Programme Manual

B.Sc. Software Engineering

SST • School of Science and Technology • Pan-Atlantic University

52 km Lekki-Epe Expressway, Ibeju-Lekki, Lagos, Nigeria
1.0 THE MISSION OF THE BSC SOFTWARE ENGINEERING PROGRAMME

The undergraduate programme in software engineering is aimed at developing competent,

creative, innovative, entrepreneurial and ethically-minded persons, capable of creating value in
the diverse fields of Software engineering.

2.0 THE PHILOSOPHY OF PROGRAMME

The overall intention is to nurture individuals who are technically skilled, creative, innovative,
professionally competent, enterprising, and zealous for the common good, with the ability to
make free and morally upright decisions, and who can thus impart positive values in service to
society. The programme will provide intensive practical and theoretical courses, which are
designed to prepare the students to work in modern day industries as Software Engineers. Career
prospects for graduates of this course include computer software design and development as
applied to various fields. The programme will emphasize particularly the need for high ethical
standards in the exercise of professional work, training, teaching, and obligations. Hence, the
curriculum will be suffused with courses that deal with human values, analytical and critical
thinking and the appropriate design and use of computing systems.

The programme is largely driven by the need to facilitate, through adequate theoretical and
practical training, the emergence of competent professionals in the area of software engineering.
The programme aims to build new generation of software engineers that can favourably compete
with peers from any reputable institutions in the world. As a fundamental principle, the
programme emphasizes interactions between the industry players, lecturers and students, with
the goal of ensuring relevance to the industry as well as driving the innovation needs of the
industry. Together with the technical skills and competencies, the programme also places
emphasis on a holistic development of the positive character traits of the students. Such traits
could be critical success factors in the team work required for professional success in the
workplace.

3.0 GUIDING PRINCIPLES FOR THE PROGRAMME

The following basic points are the guiding principles for the programme:
a) The programme will impart an education that is relevant to the needs of the nation and
of international standard. The relevance of the programme's content will be ensured by
fostering a strong relationship with the industry.
b) The programme will give particular emphasis to teaching and research. The academic staff
will be encouraged to engage in research and attend conferences of relevance across the
world. This is expected to ensure a continuous improvement in their teaching and
maintain its relevance to the needs of the nation.
c) The programme will be concerned with the integral formation of the individual and will
lay special emphasis on the development of values and ideals. Professional ethics will
permeate all teaching activities in the programme.

4.0 GOALS OF THE PROGRAMME

The aims and objectives of the programme include but are not limited to the following:
a) Create in students the awareness of and enthusiasm for software engineering and its
capabilities.

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 b) Involve the students in an intellectually stimulating and satisfying experience of learning
and studying
c) Provide a broad and balanced foundation in software engineering knowledge and
practical skills.
d) Develop in students through an education in software engineering a range of transferable
applicable skills of information technology to all aspects of human endeavours.
e) Generate in students an appreciation of the importance of computer in an industrial,
economic, technological and social context.
f) Provide students with knowledge and skills base for further studies in software
engineering or multi-disciplinary studies involving software engineering.
g) To offer an integral formation with emphasis on the development of values and ideals
that will help prepare the students to play leadership roles in such industries.

5.0 ADMISSION AND GRADUATION REQUIREMENTS

5.1. Admission and Matriculation Requirements

The entry requirements shall be at least credit level passes in five subjects including English
Language, Mathematics, and Physics to form the core subjects with credit in any other two
relevant science subjects, at the Senior Secondary School Certificate or its equivalent in not more
than two sittings. In addition, an acceptable pass (currently 220) in the Unified Tertiary
Matriculation Examination (UTME), with relevant subject combination is required for Admission
into 100 Level.

Candidates with two A level passes (graded A-E) at the GCE Advanced Level in relevant subjects
(Chemistry, Mathematics and Physics) may be admitted into 200-level. This is in addition to
fulfilling the requirement of a minimum of credit level passes in five relevant subjects at SSCE or
WASCE/GCE ‘O’ Level as indicated above. Other tertiary level qualifications such as OND, HND may
be considered for direct entry as well.

5.2. The Semester Course System

The undergraduate programme in Software Engineering will be run on the semester course basis,
and there will be two semesters in the academic year. Instruction in the programme shall be by
courses, and it will be mandatory for students to take an approved combination of courses in any
semester.

An evaluation of the courses will be carried out in terms of course units. For this purpose, one
course unit is defined as one lecture/seminar/tutorial hour or three hours of practical class per
week, for the duration of a semester. Ordinarily, students shall be expected to register for a
prescribed number of units in each academic year. This number will be determined by Senate from
time to time, based on the recommendation of the School Board.

There shall be four levels of courses in line with the years of study. The levels shall be numbered
respectively as 101-199, 201-299, 301-399 and 401-499. Each of these numbers shall be prefixed
by a two or three letter subject code.

Students will be required to complete their registration for the courses within the period
stipulated by the School. Amendment of this registration will be allowed through the addition or
deletion of courses but it must take place within three weeks of the commencement of lectures.

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Direct entry and transfer students that enter into the second year of the programme will have to
take some compulsory courses from the first year prior to their graduation from the University.
However, if the Faculty Board assesses that a student has done any of the courses elsewhere, such
a student will be exempted from taking the course.

5.3. Examinations and Grading System

At the end of each semester, students will be examined on all the courses they have registered
for and been taught during that period. They shall subsequently be credited with the number of
course units assigned to the courses that they pass.

The assessment of students will be based on a combination of continuous assessment (tests,

assignments, etc.), class participation and examinations. To be eligible to sit for any examinations,
students will be expected to attend a minimum of 80% of the lectures of any course registered
for. All courses registered for will be taken into consideration during the computation of results.
Students will not be credited for courses that they did not register for even if they are
inadvertently allowed to take the examinations and pass them.

Failure to take the examination in a course for which one has registered will attract a score of 0.0,
which will have the consequent effect of lowering the student’s Grade Point Average.

Special examinations to enable a student graduate may in exceptional circumstances be held by

order of Senate. Grades will be awarded based on the scores of the students as follows:

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 Percent Score Grade point Letter Grade

70 -100 5.0 A

60 – 69 4.0 B

50 – 59 3.0 C

45 - 49 2.0 D

0 – 44 0.0 F

For the purpose of description, a score below 2.0 Grade Point (from letter grade D) constitutes
a failure. The following qualifications shall be applied to the grades:

A Excellent

B Good

C Fair

D Pass

F Failed

To obtain the Cumulative Grade Point Average (CGPA) of the student, the grade point assigned to
the mark obtained in each course is multiplied by the units of that course. The total from all the
courses is added up to give the total weighted grade point. This total is then divided by the total
number of units taken by the student to give the grade point average.

5.4. Retention and Progression

To remain in the School, students will be required to ensure that their CGPA does not fall below
1.5. If a student's CGPA falls below 1.5, the student will be placed on probation. If the student fails
to improve and, after one semester of probation, his/her CGPA remains below 1.5, that student
will be asked to withdraw. A student on probation will not be permitted to register for more than
18 units.

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5.5. Period of Study and Requirements for the Award of a Degree

The normal period of study for an honours degree shall be eight semesters for 100 level
entrants and six semesters for 200 level direct entry students. In order to be eligible for
graduation, the student must pass all the compulsory and required courses, the total
number of which is 130 credit units for UTME admissions. For direct entry entrants, the
equivalent is 97 credit units.

Direct entry students will not be required to take 100 level courses unless a given course is a
prerequisite for a higher-level course and the student has not done that course or
equivalent, as determined by the Faculty Board. The University has also specified that direct
entry students must take GST 102 (Introduction to Theology), a 2-credit unit course.
Therefore, minimum credit units required for direct entry students to graduate is 99.
Transfer students from another school or department into 200 level follow the same criteria
as direct entry students.

The determination of the class of degree shall be based on the weighted grade points of all
the courses taken, including the courses that are repeated. The award of the degree with
honours shall be dependent on the student having obtained a Cumulative Grade Point
Average of at least 2.0 in addition to fulfilling other minimum requirements for an honours
degree. The following classes of degree are approved for the CGPA indicated:

Class of Degree Cumulative GPA

First Class 4.5 – 5.0

Second Class (Upper Division) 3.5 – 4.49

Second Class (Lower Division) 2.4 – 3.49

Third Class 1.5 – 2.39

The maximum number of semesters for the award of an honours degree shall be ten semesters.
A student who spends more time than this to complete the degree programme will ordinarily not
be eligible for an honours classification.

5.6. Curriculum for B.Sc. Degree in Software Engineering in agreement with the NUC
CCMAS Standards

NOTE the following legend for the list of courses below:

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 C = Compulsory Course – A course which every student must compulsorily take and pass in
any particular programme at a particular level of study.

E = Elective Course – A course that students take within or outside the faculty (school).
Students may graduate without passing the course provided the minimum credit unit for the
course had been attained.

LH = Lecture Hours per semester

PH = Practical Hours per semester

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B.Sc. SOFTWARE ENGINEERING PROGRAMME STRUCTURE

100 Level

Course Course Title Unit(s) Status Pre- LH PH

Code Req
GST 111 Communication in English 2 C 15 45
GST 112 Nigerian Peoples & Culture 2 C 30 0
MTH 101 Elementary Mathematics I 2 C 30 0
MTH 102 Elementary Mathematics II 2 C 30 0
PHY 101 General Physics I 2 C 30 0
PHY 102 General Physics II 2 C 30 0
PHY 107 General Practical Physics I 1 C 0 45
PHY 108 General Practical Physics II 1 C 0 45
STA 111 Descriptive Statistics 3 C 45 0
COS 101 Introduction to Computing Sciences 3 C 30 45
COS 102 Introduction to Problem Solving 3 C 30 45
PAU-SEN 111 Introduction to Software Packages 3 C 30 45
PAU-SEN 112 UI/UX Design Essentials 3 C 30 45
PAU-SEN 114 Linear Algebra for Computer Science 2 C 30
PAU-SEN 192 Introduction to Christian Theology 2 C 30
TOTAL 33

200 Level

Course Course Title Unit(s) Status Pre- LH PH

Code Req
GST 212 Philosophy, Logic and Human Existence 2 C 30 0
ENT 211 Entrepreneurship and Innovation 2 C 30 0
MTH 201 Mathematical Methods I 2 C 30 0
MTH 202 Mathematical Methods II 2 C 30 0
COS 201 Computer Programming I 3 C 30 45
COS 202 Computer Programming II 3 C 30 45
SEN 201 Introduction to Software Engineering 2 C 30 0
SEN 299 SIWES I 3 C 0 135
CSC 203 Discrete Structures 2 C 30 0
INS 204 System Analysis and Design 3 C 30 45
IFT 211 Digital Logic Design 2 C 15 45
IFT 212 Computer Architecture and Organisation 2 C 15 45

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 PAU-SEN 211 Computer Hardware and Networking 3 C 30 45
Essentials
PAU-SEN 212 Computer Graphics 3 C 30 45
PAU-SEN 214 Computer Security Fundamentals 2 C 30
PAU-SEN 292 The Nature of Human Beings 2 C 30
PAU-SEN 293 English for Business Purposes 2 C 30
TOTAL 40

300 Level

Course Course Title Unit(s) Status Pre- LH PH

Code Req
GST 312 Peace and Conflict Resolution 2 C 30 0
ENT 312 Venture Creation 2 C 15 45
SEN 301 Object-Oriented Analysis and Design 2 C 15 45
SEN 304 Software Testing and Quality Assurance 2 C 15 45
SEN 306 Software Construction 2 C 15 45
SEN 322 Software Engineering Innovation and 2 C 15 45
New Technology
SEN 399 SIWES II 3 C 0 135
CSC 301 Data Structures 3 C 15 45
CSC 308 Operating Systems 3 C 30 45
PAU-SEN 311 Artificial Intelligence 2 C 15 45
PAU-SEN 312 Compiler Construction 3 C 30 45
PAU-SEN 313 Formal Methods 2 C 30
PAU-SEN 314 Artificial Intelligence in Software Engineering 2 C 15 45
Processes
PAU-SEN 316 Data Management I 3 C 30 45
PAU-SEN 392 Professional and Personal Skills 2 C 30
TOTAL 35

400 Level

Course Course Title Unit(s) Status Pre- LH PH

Code Req
COS 409 Research Methodology and Technical 3 C 45 0
Report Writing
SEN 401 Software Configuration Management and 2 C 15 45
Maintenance

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SEN 410 Software Architecture and Design 2 C 15 45
SEN 497 Final Year Student’s Project I 3 C 0 135
SEN 498 Final Year Student’s Project II 3 C 0 135
INS 401 Project Management 2 C 30 0
PAU-SEN 408 Ethics and Legal Issues in Computer Science 2 C 30 0
PAU-SEN 411 Machine Learning 2 C 15 45
PAU-SEN 412 Survey of Programming Languages 3 C 30 45
PAU-SEN 413 Human-Computer Interaction 2 E 30
PAU-SEN 414 Deep Learning 2 E 15 45
PAU-SEN 415 Game Design and Development 2 E 15 45
PAU-SEN 416 Computer Vision and Image Processing 3 E 30 45
PAU-SEN 417 Introduction to Data Science and Engineering 3 E 30 45
PAU-SEN 418 IoT and Edge Computing 2 E 15 45
PAU-SEN 419 Advances in Web, Mobile and Blockchain 3 E 30 45
Development
PAU-SEN 420 Data Management II 2 E 15 45
TOTAL UNITS 41

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COURSE DESCRIPTION

100 LEVEL COURSES

GST 111: Communication in English (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. identify possible sound patterns in English language;

2. list notable Language skills;
3. classify word formation processes;
4. construct simple and fairly complex sentences in English;
5. apply logical and critical reasoning skills for meaningful presentations;
6. demonstrate an appreciable level of the art of public speaking and listening; and 7. write
simple and technical reports.

Course Contents
Sound patterns in English Language (vowels and consonants, phonetics and phonology).
English word classes (lexical and grammatical words, definitions, forms, functions, usages,
collocations). Sentence in English (types: structural and functional, simple and complex).
Grammar and Usage (tense, mood, modality and concord, aspects of language use in
everyday life). Logical and Critical Thinking and Reasoning Methods (Logic and Syllogism,
Inductive and Deductive Argument and Reasoning Methods, Analogy, Generalisation and
Explanations). Ethical considerations, Copyright Rules and Infringements. Writing Activities:
(Pre-writing, Writing, Post writing, Editing and Proofreading; Brainstorming, outlining,
Paragraphing, Types of writing, Summary, Essays, Letter, Curriculum Vitae, Report writing,
Note making etc. Mechanics of writing). Comprehension Strategies: (Reading and types of
Reading, Comprehension Skills, 3RsQ). Information and Communication Technology in
modern Language Learning. Language skills for effective communication. Major word
formation processes. Writing and reading comprehension strategies. Logical and critical
reasoning for meaningful presentations. Art of public speaking and listening. Report writing.

GST 112: Nigerian Peoples and Culture (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

1. analyse the historical foundation of the Nigerian culture and arts in pre-colonial times;
2. list and identify the major linguistic groups in Nigeria;
3. explain the gradual evolution of Nigeria as a political unit;
4. analyse the concepts of Trade, Economic and Self-reliance status of the Nigerian peoples
towards national development;
5. enumerate the challenges of the Nigerian State towards Nation building;
6. analyse the role of the Judiciary in upholding people’s fundamental rights;
7. identify acceptable norms and values of the major ethnic groups in Nigeria; and

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 8. list and suggest possible solutions to identifiable Nigerian environmental, moral and value
problems.

