a normal employee. The companies' Health and Safety regulations should be adhered to.

It is of prime importance that the student uses their initiative to gain the widest possible experience of the working environment including the organisation context, customer and users, procedure of meetings, project management procedures and resource constraints and social activities.

The student must remember that their internship company will become an important source of a personal reference for their future employers and they should make every effort to perform to the best of their ability during their internship.

The student is representing their college and programme and should make every effort to promote these to the internship company who will be seen as a future employer and provider of internships.

The student is to complete the Internship Contact Form and have it signed by their Industrial Supervisor and forwarded to the Internship Coordinator.

The student will compile a weekly log summarising their work and experience and send it to their Internship Monitor. These logs should be copied to their Industrial Supervisor for authentication who will then forward them to the Internship Monitor.

The Internship Contact Form and the authenticated weekly logs may be emailed to the Internship Monitor by the Industrial Supervisor and this will be considered a signed document.


The student is to submit a copy of the Internship Report to their Industrial Supervisor before the end of the second and fourth semester of the internship. The Industrial Supervisor will submit a short appraisal of the report to the Internship Monitor.

The Internship Co-ordinator The duties of the Internship Co-ordinator are to: Liaise with the HEA to pass CVs of students interested in the internship programme and receive placement details. Assign Internship Monitors to students and co-ordinate visits and reports of visits. Co-ordinate the assessment processes and act as overall monitor for the assessment. Review the overall internship procedures and provide this information to all involved. The Internship Monitor Each student has a member of academic staff assigned as an Internship Monitor for their internship period. The duties of the Internship Monitor are: Ensure that the student completes the Internship Contact Form within two weeks of commencement employment. Liaise with the student and their Industrial Supervisor through visits, telephone calls and emails to ensure that the internship is progressing satisfactorily from the point of view of the student and the Internship Company. Arrange visits to the Internship Company to meet with the student and their Industrial Supervisor. The Monitor should arrange to meet separately with the Industrial Supervisor and the student on the visits. Monitor the internship to ensure that the intern’s duties are suitable. Collect weekly logs from the student and make any comments necessary and relate these back to the student. Collect the accumulation of the weekly logs from the Industrial Supervisor as a mechanism of verifying the authenticity of logs. Assist the student in producing their Internship Report. Collect the Student Appraisal Form from the Industrial Supervisor Collect the Internship Report Appraisal Form from the Industrial Supervisor Act as the main examiner of the student’s internship Progress Monitoring and Pattern of Visits The Internship Monitor will ensure that the Student Internship Contact Form has been submitted to the Internship Co-ordinator within two weeks of the commencement of the internship. The student is provided with a blank copy of the form by the Internship Co-ordinator before commencement of the internship. The Monitor should arrange a first visit within four weeks of commencement. At least two subsequent visits should be arranged and timed to coincide with suitable milestones in the student’s internship. Additional visits should be arranged as determined by the progress of the internship. The Monitor should arrange to meet separately with the Industrial Supervisor and the student on the visits. The weekly logs are reviewed by the monitor; comments should be related back to the student and to the Industrial Supervisor if deemed necessary.


Assessment of Internship Programme The assessment of the Internship period consists of two components: Internship Assessment Component Internship Report Component

Internship Assessment Component The Internship Assessment component is an assessment the student’s performance on the placement. This component is assessed by the Internship Co-ordinator, the student’s Internship Monitor who has had weekly contact with the student and one other member of School of Computing Staff. The weeky logs prepared by the student while on internship (and authenticated by the Industrial Supervisor) and the assessment report prepared by the Industrial Supervisor are used in the assessment of this component. The Internship Assessment component is assessed as a Pass or Fail.

Internship Report and Presentation Component The Internship Report Component requires the student to prepare a comprehensive report on their experience of their placement. The student is also required to make a formal presentation of their experiences to a number of staff of the School of Computing. Guidelines for the format of the report and presentation are included below. The Internship Report Component is assessed by the student’s Internship Monitor, the Internship Coordinator and one other member of School of Computing Staff. The student is given a percentage mark for this component. To pass the internship module the student must achieve Pass in the Internship Assessment Component and at least 40% in the Internship Report and Presentation Component. The overall mark reported for the internship module is equal to the mark achieved for the internship report and presentation component. The assessment of the student’s presentation is based on the quality of the presentation including the structure of the presentation, the appropriateness of the information presented and the student’s presentation style, their clarity and ability to impart information.

The assessment of the student’s report is based on the following categories:

Report Quality: the structure, writing style, and clarity of the report and the appropriateness of information contained in the report. Background and Objectives: the extent to which the student has demonstrated an overall understanding of the internship organisation, it’s business and structure, of how the internship fitted into the organisation, and the objectives of their internship within the organisation. Work execution: the ability of the student to describe the work that they performed and to relate this to the modules they have studied and practical work they have undertaken. Critical Analysis: the ability of the student to identify and describe the usefulness and effectiveness of their contribution to the organisation, to recognise the experience and skills they gained and to explain the effect of the internship on their career plans, ambitions and prospects.


A student who is not successful in the internship cannot repeat the internship. They are required to enrol for the same stage in the Fulltime Pathway and complete the programme following the Fulltime Pathway.

The Internship Logs The student is required to keep a diary of logs detailing the activities they performed each week. The diary should be kept up to date and should be sent to the Internship Monitor on a weekly basis. The content should be a concise description of the tasks worked on during the week. It should clarify the context of each task. The student's Industrial Supervisor should authenticate the diary entries on a monthly basis and forward comments to the Internship Monitor.

The Internship Report This is a professional document describing the internship work and experiences. The purpose of the report is to assess the student's ability to demonstrate their understanding of the areas of work that they have been involved in and their ability to communicate information of this nature. Any suitable documentation or code produced by the student in the course of their work may be included. Other documentation produced by other team members may also be included where necessary but it must be clarified what material was the student's own production.

The report and the accumulated diary of logs are delivered to the Internship Co-ordinator before the end of the lecturing period in the second semester.

A copy of the report is to be given to the Industrial Supervisor who will submit a short appraisal to the Internship Monitor.

The Internship Report should include the following sections:

Background and Objectives: An overview of the company and the department/section where the intern worked, how internship fitted into the organisation, objectives of internship within the organisation. Work Undertaken: a description of the work undertaken by the intern, the relationship between the programme modules and the work undertaken on the internship. Critical Analysis: the usefulness and effectiveness of the intern’s contribution, the experience and skills gained and effect of internship of career plans, ambitions and prospects. The student should consult with their industrial supervisor to ensure that there is no breach of the company's privacy or security of information in the report. The student should liaise with their Industrial Supervisor or Internship Monitor if any such problems arise.

The Internship Presentation The student will be required to make a formal presentation of 30 minutes duration, which will be scheduled to take place after each year of the internship is completed. This will entail a short lecture summarising the report and its conclusions using visual aids. The student will be required to answer questions from the examining panel, which will consist of the Internship Co-ordinator, the student's Internship Monitor and at least one other member of School of Computing staff.


Contingency Plan in Event of Unsatisfactory Internship The internship company reserves the right to terminate a student’s employment in the cases where the company’s regulations are breached. In the case where the student is clearly not making an appropriate effort to perform the tasks assigned to them, the employer should discuss the situation with the student’s Internship Monitor. The Internship Monitor will discuss the problem with the student and advise them that their internship will be terminated if a required level of commitment is not demonstrated and given for the remainder of the internship. This will be considered as a “verbal warning”. If the student’s performance does not improve and the situation has to be addressed again, the student will receive a “written warning”. If the situation is still not addressed by the student the internship will be terminated. In the event of a student’s internship being terminated, the examination board will examine the issues and may deem the student as having failed the internship. A student who fails the Internship Pathway may not repeat the internship module but may continue in the programme by enrolling in the same stage of the Full-Time pathway the following academic year. The Internship Monitor will continuously monitor the internship to ensure that it is suitable and that the intern’s duties are suitable. In the case where the Internship Monitor, either directly, or indirectly though the student, becomes aware of any problems connected with the placement caused by the employer, then he will discuss the issues with the parties involved and assist in resolving the problems. If necessary the internship may be terminated with the employer and the Institute will endeavour to provide the student with an alternative internship. In the event of the Institute being unable to provide an alternative internship, the student must continue with the Full-Time Pathway. Internship Issues for the Internship Company Benefits to Employers Alternative and cost-effective means of recruitment. Specific student expertise and knowledge of new technology may facilitate a specialised project. Availability of additional staff during peak periods. Establish liaisons with the School of Computing, DIT. Duration The Internship is to have a duration of two years commencing the first week of September in each of the two final years of the four year DT211 degree course. The student will be entitled to study leave during this time as agreed with the internship company. The company may agree to extend the internship of the student to include the summer period but this will be subject to a separate contract. Roles and Responsibilities of the Internship Company The job should be well defined and relate directly to the student’s academic field of study. The student will be given the status of a temporary whole-time employee. The student will be paid a fixed weekly rate as agreed by the HEA and the ICT companies.


The student must have an Industrial Supervisor for the duration of the internship. This person will work closely with the student and liaise with the Internship Monitor. The company will facilitate visits by the student’s Internship Monitor to review the student’s performance and other issues relevant to the company and DIT. The Industrial Supervisor will be expected to verify weekly logs detailing the work undertaken by the student for the previous month. These logs will be given to the Industrial Supervisor by the student. Verification can be provided by the Industrial Supervisor emailing the logs to the student’s Internship Monitor indicating that they are accurate. The Industrial Supervisor will be expected to complete a short questionnaire appraising the student’s work, at the end of each year of the internship. This questionnaire will contribute to the overall assessment of the student’s internship. Progress Monitoring and Pattern of Visits The Industrial Supervisor will complete the Student Internship Contact Form within two weeks of the commencement of the internship and send this directly to the Internship Monitor. The Industrial Supervisor will be requested to meet with the Internship Monitor after four weeks of internship commencement. This initial visit is to establish contact and discuss the schedule of future visits. Subsequent visits will involve separate meeting between the Internship Monitor and the student and will focus on the progress of the internship from the employer’s and student’s point of view. Follow on meetings between the Internship Monitor and the other parties may be necessary in the case where problems are identified.

Internship Company’s Role in Student Assessment The contribution of the Internship Company is mainly the completion of the Student Appraisal Form. The Industrial Supervisor will review the student’s logs on a monthly basis and forward comments directly to the Internship Monitor. The Industrial Supervisor will be given a copy of the Students Internship Report by the student and will complete an Internship Report Appraisal Form. The Student Appraisal Form and the Internship Report Appraisal Form should be submitted directly to the Internship Monitor at a time agreed but normally before the end of April. Contingency Plan in Event of Unsatisfactory Internship The company reserves the right to terminate a student’s employment in the cases where the company’s regulations are breached. In the case where the student is clearly not making an appropriate effort to perform the tasks assigned to them, the employer should discuss the situation with the student’s Internship Monitor. The Internship Monitor will discuss the problem with the student and advise them that their internship will be terminated if a required level of commitment is given for the rest of the internship. This will be considered as a “verbal warning”. If the student’s performance does not improve and the situation has to be addressed again, the student will receive a “written warning”. If the situation is still not addressed by the student the internship will be terminated.


Internship Form Templates These templates define the structure of the forms. The layout will be determined by the media used and will be updated as required.

Included are:

Student Internship Contact Form Industrial Supervisor Student Appraisal Questionnaire Example Monthly Log Template


Student Internship Contact Form

BSc in Computing (DT211)

School of Computing, DIT Kevin St Dublin 8 Tel 4022840 Fax 4024985

Student Details Name

Home Address:

Telephone Home Mobile Work

eMail Work Other

Correspondence Address:

Internship Company

Name Address: Telephone

Industrial Supervisor

Name Position Telephone Work Mobile

eMail

Confirmation by Industrial Supervisor: I confirm that this student commenced their internship on the above date: Signed Supervisor Date Student Date

Please return a signed copy and an electronic email attachment to (@DIT.ie) as soon as possible after commencing internship.

Internship Start Date

Expected Finish Date


Industrial Supervisor's Student Appraisal Questionnaire Industrial Supervisor’s Student Work-Internship Appraisal Form

BSc in Computing (DT211)

School of Computing, DIT Kevin St. Dublin 8 Tel 4022840 Fax 4024985

Student’s Name

Internship Company

Industrial Supervisor

Telephone eMail

Internship Start Date Finish Date

Appraisal Attribute Unacceptable Weak Acceptable Good Excellent Punctuality Attendance Time Management Communication Skill

Technical Writing Productivity Willingness to Learn

Ability to Learn Initiative Attention to Detail Creativity Technical Ability Teamwork Attributes

Willingness to Help Adaptability Other :

Overall Comments on Student:


Confirmation by Industrial Supervisor

Signed: _____________________________________________________________

Instructions:

This questionnaire is to be completed by the student's Industrial Supervisor at the end of the internship period and returned (email sufficient) to the student’s academic mentor or to the e-mail address [email protected] at the end of each year of Internship.


