Bachelor of Science

A Bachelor of Science (BS, BSc, SB, or ScB; from the Latin scientiae baccalaureus) is a bachelor's degree awarded for programs that generally last three to five years. The first university to admit a student to the degree of Bachelor of Science was the University of London in 1860. In the United States, the Lawrence Scientific School first conferred the degree in 1851, followed by the University of Michigan in 1855. Nathaniel Southgate Shaler, who was Harvard's Dean of Sciences, wrote in a private letter that "the degree of Bachelor of Science came to be introduced into our system through the influence of Louis Agassiz, who had much to do in shaping the plans of this School." Whether Bachelor of Science or Bachelor of Arts degrees are awarded in particular subjects varies between universities. For example, an economics student may graduate as a Bachelor of Arts in one university but as a Bachelor of Science in another, and occasionally, both options are offered. Some universities fo

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Related publications (2)

Ready to face the world?Lessons learnt from applying a Multi-Professional Shared Learning Test tofirst year Engineering and Science students at the Federal Institute of Technology in Lausanne, Switzerland.

Isabelle Barbara Marie-Hélène Cardia, Cécile Hardebolle, Siara Ruth Isaac, Ingrid Le Duc, Roland John Tormey

This paper presents the results of a project aimed to measure changes in attitudes and perception of science, engineering and architecture first year students about working in a professionally diverse environment. At the beginning of the Global Issues course of the autumn semester in 2014 all 1, 800 students were asked to complete two psychometric tests: The Readiness for Inter-professional Learning Scale (RIPLS) aims at measuring attitudes towards inter-professional learning (McFayden, AK, et al, 2005); and the Engineering and Science Issues Test (ESIT) aiming to measure moral reasoning in engineering by responding to professional ethical dilemmas. Students were asked to repeat the task 13 weeks later after having followed lectures and completed the requested interdisciplinary group work (Holzer, A., Vonèche-Cardia, I., et al, 2016). A superficial analysis of the RIPLS scores shows an overall decreased positive attitude towards interdisciplinary work. A more detailed analysis suggest a paradox: While students agree that team work skills will make them better professionals they disagree on the benefit of practicing such skills before qualification. The paper will focus in discussing the reasons for such paradox looking into the timing of the testing (too early), students' disciplinary identity, and other potential reasons such as conflicts in schedules and difficulties in communication. Our results are taken as a clear sign of the need to keep in mind the ‘hidden curriculum’ in scientific and engineering education when tailoring the learning activities supporting interdisciplinary courses (Tormey, R, Le Duc, I, et al, 2015).

2016

A New Approach in the Use of Multimedia for Technology Enhanced Learning.

Denis Gillet

In this paper we describe ongoing work in the Electrical and Computer Engineering Department at the University of Florida as we offer an Online MS degree in Electrical Engineering and as we proceed with the development of major components of a BS degree in Electrical Engineering. In particular we describe the implementation of the "lectures on demand" method using multimedia streaming technologies within the now widely accepted Asynchronous Learning Network (ALN) model. Each class in the program is delivered on campus via the traditional face to face lecture mode. However, the classes make explicit use of computer and communication technology to facilitate an asynchronous mode of learning for both on-campus as well as distance education students. The lecture and in class interactions including computer demonstrations are captured as video or computer animations. This digital video is compressed and broadcast 'live' via the Internet so that students who cannot attend the class can join the lecture. After the class, a student assistant is engaged to generate high quality image and graphical copy of material developed spontaneously in the class by the Instructor. These are then integrated with class notes into a synchronized multimedia presentation.

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