Course Contents
Nigerian history, culture and art up to 1800 (Yoruba, Hausa and Igbo peoples and culture;
peoples and culture of the ethnic minority groups). Nigeria under colonial rule (advent of
colonial rule in Nigeria; Colonial administration of Nigeria). Evolution of Nigeria as a political
unit (amalgamation of Nigeria in 1914; formation of political parties in Nigeria; Nationalist
movement and struggle for independence). Nigeria and challenges of nation building
(military intervention in Nigerian politics; Nigerian Civil War). Concept of trade and
economics of selfreliance (indigenous trade and market system; indigenous apprenticeship
system among Nigeria people; trade, skill acquisition and self-reliance). Social justices and
national development (law definition and classification. Judiciary and fundamental rights.
Individual, norms and values (basic Nigeria norms and values, patterns of citizenship
acquisition; citizenship and civic responsibilities; indigenous languages, usage and
development; negative attitudes and conducts. Cultism, kidnapping and other related social
vices). Re-orientation, moral and national values: The 3Rs – Reconstruction, Rehabilitation
and Re-orientation; Reorientation Strategies: Operation Feed the Nation (OFN), Green
Revolution, Austerity Measures, War Against Indiscipline (WAI), War Against Indiscipline
and Corruption(WAIC), Mass Mobilisation for Self-Reliance, Social Justice and Economic
Recovery (MAMSER), National Orientation Agency (NOA). Current socio-political and
cultural developments in Nigeria.

MTH 101: Elementary Mathematics I (Algebra and Trigonometry) (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

1. understand the basic definition of Set, Subset, Union, Intersection, Complements and use
of Venn diagrams;
2. solve quadratic equations;
3. solve trigonometric functions;
4. understand various types of numbers; and 5. solve some problems using binomial
theorem.

Course Contents
Elementary set theory, subsets, union, intersection, complements, Venn diagrams. Real
numbers; integers, rational and irrational numbers, mathematical induction, real sequences
and series, theory of quadratic equations, binomial theorem. Complex numbers; algebra of
complex numbers; the Argand diagram. De-Moivre’s theorem, nth roots of unity. Circular
measure, trigonometric functions of angles of any magnitude, addition and factor formulae.

MTH 102: Elementary Mathematics II (Calculus) (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

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 1. understand types of rules in Differentiation and Integration;
2. understand the meaning of Function of a real variable, graphs, limits and continuity; and
3. solve some applications of definite integrals in areas and volumes.

Course Contents
Function of a real variable, graphs, limits and idea of continuity. The derivative, as limit of
rate of change. Techniques of differentiation. Extreme curve sketching; Integration as an
inverse of differentiation. Methods of integration, Definite integrals. Application to areas,
volumes.

PHY 101: General Physics I (Mechanics) (2 Units C: LH 30)

Learning Outcomes
At the end of the course students should be able to:

1. identify and deduce the physical quantities and their units;

2. differentiate between vectors and scalars;
3. describe and evaluate motion of systems on the basis of the fundamental laws of
mechanics;
4. apply Newton’s laws to describe and solve simple problems of motion;
5. evaluate work, energy, velocity, momentum, acceleration, and torque of moving or
rotating objects;
6. explain and apply the principles of conservation of energy, linear and angular
momentum; 7. describe the laws governing motion under gravity; and
8. explain motion under gravity and quantitatively determine behaviour of objects moving
under gravity.

Course Contents
Space and time; units and dimension, Vectors and Scalars, Differentiation of vectors:
displacement, velocity and acceleration; kinematics; Newton laws of motion (Inertial
frames, Impulse, force and action at a distance, momentum conservation); Relative motion;
Application of Newtonian mechanics; Equations of motion; Conservation principles in
physics, Conservative forces, conservation of linear momentum, Kinetic energy and work,
Potential energy, System of particles, Centre of mass; Rotational motion; Torque, vector
product, moment, rotation of coordinate axes and angular momentum. Polar coordinates;
conservation of angular momentum; Circular motion; Moments of inertia, gyroscopes and
precession; Gravitation: Newton’s Law of Gravitation, Kepler’s Laws of Planetary Motion,
Gravitational Potential Energy, Escape velocity, Satellites motion and orbits.

PHY 102: General physics II (Electricity & magnetism) (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

1. describe the electric field and potential, and related concepts, for stationary charges;

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 2. calculate electrostatic properties of simple charge distributions using Coulomb’s law,
Gauss’s law, and electric potential;
3. describe and determine the magnetic field for steady and moving charges;
4. determine the magnetic properties of simple current distributions using Biot-Savart and
Ampere’s law;
5. describe electromagnetic induction and related concepts and make calculations using
Faraday and Lenz’s laws;
6. explain the basic physical of Maxwell’s equations in integral form;
7. evaluate DC circuits to determine the electrical parameters;
8. determine the characteristics of ac voltages and currents in resistors, capacitors, and
Inductors.
Course Contents
Forces in nature. Electrostatics (electric charge and its properties, methods of charging).
Coulomb’s law and superposition. Electric field and potential. Gauss’s law. Capacitance.
Electric dipoles. Energy in electric fields. Conductors and insulators. DC circuits (current,
voltage and resistance. Ohm’s law. Resistor combinations. Analysis of DC circuits. Magnetic
fields. Lorentz force. Biot-Savart and Ampère’s laws. Magnetic dipoles. Dielectrics. Energy in
magnetic fields. Electromotive force. Electromagnetic induction. Self and mutual
inductances. Faraday and Lenz’s laws. Step up and step-down transformers. Maxwell's
equations. Electromagnetic oscillations and waves. AC voltages and currents applied to
inductors, capacitors, and resistance.

PHY 107: General Practical Physics I (1 Unit C: PH 45)

Learning Outcomes
At the end of the course, students should be able to:

1. conduct measurements of some physical quantities;

2. make observations of events, collect and tabulate data;
3. identify and evaluate some common experimental errors;
4. plot and analyse graphs; and
5. draw conclusions from numerical and graphical analysis of data.

Course Contents
This introductory course emphasizes quantitative measurements, the treatment of
measurement errors and graphical analysis. A variety of experimental techniques should be
employed. The experiments include studies of meters, the oscilloscope, mechanical
systems, electrical and mechanical resonant systems, light, heat, viscosity etc., covered in
PHY 101 and PHY 102. However, emphasis should be placed on the basic physical
techniques for observation, measurements, data collection, analysis and deduction.

PHY 108 - General Practical Physics II (1 Unit C: PH 45)

Learning Outcomes
At the end of the course, students should be able to:

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 1. conduct measurements of some physical quantities;
2. make observations of events, collect and tabulate data;
3. identify and evaluate some common experimental errors;
4. plot and analyse graphs;
5. draw conclusions from numerical and graphical analysis of data; and
6. prepare and present practical reports.

Course Contents
This practical course is a continuation of PHY 107 and is intended to be taught during the
second semester of the 100 level to cover the practical aspect of the theoretical courses
that have been covered with emphasis on quantitative measurements, the treatment of
measurement errors, and graphical analysis. However, emphasis should be placed on the
basic physical techniques for observation, measurements, data collection, analysis and
deduction.

STA 111: Descriptive statistics: (3 Units C: LH 45)

Learning Outcomes
At the end of the course, students should be able to:

1. explain the basic concepts of descriptive statistics.

2. present data in graphs and charts.
3. differentiate between measures of location, dispersion and partition.
4. describe the basic concepts of Skewness and Kurtosis as well as their utility function in a
given data set.
5. differentiate rates from ratio and how they are use.
6. compute the different types of index number from a given data set and interpret the
output.

Course content
Statistical data. Types, sources and methods of collection. Presentation of data. Tables chart
and graph. Errors and approximations. Frequency and cumulative distributions. Measures of
location, partition, dispersion, skewness and Kurtosis. Rates, ratios and index numbers.

COS 101: Introduction to Computing Sciences (3 Units C: LH 30; PH 45) Learning

Outcomes
At the end of the course, students should be able to:

1. explain basic components of computers and other computing devices;

2. describe the various applications of computers;
3. explain information processing and its roles in the society;
4. describe the Internet, its various applications and its impact;
5. explain the different areas of the computing discipline and its specializations; and
6. demonstrate practical skills on using computers and the internet.

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 Course Contents
Brief history of computing. Description of the basic components of a computer/computing
device. Input/Output devices and peripherals. Hardware, software and human ware.
Diverse and growing computer/digital applications. Information processing and its roles in
society. The Internet, its applications and its impact on the world today. The different
areas/programs of the computing discipline. The job specializations for computing
professionals. The future of computing.

Lab Work: Practical demonstration of the basic parts of a computer. Illustration of different
operating systems of different computing devices including desktops, laptops, tablets,
smart boards and smart phones. Demonstration of commonly used applications such as
word processors, spreadsheets, presentation software and graphics. Illustration of input
and output devices including printers, scanners, projectors and smartboards. Practical
demonstration of the Internet and its various applications. Illustration of browsers and
search engines. How to access online resources.

COS 102: Problem Solving (3 Units C: LH 30; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. explain problem solving processes;

2. demonstrate problem solving skills;
3. describe the concept of algorithms development and properties of algorithms;
4. discuss the solution techniques of solving problem;
5. solve computer problems using algorithms, flowcharts, pseudocode, etc.; and
6. solve problems using programming language using C, PYTHON etc.

Course Contents
Core concepts of computing. Identification of problems. Types of problems (routine
problems and non-routine problems). Problem-solving. Methods of solving computing
problems. Algorithms and heuristics. Solvable and unsolvable problems. Solution
techniques of solving problems; abstraction; analogy; brainstorming; trial and error;
hypothesis testing; reduction; literal thinking; means-end analysis. Method of the focal
object; morphological analysis; research; root cause analysis; proof; divide and conquer.
General Problem-solving process. Solution formulation and design; flowchart; pseudocode;
decision table; decision tree. Programming in any language.

Lab Work: Use of simple tools for algorithms and flowcharts; writing pseudocode; writing
assignment statements, input-output statements and condition statements; demonstrating
simple programs using any programming language (Visual Basic, Python, C)

PAU-SEN 111 Introduction to Software Packages (3 Units Compulsory; LH=30; PH=45)

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Senate-approved relevance
An overarching motivation for this course is to get the software engineering students to aspire to
become producers of very matured and useful software systems. By exposing them to a myriad of
useful, industry standard software applications, they should be better positioned to set their
standards very high when designing and writing software. Besides, a good working knowledge of
industry standard software can make them more useful in the workplace.

Overview
In this course, students are introduced to various application software packages. The packages will
include general purpose application software as well as some specialised software systems. The
general-purpose software will include office productivity tools like word processing, spreadsheets,
presentation and basic database management systems. Students will also be introduced to more
specialised software like graphic packages, specialised document preparation systems like LaTeX,
Markdown editors like GhostWriter, etc. Furthermore, students will be introduced to various forms
of software packaging and delivery mechanisms as required by target platforms like Desktop,
Mobile, Web, etc.

Objectives:
The objectives of the course are:

1. explain the concept of software packages and their benefits in terms of productivity, efficiency,
and convenience;
2. describe popular software packages in different categories and help them identify the right
software package for their needs;
3. explain how to use software packages effectively, including installation, setup, interface
navigation, and basic operations;
4. describe advanced features and techniques of software packages;
5. describe customization, personalization, and efficient use;
6. explain how to troubleshoot common issues that may arise while using software packages and
maintain them effectively, including backups and updates;
7. explain emerging trends and developments in software packages and their impact on the
industry;
8. explain how to use specialized tools like LaTeX, markdown editors, etc.;
9. explain how software is packaged and delivered for various platforms.

Learning outcomes
At the end of this course, the student should be able to:

1. distinguish between various general-purpose application software;

2. apply word processing operations including some common keyboard shortcut keys;
3. describe the basic features and functions of software packages;
4. use the software packages effectively and efficiently to complete specific tasks, such as creating
and formatting documents, spreadsheets, presentations, or graphics;
5. navigate user interfaces, and solve technical issues;
6. use software to collaborate on documents or projects;
7. use specialized software tools;
8. explain how software is packaged and delivered for various platforms.

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Course content
Introduction to software packages. Overview of commonly used software packages, such as
Microsoft Office Suite. Basic computer skills. File management. Operating systems and hardware
requirements. Word processing. Create and edit documents, format text, use tables, and work with
images and graphics using LaTeX. Spreadsheets. Create, format, and edit spreadsheets, perform
calculations, use formulas and functions, and create charts and graphs. Presentations. Create
effective presentations, use slide layouts, add multimedia elements, and present information in a
clear and engaging manner using Prezi. Collaboration and sharing. Share files, and manage versions
using cloud-based storage and collaboration tools.

Minimum academic standards

Computer Laboratory.
Computer (1:2 students).
Office productivity tools e.g., MS Office 365.
LaTeX software for document presentation.
Prezi presentation app.
All other software to be learnt.

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PAU-SEN 112 UI/UX Design Essentials (3 Units Compulsory; LH=15; PH=45)

Senate-approved relevance

Teaching UI/UX design fundamentals to software engineering students can help them improve their
user-centred design skills, foster interdisciplinary collaboration, encourage innovation, and help the
industry meet the demand for skilled UI/UX designers. Graduates will be better equipped to
contribute to the digital product development industry and stand out in a competitive job market,
which will benefit both students and the university.

Overview

This UI/UX design essentials course is intended to give software engineering students a fundamental
understanding of user-centred design principles and practices. User research, wireframing and
prototyping, visual design, designing for different devices and platforms, interaction design,
information architecture, designing for emotional response, accessibility, and ethics and
responsibility in design are all covered in the course. Throughout the course, students will carry out
practical classwork that integrate the principles and practices learned in class. Students will have a
solid understanding of UI/UX design principles and how to apply them to create effective, user-
centred digital products, by the end of the course.

Objectives

The objectives of this course are to:

1. explain the fundamentals of user-centred design practices and principles;

2. explain how to conduct user research, create personas, and design for various platforms and
devices;
3. describe the creation of efficient wireframes and prototypes as well as the creation of efficient
visual interfaces;
4. illustrate how to use buttons, menus, and gestures in interaction design;
5. illustrate how to create effective information architecture, including content organisation,
navigation, and site structure;
6. explain how to design for emotional response as well as the effects of design choices on the
environment and society;
7. explain the ethical implications of UI/UX design as well as how to create inclusive and accessible
designs;
8. practice creative ways of developing new digital products and solving user problems.

Learning outcomes
At the end of this course, the student should be able to:

1. recognize the relationship between user-centred design principles and UI/UX design;
2. carryout UI/UX design decisions, create personas and conduct user research;
3. create efficient prototypes and wireframes that incorporate user feedback;
4. create user interfaces that are simple to use and work well on a variety of platforms and
devices;

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5. create effective interaction designs, use buttons, menus, and gestures;
6. create a site with a functional navigation and information architecture, including content
organisation;
7. consider the emotional response when designing and consider how your choices will affect
people and the environment;
8. create new digital products and solve user problems by applying design thinking;
9. create a strong UI/UX design portfolio to show prospective employers.

Course content

Introduction to UI/UX Design Principles. UX Research and Evaluation Tools and Techniques.
Wireframing and Prototyping. Usability Testing. Visual Design Principles. Designing For Different
Devices and Platforms. Interaction Design. Information Architecture. User Psychology and
Engagement. Designing For Emotional Response. Designing For Accessibility. Ethics And
Responsibility in Design.

Minimum academic standards

Computer Laboratory.
Computers (1:2 students).
Software e.g., WYSIWYG, Figma, Adobe XD, etc.

20
PAU-SEN 114 Linear Algebra for Computer Science (2 Units Compulsory; LH=30)

Senate-approved relevance

Linear algebra is a branch of mathematics which handles the study of linear functions and equations
which are represented through vectors and matrices. Since the 17th Century, there has been a
massive development and advances in Linear Algebra as well as in its application to disparate fields
in science and engineering. In Computer Science for example, we often talk about linear
transformations and to carry out linear transformation of any sort, it is required to understand
vector spaces, lines, planes and the idea of mappings which are deeply rooted in Linear Algebra. The
solution of linear systems of equations and differential equations as applied in software engineering
are easily resolved using Linear Algebra in conjunction with Calculus. Computer Animation, Graphics
Design, Game Development etc. all make use of methods in Linear Algebra.

