radgrad/radgrad2

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scripts/data/RadGrad1-test-full.json

Summary

Maintainability
Test Coverage
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            "research"
          ],
          "description": "A data scientist analyzes and interprets extremely complex and large data sets, typically in order to assist an organization in its decision making.  Unlike traditional database engineers, data scientists must manage Big Data, which is typified by the following \"Three V's\":\n\n* Volume: from hundreds of millions to hundreds of billions of data points;\n* Velocity: data may arrive at high speed and must be dealt with in a timely manner; \n* Variety: data can range from structured to unstructured, and maybe be buggy or incomplete.\n\nCompanies like LinkedIn, Intuit, GE, Google, Zynga, and Netflix all employ data scientists to support their services.  The skills and tools used by a data scientist are extensive, and include:\n\n  * Languages, including a statistical programming language like R or Python and a database querying language like SQL. \n  * Statistical knowledge, including statistical tests, distributions, maximum likelihood estimators, etc. \n  * Machine learning methods, including k-nearest neighbors, random forests, and ensemble methods.\n  * Mathematics, including basic multivariate calculus and linear algebra in case you need to customize machine learning libraries.\n  * Visualization and communication, including describing your findings to both technical and non-technical audiences and use of data visualization tools like ggplot and d3.js. \n\nTo prepare for the Data Scientist career path, you will want to be proficient with algorithms ([ICS 311](../courses/ics311)) and machine learning techniques ([ICS 435](../courses/ics435)). Obviously, you will want to take both database courses: [ICS 321](../courses/ics321) and [ICS 421](../courses/ics421). You may want to explore data visualization ([ICS 484](../courses/ics484)).  A research project that involves machine learning and/or \"big data\" techniques will provide valuable experience. You might consider a summer internship with a company like LinkedIn or Google where you can work with data scientists directly.  \n\nFinally, if you are serious about becoming a data scientist, you should add [Graduate School](graduate-school) as a career goal.  Most data scientists have a Ph.D. in Computer Science or some other STEM discipline.\n\nData Scientist was named [one of the 14 best tech jobs in America](http://www.cio.com/article/3167568/it-skills-training/14-best-tech-jobs-in-america.html#slide2). [View more information here.](https://hbr.org/2012/10/data-scientist-the-sexiest-job-of-the-21st-century/)"
        },
        {
          "name": "Database Administrator",
          "slug": "database-administrator",
          "interests": [
            "application-development",
            "databases",
            "software-engineering"
          ],
          "description": "Companies, private organizations, and government agencies rely on database administrators (DBAs) to organize and monitor financial records, employee profiles, and other sensitive information. These professionals also work to improve security and efficiency through testing, regular evaluation, and routine modifications. \n\nDBAs may be employed in-house at larger firms or organizations, but an increasing number of these professionals are finding work at third-party companies that specialize in database services. \n\nYou will need to be experienced with a variety of database platforms including MySQL, Oracle, and DB2.  \n\nDBAs typically do not work with \"Big Data\", which requires a different set of skills associated with the [data scientist](data-scientist) career goal.\n\nIf you want to prepare for jobs in database administration, you will want to take both semesters of Databases ([ICS 321](../courses/ics321) and [ICS 421](../courses/ics421)).  Networking and security classes will also be important preparation.\n\nDatabase Administrator was named [one of the 14 best tech jobs in America](http://www.cio.com/article/3167568/it-skills-training/14-best-tech-jobs-in-america.html#slide6). [View more information here.](http://www.bls.gov/ooh/computer-and-information-technology/database-administrators.htm)"
        },
        {
          "name": "DevOps Engineer",
          "slug": "devops-engineer",
          "interests": [
            "application-development",
            "databases",
            "networks",
            "software-engineering"
          ],
          "description": "\"DevOps\" (short for \"development operations\") is a new and important specialization within software engineering. It refers to tools, technologies, and development processes in support of high speed application design, implementation, deployment, evolution, and scaling.  Put more simply, a DevOps engineer makes sure that business systems get deployed fast, stay up under heavy loads, are not hacked (or can be fixed quickly if hacked), and can be updated without loss of downtime. \n\nAccording to the [2015 State of DevOps report](http://puppetlabs.com/2015-devops-report), organizations using DevOps deploy code up to 30 times more frequently with 50% less deployment failures than those who do not.\n\nTo prepare for a career in DevOps, you need to start with software engineering ([ICS 314](../courses/ics314)).  Build on that base with coursework in databases ([ICS 321](../courses/ics321)) and networks ([ICS 351](../courses/ics351)).  Finally, put all of that together with experience deploying applications in real-world, high stress situations.  That requires finding a summer internship where you can shadow experienced DevOps engineers as they do their daily work.\n\nDevOps Engineer was named [one of the 10 hottest developer jobs in 2017](http://www.techrepublic.com/article/the-10-hottest-developer-jobs-of-2017/). [View more information here.](https://puppet.com/blog/what-a-devops-engineer)"
        },
        {
          "name": "Full Stack Developer",
          "slug": "full-stack-developer",
          "interests": [
            "databases",
            "software-engineering",
            "web-development"
          ],
          "description": "Full Stack Developer is a career goal focused on the design and implementation of web applications.  \"Full stack\" refers to a broad skill set that starts with front-end user interface design using a CSS framework such as Twitter Bootstrap or Semantic UI, proceeds through business logic implementation using Java, Javascript, Python, Ruby, C#, or some other programming language, and concludes with the design and implementation of a back-end database system using SQL, MongoDB, or some other variant.   \n\nIn addition, full stack developers must ensure that the application performs appropriately across multiple devices (laptops, tablets, and mobile). Full stack developers must often ensure that their design is scalable as usage increases.  \n\nTo prepare for this career goal, supplement your skills acquired inSoftware Engineering ([ICS 314](../courses/ics314)) with other coursework including Databases ([ICS 321](../courses/ics321)) and (perhaps) Design for Mobile Devices ([ICS 466](../courses/ics466)). You might also want to do a summer internship with a business doing web application development to hone your skills and obtain experience in a \"real-world\" application development setting.\n\nFull Stack Developer was named one of the [Top 5 Hot IT Jobs in 2017](https://www.randstadusa.com/jobs/career-resources/hot-jobs-2017/best-in-demand-information-technology-jobs/). [View more information here.](http://www.bls.gov/ooh/computer-and-information-technology/web-developers.htm)"