DT211 Weekly Internship Progress Log Student Name:

Stage:

Company:

Industrial Supervisor:

Academic Mentor:

Week Beginning:

Dates Worked:

Work undertaken: Projects Started:

Projects Completed:

Projects Ongoing:

Problems Encountered:

Problems Resolved: Assistance Required: Assistance Obtained: Outstanding Issues: Signed: Student: Date: Industrial Supervisor: Date:


18 Appendix D – Project guidelines and procedures Introduction This section presents a set of guidelines for both staff and students who are involved in the final stage projects for DT211. The aim of the project is outlined as are the generic stages, deliverables and the assessment procedure. It is very important that both staff and students understand their own (and each other’s) individual roles in the project, therefore the role of the student, the supervisor, the project co-ordinator and project monitors are also clearly outlined. Overview of Project The aim of the final year project is to test the student’s ability to research, design, implement and report on a software system that they have developed. The project must involve a substantial element of programming, therefore pure research projects are not appropriate. Subject areas for final year projects can cover a wide variety of areas. Examples of such areas are the implementation of information systems, the development of software tools and graphics based systems. Even though these topics cover different areas, the work involved can be sub-divided into the following five generic stages :-

Stage 1 : Identify a problem area (i.e. project topic) and main objectives of the project. Stage 2 : Research and / or analyse the project area to gain an understanding of the work involved. At this stage the student should be able to articulate the proposed solution, objectives and scope of the project. Stage 3 : Design a solution. Stage 4 : Implement the solution. Stage 5 : Test the solution. Each project has the following two deliverables :-

• The Interim report (which covers Stages 1, 2 and 3) • The Final Project Manual which incorporates the Interim Report and clearly

documents the other stages of the project. The next section describes the stages and deliverables in detail. Stages and Deliverables of the Project Stage 1 - Identify a project topic Each student is expected to identify their own project topic. Ideas for projects can come from a student’s particular interest in an area, from outside work undertaken by students, family or friends. There will be some project ideas put forward by certain members of the computer science lecturing staff. A student who is interested in pursuing one of these projects should contact the staff member involved. These projects are allocated at the lecturer’s discretion. Students who have difficulty identifying a topic should communicate this to the project co-ordinator or any member of the computer science staff who will assist them in choosing an area.


Having identified a possible project each student must complete Section A of the Project Proposal Form with a brief description of their project ideas. The student must then discuss their ideas with a member of the computer science staff. Once the staff member is satisfied that the project is feasible and appropriate, they should sign and date the Project Proposal Form. The student then submits the Project Proposal Form to the project co-ordinator. It is the responsibility of the student to ensure that the form is given to the project co-ordinator. Once the project proposal is accepted, the student is allocated a suitable supervisor and a second reader. Stage 2 - Research / Analyse the project topic In this stage the student is expected to research the project in order to fully understand the domain of the project and appropriate solutions. Depending on the project topic and in consultation with the supervisor, the student must decide on the form the research will take. There are different methodologies appropriate to different software systems and so the student should choose one appropriate to the task. As a guide to the possible forms of research, three common categories of projects and appropriate research methods are presented below. It may be necessary at this stage to produce technical prototypes to investigate available technologies to determine appropriate solutions. i) Development of a Software Application These projects involve the automation of an existing manual system, a computerised but insufficient system or a new innovative application. A typical example of such a system would be a sales and purchase system for an organisation. Such projects are centred on the storage of data and the retrieval of information. The type of research appropriate for such projects would involve • carrying out a feasibility study, • determining the requirements and objectives and scope of the application, • performing systems analysis on the current (if applicable) and required systems, • outlining a proposed development strategy, • determining the most appropriate platform and technology to be used both for

development and for the resulting application. Depending on the project, the systems analysis may be traditional analysis or object-oriented analysis. ii) Development of a Software Tool These projects involve the implementation of software tools on specific platforms. Examples of such tools would be file viewers, web browsers and client/server backup systems. The research for such projects would involve :- • researching the area and the tools and platforms required for development, • determining the requirements of the software tool as well as its objectives and

scope, • outlining the strategy to be employed for developing the software tool, • determining the most appropriate platform and technology to be used both for

development and for the resulting tool. Depending on the project, the use of systems analysis methods or techniques may or may not be appropriate.


Development of a Graphics based system These projects involve developing applications that involve mainly graphics programming. An example of such an application would be a game (e.g. Chess). The research for such projects would involve :- • researching graphics programming concepts, • performing analysis to determine the requirements and scope of the project. • outlining the strategy to be employed for developing the graphics system, • determining the most appropriate platform and technology to be used both for

development and for the resulting system. Depending on the project, the use of systems analysis methods or techniques may or may not be appropriate. Stage 3 - Design a solution for the project At this stage the student should design a solution for the project. The design method used will vary depending on the project area but it should be presented in such a way that it is clear to the reader how the project will be implemented. The tools that will be required to implement the project should also be decided at this stage. In general, the design method should produce documents detailing the functionality of the proposed system, the structure and relationships between the entities/objects in the system and user interface design. A user interface prototype may be appropriate at this stage to validate the user interface with the users. The Interim Report This deliverable includes all of the work produced as a result of Stages 1, 2 and 3. It contributes to 15% of the final project mark. It is in the form of a report which is submitted to the supervisor and second reader by the end of the first term2. It is envisaged that the interim report will form a basis for a number of chapters of the final project manual. Stage 4 - Implement the solution This is the implementation stage of the project. Depending on the project area, the software product produced may be a full or partial implementation of the design. This stage must contain a programming element. It is important that the tools used in the implementation are appropriate for the task and that such tools are used correctly. Rapid application development tools should be used only in conjunction with substantial coding. Any exception to this will only be allowed under strict circumstances in consultation with the supervisor and project co-ordinator. Stage 5 - Test the implementation The implementation must be tested with appropriate test data. This testing will be carried out as the product is being implemented and at the end of the implementation stage. At the end of this stage, the student should be fully aware of the strengths and weaknesses of their product. The Project Manual

2 See the Projects page on the web site for a list of the deadline dates.


The main deliverable from the project is the project manual. It tests the student’s ability to clearly document the work involved in completing the project. The manual also serves as an indication of how well the student understood and was able to work on the project. The project manual is the student’s record of their work completed during the year. Each project is assessed by a number of people including the project supervisor, second reader, a project monitor and an external examiner. As the supervisor is the closest examiner to the actual work undertaken, it is imperative that the manual is as clear and as thorough as possible for the benefit of the other examiners. The interim report should be incorporated as chapters in the project manual. Students are advised to write the manual in conjunction with carrying out the various stages of the project. Writing the manual should not be left until the last few weeks of the project. Students must not plagiarise work from other students or from books. Therefore, students must reference3 any external material that they use in their manual. A bibliography/reference section should be included in the manual. Guidelines for the composition of the final project manual will be issued during the year. The Project Demonstration Students are required to make a project presentation at the end of the project year. The project demonstration involves a short presentation to describe the project and report the results of the project and a full demonstration of the software. The project demonstration is given to the supervisor, second reader and project monitors. Guidelines for the project demonstration will be provided at an appropriate time. Assessment of Work Projects are assessed under a number of categories which are outlined below :- 1. Presentation - the quality of the student’s project demonstration; 2. Project Report - the quality of the student’s deliverables and final manual; 3. Research and Understanding - the extent of the student’s background research and

overall understanding of the project subject area; 4. Design Quality - the quality of the overall and detailed design of the system to be

implemented; 5. Software Quality - the quality of the software developed to implement the system; 6. Completeness and Complexity - some projects are by nature technically more

complex than others; in such cases, these projects are not required to be as complete as others; this category reflects how complete a particular project is, with respect to the complexity of the project;

7. Project Management - the conduct of the student during the project, including project management skills and effort;

8. Value and Usability - the value and the usability of the system designed and implemented.

The progress of the student is monitored throughout the year by the supervisor. The supervisor and second reader also assess the interim report which is submitted about

3 See section 0 for details regarding referencing


halfway through the project. Interim progress reports, covering this assessment, are completed and submitted from the assessors to the project co-ordinator.

Roles of Individuals Involved The Role of the Supervisor The role of the supervisor is to direct, advise and assess the student through each stage of the project. The supervisor should meet the student once a week at an agreed time that suits both supervisor and student. It is important to remember that the supervisor is not there to do the work for the student but to guide and assess the work as it is being completed. The supervisor also gives technical assistance to the student as required. The supervisor should encourage initiative in the student so that the student learns to take responsibility for their own work and does not become overly dependent on the supervisor. At the start of the project, the supervisor should assist the student in working out a time-scale for the various stages of the project and this should be regularly updated as the project continues. The supervisor should guide the student though each stage of the project and should advise the student on any difficulties he/she may experience. The supervisor should also regularly update the student on their performance. If a supervisor is worried about the performance of a student, this should be communicated to the project co-ordinator so that corrective action can be taken. Supervisors are expected to be courteous and considerate to their students. If a supervisor has to cancel a meeting, this should be communicated to the student in advance. The Role of the Student The project gives the student the opportunity to apply the skills they have acquired on the programme to produce a substantial project. The ultimate responsibility for the completion of the project lies with the student and the project should be the work of the student. In consultation with the supervisor, students are expected to develop an initiative in completing their project and should not depend on the supervisor to actively sort out all of their problems. This means that the project should contain the ideas of the student under the guidance of the supervisor. Project meetings should consist of an exchange of views by student and supervisor and should not just involve the supervisor telling the student what to do and how to do it. Students are expected to behave with maturity in respect to their supervisors and project. This means that students should be courteous to their supervisors, accept direction, complete work as required and be punctual for meetings. Supervisors should be notified in advance if a meeting has to be cancelled. If a student has any queries or problems with their project that cannot be resolved by the supervisor, they can communicate this to the project co-ordinator. The Role of the Project Co-ordinator The role of the project co-ordinator is to oversee the management and administration associated with the projects. Any queries or problems experienced by either staff or students should be communicated to the project co-ordinator. The Role of the Project Monitors


The role of project monitor is to ensure consistency in the marks allocated to projects by examiners. In order to achieve this, a project monitor attends each project demonstration. The Role of the Second Readers The role of the second reader is to act as a second internal examiner to a project. Referencing In the manual if a diagram, quote or observation is used, then the author of the manual must indicate the source of such material (this will typically be a book, journal or web site). This practice is known as referencing. The importance of referencing is that it tells the reader which parts of the manual are descriptions of previous knowledge and which parts are the student’s own work. Referencing also tells any reader interested in reading more about the subject area, where to find the information. A reference is included in the manual text and lists the author of the material and the year in which the material was published. Full details of the text that is referenced (e.g. the name, publisher, etc.) is included in the bibliography/reference section which is listed at the end of the manual. Examples of references included in text are as follows:

Smith and Jones (1996) said that by the year 2000 everyone … or

Many experts (Jones 1997; Brown 1994) believe that … or

Figure 1: The Work Place (Bloggs et al. 1997)

The bibliography/reference section at the end of the manual lists in alphabetical order all books (and web sites) that are directly referenced in the text and those that were used during the project but are not directly referenced. An example of a section of the bibliography/reference section which includes the references listed in the examples above is as follows:

Bloggs Alfred, John Doe & Jane Black (1997) Introduction to Computer Science (9th Edition). Published by Wiley.

Brown Mary (1994) The Magic World of Computers. Published by

McGraw-Hill.


Jones Anne (1997) An Expert View MIT Web Site, www.mit.xyz.abc Smith Alan & Jones Terry (1996) Another Expert View Published by

Acorn Press.


19 Appendix E – Curriculum Vitae

STAFF CURRICULUM VITAE


1. Personal Details Name: Brendan O’Shea Grade: SL III (Head of School) Full time/Part-time: Full time 2. Academic Qualifications BSc, MSc, PhD 3. Experiences 1966-67 Junior Lecturer, University College, Galway 1970-71 Lecturer, University of Leeds 1971-75 Lecturer (L1), College of Technology, Kevin Street. 1975-79 Lecturer (L2), College of Technology, Kevin Street 1979-2001 Asst. Head, Department of Mathematics, Statistics & Computer Science. 2001-Present Head, School of Computing 4. Scholarly Interests Discrete Mathematics Computer Aided Learning Medical Informatics Software Development Web Metrics Sports Nutrition Sports Science Smart Card Technology 5. Publications “Algorithms for the solution of systems of coupled 2nd order differential equations” Journal of Computational and Applied Mathematics, Vol. 4, No. 1, 1978. “A nutritional study of Irish athletes” (with Barry et al.), Brit. J. of Sports Med. 15 (1981) 99-109. “Dietary survey of a central Dublin population” (with Doherty et al.) Journal of Irish Medical Association 71 (1978) No. 17.