Overview

In this course, we deal with linear transformation from one vector space to another. However, in
order to make computation highly tractable, we normally rely on the use of matrices of linear
transformation with a proper selection of bases. Thus, this course is concerned with the study of
vectors, vector spaces, matrices, linear transformations, determinants and systems of linear
equations. The major tool in the study of these components of linear algebra is the mathematics of
vectors and matrices which have found applications in many fields, including computer science,
engineering, probability and statistics, robotics, optimization, graph theory, genetics, physics, etc.

Objectives

The objectives of the course are to:

1. explain vectors and the various forms in which they appear;

2. illustrate the importance of vectors in computer science;
3. explain matrices and their algebraic structures;
4. illustrate matrices with computer science related problems;
5. describe eigen-values and eigenvectors;
6. illustrate eigen-values and eigenvectors with computer science related problems;
7. explain the idea behind vector spaces and other mathematical concepts tied to it;

Learning outcomes

On completion of the course, the students should be able to:

1. explain what vectors are;

2. describe the various mathematical operations performed on vectors as well as solve related
problems;
3. explain the nature of matrices and the various algebraic operations performed on matrices as
well as solve related problems;
4. solve for the eigenvalues and eigenvectors of square matrices;
5. explain the concept of vector space and its components;

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6. describe the rationale behind linear independence, basis, dimension and linear transformation
on vector spaces;
7. apply these knowledge areas in computer problem domains e.g., graphics.

Course content
Vectors and its operations. Algebra of matrices. Linear systems and their solutions using matrix-
based approaches. Eigenvalues and eigenvectors. Vector space over a real field. Subspaces, linear
dependence and independence, basis and dimension. Linear transformations and their
representation by matrices. Null spaces.

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PAU-SEN 192 Introduction to Christian Theology (2 Units Compulsory; LH=30)

Senate-approved relevance
Pan-Atlantic University has a strong Christian identity which is shown in its openness to people of all
races and religions. Its mission is “to form competent and committed professionals and encourage
them to serve with personal initiative and social responsibility the community in which they work,
thereby helping to build a better society in Nigeria and Africa at large”. One of the objectives of the
university is to also give a well-rounded formation of the human person, which includes some
courses in the humanities. The course intends to present the essentials of the Christian faith and
morals that are related to contemporary issues that inform the identity of the school and will form
the basis of other courses on humanities that the students will be taught. It will also help the
students to learn to think deeply about contemporary societal issues.

Overview
Nigeria is a multicultural and multi-religious country. Christians make up roughly half of the
population of the country. The purpose of the course is to provide essential background on key
aspects of Christian faith and morals, related to contemporary issues, as a means of giving students
basic criteria to analyze contemporary situations and form a basis for critical analysis from a
Christian perspective.

The course will also help the non-Christians understand some aspects of the Christian faith which
fosters societal integration of people of different religions. The purpose of the course is to aid the
students to understand the human being in relation to God, the others and the world from a
Christian perspective and apply that knowledge to modern-day issues.

Objectives
The objectives of the course are to:

1. state some basic philosophical concepts that are fundamental for theological discussion;
2. discuss some fundamental concepts and mysteries of the Christian faith;
3. explain the place of man in the modern world and correctly judge contemporary issues in the
light of the Christian faith;
4. discuss the relationship between law and human conscience;
5. analyse human actions and determine their morality;
6. explain Christian morals and be able to judge situations with clear moral criteria;
7. discuss contemporary moral situations from a Christian perspective.

Learning outcomes
On completion of the course, the students should be able to:

1. discuss at least three philosophical arguments about the existence of God;

2. explain the relationship between science and faith using at least three concrete examples;
3. explain three modern theories about the relationship between creation and evolution;
4. analyse human actions to determine their morality based on the three criteria of action,
circumstance, and intention;
5. list and explain the Ten Commandments and their implications;
6. explain at least five consequences of mishandling the truth, detraction and defamation;
7. explain five contemporary issues relating to human life and drug use.

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Course content
The Existence of God. Divine Revelation. Creation and Evolution. Jesus Christ: both man and God.
Eschatology. Human Freedom and Natural Law. Moral Conscience. Factors that determine the
Morality of Human Acts. Personal Sin and Responsibility. Influence of the Passions in Human Actions.
The Virtues. Introduction to the Ten Commandments. Contemporary human Life issues.
Contemporary sexual issues. The morality of Gambling. Contemporary issues regarding handling the
truth. Christian Prayer.

Minimum academic standard

A classroom with a projector.

200 LEVEL

GST 212: Philosophy, Logic and Human Existence (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to

1. know the basic features of philosophy as an academic discipline;

2. identify the main branches of philosophy & the centrality of logic in philosophical
discourse;
3. know the elementary rules of reasoning;
4. distinguish between valid and invalid arguments;
5. think critically and assess arguments in texts, conversations and day-to-day discussions;
6. critically asses the rationality or otherwise of human conduct under different existential
conditions;
7. develop the capacity to extrapolate and deploy expertise in logic to other areas of
knowledge, and
8. guide his or her actions, using the knowledge and expertise acquired in philosophy and
logic.

Course Contents
Scope of philosophy; notions, meanings, branches and problems of philosophy. Logic as an
indispensable tool of philosophy. Elements of syllogism, symbolic logic— the first nine rules
of inference. Informal fallacies, laws of thought, nature of arguments. Valid and invalid
arguments, logic of form and logic of content — deduction, induction and inferences.
Creative and critical thinking. Impact of philosophy on human existence. Philosophy and
politics, philosophy and human conduct, philosophy and religion, philosophy and human
values, philosophy and character molding, etc.

ENT 211: Entrepreneurship and Innovation (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:

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 1. explain the concepts and theories of entrepreneurship, intrapreneurship, opportunity
seeking, new value creation, and risk taking;
2. state the characteristics of an entrepreneur;
3. analyse the importance of micro and small businesses in wealth creation, employment,
and financial independence;
4. engage in entrepreneurial thinking;
5. identify key elements in innovation;
6. describe stages in enterprise formation, partnership and networking including business
planning;
7. describe contemporary entrepreneurial issues in Nigeria, Africa and the rest of the world;
and
8. state the basic principles of e-commerce.

Course Contents
Concept of Entrepreneurship (Entrepreneurship, Intrapreneurship/Corporate
Entrepreneurship,). Theories, Rationale and relevance of Entrepreneurship (Schumpeterian
and other perspectives, Risk-Taking, Necessity and opportunity-based entrepreneurship and
Creative destruction). Characteristics of Entrepreneurs (Opportunity seeker, Risk taker,
Natural and Nurtured, Problem solver and change agent, Innovator and creative thinker).
Entrepreneurial thinking (Critical thinking, Reflective thinking, and Creative thinking).
Innovation (Concept of innovation, Dimensions of innovation, Change and innovation,
Knowledge and innovation). Enterprise formation, partnership and networking (Basics of
business plan, forms of business ownership, business registration and forming alliances and
joint ventures). Contemporary Entrepreneurship Issues (Knowledge, Skills and Technology,
Intellectual property, Virtual office, Networking). Entrepreneurship in Nigeria (Biography of
inspirational Entrepreneurs, Youth and women entrepreneurship, Entrepreneurship support
institutions, Youth enterprise networks and Environmental and cultural barriers to
entrepreneurship). Basic principles of e-commerce.

MTH 201: Mathematical Methods 1 (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

1. understand Real-valued functions of a real variable;

2. solve some problems using Mean value Theorem and Taylor Series expansion; and
3. evaluate Line Integral, Surface Integral and Volume Integrals.

Course Contents
Real-valued functions of a real variable. Review of differentiation and integration and their
applications. Mean value theorem. Taylor series. Real-valued functions of two and three
variables. Partial derivatives chain rule, extrema, lagrangian multipliers. Increments,
differentials, and linear approximations. Evaluation of line, integrals. Multiple integrals.

MTH 202: Mathematical Methods II (2 Units C: LH 30)

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 Learning Outcomes
At the end of the course, students should be able to:

1. define the following: order and degree of a differential equation;

2. describe some techniques for solving first and second order linear and non-linear
equations; and
3. solve some problems related to geometry and physics.

Course Contents
Derivation of differential equations from primitive, geometry, physics etc. order and degree
of differential equation. Techniques for solving first and second order linear and non-linear
equations. Solutions of systems of first order linear equations. Finite linear difference
equations. Application to geometry and physics.

COS 201: Computer Programming I (3 Units C: LH 30; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. explain the principles of good programming and structured programming concepts;

2. explain the programming constructs, syntax and semantics of a higher-level language;
3. describe the chosen programming language variables, types, expressions, statements and
assignment; simple input and output;
4. describe the programme control structures, functions and parameter passing, and
structured decomposition; and
5. develop simple programs in the taught programming language as well as debug and test
them.

Course Contents
Essentials of computer programming. Types of programming: Functional programming,
Declarative programming, Logic programming, object-oriented programming. Scripting
languages, structured programming principles. Basic data types, variables, expressions,
assignment statements, and operators. Basic object-oriented concepts: abstraction, objects,
classes, methods; parameter passing; encapsulation. Class hierarchies and programme
organisation using packages/namespaces. Use of API – use of iterators/enumerators, List,
Stack, Queue from API. Searching; sorting; Recursive algorithms. Event-driven
programming: event-handling methods; event propagation; exception handling.
Introduction to Strings and string processing. Simple I/O; control structures; Arrays. Simple
recursive algorithms, inheritance, polymorphism.

Lab work: Programming assignments; design and implementation of simple algorithms e.g.,
average, standard deviation, searching and sorting. Developing and tracing simple recursive
algorithms. Inheritance and polymorphism.

COS 202: Computer Programming II (3 Units C: LH 30; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

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 1. demonstrate the principles of good programming and structured programming concepts;
2. demonstrate string processing, internal searching, sorting, and recursion;
3. demonstrate the basic use of OOP concepts: classes, objects, inheritance, polymorphism,
data abstraction;
4. apply the tools for developing, compiling, interpreting and debugging programs; and
5. demonstrate the use of syntax and data objects, operators. Central flow constructs,
objects and classes programming, Arrays, methods, Exceptions, Applets and the Abstract,
OLE, Persistence, Window Toolkit.

Course Contents
Review and coverage of advanced object-oriented programming - polymorphism, abstract
classes and interfaces; Class hierarchies and program organisation using
packages/namespaces; Use of API – use of iterators/enumerators, List, Stack, Queue from
API; Searching; sorting; Recursive algorithms; Event-driven programming: event-handling
methods; event propagation; exception handling. Applications in Graphical User Interface
(GUI) programming.

Lab work: Programming assignments leading to extensive practice in problem solving and
program development with emphasis on object-orientation. Solving basic problems using
static and dynamic data structures. Solving various searching and sorting algorithms using
iterative and recursive approaches. GUI programming.

SEN201: Introduction to Software Engineering (2 units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:

1. describe the concept of the software life cycle;

2. explain the phases of requirements analysis, design, development, testing and
maintenance in a typical software life cycle;
3. differentiate amongst the various software development models;
4. utilise UML for object oriented analysis and design;
5. describe different design architectures;
6. explain the various tasks involved in software project management; and
7. describe the basic legal issues related to Software Engineering.

Course Contents
Software Engineering concepts and principles. Design, development and testing of software
systems. Software processes: software lifecycle and process models. Process assessment
models. Software process metrics. Life cycle of software system. Software requirements
and specifications. Software design. Software architecture. Software metrics. Software
quality and testing. Software architecture. Software validation. Software evolution:
software maintenance; characteristics of maintainable software; re-engineering; legacy
systems; software reuse. Software Engineering and its place as a computing discipline.
Software project management: team management; project scheduling; software
measurement and estimation techniques; risk analysis; software quality assurance;
software configuration management. Software Engineering and law.

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CSC 203: Discrete Structures (3 Units C: LH 45)
Learning Outcomes
At the end of this course, students should be able to:

1. convert logical statements from informal language to propositional and predicate logic
expressions;
2. describe the strengths and limitations of propositional and predicate logic;
3. outline the basic structure of each proof technique (direct proof, proof by contradiction,
and induction) described in this unit;
4. apply each of the proof techniques (direct proof, proof by contradiction, and induction)
correctly in the construction of a sound argument;
5. apply the pigeonhole principle in the context of a formal proof.;
6. compute permutations and combinations of a set, and interpret the meaning in the
context of the particular application;
7. map real-world applications to appropriate counting formalisms, such as determining the
number of ways to arrange people around a table, subject to constraints on the seating
arrangement, or the number of ways to determine certain hands in cards (e.g., a full
house); and
8. solve a variety of basic recurrence relations.

Course Contents
Propositional Logic, Predicate Logic, Sets, Functions, Sequences and Summation, Proof
Techniques, Mathematical induction, Inclusion-exclusion and Pigeonhole principles,
Permutations and Combinations (with and without repetitions), The Binomial Theorem,
Discrete Probability, Recurrence Relations.

INS 204: Systems Analysis and Design (3 Units C: LH 30; PH 45) Learning
Outcomes
At the end of this course, students should be able to:

1. describe system requirements gathering techniques;

2. explain data modelling technique (entity relationship modelling);
3. explain process modelling technique (data flow diagram);
4. describe system architectural design; 5. describe process and database design; and
6. explain user interface design.

Course Contents
Structured approach to analysis and design of information systems for businesses. Software
development life cycle. Structured top-down and bottom-up design. Dataflow diagramming.
Entity relationship modelling. Computer aided software engineering. Input and output,
prototyping design and validation. File and database design. Design of user interfaces.
Comparison of structured and object-oriented design

Lab Work: system requirements gathering techniques;data modelling techniques (entity

relationship modelling);process modelling techniques (data flow diagram); use of UML
diagrams; system architectural design; user interface design.

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IFT 211: Digital Logic Design (3 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, student should be able to:

1. explain why everything is data, including instructions, in computers;

2. describe how negative integers, fixed-length numbers and non-numeric data are
represented;
3. convert numerical data from one format to another;
4. describe computations as a system characterised by a known set of configurations with
transitions from one unique configuration (state) to another (state);
5. describe the distinction between systems whose output is only a function of their input
(Combinational) and those with memory/history (Sequential);

6. describe a computer as a state machine that interprets machine instructions;

7. articulate that there are many equivalent representations of computer functionality,
including logical expressions and gates, and be able to use mathematical expressions to
describe the functions of simple combinational and sequential circuits; and
8. design the basic building blocks of a computer: arithmetic-logic unit (gate-level), registers
(gate-level), central processing unit (register transfer-level), memory (register transfer
level).

Course Contents
Introduction to information representation and number systems. Boolean algebra and
switching theory. Manipulation and minimisation of completely and incompletely specified
Boolean functions. Physical properties of gates: fan-in, fan-out, propagation delay, timing
diagrams and tri-state drivers. Combinational circuits design using multiplexers, decoders,
comparators and adders. Sequential circuit analysis and design, basic flip-flops, clocking and
timing diagrams. Registers, counters, RAMs, ROMs, PLAs, PLDs, and FPGAs.

Lab Work: Simple combinational gates (AND, OR, NOT, NAND, NOR); Combinational circuits
design using multiplexers, decoders, comparators and adders. Sequential circuit analysis
and design using basic flip-flops (S-R, J-K, D, T flip-flops); Demonstration of registers,
counters, RAMs, ROMs, PLAs, PLDs, and FPGAs.

IFT 212: Computer Architecture and Organisation (3 Units C: LH 30; PH 45)

Learning Outcomes:
At the end of this course, student should be able to:

1. explain different instruction formats, such as addresses per instruction and variable
length vs. fixed length formats;
2. describe the organisation of the classical von Neumann machine and its major functional
units;
3. explain how subroutine calls are handled at the assembly level;
4. describe the basic concepts of interrupts and I/O operations;
5. write simple assembly language program segments;

29
 6. show how fundamental high-level programming constructs are implemented at the
machine-language level;
7. compare alternative implementation of data paths;
8. discuss the concept of control points and the generation of control signals using
hardwired or micro-programmed implementations;

Course Contents
Instruction format and types, memory and I/O instructions, dataflow, arithmetic, and flow
control instructions, addressing modes, stack operations, and interrupts. Data path and
control unit design. RTL, microprogramming, and hardwired control. Practice of assembly
language programming. Memory hierarchy, cache memory, virtual memory. I/O
fundamentals. Interrupt structures.