        },
        {
          "name": "Game Developer",
          "slug": "game-developer",
          "interests": [
            "computer-graphics",
            "databases",
            "game-design",
            "unity",
            "virtual-reality"
          ],
          "description": "The Game Developer career goal refers to a specialized form of Software Developer who focuses on game design and implementation. This is a challenging career path as it is both highly competitive and, depending upon the game, can require advanced skills including one or more of: graphic design, physics, algorithms, networking, UI design, hardware, device driver and OS-level programming, and the appropriate use of game mechanics to provide an entertaining and/or educational experience.   That said, being a Game Developer is totally cool and you should totally go for it.\n\nAs the above paragraph indicates, game development in general involves an intimidating level of both breadth and depth in knowledge.  But you don't need to know everything to get started.  To be well prepared for this career goal, it helps to start by developing a solid analytical background through coursework in math, physics, and algorithms ([ICS 311](../courses/ics311)), then add solid programming skills including high level (software engineering ([ICS 3114](../courses/ics314))) and low-level ([ICS 312](../courses/ics312)), plus databases ([ICS 321](../courses/ics321)).  If you are interested in designing games involving an AI, then you'll want basic AI ([ICS 361](../courses/ics361)) as well as AI for Games ([ICS 462](../courses/ics462)).  Cap it off with Video Game Design and Development ([ICS 485](../courses/ics485)). \n\nYou should also take advantage of opportunities outside of the classroom to experience game development, such as the yearly Global Game Jam.  There are often summer internships at companies doing game design that can provide invaluable \"real-world\" experience and help you decide if this career path is for you. [View more information here.](http://study.com/articles/Game_Developer_Job_Description_Duties_and_Requirements.html)"
        },
        {
          "name": "Graduate School",
          "slug": "graduate-school",
          "interests": [
            "research"
          ],
          "description": "Let's be frank: if you are considering a long-term career in computer science, then graduate school should one of your career goals.  This doesn't mean you need to go right back to school after you graduate; many if not most graduate students in computer science spent at least a few years working before returning to school. But obtaining an M.S. or Ph.D. in Computer Science at some point can open up many new opportunities in your professional career. \n\nThe basic difference between an M.S. and Ph.D. degree is \"scientific contribution\".  An M.S. degree enables you to obtain more advanced skills in any of the CS disciplines.  M.S. programs are typically two years long.  A Ph.D. degree adds the requirement that you develop a dissertation that documents a scientific contribution: some entirely new knowledge about computer science. The Ph.D. degree typically requires at least two to four additional years after the M.S. degree.  \n\nTo prepare to include graduate school at some point after you graduate, the most important thing to do is to plan one or more semesters where you participate in a research project with a professor.  You can do this via [ICS 499](../courses/ics499), or even on a volunteer basis as long as you devote sufficient time to the project. This is important for two reasons. First, successful participation demonstrates to the people who later review your graduate school application that you are able to do graduate-level work, which is usually more independent and research-related.  Second, it enables your professor to get to know you on a more personal level and in the context of an independent project, not just a few homework assignments.  This will enable your professor to write you a strong recommendation letter, which is crucial to getting accepted to graduate school. [View more information here.](hhttp://www.ics.hawaii.edu/academics/graduate-degree-programs/so-you-want-to-apply-to-graduate-school/)"
        },
        {
          "name": "Information Security Analyst",
          "slug": "information-security-analyst",
          "interests": [
            "databases",
            "networks",
            "security"
          ],
          "description": "In RadGrad, the \"information security analyst\" career goal is intended to cover the wide variety of security-related positions, including Security Analyst, Security Architect, Security Software Developer, Cryptanalyst, Security Engineer, Security Administrator, Cryptographer, and Security Consultant. \n\nSecurity professionals range from \"ethical hackers\" who probe and exploit security vulnerabilities in web-based applications and network systems to cryptographers who analyze and decrypt hidden information from cyber-terrorists. There are jobs in security in virtually every industry, as well as in government. \n\nThe ICS degree  program offers many opportunities to develop security-related expertise.  We offer the [Security Science Focus](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/) which includes [ICS 355](../courses/ics355), [ICS 455](../courses/ics455), and (for motivated undergraduates) ICS 655.  We offer two courses related to Information Assurance ([ICS 425](../courses/ics425) and [ICS 426](../courses/ics426)).  You will also want to take at least one course in networking and one course in databases.\n\nIf you are interested in a career in security, we also recommend that you participate in [ICS GreyHats](http://www.ics.hawaii.edu/community/community-profile-the-ics-grey-hats/), a student club providing a venue for networking with industry and government, performing community service, and practical application of security skills in a supportive environment.\n\nFinally, the ICS Department sponsors a variety of security-related hackathons and contests every year. These also provide important learning opportunities in security.\n\nSecurity Engineer (a synonym for Information Security Analyst) was named one of the [Top 5 Hot IT Jobs in 2017](https://www.randstadusa.com/jobs/career-resources/hot-jobs-2017/best-in-demand-information-technology-jobs/). [View more information here.](http://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts.htm)"
        },
        {
          "name": "Information System Manager",
          "slug": "information-system-manager",
          "interests": [
            "it-management"
          ],
          "description": "The Information System Manager career goal combines computer science with business management.  In RadGrad, Information Systems Manager is an umbrella term for a variety of positions such as Chief Information Officer, Chief Technology Officer, and IT or MIS Director.  \n\nDepending upon the specific position, your responsibilities will include planning and coordination of computer-related business functions,  defining technology strategy, and/or evaluating new technology. The positions tend to involve supervision of other employees and determining the financial implications and business risks of your decisions.\n\nAs an undergrad, you can prepare for this career goal by enrolling in both computer science and business classes.  If your interests skew heavily toward the management side, you might consider transferring to the [Information Technology Management program](http://shidler.hawaii.edu/itm) in the School of Business. \n\nYou might also consider pursuing our [B.A. in ICS](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/ba-ics/). This choice provides more curricular freedom to support a combination of computer science and business courses. \n\nBe aware: this career goal is highly competitive.  If you are serious about it, then the best preparation is to first obtain a [B.S. in Computer Science](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/bs-ics/) or [B.S. in Computer Engineering](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/bs-ce/), and follow that with a Masters degree in Business Administration.  You do not have to go directly to graduate school: you can obtain your undergraduate degree, work for a few years, and then obtain your MBA. [View more information here.](http://www.bls.gov/ooh/management/computer-and-information-systems-managers.htm)"