“A control study of dietary factors in Renal Stone formation”, (with Griffiths et al.), Brit. Journal of Urology 53 (1981) 416-420). “A case-control study of the dietary intake of Renal Stone patients (with Griffith et al.) Paper 1 Urological Research, Vol. 14 (1986). “A case-control study of the dietary intake of Renal Stone patients (with Griffith et al.) Paper 2 Urological Research, Vol. 14 (1986). “An integrated approach to marathon training”. Proceedings of the Eighth Mid. East Sports. Sc. Symposium, pp. 20-25 (1988). “A nutritional study of Olympians.” Proceedings of the Eight Mid. East Sports Sc. Symposium, pp. 63-65 (1988). “Nutrition in sport.” Education; Vol 4. No. 7. 3-7. (1988). “Food for Sport and Fitness”. Barry, Kevany and O’Shea, CDVEC publications (1982). “ “Dietary Principles for Optimum Performance.” Sports Science Symposium; proceedings from ninth World Veteran Championships, pp 87-92. (1989). “Establishment of an Irish nutrient database.” Flair Eurofoods - Enfant project, pp 126-126. (1989). “PCDIET: Nutrition Analysis Program for the IBM and Power Mac computers” Mathias, P. and O’Shea, B. Proceedings of the Third Macedonian Conference on Dietetics and Nutrition (1997). Brendan O’Shea, Bing Wu and Cindy Liu (2003) Industry-Oriented Education to Meet the Requirements of Software Industry and Beyond, IT Education Vol. 1, No. 1 pp66-69, Dec 2003 Fitzpatrick, R., Smith, P. and O'Shea, B. (2004) Software Quality Revisited, Proceedings of the Software Measurement European Forum (SMEF 2004, Rome), Istituto di Ricerca Internazionale S.r.l., Milan, Italy, p307/315, ISBN 88-86674-33-3. Fitzpatrick, R., Smith, P. and O'Shea, B. (2004) Software Quality Challenges, Proceedings of the Second Workshop on Software Quality at the 26th International Conference on Software Engineering (ICSE 2004), Edinburgh, Scotland, IEE, Stevenage, Herts, UK. Fitzpatrick, R., Smith, P. and O'Shea, B., 2005 Web site engagibility: A step beyond usability, invited paper Proceeding of HCI International 2005, Universal Access in Human-Computer Interaction, Las Vegas, USA, Lawrence Erlbaum Associates, Inc (LEA)


1. Personal Details Name: Bing Wu Grade: SL2 (Assistant Head of School) Full time/Part-time: Full Time 2. Academic Qualifications BSc, MSc, PhD 3. Experiences May 2001 – Present Senior Lecturer II, School of Computing, DIT, Dublin Nov. 1998 – Apr.2001 Lecturer II Department of Computer Science DIT, Dublin Jan. 1997 – Sept. 1998 Research Fellow Department of Computer Science Trinity College Dublin Jan. 1992 - Aug. 1996 Researcher Department of Computation, UMIST, UK leading to Ph.D Feb. 1985 - Dec. 1991 Lecturer Department of Computer Science, NUDT, China 4. Scholarly Interests Applications of modern database systems Information system engineering and re-engineering Legacy system migration and integration Healthcare informatics and Bioinformatics Distributed information systems E-business, E-Service Object-oriented modelling and design approaches 5. Publications Wan, B S and Wu, B (1986): Formal language National-Defence Publication 296 pagers ISBN 7-81024-027-7. This book was conferred with the ‘Best Textbook Award’ by the Chinese National Education Committee in 1993. Recent Papers in Refereed Journals and Conferences (since 1998) P Banks, L Moor, C Liu and B Wu (2004) Dynamic visual acuity : a review The South African Optometrist Vol. 63 No. 2 June 2004 D Lawless, B Wu, X Xu, C Yuan and K Bechkoum (2004) Requirements For An Industry-Oriented IT Education Model To Support The Emerging Knowledge Economy in China in Proceedings of the 2nd International Conference on Knowledge


Economy and Development of Science and Technology. "Knowledge Economy meets Science and Technology" (KEST 2004) Beijing, China. September 17-20. B O’She, B Wu and C Liu (2003) Industry-Oriented Education to Meet the Requirements of Software Industry and Beyond IT Education, Vol. 1 No.1 (ISSN 1672-5913) China, December 2003 Yingyu Wan, Fred Mtenzi, and Bing Wu (2003) Distributed Construction of Weakly Connected Dominating Sets for Clustering Mobile Ad Hoc Networks, Third IT&T Annual Conference, 22-23 October, 2003 Xiaohai Wei, Fredrick Mtenzi, Bing Wu and Yingyu Wan (2003), An Energy Efficient Routing Algorithm With Priority for Mobile Ad Hoc Networks (PDSR), Proceedings of the Third IASTED International Conference on Wireless and Optical Communications, Editor: Lambertus Hesselink, pages 628-632, ISBN: 0-88986-374-1, ACTA Press, 2003. D Nugent, K. Dube and B Wu (2003) (DAAS) A Web-Based System for User-Specific Dietary Analysis and Advice for the Public Health Domain In the Proceedings of the 7th international Conference for Young Computer Scientists, Harbin, China, August 8-10, 2003 Yingyu Wan, Fred Mtenzi, and Bing Wu (2003) A best-possible approximation for minimum-energy multicast problem in wireless ad hoc networks, XVI Conference of the European Chapter on Combinatorial Optimization, 5 June - 7 June 2003 Molde, Norway R. Jones, K. Dube and B Wu (2003) TOPME: AN XML-BASED CLIENT-SERVER FRONT-END FOR THE DISTRIBUTED MANAGEMENT OF CLINICAL PROTOCOLS FOR TOPS In the Proceedings of the 7th international Conference for Young Computer Scientists, Harbin, China, August 8-10, 2003 R. Eiband, P Kennedy, D Cotter, R Ryan, U MacEvilly, B Wu (2003) : Analysis of Atlantic Salmon Skin Mucus: COPS – A computer-based system for protein pattern analysis of 1 D SDS-PAGE gels 3rd IEEE International Symposium on Bioinformatics & Bioengineering (BIBE 2003) Bethesda, Maryland March 10-12, 2003 K.Dube, B.Wu and J. Grimson (2002): Using ECA Rules in Database Systems to Support Clinical Protocols, the 13th International Conference on Database and Expert Systems Applications (DEXA 2002). Aix en Provence, France, September 2002 (LNCS2453) Eibrand, R. Kennedy, P., Cotter, D., Ryan,R. MacEvilly, U., Wu, B. (2002)., COPS – Computerised Proteomics System for Protein Pattern Analysis of 1D SDS-PAGE Gels of Atlantic Salmon (Salmo salar) Skin Mucus. In Proceedings of the Swiss Proteomics Society, Lausanne, Switzerland 87-90. K.Dube, B.Wu and J. Grimson (2002): Framework and Architecture for the management of Event-Condition-Action (ECA) Rule-Based Clinical Protocols, the


15th IEEE Symposium on Computer-Based Medical Systems. Maribor, Slovenia, June 2002 L. Moore, B. Wu, and C. Liu (2001) Computer Software Application in the Testing of Dynamic Visual Acuity and Recognition times Sport Vision 2001, Loughborough, UK. April (invited talk). K. Dube and B. Wu (2001) : Supporting Clinical Laboratory Test Ordering Protocol Specification, Execution and Management: an Event-Condition-Action Rule and Database Approach Healthcare Informatics Journal (HIJ), Sheffield Academic Press, UK. March, 2001 B. Wu and K. Dube (2001) : Applying Event-Condition-Action Mechanism in Healthcare: a Computerised Clinical Test-Ordering Protocol System (TOPS). The Third International Symposium on Cooperative Database Systems for Advanced Applications Beijing, China. B. Wu and K. Dube (2001) PLAN : a Framework and Specification Language with an Event-Condition-Action (ECA) mechanism for Clinical Test Request Protocols in the Proceedings of Thirty-fourth Annual Hawaii International Conference on Systems Sciences (HICSS-34), the Information Technology in Health Care Track, Maui, Hawaii. K. Dube and B. Wu (2000) : Supporting Clinical Laboratory Test Ordering Protocol Specification, Execution and Management: an Event-Condition-Action Rule and Database Approach 5th Annual Conference and Scientific Symposium of Healthcare Informatics Society of Ireland, Saggart, Co.Dublin. (Best Research Paper Award). K. Dube and B. Wu (2000) : Specification, Implementation, Management and Execution of Clinical Test Ordering Protocols: a Database Approach. in the Proceedings of the First European Workshopon Computer-based Support for Clinical Practice Guidelines (EWGLP 2000). Leipzig, Germany. P. O'Byrne and B. Wu (2000): LACE Frameworks and Technique -- Identifying the Legacy Status of an Information System from the Perspectives of its Causes and Effects in the Proceedings of the International Symposium on Principles of Software Evolution, Kanazawa, Japan F. Knox, D. Berry, P. Gaffne, B. Wu, G. Stephens, M. Sharp, W. Grimson, J. McGrory (1999): INCA: The Development of an Integrated Network Clinical Analyser, 4th Annual Conference and Scientific Symposium of Healthcare Informatics Society of Ireland, Malahide, Dublin. D. Berry, B. Wu, S. Pardon, F. Duignan, W. Grimson, P. Gaffney, F. Clarke, J. Feely(1999) A Test Request Protocol System IFCC WorldLab Conference, Bologna, Italy. J. Bisbal, D. Lawless, R. B. Wu, and J. Grimson (1999) “Legacy Systems Migration : A Brief Review of Problems, Solutions and Research Issues”, IEEE software. Vol.16, No.5


B. Wu, D. Lawless, J. Bisbal, and J. Grimson, (1998) "Legacy System Migration : the Database Engineering Prospective", Invited paper (keynote speaker), in the Proceedings of the 18th Database Conference (DATASEM '98), Brno, Czech Republic. B. Wu, D. Lawless, J. Bisbal and J. Grimson (1998) “Facing Challenge : migrations of Legacy Information Systems” in the Proceedings of the 3rd national conference of young Chinese scientists. Beijing, China. J. Bisbal, B. Wu, D. Lawless and J. Grimson (1998) “Building Consistent Database Sampling to Support Information Systems Evolution and Migration”, in the Lecture Notes of Computer Science (LNCS 1460)


1. Personal Details Name: Dave Carroll, BSc, MSc, MBCS Grade: Structured Lecturer Full time/Part-time: Full-Time 2. Academic Qualifications

Dublin City University Dublin City University

MSc in Computer Applications BSc in Information Technology

1996 1993

3. Experiences

Dublin Institute of Technology, Kevin St, Dublin 8. Dublin Institute of Technology, Kevin St, Dublin 8. Dublin Institute of Technology, Mountjoy Square, Dublin 1. Various companies in private sector.

Structured Lecturer in Computer Applications Lecturer 1 in Computer Science Lecturer 1 in Computer Applications Information Technology and Multimedia Service Manager/Chief Engineer - Broadcast and industrial video systems

2001 1999 1983 1980

To Date 2001 1999 1983

4. Scholarly Interests Human Computer Interaction, Assistive Technology, IT Skills Acquisition Models, IT Training Delivery Models, Quality Assurance in Industry Oriented Software Education. Currently pursuing PhD research in IT Skills Acquisition and IT Training Delivery Models under the supervision of Prof. Gordon Bull and Dr. Brendan O’Shea. 5. Publications/Presentations Carroll, D (2005). EMERSION Industry Oriented Education Model - QA System Requirements Overview. CEIS-SIOE 2005: 1st China-Europe International


Symposium on Software Industry Oriented Education, 10-11 January 2005, Harbin Institute of Technology, Harbin, China. Presentation delivered at CEIS-SIOE 2005 Session Four: Quality Assurance in Industry Oriented Software Education. Carroll, D (2004). Evaluation of IT Skills Certification Schemes. 3rd Annual Research Conference, 16-17 December 2004, School of Computing, Dublin Institute of Technology Presentation on current PhD research work. Carroll, D (2002). Training Delivery Models for IT Skills Acquisition. 1st Annual Research Conference, 16-17 December 2004, School of Computing, Dublin Institute of Technology PhD research presentation. 6. Membership of Professional Bodies

British Computer Society Association of Computing Machinery IEEE Computer Society

Member (Professional Grade) Member (Professional) Member

2004 2001 2001


1. Personal Details Name : Kevin O’Donnell Grade : SL1 Fulltime or Part time : Full time 2. Qualifications : MSc. FIEI C.Eng. Dip Math 3. Experience : 1961 – 1964 Television Production RTE 1964 - 1966 Technical Operations ( Master Control , Outside Broadcasts, Video Recording , Microwave Links ) 1966 – 1968 Set up Engineering Planning and Control Dept , Supervisor 1968 - 1970 Project Engineer Video Development 1970 - 1975 Systems Analyst Management Services 1975 - 1983 Manager Computer Services Department 1983 - 1984 Support Manager Ericssons ( leave of absence ) 1984 - 1989 Project Manager ( RTE ) 1989 – 1991 Manager Data Broadcasting 1991 - Present Lecturer School of Computing DIT Course Director MSc ( ITSM ) DIT 1967 -1978 Part time lecturer School of Electronics Engineering DIT 1983 -1991 Part time lecturer School of Computing DIT 4. Scholarly Interests : Cryptography, Neural Nets, Non linear systems, Strategic Decision making, ,Astronomy, Cognitive systems Other Activities : Ireland representative, European Union ANEC Consumer Affairs committee Ireland representative European Broadcasting Union V2 committee Member of Broadcom Research Group ( Eircom / RTE/ Ericssons ) Dublin, Brussels Member of European Space Agency research group ( Satellite Group ) Paris, Hague External Examiner NCEA for many Institutes of Technology Keynote speaker on Quality Assurance M Technology, European Annual meeting Dublin 1994. Institution of Engineers panel member for award of C.Eng. Participated Erasmus / Tempus programs. 5. Publications The creation of computerised terrain data bank of Ireland and it’s use in TV transmission planning. IEI Journal 1972 The RTE Computer Complex, ICL world Conference 1980 Computer applications developments in Radio and TV broadcasting, URSI Conference, Royal Irish Academy 1987


1. Personal Details Name: Paul Kelly Grade: SL1 Full time/Part-time: Full time 2. Academic Qualifications B.Sc. M.Sc. 3. Experiences Industrial: 4 years Academic:20 years 4. Scholarly Interests Virtual learning environments, software agents, Learning Disabilities and Assistive Technology 5. Publications A Guide to C Programming (3rd Edition), Gill and Macmillan, 1999. A Guide to C++ Programming, Gill and Macmillan, 2001.


