• Any person having a secondary education is entitled to enroll in the Undergraduate Program in Computer Science. The precondition for admission to the program is to pass the Unified National Examination. Any exceptions to the Law on Enrolment at Higher Education Institutions are allowed only in the cases prescribed by Law.
  
• Passing the English Language as a foreign language in the Unified National Examinations is a mandatory requirement for program enrollment.
  

• Prospective students eligible for the program without having passed the Unified National Examinations must:
  Confirm English language B2 level proficiency (IELTS-6.0; TOEFL-78; or other relevant international
  certificate confirming B2 level proficiency) or he/she has to pass an English language B2 level exam administered by the Caucasus University;
  Pass an exam in Mathematics administered by the Caucasus University.
  
• Mobility to the program is allowed in accordance with procedures set by the relevant law.

The objectives of the Program in Computer Science are to:

• Provide the student with a relatively deep knowledge of theoretical aspects of higher-level learning disciplines than the complete general education, which prepares the person for further study at the Master’s degree program or work with a received qualification.
  
• Give the student education in Computer Science, based on fundamental theories and principles of mathematics and Computer Science, which will enable him / her to develop professionally and contribute to the development of the field.
  
• Prepare high-level, competitive specialists with the broad theoretical knowledge and practice-oriented, transferable skills necessary for professional activities in modern CS field in Georgia and abroad as well.

Upon completion of the Bachelor’s degree program in Computer Science, the graduate:
1. Describes the basic concepts of computer science. Based on the knowledge of the principles of mathematical and computer technology, explains the theoretical and practical aspects of the field, the main features of the field and modern trends;
2. Analyzes complex computational problems and selects the appropriate algorithm for their solution;
3. Develops and implements complex software systems;
4. Participates effectively in teamwork in program-related activities;
5. Applies the principles of programming, computer systems, the latest approaches and technological tools in practice;
6. Realizes the importance of evaluating the learning process, the need to constantly update professional knowledge and acquire new knowledge, conducts oral and written communication;
7. Appreciates and shares computer science-related values, ethical and social responsibilities with others;

With a concentration in Big Data Analytics additionaly:
8. Analyzes data analytics algorithms and Big Data analytics frameworks;
9. Appies data and Big Data analytics methods to projects and products;

With a concentration in Game and Mobile Application Development additionaly:
8. Applies multimedia data processing algorithms;
9. Develops applications on different platforms

Internships and Job Placements

The program structure allows students to be “job ready” early in the program and offers opportunities for career advancement. Students will be offered to be part of the coordinated internship programs or get a job placement through the support of the CU Career Center.

Career Opportunities

Program graduates will have an opportunity to work in a variety of environments such as industry, media, government, private and business organizations. As a rule, the work of graduates involves the following types of activities: analyzing problems for solutions, formulating and testing, using advanced communications or multimedia equipment, or working in teams for product development. Examples of job titles of program graduates may include: Software Developer, Computer Communications Specialist, Data Communications Analyst, IT Business Management Consultant, Product Line Manager, Multimedia Developer, Animator etc

Different teaching methods are employed during the teaching process depending on the topics covered. Those include:

Discussions/debates – one of the most common methods of interactive teaching. Quality of Students’ involvement is higher; classes are more dynamic and students are more active. Any discussion can turn into a debate. The method allows professors to give questions and get answers and enables students to develop skills of discussion and debates and prepares them for justifying their opinions and points. 

Team (Collaborative) work – the method implies dividing students into teams and assigning different tasks to them. Each team member works on the task individually and shares his/her ideas with the rest. Depending on the type of task, team members can change tasks and roles. The strategy ensures students’ maximum involvement in the learning process.

Problem Based Learning (PBL) – a problem is given and analyzed in order to acquire knowledge.

Cooperative Learning – where the whole class is responsible not only for his/her own learning and understanding of the subject matter but also for aiding and assisting others in better understanding it. Each student works on a problem until he/she fully understands everything.

Heuristic method – is largely incremental. Students are to discover facts on their own and make links between them.

Case Studies – Professors and students discuss a particular case and fully comprehend an issue at hand. In Medicine it can be discussion of the medical record of a particular patient, in Political Science it can be analysis of a conflict between any two countries (e.g., Armenia-Azerbaijan), etc.

Brain storming – the method facilitates to generating as many ideas about a particular topic as possible. The method encourages creativity; it is particularly efficient with a large group of students and consists of a few stages:
– Creative approach to a problem/issue
– Listing the ideas generated, without any criticism, on the board.
– Identifying the ideas most closely linked with the problem/issue;
– Identifying criteria for finding which idea is more relevant to the issue/problem at hand;
– Evaluating selected ideas according to pre-selected criteria;
– Selecting the best idea – the one having the best evaluation or meeting most of the criteria;

Role play – students are assigned different roles, which allows them to look at a problem from different perspectives. Like debates, role play also helps students develop skills needed for giving their opinion and justifying their judgments.

Method of Demonstration – displaying visual materials. In majority of cases it is better to give students both audio and visual material simultaneously; the material can be given by both – professors and students; the method implies giving visual information on the whiteboard or carrying out a complex laboratory experiment. Induction, Deduction, Analysis, Synthesis.
A deductive approach means that the teacher gives students a new concept, explains it and then has the students practice using the concept. In contrast with the deductive method, inductive instruction makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples
showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works and fits together. With the method of analysis a problem is disintegrated into components. This method facilitates to comprehensive analysis of each of the constituent elements of a more complex problem. Method of synthesis is opposite of the process of analysis. One whole is made by grouping its constituent elements, which allows students to look at a problem as one whole.

Explanatory method – discussing a particular issue, i.e., professor provides examples and discusses all sides and details.

Action-oriented teaching – requires active participation of both professor and students where major emphasis is put on practical interpretation of theoretical knowledge.

E-learning – The method combines three ways of instruction Teaching methods complement each other during the teaching process. Course syllabus provides detailed information about teaching methods used