        },
        {
          "name": "IoT Architect",
          "slug": "iot-architect",
          "interests": [
            "algorithms",
            "computer-architecture",
            "data-science",
            "data-visualization",
            "databases",
            "hardware",
            "hci",
            "networks",
            "security"
          ],
          "description": "The [Internet of Things](https://en.wikipedia.org/wiki/Internet_of_things) (IoT) refers to the expansion of internet connectivity beyond traditional \"computers\" to other devices including refrigerators, cars,  houses, water heaters, solar panels, light bulbs, irrigation systems, heart monitoring implants, thermostats, etc.  These devices typically include sensors (to obtain data about their environment) as well as actuators (so they can act within their environment with behaviors).  The emerging IoT provides tremendous opportunities for improved decision making and efficiency, as well as tremendous security risks. \n\nTo pursue the IoT architect career goal, it helps to become familiar with hardware design ([ICS 331](../courses/ics331)), software engineering ([ICS 314](../courses/ics314)), networks ([ICS 311](../courses/ics311)), databases ([ICS 321](../courses/ics321)), security ([ICS 355](../courses/ics355)), and visualization ([ICS 484](../courses/ics484)).  Outside opportunities like [HI Capacity](../opportunities/hicapacity) and the [AT&T IoT Focused Hackathon](../opportunities/att-iot-hackathon) can provide you with practical exposure to IoT technologies.  [How to Become an IoT Developer: Six Tips](http://www.techrepublic.com/article/how-to-become-an-iot-developer-6-tips/) is useful reading.\n\nIoT architect was named one of the [Top 5 Hot IT Jobs in 2017](https://www.randstadusa.com/jobs/career-resources/hot-jobs-2017/best-in-demand-information-technology-jobs/). [View more information here.](https://en.wikipedia.org/wiki/Internet_of_things)"
        },
        {
          "name": "Mobile App Developer",
          "slug": "mobile-app-developer",
          "interests": [
            "android",
            "mobile",
            "ios"
          ],
          "description": "The Mobile App Developer career path refers to a specialized software developer who can build \"native\" mobile applications for the Android and/or iOS operating systems.  \n\nTo prepare for this career path, begin with solid software development skills through coursework in software engineering ([ICS 314](../courses/ics314)), networking ([ICS 351](../courses/ics351)), and databases ([ICS 321](../courses/ics321)).  You'll also want to take Design for Mobile Devices ([ICS 466](../courses/ics466)).  \n\nIn addition to coursework, you'll want to develop specialized skills for your platform of choice: Android development involves a variant of Java, while modern iOS development involves the Swift programming language. You might want to take a summer course through Udacity or Coursera to augment your ICS preparation.\n\nFinally, if you want a career in mobile application development, don't wait to get started!   There's nothing preventing you from building a few applications and releasing them in the Android or iOS app stores.  If nothing else, they can be presented as part of your professional portfolio when you are interviewing for a job.  In the best case scenario, you might make a few bucks.\n\nMobile App Developer was named [one of the 10 hottest developer jobs in 2017](http://www.techrepublic.com/article/the-10-hottest-developer-jobs-of-2017/). [View more information here.](http://www.tomsitpro.com/articles/become-mobile-app-developer,1-2219.html)"
        },
        {
          "name": "Network Engineer",
          "slug": "network-engineer",
          "interests": [
            "hardware",
            "networks"
          ],
          "description": "In RadGrad, the Network Engineer career goal also refers to positions such as Network Administrator, Network Architect, Network Manager, and Wireless Network Engineer.\n\nIn all cases, this career goal involves the design, construction, and maintenance of data communication networks, including local area networks (LANs), wide area networks (WANs), and intranets, wired or wireless. Such networks could range from simple connections between a set of offices to large-scale cloud infrastructures serving millions of people. \n\nConsider this career goal if you are comfortable and interested in work that combines design and decision-making about both software and hardware.    If your interests lean heavily toward the hardware side, you might want to consider the [B.S. in Computer Engineering](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/bs-ce/) degree.\n\nTo prepare for this career goal, you will want to take courses in both networking (such as [ICS 351](../courses/ics351) and [ICS 451](../courses/ics451)) and hardware ([ICS 331](../courses/ics331)). To augment the traditional curriculum, consider an Independent Study  ([ICS 499](../courses/ics499)) in a research project involving networking. [View more information here.](http://www.bls.gov/ooh/computer-and-information-technology/computer-network-architects.htm)"
        },
        {
          "name": "Research Scientist",
          "slug": "research-scientist",
          "interests": [
            "research"
          ],
          "description": "The Research Scientist career goal is for those who want to prepare, quite simply, to invent the future. In RadGrad, the research scientist career goal represents job positions that typically require a Ph.D., such as \"Professor\" (in academia) or \"Research Scientist\" (in industry).  \n\nResearch scientists design, implement, and evaluate new approaches to computing and computing technology, and apply those approaches to solving significant problems in business, medicine, science, and other fields. Research scientists have the highest level of autonomy of any career goal; you are hired by an organization with the expectation that you will define and organize your work yourself (while within the general business or academic constraints of the organization).  Research scientists can often wear jeans and a t-shirt to work, because you will be evaluated almost totally on your ability to innovate. \n\nTo prepare to become a research scientist, you should also have [graduate school](graduate-school) as a career goal, and you should plan to (eventually) get a Ph.D. That said, you don't have to go to graduate school immediately: you might decide after graduation to first join or create a startup company based upon an idea you had as an undergraduate.  Successful research scientists have a tolerance for risk: not all research ideas are successful (if you can guarantee in advance that an idea will be successful, then by definition it no longer involves research).\n\nIf this career goal appeals to you, get involved with one (or more) research projects as an undergraduate.  This will both give you a taste for the work and enable you to develop connections with professors that will help when you eventually apply to graduate school.  If possible, try to publish a paper while you are an undergraduate. Your professor can help you to make that happen. [View more information here.](http://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-research-scientists.htm)"