1. Personal Details Name: Art Sloan Grade: Lecturer Full time/Part-time: Full-Time 2. Academic Qualifications Higher National Diploma in Computer Science Graduate Diploma in Computer Science Master of Science (Faculty of Economics) in Analysis, Design and Management of Information Systems 3. Experiences 1989 – 1992: Systems Engineer, British Aerospace Military Aircraft, Warton, Lancashire 1992 - 1993: Database Programmer, KPMG, Belfast 1993 – 1994: Analyst/Programmer, Applied Scientific Ltd, Limerick Also: Analyst/Programmer, Accutron Ltd, Limerick 1994 – 1999: Lecturer (MIS and Computing), various 3rd-level institutions in Ireland incuding UCD, NCIR, Carlow Inst of Tech and Dundalk Inst of Tech 199 – Present: Lecturer (PWT), DIT, Kevin Street 4. Scholarly Interests Currently a PhD student (part-time) at the Dublin Institute of Technology 5. Publications EdTech 2003 Conference Paper: Comparing the Myers-Briggs Type Indicator to the Multiple Intelligence Inventory EdTech 2004 Conference Paper: Learning Outcomes in Web-Based Education ITTE Conference Paper: Constructivism in Web-Based Education


1. Personal Details Name: Brendan Tierney Grade: Lecturer Full time/Part-time: Full Time 2. Academic Qualifications Diploma in Applied Science BSc (Applied Science) MSc (Computer Applications) Graduate Diploma in Applied Project Management 3. Experiences 1993-1996 – Oracle Corporation (Ireland & UK) – Consultant 1996-1998 – Deloitte & Touche Management Consultants (Ireland) – Senior Database Consultant 1998-2001 - Norkom Technologies (Ireland, Belgium & USA) - Project Manager & Senior Technical Consultant 4. Scholarly Interests Databases, Data Mining, Data Warehousing, Knowledge Discovery, Knowledge Management, Organisational Analysis & Statistics 5. Publications Tierney, B., Jackson, M., 2004, 'Contextual Semantic Integration for Ontologies', British National Conference on Databases, Doctoral Consortium, Tuesday 6th July, 2004. Zhao, S., Tierney, B., 2004, 'Bi-Directional Mapping between Ontology Versions: A Requirement for Data Sharing in Distributed Environments', Second International Conference on Computer Science and its Applications (ICCSA-2004), San Diego, California, USA, June 28-30, 2004. Tierney, B., Jackson, M., 2004, 'Contextual Extensions for Ontology Integration', Second International Conference on Computer Science and its Applications (ICCSA-2004), San Diego, California, USA, June 28-30, 2004. Tierney, B., Jackson, M., 2003, 'Using Ontologies in Knowledge Discovery in Data', International Conference on Emerging Technologies, Minneapolis, Minnesota, USA, August 25-26, 2003. Hofmann, M., Tierney, B., 2003, 'The Involvement of Human Resources in Large Scale Data Mining Projects', International Symposium on Information and Communication Technologies, Dublin, Ireland, 24 - 26 September, 2003. Hofmann, M., O'Mahony, M., Tierney, B., 2003, 'A Framework to Utilise Urban Bus Data for Advanced Data Analysis', 10th World Congress on Intelligent Transport Systems, Madrid, Spain, 16 - 20 November, 2003.


Tierney, B., Jackson, M., 2003, 'Using Semantics for Knowledge Discovery in Data', 20th British National Conference on Databases, Coventry, England, 15 - 17 July, 2003. Tierney, B., 2002, 'An introduction to Business Intelligence and Knowledge Discovery in Data', CRM2Day, May, 2002.


1. Personal Details Name: Bryan Duggan Grade: Lecturer Full time/Part-time: Full-time 2. Academic Qualifications 2003 MSc in IT for Strategic Management, Dublin Institute of Technology 1996 First Class Honours Degree in Computer Science and Software Engineering,

University of Dublin, Trinity College 1993 Diploma in Computer Science, (Credit Standard), Dublin Institute of

Technology Kevin St. 3. Experiences DIT Kevin St Dec, 2003 - To Date Lecturer National College of Ireland

Sep, 2002 – Dec, 2003 Assistant Lecturer

AIB May 2002 Java and Internet Security specialist

Bear Stearns Sept 1998 – Sept 2001 Vice President with Responsibility for Internet Projects

Lotus Sept 1997 – Sept 1998 Internet specialist Womex Sept 1996 – Sept 1997 Web developer SIS Sept 1993 – Sept 1996 C Programmer 4. Scholarly Interests I am presently pursuing a PhD entitled “Modeling Creativity in Traditional Irish Music using Case Based Reasoning”. I am also interested in Music Technology and Games Programming 5. Publications Duggan, B.: Creating Effective Efficient & Desirable Voice Enabled Web Systems, presented at the 8th ERCIM Workshop "User Interfaces For All", Palais Eschenbach, Vienna, Austria, 28-29 June 2004 Duggan, B. and Deegan, M.: Considerations in the usage of Text To Speech in the Creation of Natural Sounding Voice Enabled Web Systems, International Symposium on Information and Communication Technologies, Trinity College Dublin September 24-26, 2003


1. Personal Details Name: Ciarán O’Leary Grade: Lecturer (Permanent) Full time/Part-time: Full time 2. Academic Qualifications BSc (Hons) Computer Applications, Dublin City University MSc Computer Science, Trinity College, Dublin Member of the Institution of Engineers of Ireland 3. Experiences 1999 Web Developer Solomon Smith Barney, New York City, USA 1999 – 2001 IT Contractor (Part Time) IT Training with Irish Academy of Computer Training and Computer Learning Centre Ireland. Java Developer with Labyrinth on Digifone Online website. 2000 – Date Lecturer Lecturer with the School of Computing, Dublin Institute of Technology 4. Scholarly Interests I am currently pursuing a PhD in the area of Behaviour Based and Distributed AI. Other research interests include Distributed and Internet Systems and E-Learning. 5. Publications Lawless, Deirdre; Gordon, Damian; O’Leary, Ciarán; Mtenzi, Fred; Xu, Xiaofei and Bechkoum, Kamal, "Establishing undergraduate research communities", to be presented at CAL2005, Bristol, England, April 2005. Lawless, Deirdre; Gordon, Damian; O'Leary, Ciarán and Collins, Michael, "Determining Key Skills for IT Graduates in the Emerging Knowledge-Based Economy", presented at All Ireland Society for Higher Education Inaugural Conference, Trinity College, Dublin, 2 - 3 September 2004


Walshe, Ray; Humphrys, Mark and O'Leary, Ciarán, "Complex Brains: Constructing better minds using sub-minds from biotechnology authors", in proceedings of The First IFIP Conference on Artificial Intelligence Applications and Innovations, Toulouse France August, 22-27, 2004 O'Leary, Ciarán; Humphrys, Mark and Walshe, Ray, "Constructing an animat mind using 505 sub-minds from 234 different authors", in proceedings of The Eighth International Conference on the Simulation of Adaptive Behavior (SAB'04) 13 - 17 July 2004, Los Angeles, CA, USA O'Leary, Ciarán and Humphrys, Mark, "Building a hybrid Society of Mind using components from ten different authors", in proceedings of Seventh European Conference on Artificial Life (ECAL-03), September 2003, Dortmund, Germany O'Leary, Ciarán, "Technology for automated assessment: The World-Wide-Mind", talk presented at EdTech 2003, Waterford, Ireland, May 2003. Gordon, Damian and O'Leary, Ciarán, "Zen and the art of web site evaluation: tools to assist in the successful development of an elearning portal", talk presented at CAL 2003, Belfast, Northern Ireland, April, 2003. Humphrys, Mark and O'Leary, Ciarán, "Constructing complex minds through multiple authors", in From Animals To Animats 7: The 7th International Conference on the Simulation of Adaptive Behavior (SAB-02), August 2002, Edinburgh, Scotland. O'Leary, Ciarán and Humphrys, Mark, "Lowering the entry level: Lessons from the Web and the Semantic Web for the World-Wide-Mind", poster at 1st Int. Semantic Web Conf. (ISWC-02), June 2002, Sardinia, Italy


1. Personal Details Name: Cindy Liu Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.Sc. Computer Science M.Sc. Computer Science 3. Experiences Nov. 2001– Present Post: Lecturer Computing School, DIT, Kevin Street Nov. 1999 – Nov. 2001 Post: Senior Database Developer Labyrinth Ltd. Upper Hatch Street, Dublin 2 Jan. 1999 – Nov. 1999 Post: Software Researcher Industrial Control Centre, DIT, Kevin Street Mar. 1992 - Apr. 1993 Post: Lecturer Department of Systems Engineering National University of Defence Technology Hunan, China Mar. 1986 – Sep. 1989 Post: Lecturer Department of Systems Engineering National University of Defence Technology Hunan, China Aug. 1982 - Feb. 1986 Post: Software Engineer Xi-Chang Satellite-Lunching Centre Shi-Chuang Province P. R. China 4. Scholarly Interests Computer Application for Sports E-Learning technologies and solutions Database systems and applications 5. Publications P Banks, L Moor, C Liu and B Wu (2004) Dynamic visual acuity : a review The South African Optometrist Vol. 63 No. 2 June 2004


Brendan O’Shea, Bing Wu and Cindy Liu (2003) Industry-Oriented Education to Meet the Requirements of Software Industry and Beyond, IT Education Vol. 1, No. 1 pp66-69, Dec 2003 Linda Moore, Cindy Liu and Bing Wu (2001) DOVE: the Development of a Software System for Testing Dynamic Visual Acuity and Recognition Time invited talk in Sports Vision 2001 M.Sc Thesis (1992) The Development of a Software Analysis System for Gymnasts Training Text Book: Xiaoling Liu and MeiXi Zhao (1987) Programming in Assembly Language National University of Defense Technology Printing


1. Personal Details Name: Damian Bourke Grade: Lecturer Full time/Part-time: Full-Time 2. Academic Qualifications Dip.EE, B.Sc.(Eng.), PGD(ITSM), M.Sc.(ITSM). 3. Experiences 1988 - 1990 Allen Martin Conservation Limited - Software Development, Project Engineer. 1990 – 1993 British Telecommunications Limited – Operations and Maintenance Manager. 1993 – 1995 Concert Communications Limited - Operations and Maintenance Manager. 1996 – 2001 Eircell Limited - Project Engineer, Strategic Planning Manager, Interconnect Manager. 2001 – Present DIT, Kevin Street - Lecturer. 4. Scholarly Interests Communication systems, Computer networks, Network Programming and Distributed Systems. 5. Publications Various dissertations/final year projects in pursuit of the above qualifications.