Lab work: Programming assignments to practice MS-DOS batch programming, Assembly

Process, Debugging, Procedures, Keyboard input, Video Output, File and Disk I/O and Data
Structure. Instruction and arithmetic pipelining, superscalar architecture. Reduced
Instruction Set Computers. Parallel architectures and interconnection networks.

SEN 299: Students Industrial Work Experience Scheme I (3 Units C: PH 135)

Learning Outcomes
At the end of this training, students should be able to:

1. explain how a typical software engineering firm operates;

2. describe the various assignments carried out and the skills acquired during the SIWES
period; and
3. submit a comprehensive report on the knowledge acquired and the experience gained
during the exercise.

Course Contents
Students are attached to private and public organisations for a period of three months
during the second-year session long break with a view to making them acquire practical
experience and to the extent possible, develop skills in all areas of Software Engineering.
Students are supervised during the training period and shall be expected to keep records
designed for the purpose of monitoring their performance. They are also expected to
submit a report on the experience gained and defend their reports.

PAU-SEN 211 Computer Hardware and Networking Essentials (3 Units Compulsory; LH=30; PH=45)

Senate-approved relevance
As reflected in the mission, Pan-Atlantic University seeks to form competent professionals and thus
leaves no stone unturned in addressing technical knowledge areas considered relevant to a
discipline. In this light, we recognise a good working knowledge of how computers function both
from the perspective of hardware as well as networkability, to be important for software engineers
who have to program computer systems for effective use. Besides, Computer Science graduates are

30
also expected to be able to solve basic system problems that arise in the workplace, even where only
a good understanding of the functioning of hardware or network systems is required.

Overview
This course is designed to help students become well acquainted with how the computer functions
both from hardware and networking perspectives. The treatment of hardware embraces not only
classical computer workstation and server systems but also mobile systems. The students will be
exposed to the programmable nature of various hardware components and the firmware that drives
them; in this way, they will be better positioned to contribute to the requisite firmware
development, as they will encounter later in system programming type courses. This course is also
designed to help students begin to develop expertise that aligns with the slogan “the network is the
computer”. Through theory and practical sessions, the students should be in a position to seek
industry certification programs in Hardware and Networking essentials, if they so wish.

Objectives
The objectives of the course are to:

1. list and describe all the hardware elements of a computer and how they interconnectedly
function;
2. explain the similarities and differences between the Basic Input Output System (BIOS) and
Unified Extensible Firmware Interface (UEFI) as software interfaces between an operating
system and platform firmware;
3. enumerate the functions of BIOS and UEFI and describe how to update them and manage the
options;
4. explain the similarities and differences between Central Processing Unit (CPU) and Graphic
Processing Unit (GPU), including their capacity specifications;
5. enumerate different types of Random Access Memory (RAM) and explain their capacity
specifications;
6. describe different kinds of USB communication port versions and the differences between them;
7. describe different kinds of display connectors (e.g., HDMI, VGA, USB);
8. enumerate similarities and differences between various types of hardware namely basic
computer, mobile phone and AR/VR headset;
9. explain computer networking principles, protocols and practices;
10. describe connectivity models like open systems interconnection (OSI);
11. illustrate basic computer network cabling;
12. develop network and Internet connectivity verification and troubleshooting skills, using network
simulation tools like Cisco Packet Tracer.

Learning outcomes
On completion of the course, the students should be able to:

1. identify all the hardware elements of a computer and how they interconnectedly function;
2. explain in detail, the specific functions of each of the various components e.g., BIOS, RAM, CPU,
GPU, input devices, communication ports like USB ports, storage devices;
3. distinguish between BIOS and other forms of OS firmware interfaces like UEFI;
4. match hardware component specifications with the tasks for which computer hardware is to be
deployed;

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5. explain similarities and differences between various hardware types namely basic computer,
mobile phone and AR/VR headset;
6. distinguish between different kinds of USB communication port versions (e.g., USB-A, USB-B,
USB-C);
7. distinguish between different kinds of display connectors (e.g., HDMI, VGA, USB);
8. troubleshoot and optimise firmware settings for various hardware devices, where applicable;
9. explain how computer networking works;
10. explain connectivity models like OSI;
11. implement basic network of computers and connection to the Internet;
12. crimp RJ45 connectors;
13. verify and troubleshoot network and Internet connectivity.

Course content
Overview of computer hardware components and functions. Software interfaces between an
operating system and platform firmware (BIOS, UEFI). Processing Units (CPU, GPU). Primary and
Secondary Memory. Hardware types. Hardware peripherals. USB connectivity. Display connectivity.
Overview of computer networking. Connectivity protocols and models. Network design and cabling.
Troubleshooting networks in a simulated environment.

Minimum academic standards

Hardware laboratory with computer systems;
Cables, connectors and crimping tools for networking;
Network simulation tools like Cisco Packet Switcher.

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PAU-SEN 212 Computer Graphics (3 Units Compulsory; LH=30; PH=45)

Senate-approved relevance
The need for computer graphic programming skills cannot be overemphasised. Computer graphics,
which fundamentally refers to visual images produced by computer processing, is applied in a wide
variety of systems. The need for it extends from basic graphical user interfaces to complex data
visualisation, interaction and manipulation. Besides usage in business intelligence, marketing and
entertainment industries, visualisations have become prevalent in science and engineering for
modelling complex phenomena as well as in medical imaging. In fact, there is hardly any human
computer interaction that does not incorporate some form of computer graphics. Besides, with the
emergent spatial Web innovations comes the need for even more computer graphics expertise.

Overview
In this course, students are prepared to have foundational programming knowledge required to
drive the development and maintenance of complex computer graphics frameworks like game
engines, among others. This course builds on the knowledge of third generation programming
language, acquired in previous semesters. The course begins with the creation and use of language
in-built graphic primitives and extends to the use of external graphic libraries for more complex
graphic systems developments. In addition to still images, motion graphic programming is treated as
an animation core. The students are also introduced to the scientific foundation for image rendering
along with the importance of GPU usage for higher efficiency.

Objectives
The objectives of the course are to:

1. explain what computer graphics means and the differences between vector and raster graphics;
2. list and describe graphic programming using primitives and libraries, in a third-generation
programming language;
3. explain and guide the students on how to create and animate two dimensional (2D) and three
dimensional (3D) images, programmatically;
4. explain what rendering is and guide the students on the art of rendering;
5. introduce the use of off-the-shelf software for modelling, rendering and animation of graphic
images;
6. describe the various forms of image compression and how image compression is carried out
programmatically;
7. describe various conventional image compression formats.

Learning outcomes
On completion of the course, the students should be able to:

1. explain what computer graphics means and distinguish between vector and raster graphics;
2. create graphic programs using a third-generation language (preferably C++ or Rust);
3. use graphic primitives available in the in-built graphic library, for coding;
4. program scaling, rotation and translation of graphic objects using in-built graphic library;
5. use external libraries like SDL (Simple DirectMedia Layer), OpenGL and Vulkan for graphic
programming;

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6. create 2D and 3D images programmatically;
7. animate 2D and 3D images;
8. render graphic objects using external graphic libraries;
9. use GPU (including WebGPU) for rendering;
10. use an industry standard software for a full modelling, rendering and animation workflow
experience;
11. explain similarities and differences between lossy and lossless image compression;
12. explain conventional image compression formats;
13. create image compression formats programmatically.

Course content
Introduction to computer graphics concept and types. Language primitives for graphic programming.
Still and motion graphics using language primitives. Introduction to external graphic libraries (e.g.,
SDL, OpenGL and Vulkan). Introduction to rendering. Use of external graphic libraries and GPU for
rendering. Introduction to industry standard packages for computer graphics (e.g., blender, Maya).
2D and 3D modelling with industry standard packages. Rendering with industry standard packages.
Image compression.

Minimum academic standards

2 Computer workstations per student for lab sessions.
Minimum configuration for computer is Intel core i5 processor with 16GB RAM and equipped with
GPU.
Requisite compilers and industry standard packages should be installed in each system.

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PAU-SEN 214 Computer Security Fundamentals (2 Units Compulsory; LH=30)

Senate-approved relevance
In its mission statement, Pan-Atlantic University seeks “to form competent and committed
professionals and encourage them to serve with personal initiative and social responsibility the
community in which they work, thereby helping to build a better society in Nigeria and Africa at
large”. As a means to promote the mission, this course aims to inculcate in students the capacity to
understand and analyse security issues relating to the usage, deployment and maintenance of
computer systems. Computer systems are the backbone of most organisations. Individuals also have
their lives centred now around computers. The emergence of WEB 3.0 has ensured that society is
more connected than ever before, through social media adoption and usage on mobile devices.

Overview
This course introduces the most relevant and up to date issues relating to computer security. It
identifies the elements of security as related to computer systems and networks. An introduction to
computer-based threats and players are explored, with the methodology of executing a risk
assessment report also explored. This exploration of risk assessment methods and report writing
gives the students an opportunity for practical experience with live production systems and case
studies. Security in telecommunication networks, encryption methods and techniques, security
models as well as government policies and laws relating to the security of computer systems and
networks will also be explored in this course.

Objectives
The objectives of the course are to:

1. explain the concept of computer security;

2. explore the different attitudes to computer security;
3. explain the classes of threats, types of malware and the factors that can cause system breach in
computer security;
4. explain cyber stalking, fraud and abuse;
5. explain the preventive measures against cyber fraud;
6. explain the concept of risk analysis;
7. list and describe security control frameworks and best practices;
8. explain the concept of distributed system and its characteristics;
9. describe cloud computing and IoT security;
10. define and classify SQL injection attacks;
11. explain the role of firewalls as part of a computer and network security strategy;
12. list, describe and illustrate the principles of secure coding.

Learning outcomes
On completion of the course, the students should be able to:

1. be aware of possible attack modes that can occur in a computer network;

2. execute a risk assessment of a computer system, what security models can be deployed to
prevent an attack and what methods can be used to protect and prevent attacks on hardware,
software and network systems;
3. identify all types of malwares and how there are deployed to computer systems and networks;

35
4. explain the unique need for database security, separate from ordinary computer security
measures;
5. identify the attack modes and methods deployed by attackers to compromise a computer
system;
6. develop a risk assessment report for any computer system and implemented process, while
utilising the most current standardised method as defined;
7. explain the role of encryption in protecting user data, while in local storage and also while in
transit;
8. explain the role government policies play in the security of computers nationally and globally;
9. describe the relative merits of various choices for firewall location and configurations;
10. distinguish between firewalls and intrusion prevention system;
11. recognize opportunities to apply secure coding principles.

Course content
Fundamental of Computer Security. Risk analysis in Computer Security. Hardware and Software
Security Control. Virus. Encryption and Cryptography Techniques. Security models.
Telecommunication Security. Distributed System Security. Firewalls. Database Security. Legal issues
and current legislation. Government-based security standards. Secure software coding principles.

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PAU-SEN 292 The Nature of Human Beings (2 Units Compulsory; LH=30)

Senate-approved relevance
The mission of Pan-Atlantic University is “to form competent and committed professionals and
encourage them to serve with personal initiative and social responsibility the community in which
they work, thereby helping to build a better society in Nigeria and Africa at large”. Thus, Pan-Atlantic
University is committed to ensuring that its students devote time to courses in humanities and
liberal arts that ensure their all-around formation as persons and foster in them the highest regard
for human dignity albeit inculcating in them a sense of service for humanity.

Overview
An anthropological crisis is at the root of most of the social and moral problems confronting
contemporary society due to a resurgence of doubts as regards the true nature of human beings.
This situation calls for intervention in the form of philosophical anthropology to the nagging
existential questions such as; Who is a human being? What kind of difference exists between human
beings and animals? What is the meaning of life? What is the foundation of human dignity? What is
human fulfilment? Is death the end of life? etc.

This course is designed to introduce the students to the philosophical basis of considerations about
the human person. It seeks to establish what/who the human person is to bring the students to a
due appreciation of the human person and human dignity. The course exposes the students to
human potencies and faculties, such as; rationality, understanding, imagination, freedom, Will, and
emotions. The students will also be exposed to various conceptions of the human person across
different epochs, the idea of death, immortality of the soul, and human destiny.

Objectives
The objectives of the course are to:

1. explain basic concepts in philosophical anthropology;

2. describe human beings as higher animals;
3. describe human rationality with a focus on the Intellect and Will;
4. discuss other aspects of human nature such as; relationality, freedom and responsibility, and
human virtues;
5. stimulate conversation and guide the students to arrive at the knowledge of human existence,
the meaning of life, and human fulfilment;
6. discuss human dignity and its practical consequences;
7. explore the idea of human death, arguments about the immortality of the human soul, and
human destiny.

Learning outcomes
On completion of the course, students should be able to:

1. explain the basic concepts in philosophical anthropology;

2. compare the nature of human beings with the nature of lower animals;
3. explain the operations of the human Intellect and Will;
4. explain human dignity, its foundation, and its practical consequences of human dignity in socio-
political, economic, and cultural practices as well as in technology development;
5. demonstrate knowledge of human virtues and their development in the human person;

37
6. discuss the phenomenon of human death, the immortality of the soul, and how the idea of
death shapes one’s sense of meaning and value of one’s life and that of others.

Course content
Introduction and conceptual clarifications. Human beings as higher animals. Human emotions and
emotional Intelligence. The rationality of human beings – intelligence and will. The unity of the
human person. Human sexuality. The nature of Human Freedom. Freedom and truth. Freedom and
Evil. Human beings as social beings. Expanded view of the social environment – virtual world and
metaverse. Human beings as working beings – the objective and subjective dimensions of human
work. Human development – the virtues. The dignity of human beings and its practical
consequences. Human fulfilment. Existence and the meaning of Life. The phenomenon of Human
death.

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PAU-SEN 291 English for Business Purposes (2 Units Compulsory; LH=30)

Senate-approved relevance
One of the features of a competent professional is the capacity to communicate effectively. English
is the most common language of communication in business and professional spheres in Nigeria. A
good command of the language’s use in professional work, is therefore important, especially in
Nigeria, which has a rich variety of languages used in different regions. This course focuses on
excellence in writing and business communication, an aspect of education in professional
competence that the university aims to achieve among its students. It sets students at an advantage
in the professional world as it empowers them to attain English language proficiency according to
international standards of excellence.

Overview
English for Business Purposes (EBP) is a key aspect of practical business communicative processes.
This course will help the students acquire the knowledge and skills required for their business and
work life. This makes teaching them these skills relevant to enable them to perform effectively in
their future endeavours.

Additionally, for many different reasons, difficult to engage in modern forms of writing. In this age of
new media where business communication is digitally mediated, students need to be proficient in
diverse forms of writing to succeed in their business endeavours.

Objectives
The objectives of the course are to:

1. state the importance of English for business purposes for effective communication in the
workplace;
2. describe the techniques for writing different business documents;
3. explain how to use different media applications for effective business communication in the
21st century;
4. conduct practical exercises on writing different types of business documents;
5. identify students’ communicative challenges for more practical demonstrations.

Learning outcomes
On completion of the course, the student should be able to:

1. state at least five importance of English for business purposes for effective communication in
the workplace;
2. describe the techniques for writing at least five types of business documents;
3. use at least five different media applications for effective business communication in the 21st
century;
4. write at least five different types of business documents for effective communication to a target
audience;
5. demonstrate at least three competencies for writing business documents such as memos,
business letters, communique, and executive summaries.

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Course content
English as a language of global communication. Diversity in writing. Cross-cultural differences in
writing. Writing for exporting. Writing reviews. Writing for the Internet. Writing to lead, inspire, and
change. Commercial communication. Business documents. Business presentation skills. Giving
feedback and performance reviews. Dialogue and protocol in business communication. Interviews
and negotiation skills. Language and the new media. Content creation. Learning and memory skills.
Effective time management for business executives. Goal setting for business management.