        },
        {
          "name": "Robotics Engineer",
          "slug": "robotics-engineer",
          "interests": [
            "hardware",
            "robotics",
            "software-engineering"
          ],
          "description": "The robotics engineer career path involves the design of hardware and associated software to create automated systems to accomplish physical tasks that humans cannot or prefer not to do. The range of applications for Robotics Engineers is quite wide: from self-driving vacuum cleaners ([Roomba](https://store.irobot.com/default/robot-vacuum-roomba/)) to self-driving cars ([Tesla's autopilot](https://www.tesla.com/autopilot)).  Robotics engineers also work on drones, automated factory equipment, and other hardware systems involving autonomous behavior.\n\nTo prepare for the Robotics Engineer career path, most students will want to pursue the [B.S. in Computer Engineering](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/bs-ce/) degree program. This degree program will give you a solid foundation in hardware design, including circuits, signals, and digital electronics. Helpful ICS coursework includes Machine-level Programming ([ICS 312](../courses/ics312)), Software Design for Robotics ([ICS 452](../courses/ics452)), and Computer Vision ([ICS 483](../courses/ics483)). [View more information here.](https://www.sokanu.com/careers/robotics-engineer/)"
        },
        {
          "name": "Software Developer",
          "slug": "software-developer",
          "interests": [
            "application-development",
            "software-engineering"
          ],
          "description": "Software Developer is probably the most common career goal for computer science students, at least initially. This career goal also includes position titles such as Developer, Software Engineer, Programmer, Coder, Software Architect, Business Application Programmer, Programmer Analyst, and so forth.  \n\nBecause of their popularity and because they require specialized software development skills, RadGrad also defines more specialized career goals that are related to Software Developer: [Mobile App Developer](mobile-app-developer), [Game Developer](game-developer), and [Full Stack Developer](full-stack-developer). If you're not sure what kind of development you want to do, then Software Developer is a good bet.\n\nIn general, software developers are responsible for designing computing programs, applications, and support systems. They meet with clients to discuss technological needs, and then develop software to addresses those demands.  Once initially implemented, software developers must modify and maintain the systems as business requirements for the software change.\n\nTo prepare for the software developer, you need strong programming and software engineering skills which is guaranteed by any of the ICS degree programs.  Beyond the classroom, you should participate in programming-related events like coding competitions and hackathons.  You should also consider a summer internship doing software development for a business in order to gain \"real-world\" experience prior to graduation.\n\nSoftware Engineer was named [one of the 14 best tech jobs in America](http://www.cio.com/article/3167568/it-skills-training/14-best-tech-jobs-in-america.html#slide9). [View more information here.](http://www.bls.gov/ooh/computer-and-information-technology/software-developers.htm)"
        },
        {
          "name": "Startup Co-Founder",
          "slug": "startup-cofounder",
          "interests": [
            "entrepreneurship"
          ],
          "description": "According to [the wikipedia entry](https://en.wikipedia.org/wiki/Startup_company), a software company is *an entrepreneurial venture which is typically a newly emerged, fast-growing business that aims to meet a marketplace need by developing or offering an innovative product, process or service. A startup is usually a company such as a small business, a partnership or an organization designed to rapidly develop a scalable business model.*\n\nIf your career goal is to start a new high tech business, then you will want a solid foundation in computer science, but the specific courses depend upon the application domain.  You might want to combine this career goal with another, more application-specific goal, such as [game developer](game-developer) or [VR/AR Engineer](vr-ar-engineer). \n\nRegardless of the application domain, you will want to acquire an understanding of business issues in general and startup issues in particular. You will definitely want to participate in the [Shidler Business Plan Competition](../opportunities/shider-bpc), and you might also want to do one or more summer internships to get a better sense of how technology development is shaped by market and organizational forces. [View more information here.](https://en.wikipedia.org/wiki/Startup_company)"
        },
        {
          "name": "Teacher",
          "slug": "teacher",
          "interests": [
            "teaching"
          ],
          "description": "Teaching often appears in lists of [the top 10 most satisfying careers](http://www.careercast.com/jobs-rated/whistling-while-you-work-10-most-satisfying-careers), and it's easy to see why: you are helping others, you are benefitting society, and you get summers off, among [other things](https://www.buzzfeed.com/mrloganrhoades/the-24-best-parts-about-being-a-teacher?utm_term=.arAKJwPVrG#.txpklaR2Bx).\n\nIf you are interested in teaching high school computer science, we recommend that you complete either the B.A. or B.S. in computer science degree program, then plan to obtain a [Certificate in Secondary Education](https://coe.hawaii.edu/academics/institute-teacher-education/pbc-secondary).  This certificate can be obtained in 18 months after graduation, and you can take classes in the evening or online. \n\nYou don't have to wait until you obtain a teaching certificate to get started teaching. Consider programs such as [Teach for America](https://hawaii.teachforamerica.org/teaching-here). In addition, many private schools in Hawaii do not require a teaching certificate. [View more information here.](http://tobecomeateacher.org/becoming-a-cs-teacher/)"
        },
        {
          "name": "UX Designer",
          "slug": "ux-designer",
          "interests": [
            "computer-graphics",
            "data-visualization",
            "hci",
            "web-development"
          ],
          "description": "The UX (User Experience) Designer career goal refers to jobs that involve the evaluation and improvement of usability, accessibility, and pleasure in the interaction with a software application.  UX design is closely related to human-computer interaction design, but extends it by addressing all aspects of the product or service as experienced by users.\n\nTo prepare for this career goal, you will want to extend your foundation in computer science with preparation in human-computer interaction ([ICS 464](../courses/ics464)), cognitive science ([ICS 469](../courses/ics469)), and/or data visualization ([ICS 484](../courses/ics484)). \n\nIf you are passionate about UX design, you may wish to pursue the [B.A. in ICS](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/ba-ics/) degree plan to leave room in your schedule for coursework in Psychology or Graphic Arts.\n\nUX Designer was named [one of the 10 hottest developer jobs in 2017](http://www.techrepublic.com/article/the-10-hottest-developer-jobs-of-2017/). [View more information here.](https://en.wikipedia.org/wiki/User_experience_design)"