1. Personal Details Name: Damian Gordon Grade: L Full time/Part-time: Full time 2. Academic Qualifications M.A. in Computer Science, Trinity College, Dublin Certificate in Java and HTML Programming, School of Computer Technology B.A.(Mod.) in Computer Science, Trinity College, Dublin 3. Experience Jan 2001 – To Date Lecturer for the School of Computing, Dublin Institute of Technology May-August 2000 Researcher for CRITE (Centre for Research in IT in Education), TCD Mar 1999 – Dec 2000 Researcher for Trinity College Dublin, in conjunction with Machine Vision Technology (MVT) Nov 1998 – Feb 1999 Implementation Consultant for Ross Systems Ireland Ltd. Mar 1996 - July 1998 Business Systems Analyst/Developer (Team Leader) for Phimac Computing Ltd. Oct 1995 - Jan 1996 Visiting Researcher to the Department of Computer Science, National University of Ireland, Maynooth. 4. Scholarly Interests eLearning eLearning, Virtual Learning Environments, pedagogically inspired models in ICT Education, constructivistic learning approaches. Knowledge Management Knowledge Acquisition and Representation, Ontology Design, Knowledge Management for Assistive Technology, Ontological Representations of ICT Training Computer Vision Automated Inspection, shape-from-specularity, shape-from-shading, shape-from-motion, photometric stereo, Gestalt psychology, illusory contour formation, biologically inspired models. 5. Publications


Gordon, D., eBeckett: An Investigation of the Additional Dimensionality provided by an On-line Environment for Beckett Studies, Beckett at 100: New Perspectives, Febuary 2006. Lawless, D., Gordon, D., O'Leary, C., Mtenzi, F., Xu, X., Bechkoum, K. Establishing Undergraduate Research Communities, CAL 2005, April 2005. Craddock, G., Gordon, D., Scherer, M., Inclusive Learning through Technology: Individualized Curriculum in Special Ed, ATIA 2005 Conference and Exhibition, Orlando, Florida, January 2005 Gordon, D., Craddock, G., Lynch, B., Using the de Bono 6-Hats Technique as a Learning Styles Model, ELSIN Seminar 2004, University of Durham, UK, September 2004 Lawless, D., Gordon, D., O'Leary, C., Collins, M. Determining Key Skills for IT Graduates in the Emerging Knowledge-Based Economy, All Ireland Society for Higher Education Inaugural Conference, Trinity College, Dublin, September 2004 Gordon, D., Bull, G., The Nexus Explored: A Generalised Model of Learning Styles, SITE 2004, March 2004. Gordon, D., Bull, G., Blood from the Shoulder of Pallas: Using Learning style as a guide when developing Learning Materials using a Virtual Learning Environment, CAL 2003, April 2003. Gordon, D., O'Leary, C., Zen and the Art of Web Site Evaluation: Tools to Assist in the Successful Development of an eLearning Portal, CAL 2003, April 2003.


1. Personal Details Name: Dave Halpin Grade: Lecturer Full time/Part-time: Part-time 2. Academic Qualifications Certificate in Computer Programming, Rahtmines College Of Commerce British Computer Society Exams Parts I and II MSc in Computer Applications, DCU (First Class Honours) Sun Certified Java Programmer 3. Experiences Software Development on IBM Mini Computers using RPG. Client Server Development for Aer Lingus – Visual Basic, Oracle J2EE Consultancy, Training and Research at the Centre for Software Engineering, DCU, which included: EI Ireland funded Research project into Component Based Development Development of Eclipse Plugin for monitoring/annotating Test First Programming Design Episodes Development/Delivery of two four day immersion courses on Agile Engineering 4. Scholarly Interests Test First Programming (TFP) as an Object-Oriented design Technique. Refactoring. Design Patterns in the context of TFP. Aspect-Oriented Programming.


1. Personal Details Name: Deirdre Lawless Grade: Lecturer Full time/Part-time: Full Time 2. Academic Qualifications MSc . Computer Science, University of Dublin, 1999. BSc. Computer Science, University College Dublin, NUI 1990. 3. Experience September 2002 – date School of Computing, Faculty of Science, Dublin Institute of Technology, Kevin Street Dublin 8. Lecturer Modules Knowledge Based Decision Support Systems, BSc. Computer Science 4th Year. Algorithms for Artificial Intelligence, BSc. Computer Science 3rd Year. Intelligent Systems Development, BSc. Computer Science 3rd Year Information Systems, BSc. Information Technology 1st Year. Research Local project manager of the Emersion project funded by EU Asia-Link project, awarded March 2003. Emersion will establish, implement and evaluate an industry-oriented education model and system in China, particularly for the information technology sector. August 2000 – May 2002 Amdocs, Regus House, Harcourt Road, Dublin 2. R&D Project Lead/Manager for international leader in development of customer care and billing systems for the telecommunications industry in start-up research and development centre in Dublin. October 1998 – July 2000, CIE,Oriel Street, Dublin 1. Web Development Team Lead July 1996 - October 1998, Trinity College Dublin, Dublin 2. Research assistant on the MILESTONE(MIgrating Legacy SysTems to OpEN Environments) project involving Broadcom Éireann Research, Telecom Éireann, Ericsson and the Department of Computer Science, Trinity College Dublin. October 1996–June 1998 ,Institute of Technology Tallaght, Dublin 24. Associate Lecturer, School of Business Sept. 1990 – July 1996, CIE ,Oriel Street, Dublin 1. Systems Designer 4. Scholarly Interests


Information systems engineering and re-engineering, particularly legacy system migration. Knowledge Engineering. Knowledge Management in particular the applications of modern database systems, with active mechanisms End-user controlled software development. ICT Education and E-learning. 5. Publications “Establishing Undergraduate Research Communities”, Deirdre Lawless, Damian Gordon, Ciarán O’Leary, Fred Mtenzi, Xiaofei Xu,Kamal Bechkoum, CAL 05 – Virtual Learning ?, April 2005. "Determining Key Skills for IT Graduates in the Emerging Knowledge-Based Economy", Deirdre Lawless, Damian Gordon, Ciarán O'Leary, Michael Collins, All Ireland Society for Higher Education Conference, September 2004. "Requirements For An Industry-Oriented IT Education Model To Support The Emerging Knowledge Economy in China", Deirdre Lawless, Bing Wu, Xiaofei Xu, Cheng Yuan, Kamal Bechkoum, Second International Conference on Knowledge Economy and Development of Science and Technology, September 2004. “Legacy Information System Migration: A Methodology and its Trial Implementation”, Deirdre Lawless, M.Sc. Thesis, June 1999. “Legacy Information System Migration: A Brief Review of Problems, Solutions and Research Issues”, Jesus Bisbal, Deirdre Lawless, Bing Wu, Jane Grimson, IEEE Software, September 1999. “Requirements for a General Migration Tool-kit”, Deirdre Lawless, Technical Report ML0026, MILESTONE Project, Trinity College Dublin, October 1997. “Legacy Systems Migration: A Method and its Tool-kit Framework”, Bing Wu, Deirdre Lawless, Jesus Bisbal, Jane Grimson, Vincent Wade, Donie O’Sullivan and Ray Richardson, In Proceedings of the Joint 1997 Asia Pacific Software Engineering Conference and the International Computer Science Conference (APSEC’97/ICSC’97), Hong Kong, China, December 2-5, 1997. "An Overview of Legacy Information Systems Migration", Jesus Bisbal, Deirdre Lawless, Ray Richardson, Bing Wu, Jane Grimson, Vincent Wade, and Donie O’Sullivan. In Proceedings of the Joint 1997 Asia Pacific Software Engineering Conference and International Computer Science Conference (APSEC'97/ICSC'97), Hong Kong, China, 2 - 5 December 1997. “Legacy System Migration: A Legacy Data Migration Engine”, Bing Wu, Deirdre Lawless, Jesus Bisbal, Jane Grimson, Vincent Wade, D O’Sullivan, and Ray Richardson. In Proceedings of the 17th International Database Conference (DATASEM ‘97), pp. 129-138, Brno, Czech Republic, October 12 - 14, 1997.


1. Personal Details Name: Denis Manley Office Location K113a Tel: 402 – 4949 E-mail: [email protected] 2. Education and Qualifications Schools Attended From To Millstreet Community School 1981 1986 Cork R.T.C. 1987 1990 D.I.T. Kevin Street 1990 1992 D.I.T. Kevin Street 1993 1994 National Distance Education Centre D.C.U.

1994 1998

D.I.T. Kevin Street 1998 2000 Examination Taken Second Level Leaving Certificate 1986 Subject Level Grade Maths Honours A Physics Honours A Chemistry Honours A Biology Honours A Applied Maths Honours B Third Level Grade Year College Degree in Applied Sciences B.Sc. (hons)

2.1 1992 Trinity

College Certificate in COBOL Programming

Distinction 1994 D.I.T. Kevin St.

Diploma in Information Technology

Distinction 1996 D.C.U.

Degree in Information Technology

B.Sc. (hons) 1.1

1998 D.C.U.

MSc. In Information Technology

Distinction 2000 D.I.T Kevin St.

3. Work Experience Company From To Position and

Duties Kevin Street D.I.T. Sept

2000 --------- Lecturer in

Computer Science Kevin Street D.I.T. Jan 1999 June

2000 Supervisor of computer labs.


Supervisor of introductory C labs.

Enfer Scientific, 21 Upper Fitzwilliam Street Dublin 2

Sept 1993

Aug 1998

Laboratory Technician incl. maintenance of the computer system

Bon Secours Hospital Tralee Co. Kerry.

Jan 1993 Aug 1993

Laboratory Technician

West Middlesex Hospital, London, England

June 1990

Sept 1990


Cork University Hospital, Cork.

Sept 1989

June 1990


PROJECTS MSc papers The strategic implications of electronic commerce for Businesses Smart Cards: Their features and strategic implications. Neural networks an alternative computing paradigm for strategic management An Investigation of Electronic Commerce issues using Biometric Verification Techniques Implemented on Smart Cards. Strategic issues influencing the adoption of Internet retailing PhD Title: An Investigation into computational methods for understanding gene regulation 4. Research Interests Bio-informatics: namely pattern matching techniques that can be used to analyze and store biological information. Modelling biological processes and computational Analysis of biological processes Setting up a Bioinformatics Course 5 Publications (International only) An Investigation into computational methods for understanding gene regulation IEEE SMC 2004 The Hague, The Netherlands.


1. Personal Details Name: Edina Hatunić-Webster Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications M.Sc. Computer Science; 1993, Computer Science Department, University College Dublin; M.Sc. Thesis: “Hatunić, E., Design and Implementation of a Security System for a Complaint Handling Management Application, M.Sc. Dissertation, Department of Computer Science, University College Dublin, February 1993” B.Sc. Mathematics with Computer Science; 1989, Faculty of Science and Mathematics, University of Sarajevo, Bosnia-Hercegovina 3. Experiences Dublin Institute of Technology, School of Computing

Sep.2004 – Present

Lecturer in Computing Lecturing K268/3 Software Engineering Lab assistant for the following courses: FT228/3 User Interface Programming (Labs and Tutorials), FT228/2 Operating Systems and FT228/4 Distributed Systems Supervising 5 Final Year Projects Institute of Art, Design and Technology, Dun Laoghaire

Mar.2003 – Apr.2003

Mathematics and programming tutor Run an advice clinic for first year students having problems with mathematics and programming LogicaCMG (Logica Mobile Networks) 1998 – 2003 Technical Leader/Senior Designer/Team Manager

Designed and developed client functionality for the Operations & Maintenance Interface of Logica’s MMS and SMS products (using Java/Swing). Designed and implemented the licensing feature for the Logica’s SMSC.


Participated in code and product reviews. Presented solutions to UI design issues. Evaluated and recommended tools and procedure for the CMF GUIs unit and regression testing (JUnit , SilkTest) Managed development team of 2–7 developers, including supervision and training of two new hires. Followed ISO9001 quality procedures. Designed and developed the Event Viewer – a Java/Swing fault management application. Led the development team to deliver on time the following SMSC components: database schema development and support, SNMP subagent, Metrics Module (a Web-based Java client and Java server connecting to an Oracle database). Projects within the team utilised Java, C, JDBC, CORBA and Oracle technologies. Negotiated project outsourcing for the Metrics Product. Designed and developed a user interface utility (a Java application) that allows activation representatives to activate and reprogram CDMA phones. Presented the product demo version to the customer. Evaluated and introduced new tools into development process (JDK, InstallShield). Critical Path 1995 – 1998 Technical Leader/ Senior Software Engineer

Developed a Web-based GUI (a Java applet) used to administer ISOCOR E-mail server. Designed and implemented a MAPI based address book, using DAP (Directory Access Protocol) to access X500 directory services. Designed and implemented extensions to the ISOPRO for MAPI E-mail client to provide automatic compression/decompression and virus checking of message attachments. Wrote project proposals. Synaptics Ltd 1993 – 1995 Software Engineer Extended the X.500 attribute syntaxes, added new attributes and objects to support the project specific distributed directories and provided security for the directory using X.509 certificates. CNDS Research Group, Department of Computer Science, UCD

1991 - 1993

Research Assistant Designed and developed a security system for a Telecommunications Management Network (TMN) application – Complaint Handling Management Application. Mentored undergraduate student projects. Presented work at a Departmental Seminar. Chosen to present at the 1992 UCD Postgraduate Day IRIS – ENERGOINVEST 1989 - 1991 Software and Security Specialist Designed and developed a security library during the work on the CEC's COST-11 Ter 'Computer Networks Security' and CEC's COST-225 'Secure Communications' projects. The library is a part of a commercial product.