Minimum academic standard

Classroom with projector.

300 LEVEL

GST 312: Peace and Conflict Resolution (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

1. analyse the concepts of peace, conflict and security;

2. list major forms, types and root causes of conflict and violence;
3. differentiate between conflict and terrorism;
4. enumerate security and peace building strategies; and
5. describe roles of international organisations, media and traditional institutions in peace
building.

Course Contents
Concepts of Peace, Conflict and Security in a multi-ethnic nation. Types and Theories of
Conflicts: Ethnic, Religious, Economic, Geopolitical Conflicts; Structural Conflict Theory,
Realist Theory of Conflict, Frustration-Aggression Conflict Theory. Root causes of Conflict
and Violence in Africa: Indigene and settlers Phenomenon; Boundaries/boarder disputes;
Political disputes; Ethnic disputes and rivalries; Economic Inequalities; Social disputes;
Nationalist Movements and Agitations; Selected Conflict Case Studies – Tiv-Junkun; Zango
Kartaf, Chieftaincy and Land disputes etc. Peace Building, Management of Conflicts and
Security: Peace & Human Development. Approaches to Peace & Conflict Management ---
(Religious, Government, Community Leaders etc.). Elements of Peace Studies and Conflict
Resolution: Conflict dynamics assessment Scales: Constructive & Destructive. Justice and
Legal framework: Concepts of Social Justice; The Nigeria Legal System. Insurgency and
Terrorism. Peace Mediation and Peace Keeping. Peace & Security Council (International,
National and Local levels) Agents of Conflict resolution – Conventions, Treaties Community
Policing: Evolution and Imperatives. Alternative Dispute Resolution, ADR. Dialogue b).
Arbitration, c). Negotiation d). Collaboration etc. Roles of International Organisations in
Conflict Resolution. (a). The United Nations, UN and its Conflict Resolution Organs. (b). The
African Union & Peace Security Council (c). ECOWAS in Peace Keeping. Media and
Traditional Institutions in Peace Building. Managing Post-Conflict Situations/Crisis:
Refugees. Internally Displaced Persons, IDPs. The role of NGOs in Post-Conflict
Situations/Crisis

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ENT 312: Venture Creation (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, students, through case study and practical approaches, should be
able to:

1. describe the key steps in venture creation;

2. spot opportunities in problems and in high potential sectors regardless of geographical
location;
3. state how original products, ideas, and concepts are developed;
4. develop business concept for further incubation or pitching for funding;
5. identify key sources of entrepreneurial finance;
6. implement the requirements for establishing and managing micro and small enterprises;
7. conduct entrepreneurial marketing and e-commerce;
8. apply a wide variety of emerging technological solutions to entrepreneurship; and 9.
appreciate why ventures fail due to lack of planning and poor implementation.

Course Contents
Opportunity Identification (Sources of business opportunities in Nigeria, Environmental
scanning, Demand and supply gap/unmet needs/market gaps/market research, Unutilised
resources, Social and climate conditions, and technology adoption gap). New business
development (business planning, market research). Entrepreneurial finance (venture
capital, equity finance, microfinance, personal savings, small business investment
organisations, and business plan competition). Entrepreneurial marketing and e-commerce
(Principles of marketing, customer acquisition & retention, B2B, C2C and B2C models of e-
commerce, first mover advantage, e-commerce business models and successful e-
commerce companies,). Small business management/family business: Leadership &
Management, basic bookkeeping, nature of family business and family business growth
model. Negotiation and business communication (Strategy and tactics of
negotiation/bargaining, traditional and modern business communication methods).
Opportunity discovery demonstrations (business idea generation presentations, business
idea contest, brainstorming sessions, idea pitching). Technological solutions (the concept of
market/customer solution, customer solution, and emerging technologies, business
applications of new technologies- Artificial Intelligence (AI), Virtual/Mixed Reality (VR),
Internet of Things (IoT), Blockchain, Cloud Computing, renewable energy, etc. digital
business and e-commerce strategies).

SEN 301: Object-Oriented Analysis and Design (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. explain the concept of the object-oriented approach to modelling;

2. describe the conceptual model of the UML-based software development life cycle; 3.
demonstrate how to use the major UML diagrams for object-oriented analysis and design;
4. demonstrate the use of UML-based CASE tools.

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 Course Contents
Object-oriented approach to information system development, particularly in reference to
the earlier stages of analysis and design. Importance of modelling, principles of modelling,
objectoriented modelling, conceptual model of the Unified Modelling Language (UML),
architecture, software development life cycle. The principles and basic concepts of object
orientation and the different aspects of object-oriented modelling as represented by the
UML technique. Case study of a typical UML-based CASE tool.

Lab Work: Practical exercises on different requirements specification and design activities;
developing problem statements, SRS documents and Use Case Diagrams; designing UML
Activity diagrams, UML Class diagrams and State Chart diagrams; drawing partial layered,
logical architecture diagram with UML package diagram notation; Designing Component
and Deployment diagrams.

SEN 304: Software Testing & Quality Assurance (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this Course, students should be able to:

1. state the critical importance of software testing in ensuring software quality;

2. explain the difference between validation and verification and their different techniques;
3. describe the concept of quality assurance and differentiate between process assurance
and product assurance;
4. describe the different statistical approaches to quality control.

Course Contents
The importance of Software Testing. Understanding Verification and Validation. How to
assure it and verify it, and the need for a culture of quality. Avoidance of errors and other
quality problems. Inspections and reviews. Testing, verification and validation techniques.
Process assurance vs. Product assurance. Quality process standards. Product and process
assurance. Problem analysis and reporting. Statistical approaches to quality control

Lab Work: Debugging tools; unit testing – black box and white testing techniques;
integration and system testing tools; other testing tools – performance testing, load testing,
stress testing, regression testing, security testing; manual testing vs automated testing.

SEN 306: Software Construction (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this Course, students should be able to:

1. explain the importance of Software Construction and the key construction decisions;
2. describe the key issues in design including key design concepts, levels of design and
Abstract Data Types (ADTs);
3. discuss best practices in dealing with routines, fundamental data types and different
types of statements; and

42
4. describe how to ensure software quality through developer testing, debugging and
software craftsmanship.

Course Contents
Definition of Software Construction; Its importance; Key construction decisions – choice of
programming language, selection of major construction decisions. Design in construction –
Key design concepts, levels of design, design heuristics. Abstract Data Types (ADTs).
Working

Classes. High Quality Routines. The Pseudo Code Programming Process. Fundamental Data
Types – Numbers, Characters and Strings, Boolean Variables, Arrays, Tables. Types of
Statements – Straight Line Code, Loops, Control Structures; Developer Testing and
Debugging. Software Craftsmanship – Layout and Style, Documentation, Personal
Character. Lab Work: Practicals on the most common tools to ensure good software
construction. The features include static code analysers to check that code follows coding
conventions, special code searching and editing, collaboration support to allow multiple
programmers working simultaneously, support for proper code documentation. Practice
with IDEs (such as Visual Study Code, NetBeans and Eclipse) on debugging, compilation,
running of code, auto completion and version control.

SEN 322: Software Engineering Innovation and New Technology (2 Units C: LH 15)

Learning Outcomes
At the end of this course, students should be able to:

1. explain business models;

2. identify some entrepreneurial opportunities available in Software Engineering;
3. describe business plan and business startup process;
4. explain business feasibility and strategy;
5. explain marketing strategies; and
6. discuss business ethics and legal issues.

Course Contents
Software entrepreneurial process. Principles of software business ownership. Identifying
software market opportunities. Entrepreneurial software marketing. Software business
communication and negotiation techniques. Feasibility analysis. Entrepreneurial financing.
Legal issues. Software business plan development. Risk management.

SEN 399: Students Industrial Work Experience Scheme II (3 Units C: PH 135) Learning
Outcomes
At the end of this training, students should be able to:

1. explain how a typical software engineering firm operates;

2. describe the various assignments carried out and the skills acquired during the SIWES
period; and
3. submit a comprehensive report on the knowledge acquired and the experience gained
during the exercise.

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 Course Contents
Students are attached to private and public organisations for a period of three months
during the third-year session long break with a view to making them acquire additional
practical experience in all areas of Software Engineering over and above what is gained in
SEN 299. Students are supervised during the training period and shall be expected to keep
records designed for the purpose of monitoring their performance. They are also expected
to submit a report on the experience gained and defend their reports.

CSC 301: Data Structures (3 Units C: LH 30, PH 45)

Learning Outcomes
At the end of this Course, students should be able to:

1. discuss the appropriate use of built-in data structures;

2. apply object-oriented concepts (inheritance, polymorphism, design patterns, etc.) in
software design;
3. implement various data structures and their algorithms, and apply them in implementing
simple applications;
4. choose the appropriate data structure for modelling a given problem;
5. analyse simple algorithms and determine their efficiency using big-O notation; and
6. apply the knowledge of data structures to other application domains like data
compression and memory management.

Course Contents
Primitive types, Arrays, Records Strings and String processing, Data representation in
memory, Stack and Heap allocation, Queues, TREES. Implementation Strategies for stack,
queues, trees. Run time Storage management; Pointers and References, linked structures.

Lab work: Writing C+/C++ functions to perform practical exercises and implement using the
algorithms on arrays, records, string processing, queues, trees, pointers and linked
structures.

CSC 308: Operating Systems (3 Units C: LH 30; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. recognise operating system types and structure;

2. describe OS support for processes and threads;
3. recognize CPU scheduling, synchronization, and deadlocks;
4. resolve OS issues related to synchronization and failure for distributed systems;
5. explain OS support for virtual memory, disk scheduling, I/O, and file systems;
6. identify security and protection issues in computer systems; and
7. use C and Unix commands, examine behaviour and performance of Linux, and develop
various system programs under Linux to make use of OS concepts related to process
synchronization, shared memory, mailboxes, file systems, etc.

44
 Course Contents
Fundamentals of operating systems design and implementation, history and evolution of
operating systems, Types of operating systems; Operating system structures; Process
management: processes, threads, CPU scheduling, process synchronization; Memory
management and virtual memory; File systems; I/O systems; Security and protection;
Distributed systems; Case studies.

Lab work: Practical hands-on engagement to facilitate understanding of the material taught
in the course. All the process, memory, file and directory management issues will be
demonstrated under the LINUX operating system. Also, UNIX commands will be briefly
discussed. Alternatively, hands-on exposure may be through the use of operating systems
developed for teaching, like TempOS, Nachos, Xinu or MiniOS. Another possibility is through
programming exercises that implement and simulate algorithms taught. Simulation of CPU
scheduling algorithms, producer-consumer problem, memory allocation algorithms, file
organisation techniques, deadlock algorithms and disk scheduling algorithms.

PAU-SEN 311 Artificial Intelligence (2 Units Compulsory; LH=15; PH=45)

Senate-approved relevance
With the emergence of large language models like GPT, among others, Artificial Intelligence (AI) has
taken the world by storm. More than ever, it is important to formally train budding software
engineers on the rudiments of AI in order to help them better positioned to leverage on it for
competitiveness. Besides, they need to be well-positioned to contribute to the future of AI itself.

Overview

This course on the one hand introduces the students to the history, fundamental concepts and
techniques of Artificial intelligence, as a discipline. On the other hand, the course takes a practical
approach to learning AI, by elucidating its application in a number of areas like intelligent agents,
natural language processing, robotics, etc.

Objectives

The objectives of this course are to:

1. explain AI fundamentals, concepts, goals, types, techniques, branches, applications, AI

technology and tools;
2. discuss intelligent agents, their performance, examples, faculties, environment and
architectures, and determine the characteristics of a given problem that an intelligent system
must solve;
3. describe the Turing test and the “Chinese Room” thought experiment, and differentiate
between the concepts of optimal reasoning/behaviour and human-like reasoning/behaviour;
4. describe the role of heuristics and the trade-offs among completeness, optimality, time
complexity, and space complexity;
5. analyse the types of search and their applications in AI and describe the problem of
combinatorial explosion of search space and its consequences;

45
6. demonstrate knowledge representation, semantic network and frames along with their
applicable uses;
7. practice Natural Language Processing, translate a natural language (e.g., English) sentence into a
predicate logic statement, convert a logic statement into clause form, apply resolution to a set
of logic statements to answer a query; and
8. analyse programming languages for AI and expert systems technology, and employ application
domains of AI.

Learning outcomes

On completion of the course, students should be able to:

1. explain AI fundamentals, concepts, goals, types, techniques, branches, applications, AI

technology and tools;
2. discuss intelligent agents, their performance, examples, faculties, environment and
architectures, and determine the characteristics of a given problem that an intelligent system
must solve;
3. describe the Turing test and the “Chinese Room” thought experiment, and differentiate
between the concepts of optimal reasoning/behaviour and human-like reasoning/behaviour;
4. describe the role of heuristics and the trade-offs among completeness, optimality, time
complexity, and space complexity;
5. analyse the types of search and their applications in AI and describe the problem of
combinatorial explosion of search space and its consequences;
6. demonstrate knowledge representation, semantic network and frames along with their
applicable uses;
7. practice Natural Language Processing, translate a natural language (e.g., English) sentence into a
predicate logic statement, convert a logic statement into clause form, apply resolution to a set
of logic statements to answer a query; and
8. analyse programming languages for AI and expert systems technology, and employ application
domains of AI.

Course content
Overview of Artificial Intelligence. History of AI. Goals of AI. AI Technique. Types of AI. Branches and
applications of AI. Advantages and Disadvantages. Introduction to Intelligent Agents. Agent
Performance, Examples of Agents, Agent Faculties, Rationality, Agent Environment. Agent
Architectures. Search. General Classes of AI Search Algorithm Problems. Problem Solving by Search.
Types of AI Search Techniques and Strategies. Introduction to the types of problems and techniques
in AI. Problem-Solving methods. Major structures used in AI programmes. Knowledge
Representation. KR and Reasoning Challenges. KR Languages. Knowledge representation techniques
such as predicate logic, non-monotonic logic, and probabilistic reasoning. Semantic Network - types
of relationships, semantic network inheritance, types and components. Introduction to Frames.
Natural Language Processing (NLP). Introduction to natural language understanding and various
syntactic and semantic structures. Introduction to Expert Systems - characteristics, components,
types, requirements, technology, development. Programming Languages for AI. Introduction to
computer image recognition.

46
Minimum academic standards
Computer Laboratory.
Computers (1:2 students).
Lab with Robotics equipment.

PAU-SEN 312 Compiler Construction (3 Units Compulsory; LH=30; PH=45)

Senate-approved relevance

The relevance of Compiler Construction to the mission of Pan-Atlantic University is that it equips
students with the necessary skills and knowledge to design and develop compilers, interpreters, and
other language translation tools. This skill set will enable graduates to develop software programs
that can automate processes, increase efficiency, and solve problems faced by organisations in
Nigeria and Africa.

By utilising their personal initiative and social responsibility, graduates of this program will be able to
develop software solutions that positively impact their communities, thereby contributing to the
development of a better society.

Overview

This course covers the fundamental concepts and principles of compiler construction. Students will
learn how to design and develop compilers, interpreters, and other language translation tools using
different techniques and methods. The course will also cover the process of code optimization and
the development of programming language grammars.

Objectives

The objectives of this course are to:

1. explain fundamental concepts in compiler construction;

2. describe the principles of compiler construction;
3. list and explain different compiler construction techniques and methods;
4. describe the design of compilers;
5. describe the design of interpreters;
6. illustrate the development of compilers;
7. illustrate the development of interpreters;
8. explain how to optimise code generated by compilers.

Learning outcomes

On completion of the course, students should be able to:

1. explain fundamental concepts in compiler construction;

2. explain principles of compiler construction;
3. list and describe different compiler construction techniques and methods;
4. design compilers;

47
5. design interpreters;
6. develop compilers;
7. develop interpreters;
8. implement different compiler construction techniques and methods;
9. develop programming language grammars.