        },
        {
          "name": "VR/AR Engineer",
          "slug": "vr-ar-engineer",
          "interests": [
            "algorithms",
            "artificial-intelligence",
            "cognitive-science",
            "computer-graphics",
            "data-visualization",
            "game-design",
            "virtual-reality"
          ],
          "description": "Virtual Reality and Augmented Reality have the potential to fundamentally change how people interact with data, with their environment, and with each other. In the past few years, technological breakthroughs have included the ability to solve the \"motion sickness problem\" and the use smartphones and simple cardboard enclosures rather than expensive dedicated headsets.  The next ten years will see the application of VR and AR to many technology sectors. \n\nTo pursue the VR/AR engineer career goal, it helps to become familiar with hardware design ([ICS 331](../courses/ics331)), algorithms ([ICS 311](../courses/ics311)), and visualization ([ICS 484](../courses/ics484)).  Outside opportunities like [ACM Manoa/VR](../opportunities/acm-manoa-vr) and the [Lava Lab](../opportunities/lava-lab) can provide you with practical exposure to VR technologies. \n\nVR/AR engineer was named one of the [Top 5 Hot IT Jobs in 2017](https://www.randstadusa.com/jobs/career-resources/hot-jobs-2017/best-in-demand-information-technology-jobs/). [View more information here.](https://www.monster.com/career-advice/article/virtual-reality-tech-land-a-job)"
        }
      ]
    },
    {
      "name": "CourseCollection",
      "contents": [
        {
          "name": "Applied Mechanics I",
          "shortName": "Applied Mechanics I",
          "slug": "cee_270",
          "number": "CEE 270",
          "description": "Forces, resultants, and equilibrium; analysis of trusses, frames, and machines; centroids, moments of inertia; friction.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Programming for Engineers",
          "shortName": "Programming for Engr.",
          "slug": "ee_160",
          "number": "EE 160",
          "description": "Introductory course on computer programming and modern computing environments in C with an emphasis on algorithm and program design, implementation, and debugging. Includes a hands-on laboratory to develop and practice programming skills.",
          "creditHrs": 4,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Object Oriented Programming",
          "shortName": "OOP",
          "slug": "ee_205",
          "number": "EE 205",
          "description": "Second-level programming for computer engineers. Object-oriented programming paradigm, definition and use of classes, fundamentals of object-oriented design in modern object-oriented languages such as C++. Common data structures, simple searching and sorting techniques.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Basic Circuit Analysis I",
          "shortName": "Circuit Analysis I",
          "slug": "ee_211",
          "number": "EE 211",
          "description": "Linear passive circuits, time domain analysis, transient and steady-state responses, phasors, impedance and admittance; power and energy, frequency responses, resonance.",
          "creditHrs": 4,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Basic Circuit Analysis II",
          "shortName": "Circuit Analysis II",
          "slug": "ee_213",
          "number": "EE 213",
          "description": "Laplace transforms and their application to circuits, Fourier transforms and their applications to circuits, frequency selective circuits, introduction to and design of active filters, convolution, and state space analysis of circuits.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Introduction to Digital Design",
          "shortName": "Intro. to Digital Design",
          "slug": "ee_260",
          "number": "EE 260",
          "description": "Introduction to the design of digital systems with an emphasis on design methods and the implementation and use of fundamental digital components.",
          "creditHrs": 4,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Sophomore Project",
          "shortName": "Sophomore Project",
          "slug": "ee_296",
          "number": "EE 296",
          "description": "Sophomore level individual or team project under EE faculty direction and guidance. The project provides design experience and develops practical skills.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Signal and Systems Analysis",
          "shortName": "Signal Analysis",
          "slug": "ee_315",
          "number": "EE 315",
          "description": "Discrete-time and continuous time signals and systems, linear systems, convolution, Fourier series, Fourier transform, sampling.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Microelectronic Circuits I",
          "shortName": "Microelectronic I",
          "slug": "ee_323",
          "number": "EE 323",
          "description": "Semiconductor structures, operating principles and characteristics of diodes and amplifying devices. Their application as circuit elements in building basic digital, analog, and integrated circuit subsystems.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Physical Electronics",
          "shortName": "Physical Electronics",
          "slug": "ee_324",
          "number": "EE 324",
          "description": "Review of quantum mechanics fundamentals, H-atom, and chemical bonding. Introduction to band structure models and materials. Semiconductor doping, charge carrier statistics and charge transport, including ambipolar transport. Metal-semiconductor and PN junctions.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Probability and Statistics",
          "shortName": "Probability and Statistics",
          "slug": "ee_342",
          "number": "EE 342",
          "description": "Probability, statistics, random variables, distributions, densities, expectations, limit theorems, and applications to electrical engineering.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Digital Systems and Computer Design",
          "shortName": "Digital Systems",
          "slug": "ee_361",
          "number": "EE 361",
          "description": "Design methodology, processor design, control design, memory organization, system organization.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Discrete Math for Engineers",
          "shortName": "Discrete Math",
          "slug": "ee_362",
          "number": "EE 362",
          "description": "Logic, sets, number theory, properties of functions, properties of relations, methods of proofs, recursion, counting, probability, trees, graphs, analysis of algorithms, finite state autonoma.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Computer Data Structures and Algorithms",
          "shortName": "Data Structures",
          "slug": "ee_367",
          "number": "EE 367",
          "description": "Introduction to computer programming algorithms with emphasis on advanced data structures, input-output routines, files, and interpreters.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [
            "ics_141"
          ],
          "retired": true
        },
        {
          "name": "Engineering Electromagnetics I",
          "shortName": "Electromagnetics I",
          "slug": "ee_371",
          "number": "EE 371",