4. Scholarly Interests Health Informatics, Computer Security 5. Publications Technical Assistant for the book: “S. Muftic, A. Patel, P. Sanders, R. Colon, J. Heijnsdijk and U. Pulkkinen, ‘Security Architecture for Open Distributed Systems’, John Wiley & Sons, Ltd., 1993”. “Muftic, S. and Hatunic, E. 'CISS: Generalised Security Libraries', Computers & Security, 11 (1992) 653-659.” “Hatunic, E., Clissmann, C., Patel, A. (UCD), Hurley, B. and Fitzgerald, A. (Broadcom Ltd.), 'Provision of Security to a TMN Complaint Handling Application', 6th RACE TMN Conference, Madeira, September 1992.” One of the collaborative colleagues for the book: ‘Muftic, S., ‘Security mechanisms for computer networks’, Ellis Horwood Computer Communications And Networking Series, 1989


1. Personal Details Name: Emmet Caulfield Grade: Assistant Lecturer Full time/Part-time: Pro-Rata 2. Academic Qualifications B.Eng. in Electronic Engineering, higher second class honours, 1995. 3. Experiences RISC assembly language programming (Kestral Security Products Ltd.), mixed signal hardware design (Kestral), software development (Kestral), Unix & Korn shell training (various), training materials development (L.M. Ericsson Ireland Ltd.), Internet & web programming (Netrogen, various), IP telephony (TCSI Ltd., SIP Projects Ltd.), financial web service development, plasma surface engineering (Plasma Coating Group, DCU), business automation and consulting (DiverseyLever Ireland Ltd.). See: http://netrogen.com/about/emmet.php 4. Scholarly Interests Database management systems and models, object modeling, operating systems, Open Source software. 5. Publications None.


1. Personal Details Name: Frank Deignan Grade: L Full time/Part-time: Part-time 2. Academic Qualifications B. Sc., M. Sc., FBCS, AFIMA, C. Eng. 3. Experiences 1971 – 1974: Mathematical/Systems Programmer, University of Wales, Cardiff 1974 – 1977: Associate Research Fellow, University College London 1977 – 2002: Various roles including Principal Consultant, Systems Architect, ICL/Fujitsu 2002 – Present Part – time Lecturer, DIT 4. Scholarly Interests Knowledge Management eBusiness Networking 5. Publications Asynchronous Transfer Mode – ATM, F Deignan, Ingenuity: ICL Systems Journal, Volume 9, Issue 2, November 1994 Networking Services, F Deignan and D Hollingsworth, Prentice Hall, 1993, ISBN 0-13-630393-5


1. Personal Details Name: Frank Deignan Grade: L Full time/Part-time: Full Time 2. Academic Qualifications MSc (Computer Science), BSc(Eng), DipEE, DipTechEng. 3. Experience Industrial: PC based control software for industrial processes. Distributed database ,data entry and data communications systems development and maintenance Embedded systems development. Academic: Lecturer in DIT for 13 years. Ongoing programming support for a range of research projects across a number of faculties between DIT and UCD. 4. Scholarly Interests Assistive technology for Linux Microprocessor based control systems Power electronics. 5. Publications


1. Personal Details Name: Fredrick Japhet Mtenzi Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.Sc, Master management Science, PhD 3. Experiences Fred’s industrial experience involves analysis, design and implementation of Management Information Systems in two large Banks and Ministry of Labour and Children in Tanzania. He has participated in a number of projects which were sponsored by UNICEF and World Bank as a computer networking consultant. He has been researching in collaboration with one of the largest shopping chains on the appropriate networking technologies they can use in their shopping chains in rural Tanzania. He has been lecturing in third level institutions for more than fifteen years. Among the universities he has worked include University of Dar es salaam – Tanzania, University College Dublin – Ireland and Dublin Institute of Technology – Ireland. He has supervised research students at undergraduate, masters, doctorate and post-doctorate level. In the last five years has worked also as a visiting academic to Harbin Institute of technology and University of Dar es salaam. He is a member of various societies such as IEEE, ACM, Irish Computer society, British Computer society and IASTED. He has been a programme committee member in a number of conferences such as Communications and Computer Networks CCN2004 and Communications Systems ACIT 2005. 4. Scholarly Interests Data quality issues in Data warehousing, Internet price comparison using intelligent agents, Combinatorial Optimization, Approximation Algorithms, NP-Completeness and the Travelling Salesman Problem, Distributed Systems and Components Based Software Engineering, Design and Implementation of Energy aware routing algorithms for Mobile Ad Hoc Networks (MANET) Security issues in MANET and sensor networks Knowledge Management High performance E-Commerce 5. Publications


Fredrick Mtenzi and John Kyaruzi, A new search technique in Planar Convex Networks, University Science Journal, December 1993 Fredrick Mtenzi, Personal Computers into interactive future, Computer Center Newsletter, December 1993 Fredrick Mtenzi, Artificial Neural Systems: A necessary tool for Financial decision Making, Institute of Finance Management (IFM) Journal, 1993 Fredrick Mtenzi, Experimental design methodology for large, symmetric, sparse, Travelling Salesman Problem, (accepted for publication on the European Journal of Operations Research). Fredrick Mtenzi, Integer Linear Programming formulations for the Sparse TSP, (accepted for publication on the European Journal of Operations Research). Fredrick Mtenzi, Lower Bound for the Sparse TSP, University Science Journal, June 2002, pp 30-41 Fredrick Mtenzi, Tour Construction Heuristics for the Sparse TSP, Working Paper MIS, Business Research Programme, Graduate School of Business, University College Dublin Fredrick Mtenzi, Tour Improvement Heuristics for the Sparse TSP, Working Paper MIS, Business Research Programme, Graduate School of Business, University College Dublin Fredrick Mtenzi, Random Methods for the Sparse TSP, Working Paper MIS, Business Research Programme, Graduate School of Business, University College Dublin Yingyu Wan, Fred Mtenzi, and Bing Wu, Distributed Construction of Weakly Connected Dominating Sets for Clustering Mobile Ad Hoc Networks, Third IT&T Annual Conference, 22-23 October, 2003 Yingyu Wan, Fred Mtenzi, and Bing Wu, A best-possible approximation for minimum-energy multicast problem in wireless ad hoc networks, XVI Conference of the European Chapter on Combinatorial Optimization, 5 June - 7 June 2003 Molde, Norway Fredrick Mtenzi, Randomised Algorithms for the Sparse Travelling Salesman Problem, The 7th International Conference for Young Scientists, August 9 – 10, 2003, Harbin Institute of technology, China. Xiaohai Wei Fredrick Mtenzi Bing Wu and Yingyu Wan, An Energy Efficient Routing Algorithm With Priority for Mobile Ad Hoc Networks (PDSR), , Proceedings of the Third IASTED International Conference on Wireless and Optical Communications, Editor: Lambertus Hesselink, pages 628-632, ISBN: 0-88986-374-1, ACTA Press, 2003. Xiaohai Wei, Guoliang Chen, Yingyu Wan, Yinlong Xu and Fredrick Mtenzi. Minimal Re-Routing in Mobile Ad Hoc Networks. In Proc. of first IEEE and IFIP International Conference on Mobile and Wireless Communications and Optical communications Networks (WOCN 2004), pages 204-207, 2004 Xiaohai Wei, Guoliang Chen, Yingyu Wan and Fred Mtenzi, Optimized priority based energy efficient routing algorithm for mobile ad hoc networks Pages 231-239, Volume 2, Issue 3, Pages 203-349 (July 2004) Quality of service in ad hoc networks, Ad Hoc Networks, Ad Hoc Networks Copyright © 2004 Elsevier B.V. Peter Cahill and Fredrick Mtenzi, Speech Synthesis for PDA, ITB Journal Issue Number 9, Pages 63-74, May 2004


1. Personal Details Name: Hugh Mcatamney Grade: Assistant Lecturer Full time/Part-time: part time 2. Academic Qualifications B.Sc managament – University of Dublin Trinity College M.Phil IT – Dublin Institute of Technology 3. Experiences Lecturer in DIT since 1995 President of Triathlon Ireland since 2000 4. Scholarly Interests Virtual Reality Game Engineering / Learning E-Learning 5. Publications The National Gallery of Ireland Virtual Gallery’, National Gallery of Ireland Symposium, Dublin. ‘The National Gallery of Ireland Virtual Gallery’, Proceedings of the VSMM 6th International Conference on Virtual Systems and Multimedia. Ogaki City, Japan. October 2000. 'An Investigation into the Use of the Virtual Reality Modeling Language (VRML) as a Means of Distribution of Virtual Tourism' , Proceedings of the Hospitality Information Technology Association (HITA) Conference, Edinburgh, 1999 There are over 40 citations of my work. A list of these is available in a publications document at Http://www.dmc.dit.ie/2002/research.html


1. Personal Details Name: Jane Ferris Grade: Assistant Lecturer Full time/Part-time: Temporary WholeTime 2. Academic Qualifications BSc (Hons) Materials Engineering with Management Msc (Dist) IT for Strategic Management 3. Experiences Lecturer in the DIT (2000 – present) 4. Scholarly Interests 5. Publications


1. Personal Details Name: John Gilligan Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.Sc (Hons) NUI MSc NUI 3. Experiences Lecturer Computer Science University College Dublin 1986-1988 Lecturer Computer Science DIT 1985 – Present Course Chair FT225 Degree in Applied Science/Computing Researcher on EU ICARUS ERAE project in Formal Specifications 1989 Funded Research IAD/ PAT Grants, ETCI Grants , British Irish Council, Equal 4 , Inclusive Learning Through Technology McMahon Foundation, DIT Seed. External Project Assessor IDA 1999 External Examiner Masters UCD 2003 –2004 Member of Scientific Committee AAATE 03 Conference Chaired Human Computer Interaction session AAATE 03 Conference Internal Assessor DIT Masters Validation in Music Technology 1998 External Assessor Limerick Institute of Technology Masters 2004 4. Scholarly Interests Assistive Technology , Education and Technology Artificial Intelligence, Knowledge Based Systems , Formal Specifications 5. Publications Various Technical reports “Towards a repository of Assistive Technology plans” John Gilligan and Prof. Peter Smith, AAATE 03 Conference Dublin Paper accepted for Balancing Equation Conference Southampton 05


1. Personal Details Name: June Barrett Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications BA (mod) Natural Sciences - Trinity College Dublin PgD – Computer Science - University College Cork MSc – Computer Applications - Dublin City University 3. Experiences 1996-Present Lecturer Dublin Institute of Technology Lecturing in Procedural & Object Orientated Programming, Databases, Systems Analysis & Design. Project co-ordination for final year projects on BSc (Ordinary). Supervision of MSc research for the MSc (ITSM ). Disabilities co-ordinator for the School of Computing. 1986 – 1996 FAS Ireland’s National Training and Employment Authority Project Manager for European Project (EURAS). To develop a European database for recruitment and job placement. Senior Analyst on payroll, personnel, course recruitment database systems. Programmer on various internal and external information systems. 4. Scholarly Interests Object Orientated Programming and OO Systems Design. Database System Architectures, Data Warehousing and Data Mining. Education for students with disabilities. 5. Publications


1. Personal Details Name: Ken O’Brien Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.E M.Eng.Sc. 3. Experiences Software development, systems analysis, systems programming, systems administration, network planning, and implementation consulting, software engineer 4. Scholarly Interests data communication, operating systems 5. Publications 1.ESB X.25 Packet Data Network, Institute of Engineers of Ireland 11/4/91; 2.The Planning,Design and Installation of ESB's X.25 Network, CIGRE, Paris 1992; 3.Implementation of WGS84 mapping reference system for Irish Airspace IEI magazine 1998 4. A three phase Thyristor invertor for Constant-Current Control of an Induction Motor, M.Eng.Sc. Thesis 1973.