Course content

Introduction to compiler construction. Interpreter design. Lexical analysis. Syntax analysis. Semantic
analysis. Intermediate code generation. Code optimization. Code generation. Compiler construction
tools and techniques.

Minimum academic standards

Computer Laboratory.
Computers (1:2 students).
Integrated Development Environment (IDE) e.g., Jlex.
Compilers for programming e.g., Java.

PAU-SEN 313 Formal Methods (2 Units Compulsory; LH=30)

Senate-approved relevance

Formal Methods is highly relevant to the mission of Pan-Atlantic University, as it equips students
with the necessary skills and knowledge to design, specify, and verify computer systems. By ensuring
that computer systems are correct, reliable, and safe, graduates of this program can help build a
better society in Nigeria and Africa at large.

Furthermore, this course encourages students to think critically, analyse problems, and develop
innovative solutions using mathematical techniques. By promoting personal initiative and social
responsibility, students will be able to apply their skills to real-world problems faced by
organisations and communities, thereby contributing to the development of a better society.

Overview

This course covers the fundamental concepts and principles of Formal Methods. It involves a
comprehensive study of mathematical techniques used in the design, specification, and verification
of computer systems. Students will learn how to model computer systems using mathematical
models, including temporal logic, model checking, and theorem proving.

Objectives

The objectives of this course are to:

1. explain the principles of formal methods;

2. list and describe different formal methods techniques and methods;
3. explain mathematical concepts and logic that underlie formal methods;
4. describe how to design computer systems;

48
5. describe how to specify computer systems;
6. describe how to verify computer systems;
7. illustrate model checking, theorem proving and program analysis.

Learning outcomes

On completion of the course, students should be able to:

1. explain principles of formal methods;

2. apply different formal methods techniques and methods in designing computer systems;
3. apply different formal methods techniques and methods in specifying computer systems;
4. apply different formal methods techniques and methods in verifying computer systems;
5. develop mathematical models of computer systems using temporal logic, model checking, and
theorem proving;
6. analyse and evaluate computer systems using formal methods;
7. analyse and interpret formal models and specifications using mathematical reasoning.

Course content

Introduction to Formal Methods. Mathematical foundations of Formal Methods. Temporal logic and
model checking. Theorem proving. Specification Languages. Program analysis. Program verification.

PAU-SEN 314 Artificial Intelligence in Software Engineering Processes (2 Units Compulsory; LH=15;
PH=45)

Senate-approved relevance
This course is particularly relevant to software engineers who need to learn to leverage on advances
in Artificial Intelligence, to enhance productivity. The emergence of large language models like GPT,
among others, make it necessary to explore ways to apply AI to make each step in classical software
engineering processes, more efficient.

Overview

This course begins with an exploratory literature on AI techniques application in software

engineering. It elucidates the need for AI in better ensuring high quality software especially in
complex cases. The study of AI applicability spans across IEEE 12207 standard for Information
Technology-software life cycle processes. In addition to conceptual examination, the course will
involve practical sessions on the use of machine learning models for facilitating various stages in
software engineering process.

Objectives

The objectives of this course are to:

49
1. describe the evolution of AI techniques in software engineering;
2. examine the use natural language processing in software requirement analysis;
3. examine the use of AI techniques in software architecture design;
4. examine the use of AI techniques in coding;
5. examine the use of AI techniques in testing;
6. describe the limitations of AI techniques;
7. describe complementarity between humans and AI.

Learning outcomes

On completion of the course, students should be able to:

1. describe the evolution of AI techniques in software engineering;

2. explain the use natural language processing in software requirement analysis;
3. explain and use of AI techniques in software architecture design;
4. explain and use of AI techniques in coding;
5. explain and use of AI techniques in testing;
6. describe the limitations of AI techniques;
7. describe complementarity between humans and AI.

Course content
History of AI techniques in software engineering. AI techniques in requirements analysis. AI
techniques in software architecture design. AI techniques in Coding. AI techniques in testing.
Limitations of AI. Human and AI complementarity.

Minimum academic standards

Computer Laboratory.
Computers (1:2 students).

PAU-SEN 392 Professional and Personal Skills (2 Units Compulsory; LH=30)

Senate-approved relevance
In order to appropriately resolve many challenges in Africa and the world, there is a need to
have professionals who are not only competent but possess soft skills and other qualities
which enrich interactions with their colleagues. The goal of our university education extends
beyond obtaining technical skills and this course provides an opportunity for preparing
students for personal and professional development and for service to the world. The course
equips the students with a variety of skills that they need in order to attain the mission of the
Pan-Atlantic university to provide holistic formation to students while preparing them for
professional life.

Overview
Personal and professional skills contribute greatly to success. This course teaches the
meaning of professionalism and its practical implications for the student’s chosen career path
while exposing the student to ways in which they can be of service to humanity. It teaches
skills that lead to personal effectiveness in the professional context and provides practical

50
strategies for improving self-management and interpersonal relations. It will dwell on a range
of skills which are useful in managing ordinary situations and difficult ones in both personal
and professional situations. It will teach how to maintain a sense of purpose and direction
under pressure and develop the confidence to manage a variety of people and circumstances.

Through this course, the students will learn to make the most of all their capacities. They will
be taught to harness their personal talents, energy and time, relative to what is most
important, and to channel their resources to achieve what is desirable.

Objectives
The objectives of the course are to:

1. describe the professional and personal skills needed to be effective in professional and personal
relationships;
2. identify situations in which soft skills can be acquired for present and future employability;
3. evaluate the most effective practical ways to develop different personal and professional skills;
4. analyse real-life scenarios for applying professional and personal skills in today’s world;
5. demonstrate the consequences of the absence or presence of certain skills in relation to
personal budgeting and financial responsibility;
6. enumerate effective actions to take in different health emergencies;
7. illustrate what good leadership and team work entail.

Learning outcomes
On completion of the course, students should be able to:

1. describe at least five elements of professionalism and their manifestations within their chosen
career path;
2. identify at least five ways in which their chosen career can be of service to communities;
3. identify at least three strengths and five weaknesses associated with each of the four classical
types of temperaments;
4. describe five elements of good interpersonal communication differentiating between
assertiveness and aggression;
5. describe at least five tips for financial responsibility and making good personal budgets;
6. describe appropriate actions and responses to at least four common medical emergencies;
7. describe two types of good leadership and describe at least five guidelines for good teamwork.

Course content
Professionalism. Job search: interviews, writing applications, CVs, resumes and professional profiles.
Professional work as service to the community. Social responsibility. Self-knowledge. Self-esteem &
assertiveness. Open-mindedness. Emotional intelligence. Temperaments, character development
and personality. Interpersonal communications. Public speaking. Time management. Social
etiquette. Cultivating optimal health: mental and physical. Personal budgets and financial
responsibility. Leadership and Teamwork.

Minimum academic standards

A classroom with a projector.

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PAU-SEN 316: Data Management I (3 Units C: LH 30; PH 45)
Learning Outcomes
At the end of the course the students should be able to:
1.describe the components of a database system and give examples of their use;
2.describe the differences between relational and semi-structured data models;
3.explain and demonstrate the concepts of entity integrity constraint and referential
integrity constraint;
4.apply queries, query optimisations and functional dependencies in relational databases;
5.describe properties of normal forms and explain the impact of normalisation on the
efficiency of database operations;
6.describe database security and integrity issues and their importance in database design;
and
7.explain the concepts of concurrency control and recovery mechanisms in databases.

Course Contents
Information Management Concepts. Information storage & retrieval. Information management
applications. Information capture and representation. Analysis and indexing - search, retrieval,
information privacy. Integrity and security. Scalability, Efficiency and Effectiveness. Introduction
to database systems. Components of database systems. DBMS functions. Database architecture
and data independence. Database query language. Conceptual models. Relational data models.
Semi-structured data models. Relational theory and languages. Database Design. Database
security and integrity. Introduction to query processing and optimisation. Introduction to
concurrency and recovery.
Lab work: Practical exercise on information representation, capture, storage and retrieval. Learn
how to analyse data and index for easy searching and indexing. Practical on creating database
files and models. How to create and use various database designs. How to query the created
database. Methods of concurrency and recovery in database. Learn how to secure the database.

400 LEVEL

COS 409: Research Methodology and Technical Report Writing (3 Units C: LH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. describe research, types, approaches, significance of research, research methods,

research process, criteria and strategy for good research;
2. discuss the principles of scientific research, scientific investigation, problem formulation,
and technique of the research problem;
3. describe the various elicitation methods;
4. develop appropriate data collection instruments;
5. conduct the literature review process; and
6. prepare briefs as well as technical reports and know how to cite referenced works and
prepare references and bibliography.

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 Course Contents
Foundations of Research. Types of Research. Research Approaches. Significance of
Research. Research Methods versus Methodology. Research Process. Criteria and Strategy
for Good Research. Principles of Scientific Research. Scientific investigation. Problem
Formulation and Its Techniques. Developing Research Proposal and Research Plan.
Formulation of Research Questions and Hypothesis Testing. Developing Research Proposal
and Research Plan. Literature Review. Procedure for Reviewing Related Relevant Studies.
Methods for Collection of Primary and Secondary Data. Elicitation Techniques -
Questionnaires, Interviewing, Ethnography, etc. Guidelines for Constructing Data
Instruments. Methods of AnalysingData in Computing and Related Disciplines.System
Design: Architectural design, input design, process design, output design. Use case analysis,
sequence diagram, activity diagram, deployment diagram, etc.Types of Reports. Technical
Report Writing. Layout and Mechanics of Writing a Research Report. Standard Techniques
for Research Documentation. Interpretation and Presentation of Results. How to Cite
Referenced Works and Prepare References and Bibliography.

SEN401: Software Configuration Management & Maintenance (2 Units C:

LH 15; PH 45)

Learning Outcomes
At the end of this course, students should be able to:

1. state the importance of software configuration management;

2. explain the typical processes in software configuration management; and 3.
describe the key issues in software maintenance

Course Contents
Management of the software configuration management process – organisation context for
software configuration management, constraints and guidance for software configuration
management process. Planning for software configuration management, software
configuration management plan, and surveillance of software configuration management.
Software configuration identification and software library. Software configuration control –
requesting, evaluating and approving software changes, implementing software changes,
and deviations and waivers. Software configuration status accounting – software
configuration status information and reporting. Software configuration auditing. Key issues
in software maintenance – technical issues, management issues, maintenance cost
estimation, and software maintenance measurement. Maintenance process – maintenance
processes and activities. Techniques for maintenance – program comprehension, re-
engineering, reverse engineering, migration, and retirement.

Lab Work: Practical demonstration of software configuration management processes.

Working with software configuration management software. Illustration of software
maintenance processes and activities. Working with software maintenance software.
Illustration of software re-engineering and reverse engineering techniques.

SEN 410: Software Architecture and Design (2 Units C: LH 15; PH 45)

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 Learning Outcomes
At the end of this course, students should be able to:

1. describe design patterns, frameworks and architectures;

2. explain design of distributed systems and component-based design; and
3. describe the techniques of designing for qualities such as reliability, performance, safety,
security and reusability.

Course Contents
An in-depth look at software design. Continuation of the study of design patterns,
frameworks, and architectures. Survey of current middleware architectures. Design of
distributed systems using middleware. Component based design. Measurement theory and
appropriate use of metrics in design. Designing for quality attributes such as reliability,
performance, safety, security, reusability, etc. Measuring internal qualities and complexity
of software. Evaluation and evolution of designs.

Lab Work: Practical demonstration of the use of design patterns, frameworks and
architectures. Practical simulation of distributed systems. Illustration of component based
design. Working with software design software. Use of software metrics measuring
software.

SEN 497: Final Year Project I (3 Units C: PH 135)

Learning Outcomes:
At the end of this course, students should be able to:

1. identify researchable project topics in Software Engineering;

2. search and review literature pertinent to identified problem statements;
3. acknowledge and reference sources of information used in the research report;
4. conceptualise and design a research methodology to address an identified problem;
5. determine tools for analysing data collected based on research objectives;
6. write a coherent report on the research conducted;
7. take instruction to accomplish the set goals for the project with the guidance of the
research supervisor; and
8. orally present the written project report.

Course Contents
An independent or group investigation to address a Software Engineering problem under
the supervision of a lecturer. Before registering, the student must submit a written proposal
to the supervisor for review. The proposal should give a brief outline of the project,
estimated schedule of completion, and computer resources needed. A formal written
report is essential and an oral presentation may also be required. At the end of the
semester, the introduction, literature review and methodology employed should be
submitted for grading.

SEN 498: Final Year Project II (3 Units C: PH 135)

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 Learning Outcomes
Upon completion of the project, students should be able to:

1. demonstrate technical skills in Software Engineering;

2. demonstrate generic transferable skills such as communication and team work;
3. produce a technical report in the chosen project;
4. defend the written project report; and
5. appreciate the art of carrying out full-fledged research.

Course Contents
This is a continuation of SEN 497. This contains the implementation and the evaluation of
the project. A formal written report (chapters 4-5) has to be approved by the supervisor. A
final report comprising chapters 1-5 will be submitted to the department for final grading.
An oral presentation is required.

INS 401 Project Management (2 Units C: LH 30)

Learning Outcomes
At the end of this course, students should be able to:

1. describe project management planning;

2. describe project scheduling;
3. explain management of project resources;
4. discuss project procurement, monitoring and execution; and
5. explain project communication and time management;

Course Contents
Introduction to Project Management. The Project Management Lifecycle. Project
management and systems development or acquisition. The project management context,
technology and techniques to support the project management lifecycle, and Project
management processes. Managing Project Teams: Project team planning, Motivating team
members, Leadership, power and conflict in project teams, and Managing global project
teams. Managing Project Communication and enhancing team communication. Managing
Project Scope: Project initiation, how organisations choose projects, activities, and
developing the project charter. Managing Project Scheduling: Common problems in project
scheduling, and Techniques for project scheduling. Managing Project Resources: Types of
resources (human, capital, time), and techniques for managing resources. Project quality
and tools to manage project quality.

Managing project risk and tools for managing project risk. Managing Project Procurement:
Alternatives to systems development, External acquisition, Outsourcing-domestic and
offshore, Steps in the procurement process, and Managing the procurement process.
Project Execution, Control and Closure: Managing project execution, monitoring progress
and managing change, Documentation and communication, and Common problems in
project execution; Managing Project Control and Closure: Obtaining information, Cost
control, Change control, Administrative closure, Personnel closure, Contractual closure and
Project auditing

55
Minimum Academic Standards

Equipment
The following laboratories together with their software requirements are required for the
B.Sc. Software Engineering programme.

Software Engineering Laboratory

The hardware requirements for this laboratory are as follows:

1. PCs with CPU with minimum of 4 GB of main memory, 1 TB HDD (ideally there should be
a minimum of one PC per every three students);
2. Multifunctional laser printers (minimum of two) to be networked with the PCs; and
3. External Hard Disk, 500GB (minimum of two).
(Maximum of three students per computer system)

The minimum software requirements are as follows:

Software requirements tools:

1. Requirements gathering tools;

2. UML modelling tools; and
3. Requirements management tools.

Software design tools:

1. UML-based Design tools;

2. Object-oriented Design tools;
3. Design Analysis tools;
4. CASE tools;
5. Process Modelling tools;
6. Project Management tools; and

Software testing tools:

1. Automation Testing tools;

2. Black-box and White-box Testing tools;
3. Unit testing, Integration Testing and System Testing tools;
4. Regression Testing tools;
5. Test Generation tools; and
6. Test Management tools.