          "description": "Transient and steady-state waves on transmission lines. Plane wave solutions of Maxwell's equations. Application of Maxwell's equations under static and time-varying conditions.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Junior Project",
          "shortName": "Junior Project",
          "slug": "ee_396",
          "number": "EE 396",
          "description": "Junior level individual or team project under EE faculty direction and guidance. The project provides design experience and develops practical skills. It may be a continuation of EE 296 or a new project.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Introduction to Computer and Network Security",
          "shortName": "Intro. to Network Security",
          "slug": "ee_406",
          "number": "EE 406",
          "description": "Review basic network mechanisms, introduce basic cryptography concepts, and study algorithms and protocols used in computer and network security. Discuss practical security mechanisms.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Object-oriented Software Engineering",
          "shortName": "OO Software Engineering",
          "slug": "ee_467",
          "number": "EE 467",
          "description": "Introduction to advanced techniques for designing, implementing, and testing computer software with a particular focus on using object-oriented design, analysis, and programming to produce high-quality computer programs that solve non-trivial problems.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Introduction to Operating Systems",
          "shortName": "Operating Systems",
          "slug": "ee_468",
          "number": "EE 468",
          "description": "Computer system organization; multiprocessor systems, memory hierarchies, assemblers, compilers, operating systems, virtual machine, memory management, processor management; information management.",
          "creditHrs": 3,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Ethics in Electrical Engineering",
          "shortName": "Ethics",
          "slug": "ee_495",
          "number": "EE 495",
          "description": "Equip electrical engineers with the necessary background for ethical reasoning, as it pertains to technology, society, workplace issues, and the environment.",
          "creditHrs": 1,
          "interests": [
            "computer-ethics"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Capstone Design Project",
          "shortName": "Capstone",
          "slug": "ee_496",
          "number": "EE 496",
          "description": "Significant project integrating the design content of previous courses and incorporating engineering standards and realistic constraints. Written report must document all aspects of the design process: reliability, safety, economics, ethics.",
          "creditHrs": 1,
          "interests": [
            "dotNet"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Digital Tools for the Information World",
          "shortName": "Digital Tools",
          "slug": "ics_101",
          "number": "ICS 101",
          "description": "Fundamental information technology concepts and computing terminology, productivity software for problem solving, computer technology trends and impact on individuals and society. Emphasizes the utilization of operating systems and the production of professional documents, spreadsheets, etc.",
          "creditHrs": 4,
          "interests": [],
          "prerequisites": []
        },
        {
          "name": "Introduction to Data Science",
          "shortName": "Introduction to Data Science",
          "slug": "ics_102",
          "number": "ICS 102",
          "description": "Overview of the field of data science. Introduction to subjects such as data format, processing, visualization, and storage. Special emphasis on historical and wider context, and simple practical examples.",
          "creditHrs": 3,
          "interests": [
            "data-science",
            "data-visualization",
            "databases"
          ],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Introduction to Computer Programming",
          "shortName": "Intro to CS",
          "slug": "ics_110",
          "number": "ICS 110",
          "description": "Basic concepts needed to write computer programs. Simple program design and implementation using a specific programming language; (C) C; (D) through animations; (P) Python. Each alpha repeatable unlimited times, but credit earned one time only.",
          "creditHrs": 3,
          "interests": [
            "python"
          ],
          "prerequisites": []
        },
        {
          "name": "Introduction to Computer Science I",
          "shortName": "Comp Sci I",
          "slug": "ics_111",
          "number": "ICS 111",
          "description": "Overview of computer science, including Java programming, control structures, subroutines, objects and classes, GUI programming, arrays, and recursion.",
          "creditHrs": 4,
          "interests": [
            "java"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS111.html",
          "prerequisites": []
        },
        {
          "name": "Discrete Mathematics for Computer Science I",
          "shortName": "Discrete Math I",
          "slug": "ics_141",
          "number": "ICS 141",
          "description": "Introduction to propositional and predicate logic, sets, functions, linear algebra, algorithms, mathematical reasoning, recursion, counting techniques, and probability theory. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS141/)",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS141.html",
          "prerequisites": []
        },
        {
          "name": "Information Systems in Society",
          "shortName": "Information Systems in Society",
          "slug": "ics_210",
          "number": "ICS 210",
          "description": "Lecture/discussion critically explores sociopolitical dimensions of Information and Communication Technology (ICT), and the information professions.",
          "creditHrs": 3,
          "interests": [
            "civic-engagement",
            "computer-ethics",
            "psychology",
            "social-computing"
          ],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Introduction to Computer Science II",
          "shortName": "Comp Sci II",
          "slug": "ics_211",
          "number": "ICS 211",
          "description": "Object-oriented programming, algorithms and their complexity, introduction to software engineering, lists, stacks, queues, trees hash tables, and searching and sorting algorithms. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS211/)",
          "creditHrs": 4,
          "interests": [
            "algorithms",
            "software-engineering",
            "java"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS211.html",
          "prerequisites": [
            "ics_111"
          ]
        },
        {
          "name": "Program Structure",
          "shortName": "Program Structure",
          "slug": "ics_212",
          "number": "ICS 212",
          "description": "Program organization paradigms, programming environments, implementation of a module from specifications, the C and C++ programming languages.",
          "creditHrs": 3,
          "interests": [
            "application-development",
            "c"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS212.html",
          "prerequisites": [
            "ics_211"
          ]
        },
        {
          "name": "Introduction to Scripting",
          "shortName": "Scripting",
          "slug": "ics_215",
          "number": "ICS 215",