1. Personal Details Name: Mark Deegan Grade: L1 Full time/Part-time: Full Time 2. Academic Qualifications B.A. (Ordinary) Mathematics, University of Dublin, Trinity College, 1990 B.A.I. (Honours) Engineering, University of Dublin, Trinity College, 1990 M.Sc. (Computer Science), University of Dublin, Trinity College, 1994 M.I.E.I. (Member of the Institute of Engineers of Ireland) 1990 M.B.C.S. (Member of the British Computer Society) 2004 3. Experiences 1990 – 1999: Lecturer, Department of Mathematics, Statistics and Computer Scieice, DIT, Kevin Street. Preparing and delivering courses to undergraduate and masters students. 1994 – 1999: IT Consultant. Providing IT design and support services to a number of major clients in Ireland and the UK. 1994 – Present: Director, Degas Software Studios, Dublin. 1994 – 2000: IT Trainer, Moresoft Institute, Dublin. Preparing and delivering commercial IT training courses on a wide range of subjects. 2000 – 2001: Engineering Program Manager, Sun Microsystems. Managing the sustaining of a number of Sun Microsystems software products including Sun Ray and SunForum (video conferencing software). Promoting the evolution of software development and management processes. 2000: Project Manager, Guinness UDV, Dublin. Responsible for managing the deployment of Siebel and related systems to a 250+ strong sales force. 2001 – Present: Lecturer, School of Computing, DIT Kevin Street. Preparing and delivering courses to undergraduate and masters students. Planning the IT infrastructure of the School of Computing. 4. Scholarly Interests 1: The Development of software support systems for ubiquitous computing in an academic environment. I have a keen interest in the area of ubiquitous computing, and, in particular the area of thin client computing. This was the main business area of the Sun Ray group in which I worked at Sun Microsystems. 2: The formation of Third Level Education Policy in Ireland. I have a keen interest in the evolution of the third level sector in Ireland. I am interested in establishing if any particular long term vision has been or should be applied to the development of the third level sector in Ireland. 5. Publications DEEGAN, Mark. O’DRISCOLL, Ciarán. The Development of Software Support Systems for Ubiquitous Computing in an Academic Environment. School of Computing, DIT Kevin Street, 3rd Annual Research Seminar, December 2004.


Duggan, B. and Deegan, M.: Considerations in the usage of Text To Speech in the Creation of Natural Sounding Voice Enabled Web Systems, International Symposium on Information and Communication Technologies, Trinity College Dublin September 24-26, 2003


1. Personal Details Name: Mark Foley Grade: Lecturer Full time/Part-time: PWT 2. Academic Qualifications DipACP, MBCS, PgD, MSc, CITP 3. Experience 18 years in business world (banking & IT). IT experience includes, operations, software development, consultancy, project management, networking. 9 years in academic world as full time lecturer. 4. Scholarly Interests IT Management, Geographic Information Systems, Spatial Data Mining, Web Development, Databases 5. Publications M. Foley, A. Alderson and H. Shah (2000) "A framework to guide the strategic manager in the acquisition of software development technologies" - 2nd International Conference on Enterprise Information Systems. Staffordshire University, UK; July 2000.


1. Personal Details Name: Michael Collins Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications M.Sc. in Computer Science B.Sc. (Hons) in Applied Science (Computer Science and Software Engineering) Diploma in Computer Science Technician Certificate in Electronic Engineering 3. Experiences Lecturer in Computer Science, School of Computing, DIT, Kevin Street, Dublin 8. (Sep 02 – present) Software Engineer, TransactPlus, San Francisco, California, USA. (Apr 01 – Nov 01) Research Software Engineer, Broadcom Eiréann Research, Dublin. (Feb 98 – Jun 99) Localisation Software Engineer, ITP, Bray, Co. Wicklow (Jul 97 – Nov 97) 4. Scholarly Interests Internet Research and Web Technologies Pervasive computing IT Education 5. Publications Lawless, Deirdre, Gordon, Damian, O'Leary, Ciarán, Collins, Michael (2004), "Determining Key Skills for IT Graduates in the Emerging Knowledge-Based Economy", to be presented at All Ireland Society for Higher Education Inaugural Conference, Trinity College, Dublin, Ireland, 2nd - 3rd September 2004


1. Personal Details Name: Oliver O'Connor Grade: L Full time/Part-time: Full time 2. Academic Qualifications BSc, MSc 3. Experiences 1975-1978 Lecturer in Computer Applications RTC Dundalk 1978-1986: Software Engineer/Analyst various industries. 1986-present: Lecturer, DIT, Kevin St. 4. Scholarly Interests Systems Analysis, Systems Development Methodologies, Software Engineering,


1. Personal Details Name: Patrick Browne Grade: Lecturer Full time: F 2. Academic Qualifications British Computer Society Exams, School of Computing, DIT Kevin St. B.Sc. in Computer Applications, Dublin City University. M.Sc. in Computer Applications, Dublin City University. 3. Experiences 25 years experience of digital cartography and geographic information systems with the Irish Ordnance Survey. 1 year Software Engineer with ICL. 5 years lecturing at the School of Computing, DIT, Kevin Street 2 years lecturing at the National College of Ireland 4 years tutoring with the Open University. 4. Scholarly Interests Geographic Information Systems, Formal Methods, and Databases 5. Publications 1) “Towards a Unified Spatial-Temporal Data Model and Query Language for Geographical Information Systems" at British National Conference on Databases (Doctoral Consortium) in Edinburgh, July 2004. 2) "Unification of Spatial-Temporal Data Models" Conference on Spatial Information Theory (COSIT03) in Switzerland, Sept. 2003. 3) “Spatial and Temporal Data Models for Geographical Information Systems” by Patrick Browne, Micheal O'hEigeartaigh, Dublin City University, Working Paper 1997.


1. Personal Details Name: Patrick Matthews Grade: Lecturer Full time/Part-time: Full-time (permanent) 2. Academic Qualifications B.Sc. (Hons) (N.U.I.) 3. Experiences 1987-1992 Researcher on various industry and EC- funded projects, Department of Computer Science, U.C.D. 1992-date Lecturer, Department of Management Information Systems, D.I.T. 4. Scholarly Interests Artificial intelligence applications, Natural language processing, Web development. 5. Publications Using Actions to Generate Sentences. In: AI and Cognitive Science '92, Proceedings of the 5th Irish Conference on Artificial Intelligence and Cognitive Science. (Springer-Verlag 1992) Transforming Expert System Output into Natural Language in a Process Control Environment (with H. Mok). In: SAC '92: Proceedings of the 1992 ACM/SIGAPP Symposium on Applied Computing. (ACM Press, 1992).


1. Personal Details Name: Patricia O’Byrne Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.Sc. (Hons) in Computer Science with Mathematics as a minor UCD 1981. PgD (ITSM) 1997, University of Staffordshire. M.Sc. (ITSM) with Distinction, 1999, University of Staffordshire. 3. Experiences Systems Programmer, C.I.E. Applications Programmer, C.I.E. Systems Analyst and Designer, C.I.E. Lecturer, D.I.T. Kevin St. 4. Scholarly Interests Legacy systems, Systems Analysis and Design, Databases, Programming. Research into IT for Strategic Management and supervision of Masters students. 5. Publications O’Byrne, Patricia, Wu, Bing “Lace Frameworks and Technique – Identifying the Legacy Status of an Information System from the Perspectives of its Causes and Effects” 2000 International Symposium on Principles of Software Evolution (ISPSE 2000), Kanazawa, Japan.


1. Personal Details Name: Paul Bourke Grade: Lecturer Full time/Part-time: Full 2. Academic Qualifications B.Sc, H.Dip in Ed, M.Sc, Dip in L.S., LL.M 3. Experiences Maths Teacher & Sports Coach at St. Benedicts, Ealing, London. Systems Analyst at Wang Laboratories in Limerick, Boston & Sydney. 4. Scholarly Interests Alternative IT interfaces Digital Image Processing Global Lighting Models Liability issues in Software systems IT Intellectual Property Rights Data Protection & Freedom of Information e Government Cyber crime 5. Publications Computers controlled by Eye-movement, ISSC 1998 Electronic Voting: An Irish legal case study, UOS 2004


1. Personal Details Name: Richard Lawlor Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.Sc., M.Sc.(Maths), M.Sc.(Computing) 3. Experiences 1985-present: Lecturer, DIT Part time member of the Foramal Methods Group in TCD for about 2 years. Actively involved with the franchise of FT228 computer science degree by Harbin Institute of Technology. Delivered some of FT228-1 to the HIT-DIT class. 4. Scholarly Interests Category Theory, Formal modelling of concurrency, Formal Specification, Z, CSP, Unifying Theories of Programming, Programming Paradigms, Functional Programming, Concurrent Programming, Software Engineering. 5. Publications I contributed to an IEEE conference paper on "Image Motion Detection and Analysis". The paper was published in "Proceedings of the 2nd IEEE International Conference on Automation, Robotics and Computer Vision (ICARCV'92). Other contributor was Dr. Jan Yun of DCU.


1. Personal Details Name: Ronan Fitzpatrick Grade: Lecturer Full time Full-time 2. Academic Qualifications MSc, CEng, MBCS 3. Experiences 32 years of Industrial appointments 1961 - 1967 SMITH & PEARSON LTD. Trainee Draughtsman 1967 - 1968 O'DWYER STEEL CO. LTD. Draughtsman 1968 - 1969 THOMAS GARLAND & PARTNERS Draughtsman 1969 - 1970 CESCO LIMITED Senior Draughtsman 1970 - 1976 BURKE HIGGINS MCNULTY (STEEL) LTD Manager 1977 - 1984 SHANNON STRUCTURES AND SERVICES LTD. Director/Secretary 1984 - 1986 FREELANCE COURSEWARE DEVELOPMENT Developer 1986 - 1991 CBT SYSTEMS LIMITED Developer 1991 to 1993 CBT COURSEWARE CONSULTANT Consultant 12 years of Academic appointments (Lecturer) 1992 - 1998 INSTITUTE OF TECHNOLOGY - TALLAGHT, 1995 PORTOBELLO COLLEGE - DUBLIN 1995 GRIFFITH COLLEGE - DUBLIN 1996 DCU AT INSTITUTE OF TECHNOLOGY, TALLAGHT 1996 – to-date DUBLIN INSTITUTE OF TECHNOLOGY - KEVIN STREET (2004) 1999 – 2001 Ireland’s representative to the International Standards Authority Technical Committee - ISO/TC 159/SC4 WG6 - Human centered design processes for interactive systems. 4. Scholarly Interests Strategic Management of IT Usability Web site quality 5. Publications


Fitzpatrick, R. (1996) Software Quality: Definitions and Strategic Issues, Staffordshire University, School of Computing Report Fitzpatrick, R. and Higgins, C. (1998) Usable software and its attributes: A synthesis of software quality, European Community law and human-computer interaction, In: People and Computers XIII. Proceedings of HCI’98 Conference, Springer, London, UK Fitzpatrick, R. and Dix, A. (1999a) A Process for Appraising Commercial Usability Evaluation Methods, Human-Computer Interaction: Ergonomics and User Interfaces, Proceedings of HCI International ’99, Munich, Lawrence Erlbaum Associates, New Jersey, USA Fitzpatrick, R. (1999b) Strategies for Evaluating Software Usability, Department of Mathematics, Statistics and Computer Science, Dublin Institute of Technology, Kevin Street, Dublin 8, Ireland Fitzpatrick, R. (2000a) Interpreting quality factors for the World Wide Web, Irish Academy of Management Conference, September 2000, Dublin, Ireland (Extended abstract) Fitzpatrick, R. (2000b) Additional Quality Factors for the World Wide Web, Proceedings of the Second World Congress for Software Quality, Yokohama; Union of Japanese Scientists and Engineers, Tokyo, Japan Fitzpatrick, R. (2001) Strategic Drivers of Software Quality: Beyond external and internal software quality, Second Asia-Pacific Conference on Quality Software, Proceedings of APAQS 2001, Hong Kong; IEEE Computer Society Press, California, USA Fitzpatrick, R. (2002) Software Quality Matters, School of Computing Research Paper (ITSM), Dublin Institute of Technology, Kevin Street, Dublin 8, Ireland Fitzpatrick, R. (2003a) Quality Challenges in E-Commerce Web sites, Workshop paper for Exploring the Total Customer Experience: Usability Evaluations of (B2C) E-Commerce Environments at INTERACT 2003: Ninth IFIP TC 13 International Conference on Human-Computer Interaction, September 2003, Zurich, Switzerland Presentation Fitzpatrick, R. (2003b) The Software Quality Star: A conceptual model for the software quality curriculum, Workshop paper for Closing the Gaps: Software Engineering and Human-Computer Interaction at INTERACT 2003: Ninth IFIP TC 13 International Conference on Human-Computer Interaction, September 2003, Zurich, Switzerland Presentation Fitzpatrick, R. and O'Donnell, K. (2003) Crafting a research paper ITSM Authoring Style, School of Computing, Dublin Institute of Technology, Kevin Street, Dublin 8, Ireland. Fitzpatrick, R. (2003) Engagibility ratios for quality Web sites: Challenges and strategy, Proceedings of the Dublin Institute of Technology, School of Computing PhD Conference, Dublin, Ireland. Fitzpatrick, R., Smith, P. and O'Shea, B. (2004) Software Quality Revisited, Proceedings of the Software Measurement European Forum (SMEF 2004, Rome), Istituto di Ricerca Internazionale S.r.l., Milan, Italy, p307/315, ISBN 88-86674-33-3. Fitzpatrick, R., Smith, P. and O'Shea, B. (2004) Software Quality Challenges, Proceedings of the Second Workshop on Software Quality at the 26th International Conference on Software Engineering (ICSE 2004), Edinburgh, Scotland, IEE, Stevenage, Herts, UK.