Software Construction and Development Laboratory

The hardware requirements the laboratory are as follows:

1. PCs with CPU with minimum of 4 GB of main memory, 1 TB HDD (ideally there should be
a minimum of one PC per every three students)
2. Multifunctional laser printers (minimum of two) to be networked with the PCs

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 3. External Hard Disk, 500GB (minimum of two)

(Maximum of three students per computer system)

The minimum software requirements are as follows:

1. Integrated Development Environments (IDEs) with support for different programming

languages
2. Debuggers, Automated Bug-finders, Programme Differencing tools
3. Static and Dynamic Programme Analysis tools
4. Compilation Managers and Build Scripts
5. Software Construction Collaboration tools
6. Software Development Frameworks
7. Cloud Tools

Digital Logic Laboratory

The digital logic or hardware laboratory should provide facilities required for hardware-
related practicals. Requirements for the digital logic laboratory include:

1. NAND, NOR, XOR, AND, OR gates

2. Multiplexers
3. Master-slave flip-flops
4. Digi-Designer Logic Board, etc
5. Dual–trace oscilloscope
6. Digital Proto-Board
7. Computer casing
8. Motherboard
9. Microprocessor Emulator System
10. ROMs/RAMs
11. Hard drives
12. CD ROMs
13. Display screens
14. Fans
15. Connectors/Jumpers, etc.

PAU-SEN 411 Machine Learning (2 Units Compulsory; LH=15; PH=45)

Senate-approved relevance

In today's world, data is king, and machine learning is the key to unlocking its potential. From finance
to healthcare, from e-commerce to autonomous vehicles, machine learning techniques are being
applied in a wide range of industries to improve decision-making, automate tasks, and gain insights
from large datasets. With the rise of big data and the need to process vast amounts of information,
the demand for machine learning skills is only going to increase in the coming years.

Machine learning is also becoming increasingly important in emerging fields such as robotics, the
Internet of Things (IoT), and augmented and virtual reality. As the boundaries between the digital

57
and physical worlds continue to blur, the ability to design and implement intelligent systems will
become a critical skill.

Overview

This course provides an introduction to the principles, algorithms, and applications of machine
learning, which is a crucial skill for anyone interested in working with data. It is designed to teach
students how to develop and evaluate machine learning models and apply them to real-world
problems. By the end of the course, students will have a solid knowledge of the major machine
learning techniques, including supervised learning, unsupervised learning, and reinforcement
learning. The course also covers the essential concepts of feature engineering, model selection,
evaluation, interpretation, and optimization.

In the course, students will work on practical assignments and projects that involve solving real-
world problems using machine learning techniques.

Objectives
The objectives of the course are to:

1. explain the fundamental concepts of machine learning;

2. describe the historical background of machine learning;
3. state practical applications and potential limitations of machine learning;
4. show how to utilise machine learning techniques to address real-world problems by applying
appropriate methods and tools for model development and evaluation;
5. help students develop critical thinking skills and apply them to machine learning problems
effectively;
6. show students how to effectively communicate about machine learning concepts and
techniques to others;
7. describe the challenges involved in deploying machine learning models in production
environments, including working with real-world data, managing model performance, and
ensuring reliability and robustness.

Learning outcomes
On completion of the course, students should be able to:
1. explain in details the core principles, algorithms, and techniques of machine learning
2. use machine learning principles, algorithms and techniques to solve real-world problems;
3. develop, implement, and evaluate machine learning models using appropriate tools and
frameworks, and critically analyse their performance using relevant metrics;
4. use advanced problem-solving skills and critical thinking to identify and address complex
machine learning challenges;
5. communicate about machine learning concepts and techniques, both verbally and in writing, to
diverse audiences;
6. evaluate the ethical implications and limitations of machine learning, and be able to assess the
potential impact of machine learning on society;
7. collaborate effectively in teams to design, develop, and deploy machine learning solutions to
real-world problems, demonstrating strong project management and teamwork skills.

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Course content

Introduction to machine learning and its history. Data pre-processing and feature engineering.
Supervised learning: linear regression, logistic regression, decision trees, k-nearest neighbours,
support vector machines, neural networks. Unsupervised learning: k-means clustering, hierarchical
clustering, principal component analysis. Reinforcement learning. Model selection and evaluation:
overfitting, underfitting, cross-validation, hyperparameter tuning. Interpretation and visualisation of
machine learning models. Optimization techniques. Ethics and limitations of machine learning.
Deploying machine learning models in production environments.

Minimum academic standards

Computers with at least 8GB of RAM.
A dedicated graphics processing unit (GPU) with at least 4GB of VRAM (optional, but highly
recommended).
Sufficient hard drive space to store large datasets and model parameters.
Python 3.x, Numpy, Pandas, Jupyter Notebook or equivalent IDE.

PAU-SEN 412 Survey of Programming Languages (3 Units Compulsory; LH=30; PH=45)

Senate-approved relevance:

Survey of Programming Languages is highly relevant to the mission of Pan-Atlantic University, as it

equips students with the necessary skills and knowledge to understand the evolution of computer
programming languages, their traits and behaviour, several programming styles and paradigms and
how to represent instructions in the major programming languages. By understanding the different
structures of programming languages, graduates of this program can help write codes in one
language and represent them in other languages thereby leading to more efficient programmers
output in the Nigerian software market in particular and Africa at large.

Furthermore, this course encourages students to think logically, represent problems as algorithms
and develop innovative solutions using the different programming styles or paradigms learnt. By
enhancing good programming skills and attributes, students will be able to apply their skills to real-
world problems faced by organisations and communities, thereby contributing to the development
of a better society.
Overview
Several Programming Languages (PLs) have been developed and most of them are still in use while
some are already obsolete. However, some of these PLs have similarity while some are entirely
different from each other. The comparison between the PLs led to the categorization of
programming languages into different classes, styles or paradigms. Survey of Programming
Languages (SPL) is a course on the fundamental principles of programming languages, introduction
to fundamental principles and techniques in programming languages design and implementation. It
handles the programming paradigm and historical pattern of programming in addition to a broad
comparison of the different programming paradigms. The course elaborates on language structure,
syntax and semantics, data type and data structure.

59
Objectives
The objectives of the course are to:

1. explain good programming styles and ideas;

2. list and explain programming paradigms;
3. describe what makes one language different from another;
4. explain how to choosing appropriate languages;
5. describe how to master the learning of new languages;
6. explain the significance of programming implementation;
7. explain the core rudiments of code representation in several programming languages.

Learning outcomes
On completion of the course, students should be able to:

1. describe how the different types of programming languages evolved;

2. enumerate and explain programming paradigms in detail;
3. explain what makes each language different from the other;
4. describe the different ways of writing algorithms in each language;
5. recognize the different coding environments of each language;
6. compile or interpret codes in each language;
7. express the syntax of each language and its semantics;
8. select ideal programming languages for any given project.

Course content
Overview of programming languages. History of programming languages. Brief survey of
programming paradigms (Procedural languages, Object-oriented languages, Functional languages,
Declarative – non-algorithmic languages, Scripting languages). Effects of scale on programming
methodology. Language Description: Syntactic Structure (Expression notations, abstract Syntax Tree,
Lexical Syntax, Grammars for Expressions, Variants of Grammars), Language Semantics (Informal
semantics, Overview of formal semantics, Denotation semantics, Axiomatic semantics, Operational
semantics). Declarations and types: The concept of types, Declaration models (binding, visibility,
scope, and lifetime), Overview of type-checking, Garbage collection. Abstraction mechanisms:
Procedures, function, and iterations as abstraction mechanisms. Parameterization mechanisms
(reference vs. value). Activation records and storage management. Type parameters and
parameterized types. Modules in programming languages. Object oriented language paradigm.
Functional and logic language paradigms.

Minimum academic standards

Computer Laboratory.
Computers (1:2 students).
Integrated Development Environment (IDE) e.g., VSCode.
Compilers for programming e.g., JDK, GCC, Jython.

PAU-SEN 413 Human-Computer Interaction (2 Units Elective; LH=30)

60
Senate-approved relevance
Human-Computer Interaction (HCI) is an interdisciplinary field that can prepare software engineering
students for careers in a variety of fields where understanding user behaviour and designing
effective interactive systems is essential. Teaching HCI to software engineering students will equip
them with the skills and knowledge required to create effective, user-centred software. User-
centred design is becoming increasingly important as technology becomes more integrated into our
lives, and HCI principles are critical for creating usable and effective software. Understanding HCI can
assist students in developing critical thinking and problem-solving skills that can be applied to a
variety of software development challenges. Furthermore, as new technologies emerge, HCI
knowledge will be required to design and develop effective interactive systems.

Overview
This course investigates the principles, theories, and practices that underpin interactive system
design and evaluation. It covers fundamental human-computer interaction concepts like user-
centred design, interaction design, and usability engineering, as well as advanced topics like natural
language processing, machine learning, and virtual and augmented reality. Students will gain a
critical understanding of the field and learn how to apply this knowledge to design, develop, and
evaluate interactive systems that meet the needs and preferences of their users.

Objectives

The objectives of the course are to:

1. explain the foundational principles of HCI;

2. describe how to design and evaluate interactive systems;
3. illustrate how to use user research, prototyping, usability testing and heuristics for evaluation of
interactive systems;
4. explain in detail the role of user experience (UX) design in software development;
5. impact critical thinking and problem-solving skills;
6. elucidate ethical and social issues in HCI, such as privacy, security, bias, and the impact of
technology on society;
7. describe emerging trends and technologies in HCI, such as virtual and augmented reality,
wearable computing, and natural language processing.

Learning outcomes
On completion of the course, students should be able to:
1. explain and apply fundamental human-computer interaction (HCI) concepts such as user-
centred design, usability, and accessibility;
2. design and evaluate interactive systems using methods such as user research, prototyping,
usability testing, and heuristic evaluation;
3. explain the importance of user experience (UX) design in software development and apply UX
design principles to create successful and interesting software products;
4. recognize and resolve HCI-related problems in software development by applying critical
thinking and problem-solving techniques;
5. identify and discuss HCI-related ethical and social issues such as privacy, security, bias, and the
impact of technology on society;
6. express the ethical and social implications of interactive systems;

61
7. describe emerging trends and technologies in human-computer interaction (HCI), such as virtual
and augmented reality, wearable computing, and natural language processing, and develop
successful and interesting interactive systems.

Course content

Introduction to Human-Computer Interaction. Paradigms of Interaction. User-Centred Design.

Interaction Design Basics. Usability Engineering. User Interface Design. Design Rules. Evaluation
Techniques. Hierarchical Task Analysis. Adaptation of Human-Computer Interaction in Conventional
Software Life Cycle. Collaborative and Distributed Systems. Natural Language Processing. Machine
Learning in Human-Computer Interaction. Virtual and Augmented Reality. Ethical Issues in HCI.
Emerging Technologies and Future Trends.

PAU-SEN 414 Deep Learning (2 Units Elective; LH=15; PH=45)

Senate-approved relevance

As technology continues to evolve, there is an ever-increasing demand for skilled professionals in the
field of artificial intelligence. Deep learning, which involves the training of neural networks with large
datasets to enable machines to learn and make decisions, is at the forefront of this technological
revolution. The applications of deep learning are wide-ranging and include natural language
processing, image and speech recognition, autonomous vehicles, and predictive analytics.

Overview

This course is designed to give students a solid understanding of the fundamentals of neural
networks and deep learning, as well as the latest developments in the field. Throughout the course,
students will explore the biological inspiration behind neural networks, learning about the way that
the brain processes information and how that has influenced the development of artificial neural
networks.

Students will also learn about the architecture of common network types, including feedforward
networks, convolutional networks, and recurrent networks, and the specific applications for which
they are best suited. They will gain practical experience in implementing these networks using
popular deep learning frameworks such as TensorFlow and PyTorch.

Objectives
The objectives of the course are to:

1. explain the concept of neural networks and deep learning, including their applications,
limitations, and underlying principles;
2. describe different network architectures and their applications, and evaluate the performance
of different models for specific tasks;

62
3. illustrate the training of neural networks using popular tools and frameworks, such as
TensorFlow and PyTorch, and introduce best practices for model selection, hyperparameter
tuning, and optimization;
4. show recent advances and emerging trends in the field, such as generative adversarial networks,
autoencoders, and capsule networks, and critically evaluate their potential impact and
applications;
5. identify and analyse different network architectures and their specific applications, and develop
the ability to choose the appropriate architecture for a given problem;
6. describe up-to-date advancements in neural networks and deep learning, and their implications
for the broader field of artificial intelligence and society as a whole;
7. explain ethical considerations and potential biases in the use of deep learning.

Learning outcomes
On completion of the course, students should be able to:
1. explain the principles and concepts of neural networks and deep learning;
2. design and implement various types of neural network architectures for specific applications;
3. train neural networks using backpropagation and gradient descent, as well as apply
regularisation and overtraining techniques to improve performance;
4. investigate and apply alternative training methods such as attention, feedback alignment,
synthetic gradients, decoupled network interfaces, and transfer learning;
5. evaluate and implement various network architectures, including generative adversarial
networks, autoencoders, restricted Boltzmann machines, capsule networks, and spiking
networks;
6. apply critical thinking skills to analyse and evaluate the performance of neural network models
in different scenarios;
7. recognize and address ethical considerations in the design and deployment of neural network
models;
8. communicate effectively about neural networks and deep learning concepts and techniques
both verbally and in writing.

Course content
Introduction to Neural Networks and Deep Learning. Biological Brain and Neural Networks.
Perceptron and multi-layer perceptron. Network Architectures Overview. Feed-forward networks.
Convolutional neural networks. Recurrent neural networks. Memory cells. LSTMs. Neural Network
Training. Alternative Training Methods. Decoupled network interfaces. Transfer learning. Generative
adversarial networks. Autoencoders. Restricted Boltzmann machines. Capsule networks. Spiking
networks.

Minimum academic standards

Computers with at least 8GB of RAM, A dedicated graphics processing unit (GPU) with at least 4GB of
VRAM (optional, but highly recommended).
Sufficient hard drive space to store large datasets and model parameters.
Python 3.x, TensorFlow, Keras, Jupyter Notebook or equivalent IDE.

PAU-SEN 415 Game Design and Development (2 Units Elective; LH=15; PH=45)

63
Senate-approved relevance
The global game industry is huge. The world of games is two pronged: game for gaming environment
and game for gamification of non-gaming environments like learning. According to Statista.com,
projected gaming market volume by 2027 amounts to US$482.30 billion. Gamification market size is
also projected by globenewswire.com to be in billions of US Dollars ($58.8 billion) by 2028. These
projections reflect the importance attached to games. Game developers are in high demand. So,
there is a need to develop skilled persons that can competitively design and develop game systems
in professionally and ethically sound ways.

Overview
In this course, students will leverage their existing programming skills to build games with particular
emphasis on 3D. The course treats fundamentals of game development using game engines like
Unity. In this course, students will learn how to create 3D game environments, characters, and
interactions using the game engine's powerful and intuitive tools. Throughout the course, students
will have the opportunity to work on their own game projects, applying the concepts and techniques
they've learned in each lesson. By the end of the course, students will have a solid understanding of
the game engines’ capabilities and be able to create their own games from scratch.

Objectives
The objectives of the course are to:
1. explain the concept of game design;
2. explain the concept of gamification design;
3. describe the differences between game and gamification;
4. describe software development process for game development;
5. illustrate game design for game environment;
6. illustrate game design for gamification environment;
7. explain the Math for game development;
8. show how to develop games leveraging on game engines;

Learning outcomes
At the end of the course, the students should be able to:
1. explain the concept of game design;
2. explain the concept of and gamification;
3. design games for game environment;
4. design games for gamification environment;
5. describe software development process for game development;
6. apply Math in game development;
7. develop games using an industry standard game engine.

Course content
Game and gamification design concepts. Game genres. Introduction to Game design. Introduction to
gamification design. Game audio. Software engineering methods for game design. Getting to know
the game engine of choice (e.g., Unity, Unreal). Game engine installation. Programming review for
game engine (e.g., C# for Unity, C++ for Unreal). Variables. Relational operators. Assessing Logic.
Conditions. Branching. If and Switching branches. Looping. Iteration. Inheritance. Composition.
Understanding 3D coordinate space. Object Transforms. Collision detection. Scripting. Parenting.
Rotation. Arrays. List. Reference, and Value types. Coroutines. Trigonometry.