          "description": "Introduction to scripting languages for the integration of applications and systems. Scripting in operating systems, web pages, server-side application integration, regular expressions, event handling, input validation, selection, repetition, parameter passing, Perl, JavaScript, and PHP. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS215/)",
          "creditHrs": 3,
          "interests": [
            "perl",
            "javascript",
            "ruby",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS215.html",
          "prerequisites": [
            "ics_211"
          ]
        },
        {
          "name": "Basic Concepts of Computer Science",
          "shortName": "Comp Sci Concepts",
          "slug": "ics_222",
          "number": "ICS 222",
          "description": "What is computer science about? What is the difference between computers and other machines? What are the limits of computation? Are there computers that are not machines? Understand the basic issues of computability, complexity, and network effects, and learn to apply them in the practice of computation.",
          "creditHrs": 3,
          "interests": [
            "theory-of-computation"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS222.html",
          "prerequisites": [
            "ics_141"
          ]
        },
        {
          "name": "Machine Learning Methods",
          "shortName": "Machine Learning Methods",
          "slug": "ics_235",
          "number": "ICS 235",
          "description": "Introduction to contemporary mathematical methods for empirical inference, data modeling, and machine learning.",
          "creditHrs": 3,
          "interests": [
            "machine-learning"
          ],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Discrete Mathematics for Computer Science II",
          "shortName": "Discrete Math II",
          "slug": "ics_241",
          "number": "ICS 241",
          "description": "Program correctness, recurrence relations and their solutions, divide and conquer relations, relations and their properties, graph theory, trees and their applications, Boolean algebra, introduction to formal languages and automata theory. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS241/)",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS241.html",
          "prerequisites": [
            "ics_141"
          ]
        },
        {
          "name": "Computer Science Careers: An Exploration of the Specialties of Computer Science",
          "shortName": "Computer Science Careers",
          "slug": "ics_290",
          "number": "ICS 290",
          "description": "Exploration of the specialties of computer science. Meets every two weeks for 2.5 hours to explore specific areas in computer science.",
          "creditHrs": 1,
          "interests": [
            "entrepreneurship",
            "research",
            "software-engineering",
            "teaching"
          ],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Algorithms",
          "shortName": "Algorithms",
          "slug": "ics_311",
          "number": "ICS 311",
          "description": "Design and correctness of algorithms, including divide-and-conquer, greedy and dynamic programming methods. Complexity analyses using recurrence relations, probabilistic methods, and NP-completeness. Applications to order statistics, disjoint sets, B-trees and balanced trees, graphs, network flows, and string matching. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS311/)",
          "creditHrs": 4,
          "interests": [
            "algorithms",
            "data-science"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS311.html",
          "prerequisites": [
            "ics_241",
            "ics_211"
          ]
        },
        {
          "name": "Machine-Level and Systems Programming",
          "shortName": "Systems Programming",
          "slug": "ics_312",
          "number": "ICS 312",
          "description": "Machine organization, machine instructions, addressing modes, assembler language, subroutine linkage, linking to higher-level languages, interface to operating systems, introduction to assemblers, loaders and compilers. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS312/)",
          "creditHrs": 3,
          "interests": [
            "assembler",
            "computer-architecture",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS312.html",
          "prerequisites": [
            "ics_212",
            "ics_314"
          ]
        },
        {
          "name": "Programming Language Theory",
          "shortName": "Programming Languages",
          "slug": "ics_313",
          "number": "ICS 313",
          "description": "Syntax, semantics, control structures, variable binding and scopes, data and control abstractions. Programming in functional (LISP) and logic (Prolog) programming styles.",
          "creditHrs": 3,
          "interests": [
            "lisp",
            "prolog"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS313.html",
          "prerequisites": [
            "ics_212",
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Software Engineering I",
          "shortName": "Software Eng I",
          "slug": "ics_314",
          "number": "ICS 314",
          "description": "Problem analysis and design, team-oriented development, quality assurance, configuration management, project planning. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS314/)",
          "creditHrs": 3,
          "interests": [
            "software-engineering",
            "javascript",
            "application-development",
            "it-management"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS314.html",
          "prerequisites": [
            "ics_211",
            "ics_241"
          ]
        },
        {
          "name": "Data Storage and Retrieval",
          "shortName": "Databases I",
          "slug": "ics_321",
          "number": "ICS 321",
          "description": "Data storage devices, timing and capacity, programming for files, hashed and indexed files, introduction to relational database systems. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS321/)",
          "creditHrs": 3,
          "interests": [
            "databases",
            "application-development",
            "sql"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS321.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Logic Design and Microprocessors",
          "shortName": "Microprocessors",
          "slug": "ics_331",
          "number": "ICS 331",
          "description": "Basic machine architecture, microprocessors, bus organization, circuit elements, logic circuit analysis and design, microcomputer system design.",
          "creditHrs": 4,
          "interests": [
            "computer-architecture",
            "hardware",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS331.html",
          "prerequisites": [
            "ics_212",
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Operating Systems",
          "shortName": "Operating Systems",
          "slug": "ics_332",
          "number": "ICS 332",
          "description": "Operating system concepts and structure, processes and threads, CPU scheduling, memory management, scheduling, file systems, inter-process communication, virtualization, popular operating systems.",
          "creditHrs": 3,
          "interests": [
            "operating-systems",
            "computer-architecture",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS332.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Network Design and Management",
          "shortName": "Networks",
          "slug": "ics_351",
          "number": "ICS 351",
          "description": "Overview of the internet and its capabilities; introduction to HTTP, TCP/IP, ethernet, and wireless 802.11; routers, switches, and NAT; network and wireless security; practical experience in designing and implementing networks.",