1. Personal Details Name: Sarah Jane Delany Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications BA (Mod) in Mathematics, University of Dublin, Trinity College MSc. in Computer Science (Information Technology for Strategic Management), Staffordshire University, UK 3. Experiences 1996- : DIT Kevin Street 1993-1996: ESBI Computing, 1987-1993: Andersen Consulting, 4. Scholarly Interests Machine Learning Case-base Reasoning Email / Spam Filtering Concept Drift 5. Publications Delany SJ, Cunningham P, Tsymbal A, Coyle L. (2005) A Case-Based Technique for Tracking Concept Drift in Spam Filtering, Knowledge Based Systems, to appear. Delany SJ, Cunningham P, Tsymbal A, Coyle L. (2004) A Case-Based Technique for Tracking Concept Drift in Spam Filtering4, AI 2004, the 24th SGAI International Conference on Innovative Techniques and Applications of Artificial Intelligence p3-16. Delany SJ, Cunningham P, Coyle L. (2004) An Assessment of Case-Based Reasoning for Spam Filtering, In: L. McGinty & B Crean (eds.), Proceedings of Fifteenth Irish Conference on Artificial Intelligence and Cognitive Science, p.9-18. Delany SJ, Cunningham P. (2004) An Analysis of Case-base Editing in a Spam Filtering System, In: Funk P & Gonzales Calero P.A. (eds.), Advances in Case-Based Reasoning, (Proceedings of Seventh European Conference on Case-Based Reasoning), LNAI 3155 pp.128-141 Springer Verlag Barrett R. & Delany SJ., (2004) openMVC: A Non-proprietary Component-based Framework for Web Applications, WWW2004 13th International World Wide Web Conference, p.464-465.

4 Awarded Best Application Paper, to appear in Special Issue of Knowledge Based Systems


Cunningham P., Nowlan N., Delany SJ., Haahr M., (2003) A Case-Based Approach to Spam Filtering that Can Track Concept Drift, The ICCBR'03 Workshop on Long-Lived CBR Systems, Trondheim, Norway, June 2003 Delany SJ., Cunningham P. & Wilke W., (1998), The limits of CBR in Project Estimation, GWCBR’98 – 6th German Workshop on CBR, Berlin, March 1998 Technical Reports: Delany SJ., Cunningham P. (2000) The application of Case-Based Reasoning to Early Software Project Cost Estimation and Risk Assessment. TCD Departmental Technical Report


1. Personal Details Name: Shane Mulligan Grade: Lecturer Full time/Part-time: Full-time 2. Academic Qualifications B.A.(Mod.), M.Sc., Ph. D. 3. Experiences 2002- present: Lecturer in School of Computing, DIT Kevin St. Jan. – July 2003 Research Sabbatical in Toulouse, France 1990 – 2002 Lecturer in Computer Applications, DIT Bolton St. 1986 – 1990 Research Assistant, Numerical Analysis Group, TCD 4. Scholarly Interests Numerical Analysis, High Performance Parallel and Scientific Computing, Finite Element and Finite Difference numerical methods, Parallel Numerical Algorithms, Mathematics in Computing. 5. Publications Seán P. Mulligan, “A numerical solution of the two-dimensional Poisson equation in semiconductor devices”, M.Sc. Thesis, School of Mathematics, University of Dublin, Trinity College, (1991) Seán P. Mulligan, “A comparison of iterative methods for the solution of the linearised Poisson equation in semiconductor device modelling”, INCA (Institute for Numerical Computation and Analysis) Preprint No. 4, (1987). See the INCA WWW site: http://dune.mcs.kent.edu/inca/index.html Seán P. Mulligan, “On block preconditioned iterative methods for unsymmetric linear systems”, INCA Preprint No. 5, (1988) Seán P. Mulligan, “A comparison of preconditioned conjugate gradient methods for the solution of a linearised two dimensional Poisson equation”, in VECTOR AND PARALLEL COMPUTING issues in applied research and development, eds. Jack Dongarra, Iain Duff, Patrick Gaffney, Sean McKee, Ellis Horwood (1989); also presented at the 2nd International Conference on Vector and Parallel Computing, Tromsø, Norway, June (1988) Seán P. Mulligan, “Preconditioned iterative methods for the numerical solution of the stationary semiconductor device equations”, Ph. D. Thesis, School of Mathematics, University of Dublin, Trinity College, (1991)


Seán P. Mulligan, “Preconditioned iterative methods for solving the semiconductor device equations”, IMACS 2000 Conference, University of Wisconsin-Milwaukee, May 2000, and Int. J. Appl. Sci. Comput. Vol. 8, No. 1, (2001)


1. Personal Details Name: Susan McKeever Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications B.A.B.A.I Eng (Electronic) from Trinity College Dublin (1st) 2003 M.Sc Information Technology for Strategic Management, Dublin Institute of Technology 3. Experiences 1989 – 1993 Software Engineer and Team leader with Andersen Consulting Dublin. Worked on a variety of client assignments, including custom and package system implementations. Clients included Microsoft, Shorts Aircraft and Power Supermarkets. 1993 - 1997 IT Consultant for Binder Hamlyn Consultancy in London. Performed numerous client assigments including IT strategy and systems implementation projects. 1997 – 2002 Independent IT project manager in Dublin, with particular expertise in web systems. Clients included AIB, Bank of Ireland and IBM. 4. Scholarly Interests Web technologies System Interface design 5. Publications McKeever S. (2003) "Defining the range of B2B e-commerce formats", IADIS conference, Portugal. McKeever, S., (2003), Understanding Web Content Management systems: evolution, lifecycle and market, Journal of Industrial Management and Data Systems, Volume 103, Number9, pp 686-692


1. Personal Details Name: Svetlana Hensman Grade: Lecturer Full time/Part-time: Full time 2. Academic Qualifications BSc in Computer Science (1st Hons) and MSc in Artificial Intelligence (1st Hons) Awarded by Sofia University, Bulgaria - July 2000. PhD in Computer Science University College Dublin, National University of Ireland Submitted: October 2004, viva scheduled for February 24th, 2005. The PhD dissertation explores the idea of automatically building semantic representation of text, as well as embedding this representation in XML documents. By applying VerbNet and WordNet lexical resources we identify the semantic roles, which in turn are used to construct a conceptual graph representation of each sentence. We also use syntactic information and some semi-automatically pre-compiled domain specific knowledge. Supervisors: Mr. John Dunnion, Prof. Ronan Reilly. 3. Experiences Teaching Experience Lecturer University College Dublin, Belfield, Dublin 4, Ireland. September 2004 – October 2004 Taught an intensive 6-week course in Programming and Object-oriented development for the Master of Management Science course. Lecturer Griffith College Dublin, South Circular Rd, Dublin 2, Ireland Feb 2001 - Jun 2001, Sep 2004 - Oct 2004 Courses taught: Knowledge-based systems Object-oriented development, 3rd year BSc Data structures, 1st year BSc Responsibilities included: planning, organizing and delivering of course material organizing tutorials and preparing demonstrators preparing and correcting assignments preparing and correcting exams Project supervisor


Griffith College Dublin, South Circular Rd, Dublin 2, Ireland Feb 2001 - Jun 2001 A course supervisor for the final year projects of 1st year BSc in Computing students. Tutor Griffith College Dublin, South Circular Rd, Dublin 2, Ireland Nov 1999 - Feb 2001 Courses taught: Object-oriented development, 3rd year BSc and 2nd year National Certificate Data structures, 1st year BSc Introduction to programming, 1st year BSc Postgraduate Demonstrator University College Dublin, Belfield, Dublin 4, Ireland Nov 1998 – October 2004 Courses taught: Formal grammars and syntax, 3rd year BSc Introduction to programming, 1st year BSc Data structures, 2nd year BSc Introduction to computing, 1st year BA (Agricultural Department) Databases, 1st year BA (Department of Library and Information Studies) Research Experience INTINN project Jan 2001 – March 2004 University College Dublin, Ireland A project for classification, semantic annotation and developing of automatic markup languages for hypertext documents; a continuation of INTENTS project. INTENTS project Nov 1998 - Dec 2000 University College Dublin, Ireland This project aimed at developing a set of tools for intelligent indexing, navigation and searching of hypertext documents. Tempus exchange student Apr 1998 Visited the Computer Science Department at University College Dublin as a Tempus exchange student and worked on the INTENTS project DBR-MAT project Sept 1996 - Oct 1998 Linguistic Modelling Laboratory, Bulgarian Academy of Science, Bulgaria


A joint German-Bulgarian-Romanian project in Knowledge-based Machine Aided Translation, fund-ed by the Volkswagen Foundation (Germany). Our Bulgarian team was engaged in the development of a module for generation of natural language explanations in Bulgarian from an underlying knowledge base of conceptual graphs. CGLex project Sept 1996 - Oct 1998 Linguistic Modelling Laboratory, Bulgarian Academy of Science}, Bulgaria The goal of the project was to create a Natural Language-based tool for Conceptual Graph acquisition. Visiting researcher Sept 1996 Visiting researcher at the Natural Language Group, CS Department, Hamburg University, Germany, working on the integration of the German and Bulgarian modules of CGLex and DBR-MAT projects. 4. Scholarly Interests My research interests include Natural Language Processing, Knowledge Representation, Semantics, Information Extraction, Information Retrieval, Hypertext Markup Languages, Web Technologies. 5. Publications (peer-reviewed) Svetlana Hensman and John Dunnion Using linguistic resources to construct conceptual graph representation of texts In Proceedings of the 7th International Conference on Text, Speech and Dialogue (TSD), Brno, Czech Republic, September 8-11, 2004. Svetlana Hensman and John Dunnion Automatically building conceptual graphs using VerbNet and WordNet In Proceedings of the 3rd International Symposium on Information and Communication Technologies (ISICT), Las Vegas, June 16-18, 2004, pp.115--120. Svetlana Hensman Construction of Conceptual Graph representation of texts In Proceedings of the Student Research Workshop at HLT-NAACL, Boston, USA, May 2, 2004, pp. 49-54. Svetlana Hensman and John Dunnion Applying VerbNet for automatic semantic role identification In Proceedings of the 14th Irish Conference of Artificial Intelligence and Cognitive Science (AICS 2003), Dublin, Ireland, September 17-19, 2003, pp. 72-76. Svetlana Hensman and John Dunnion Applying VerbNet for automatic semantic role identification


International Conference for Cognitive Modeling in Linguistics, Varna, Bulgaria, September 1-7, 2003, pp. 471-481. Svetlana Damianova, Shazia Akhtar, John Dunnion and Ronan Reilly NewMedia, New Tools, Invited talk for "New Media, New Links: Strategies for Interdisciplinary Collaboration", Lillian Gilbreth Colloquium, New Jersey, USA, March, 2001. Svetlana Damianova, John Dunnion and Ronan Reilly Semantic indexing and knowledge-based searching of documents using conceptual graphs, Poster presentation at "Wiring Memory" colloquium, Dublin, Ireland, September 2001. Svetlana Damianova and John Dunnion IBIS: a system for semantic indexing and knowledge-based searches of hypertext documents, Poster presentation at "What's All the Hype in Hypertext About" workshop, Dublin, Ireland, March 2000. Svetlana Damianova and Kristina Toutanova Using Conceptual Graphs to Solve a Resource Allocation Task In Proceedings of the Seventh International Conference on Conceptual Structures, Blacksburg, Virginia, USA, July 1999, Lecture Notes in Artificial Intelligence Vol. 1640, pp. 297-314. Galia Angelova, Kristina Toutanova and Svetlana Damianova Knowledge Base of Conceptual Graphs in DBR-MAT Technical Report BG-3-98, Project DBR-MAT (funded by the Volkswagen Foundation), University of Hamburg, Computer Science Faculty, Hamburg, Germany, July 1998. Galia Angelova, Svetlana Damianova, Kristina Toutanova and Kalina Bontcheva Menu-Based Interface to Conceptual Graphs: the CGLex Approach In Proceedings of CGTools Workshop, Seattle, USA, August 1997, Lecture Notes in Artificial Intelligence Vol. 1257, pp. 603-606. Galia Angelova, N. Boynov, Kalina Bontcheva, and Svetlana Damianova CGLex: A Natural Language Based Tool for Conceptual Graphs In Proceedings of CGTools Workshop, pp. 9-10, Sydney, Australia, August 1996. ------------------------------------------ END OF DOCUMENT -----------------------------