64
Minimum academic standards
1 Computer workstation per student for lab sessions.
Minimum configuration for computer is Intel core i5 processor with 16GB RAM and equipped with
GPU.
Requisite compilers and industry standard packages should be installed in each system.

65
PAU-SEN 416 Computer Vision and Image Processing (3 Units Elective; LH=30; PH=45)

Senate-approved relevance
Computer vision and image processing are two closely related fields in software engineering that
deal with the analysis and manipulation of digital images. Image processing is the manipulation of
digital images using mathematical operations to extract useful information, enhance image features,
or remove unwanted artefacts. Examples of image processing tasks include image filtering, edge
detection, image segmentation, and image compression. Both image processing and computer vision
rely on a combination of mathematical and computational techniques, including signal processing,
machine learning, computer graphics, and artificial intelligence. These techniques enable computers
to analyse and interpret images and video, providing valuable insights and applications in fields such
as medicine, surveillance, robotics, and autonomous vehicles.

Overview
This course introduces the students to computer vision and image processing, which involves the
development of algorithms and techniques that enable computers to interpret and understand the
content of digital images and video. The course involves introducing students to a range of
techniques and algorithms that can be used to process and analyse digital images. This can include
tasks such as image enhancement, segmentation, feature extraction, object detection, and image
recognition. Computer vision aims to replicate the human visual system's ability to recognize and
interpret visual information, such as object detection, facial recognition, scene understanding, and
image classification.

Objectives
The objectives of the course are to:

1. explain the fundamentals of digital images;

2. describe how to enhance and manipulate images;
3. explain image segmentation and feature extraction;
4. explain object detection and recognition;
5. describe relevant tools and software for computer vision and image processing;
6. apply deep learning algorithms to image processing;
7. describe how to implement efficient Convolutional Neural Networks (CNN).

Learning outcomes
On completion of the course, the students should be able to:

1. explain the properties of digital images, including resolution, colour models, and pixel values;
2. identify techniques for enhancing image quality, adjusting contrast and brightness, and
removing noise or artefacts;
3. identify and extract meaningful features from images, such as edges, corners, and textures;
4. detect and recognize objects in images using techniques such as template matching, Haar
cascades, and deep learning-based methods;
5. use tools and software commonly used in computer vision and image processing, such as
OpenCV, Python libraries such as PIL, Scikit-image, and TensorFlow;
6. apply computer vision and image processing techniques to real-world problems and develop
creative solutions;
7. implement efficient CNN.

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Course content
Digital Image Fundamentals: Understanding the basics of digital image representation and the
properties of images, including colour models, resolution, and pixel values. Image Enhancement:
Techniques for improving the quality of digital images, including filters, histogram equalization, and
contrast adjustment. Image Segmentation: Dividing an image into meaningful parts or regions, often
using techniques such as thresholding, edge detection, and clustering. Feature Extraction: Identifying
and extracting important features from images, such as edges, corners, and blobs. Object Detection:
Techniques for identifying objects or regions of interest in an image, such as template matching,
Haar cascades, and deep learning-based methods. Image Recognition: Using machine learning
algorithms, such as convolutional neural networks (CNNs), to classify or recognize objects in images.

Minimum academic standards

Computer Laboratory.
Computers (1:2 students).
Software e.g. OpenCV, Python libraries: PIL, Scikit-image, and TensorFlow.

PAU-SEN 417 Introduction to Data Science and Engineering (3 Units Elective; LH=30; PH=45)

Senate-approved relevance

The field of data science has rapidly become an essential component of modern society, as it enables
individuals and organisations to derive valuable insights from complex data sets. This course is
designed to provide students with a comprehensive understanding of data science concepts and
techniques, enabling them to apply data-driven decision making in a range of settings. The course
emphasises the practical application of data science techniques, with a focus on real-world data sets
and industry-standard tools and software. Upon completion of the course, students will have
developed skills that are highly sought after in a wide range of industries and sectors, including
finance, healthcare, marketing, and technology. The relevance of this course has been recognised by
the Senate as an important component of a modern, future-focused curriculum, with a growing
demand for graduates who have expertise in data science.

Overview

Data science has become one of the most sought-after and exciting fields in the modern era. As the
world generates an unprecedented amount of data every day, organisations require skilled data
scientists to process and analyse that data, to find insights and uncover hidden patterns that can
drive innovation, business growth, and informed decision-making. This course is designed to
introduce students to the fundamental concepts and techniques of data science, including data
collection, pre-processing, processing, analysis, and visualisation. Students will gain practical
experience with a variety of tools and techniques and learn how to work with real-world data sets to
make data-driven decisions using appropriate statistical and machine learning techniques. Whether
they are interested in pursuing a career in data science or simply want to gain the skills to make
data-driven decisions in their personal or professional life, this course will provide them with the

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knowledge and hands-on experience necessary to succeed. The students will be further exposed to
big data engineering, especially as it pertains to data pipelining and ETL for Data Science.

Objectives
The objectives of the course are to:

1. explain the concept of data science, and data science workflow, from data collection to data
visualisation and everything in between;
2. demonstrate different data processing techniques, including data cleaning, wrangling, and
transformation;
3. describe data analysis and exploration techniques, including exploratory data analysis, statistical
inference, and hypothesis testing;
4. show how data visualisation and communication are done, using various tools and technologies;
5. apply different machine learning algorithms and statistical models to real-world data problems;
6. evaluate the effectiveness of various data science approaches and methodologies;
7. describe ethical considerations and challenges in working with data, including data privacy and
bias;
8. describe and illustrate infrastructure engineering for big data pipelining.

Learning outcomes
Upon completion of this course, students will be able to:

1. apply data pre-processing techniques to clean and transform raw data into a format suitable for
analysis;
2. perform exploratory data analysis to identify patterns and relationships in data, and
communicate insights through effective visualisation;
3. apply appropriate statistical methods to make inferences and draw conclusions from data;
4. develop and implement machine learning models to solve real-world problems, and evaluate
their performance using appropriate metrics;
5. use advanced techniques such as feature engineering, ensemble methods, and deep learning to
build more complex models;
6. deploy and communicate data-driven insights and models to stakeholders in a clear and
effective manner;
7. apply ethical considerations in all stages of the data science process, including data collection,
analysis, and communication;
8. describe and illustrate infrastructure engineering for big data pipelining.

Course content
Introduction to Data Science: Overview of Data Science, Data Science Activities, Sources of Data. Use
Cases and Performance Evaluation: Data Science Use Cases (DSUCs), Performance Evaluation. Data
Pre-processing: Transmission of Data, Data Quality, Cleansing, and Transformation, Data
Visualization. Data Processing: Stages of Data Processing, Methods and Types of Data Processing,
Output Formats of Processed Data. Machine Learning Techniques: Principal Component Analysis,
Cluster Analysis, Linear Regression, Time-Series Forecasting, Transformation Approaches. Artificial
Intelligence Techniques: Support Vector Machines, Artificial Neural Networks, Further Approaches.

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Minimum academic standards
Computers with at least 8GB of RAM, A dedicated graphics processing unit (GPU) with at least 4GB of
VRAM (optional, but highly recommended).
Sufficient hard drive space to store large datasets and model parameters.
Python 3.x, Numpy, Pandas, Jupyter Notebook or equivalent IDE.

PAU-SEN 418 IoT and Edge Computing (2 Units Elective; LH=15; PH=45)

Senate-approved relevance
According to statista.com, the number of IoT devices connected to the Internet was reported to
have surpassed non-IoT devices in 2020. The install base of IoT has further been projected to reach
30.9 billion by 2025, which will imply a sharp rise from 13.8 billion estimated for 2021. These figures
reflect the growing importance attached to IoT in different sectors of society as the implementation
becomes increasingly more feasible with 5G network rollout. For a present-day computer scientist, a
neglect of this subject matter could constitute a significant knowledge gap. Closely related to IoT
growth is the growing perceived need to bring data processing and AI engines closer to the devices
rather than centralise these engines in the cloud premises, a phenomenon that has become
conventionally referred to as edge computing.

Overview
This course has been designed to help the students acquire working knowledge of three of the
interrelated technology domains (IoT, cloud and edge computing) that are shaping the future of
solutions, in a highly connected world. The course is approached primarily from the perspective of a
computer scientist with emphasis on requisite programming skills. The course involves practical lab
sections where the students will design, develop and deploy solutions in real devices as well as the
cloud. They will also learn what it means in practice to provision infrastructure as service in the cloud
and deploy scalable solutions using tools like Kubernetes.

Objectives
The objectives of the course are to:

1. explain the notions of Internet of Things (IoT), cloud computing and edge computing as well as
the differences between them;
2. describe the evolution of IoT and edge computing;
3. explain the concept of embedded systems;
4. describe and illustrate how to implement embedded systems using microprocessor boards like
Raspberry Pi and third generation programming language like Python, JavaScript, C/C++ and
Rust;
5. describe and illustrate how to install and configure operating systems designed for IoT devices
and edge computing;
6. describe and illustrate how to implement software solutions on edge devices;
7. describe the various forms of cloud computing and how to deploy scalable solutions to the
cloud;

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8. describe and illustrate how to orchestrate IoT related services using software tools like Node-
Red, IFTTT (If This Then That).

Learning outcomes
On completion of the course, the student should be able to:

1. describe IoT, cloud computing and edge computing as well as how they are related;
2. describe the evolution of IoT;
3. explain why edge computing is gaining prominence even though IoT and cloud computing
integration has long been established;
4. explain in detail what an embedded system is;
5. implement embedded systems using microprocessor board (e.g., Raspberry Pi) and a third-
generation programming language like Python, JavaScript, C/C++ and Rust;
6. install and configure standard operating system (e.g., Ubuntu core, Windows 10 IoT Core,
KataOs) on microprocessor boards (e.g., Raspberry Pi);
7. implement solutions (e.g., machine learning model) on edge devices (e.g., Raspberry Pi with
relevant sensor);
8. explain cloud provisioning types e.g., IaaS, PaaS and SaaS;
9. deploy solutions to the cloud;
10. use cloud development operation tools like Kubernetes;
11. orchestrate IoT related services using software tools like Node-Red, IFTTT.

Course content
Comparative description of IoT, cloud computing and edge computing. Embedded systems concept.
Embedded system implementation on microprocessor board. Using standard operating systems in
embedded systems. Developing edge solutions. Notion of cloud computing. Provisioning of cloud
infrastructure. Orchestrating IoT related services.

Minimum academic standards

1 Computer workstation per 5 students.
1 Raspberry Pi with in-built Wi-Fi per 5 students.
1 each of MicroSD memory card, keyboard, micro-USB power supply, HDMI cable, camera module,
per Raspberry Pi.
Sensor devices for environmental input illustration.

PAU-SEN 419 Advances in Web, Mobile and Blockchain Development (3 Units Elective; LH=30;
PH=45)

Senate-approved relevance
The Web which was invented decades ago continues to be relevant today and is solidly projected
into the future as it transits through the hypothetical versions tagged Web1, Web2 and Web3.
Closely associated with this transition to Web3 is the Blockchain as the underlying data structure.
Complementary to the Web and Blockchain platforms are mobile devices (phones, AR/VR sets)
which put solutions and access to platforms in the hands of the mobile user. We consider an atomic

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treatment of these three dimensions in a course, to be important for expertise in full-stack solutions
development, needed now and in the future.

Overview
This course involves a deep dive into full-stack development embracing both Web2 and Web3. In
order to inspire creativity, the students will be taken through the innovative history of the Web,
from stage to stage. The course should equip them with the requisite skills required to become
reputable solutions providers, at the service of global demands, while at the same time positioned to
solve our local problems. The course should also expose the students to the academic questions in
Web3 and blockchain evolution, with the potential to pursue post-graduate research in these areas.

Objectives
The objectives of the course are to:

1. describe in detail, the historical evolution of the Web from inception to Web3;
2. explain in scientific detail, what blockchain is and the benefits and drawbacks;
3. describe blockchain oracles and their importance in Web3 solutions stack;
4. illustrate the design, development and deployment of server-side software applications for
Web2;
5. explain what it takes to build a blockchain;
6. describe and illustrate the development of blockchains;
7. illustrate the design, development and deployment of decentralised applications (dApps) for
blockchains;
8. illustrate the design, development and deployment of mobile phone applications;
9. illustrate the design, development and deployment of progressive Web applications;
10. describe development for VR/AR devices.

Learning outcomes
On completion of the course, the student should be able to:

1. explain the historical evolution of the Web from inception to Web3;

2. explain in detail, blockchain and related blockchain oracles (e.g., IPFS);
3. identify the respective solutions stack for Web2 and Web3;
4. design, write and deploy simple to complex server-side software applications for Web2, in third-
generation languages;
5. create blockchains using third-generation languages like Rust;
6. design, write and deploy decentralised applications for blockchains;
7. design and develop native mobile applications;
8. create simple to complex progressive Web applications;
9. create and deploy applications for selected AR/VR devices.

Course content
The evolution of the Web. Blockchain and related oracles. Web2 solutions stack. Web3 solutions
stack. Server-side applications for Web2. Creating blockchains. Creating decentralised applications
for blockchains. Mobile applications. Progressive Web applications. AR/VR applications.

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Minimum academic standards
1 Computer workstation per two students for lab sessions.
Minimum configuration for computer is Intel core i5 processor with 16GB RAM.
Requisite compilers, mobile simulators and industry standard packages should be installed in each
system, for development.
Networked systems for decentralised blockchain and oracles illustrations.
Mobile phones (personal phones recommended).
Two VR headsets.

PAU-SEN 420: Data Management II (2 Units E: LH 15; PH 45)

Learning Outcomes

At the end of this course, students should be able to:

1. explain the principles and best practices of managing data with efficiency and effectiveness;

2. demonstrate knowledge of SQL and NoSQL;

3. explain data warehouse concepts, methodologies and tools; and

4. explain data mining architecture and applications.

Course Contents

Rational Databases: Mapping conceptual schema to relational schema; Database Query Languages
(SQL) and NoSQL, Concept of functional dependencies & multi-valued dependencies. Transaction
processing; distributed databases, XML and semantic Web. Data warehousing. Introduction to data
science. Introduction to Data Warehouse, OLTP Systems; Differences between OLTP Systems and Data
Warehouse: Characteristics of Data Warehouse; Functionality of Data Warehouse: Advantages and
Applications of Data Warehouse. Advantages, Applications: Top- Down and Bottom-Up Development
Methodology: Tools for Data warehouse development: Data Warehouse Types. Introduction: Scope
of Data Mining: What is Data Mining. How Data Mining Works, Predictive Modelling: Data Mining and
Data Warehousing: Architecture for Data Mining: Profitable Applications: Data Mining Tools.

Lab work: Practical exercises on basic R commands and data structures for manipulating data; how to
read data from multiple formats in and out of R, using loops, conditional statements, and functions to
automate common data management tasks. Exercises on how to clean and manage multiple complex
datasets, manipulate textual data, basic web scraping techniques, for both standard web pages and
the Twitter API. Work on techniques and hardware necessary to manage large datasets efficiently.
Practical exercise on managing multiple data sets by example; working with text data; converting long-
and wide-format data; and dealing with messy data. R Programming Fundamentals for data I/O and
packages, looping and conditional statements, and functions.

PAU-SEN 408: Ethics and Legal Issues in Computer Science (2 Units C: LH 30)

Learning Outcomes
At the end of the course, students should be able to:

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 1. state laws and regulations related to ethics;
2. identify and explain relevant codes of ethics for computing practice;
3. identify social and ethical issues in different areas of computing practice;
4. review real-life ethical cases and be able to develop ethical resolutions and policies; 5.
explain the consequences of ignoring and non-compliance with ethical provisions; and
6. develop a sound methodology in resolving ethical conflicts and crisis.

Course Contents
Addresses social, ethical, legal and managerial issues in the application of Computer Science to the
information technology industry. Through seminars and case studies, human issues confronting
Computer Science graduates will be addressed. Topics include managerial and personal ethics,
computer security, privacy, software reliability, personal responsibility for the quality of work,
intellectual property, environment and health concerns, and fairness in the workplace.

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