          "creditHrs": 3,
          "interests": [
            "networks",
            "security",
            "hardware",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS351.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Security and Trust I: Resource Protections",
          "shortName": "Security & Trust I",
          "slug": "ics_355",
          "number": "ICS 355",
          "description": "Security and trust in computers, networks, and society. Security models. Access and authorization. Availability and Denial-of-Service. Trust processes and network interactions. [View more information here.](http://courses.ics.hawaii.edu/ReviewICS355/)",
          "creditHrs": 3,
          "interests": [
            "security"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS355.html",
          "prerequisites": [
            "ics_222",
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Introduction to Artificial Intelligence Programming",
          "shortName": "AI Programming",
          "slug": "ics_361",
          "number": "ICS 361",
          "description": "Introduction to the theory of Artificial Intelligence and the practical application of AI techniques in Functional (Common LISP and/or Scheme) and Logic (Prolog) programming languages. Students gain practical experience through programming assignments and projects.",
          "creditHrs": 3,
          "interests": [
            "artificial-intelligence",
            "lisp",
            "prolog"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS361.html",
          "prerequisites": [
            "ics_212",
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Computing Ethics for Lab Assistants",
          "shortName": "Ethics for LAs",
          "slug": "ics_390",
          "number": "ICS 390",
          "description": "A lecture/discussion/internship on ethical issues and instructional techniques for students assisting a laboratory section of ICS 101. The class uses multiple significant writing and oral presentation activities to help students learn course content.",
          "creditHrs": 3,
          "interests": [
            "teaching",
            "computer-ethics"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS390.html",
          "prerequisites": [
            "ics_101"
          ]
        },
        {
          "name": "Software Engineering II",
          "shortName": "Software Eng II",
          "slug": "ics_414",
          "number": "ICS 414",
          "description": "Continuation of 314. Project management, quality, and productivity control, testing and validation, team management. Team-oriented software-implementation project.",
          "creditHrs": 3,
          "interests": [
            "software-engineering",
            "application-development",
            "it-management"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS414.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Introduction to Programming for the Web",
          "shortName": "Intro to Web Programming",
          "slug": "ics_415",
          "number": "ICS 415",
          "description": "Introduction to emerging technologies for construction of World Wide Web (WWW)-based software. Covers programming and scripting languages used for the creation of WWW sites and client-server programming. Students will complete a medium-sized software project that uses languages and concepts discussed in class.",
          "creditHrs": 3,
          "interests": [
            "application-development",
            "software-engineering"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS415.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "The Science, Psychology and Philosophy of Systems Design",
          "shortName": "Science of Systems Design",
          "slug": "ics_419",
          "number": "ICS 419",
          "description": "Scientific, psychological and philosophical bases of systems design, including a survey of human-factors and ergonomic standards; the nature of innovation and creativity as it relates to systems design.",
          "creditHrs": 3,
          "interests": [
            "software-engineering",
            "hci"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS419.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Database Systems",
          "shortName": "Databases II",
          "slug": "ics_421",
          "number": "ICS 421",
          "description": "Principles of database systems, data modeling, relational models, database design, query languages, query optimization, concurrency control data security.",
          "creditHrs": 3,
          "interests": [
            "databases"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS421.html",
          "prerequisites": [
            "ics_321"
          ]
        },
        {
          "name": "Data Processing",
          "shortName": "Data Processing",
          "slug": "ics_422",
          "number": "ICS 422",
          "description": "Role of data processing in organizations, programming practices, ethics, sequential and indexed file processing, report writing, online transaction processing.",
          "creditHrs": 3,
          "interests": [
            "databases"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS422.html",
          "prerequisites": [
            "ics_321"
          ]
        },
        {
          "name": "Data Security and Cryptography I",
          "shortName": "Cryptography I",
          "slug": "ics_423",
          "number": "ICS 423",
          "description": "History of secret communication and confidential data storage. Elements of cryptography and cryptanalysis. Classical ciphers. Symmetric key cryptography. Public key cryptography. Data security in cyberspace.",
          "creditHrs": 3,
          "interests": [
            "cryptography",
            "security"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS423.html",
          "prerequisites": [
            "ics_355"
          ]
        },
        {
          "name": "Application Frameworks",
          "shortName": "Application Frameworks",
          "slug": "ics_424",
          "number": "ICS 424",
          "description": "Experience producing applications with at least two different applications frameworks.",
          "creditHrs": 3,
          "interests": [
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS424.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Computer Security and Ethics",
          "shortName": "Security & Ethics",
          "slug": "ics_425",
          "number": "ICS 425",
          "description": "Theoretical results, security policy, encryption, key management, digital signatures, certificates, passwords. Ethics: privacy, computer crime, professional ethics. Effects of the computer revolution on society.",
          "creditHrs": 3,
          "interests": [
            "security",
            "computer-ethics",
            "it-management"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS425.html",
          "prerequisites": [
            "ics_355"
          ]
        },
        {
          "name": "Computer System Security",
          "shortName": "Computer System Security",
          "slug": "ics_426",
          "number": "ICS 426",
          "description": "Information flow, confinement, information assurance, malicious programs, vulnerability analysis, network security, writing secure programs.",
          "creditHrs": 3,
          "interests": [
            "security",
            "it-management"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS426.html",
          "prerequisites": [
            "ics_355"
          ]
        },
        {
          "name": "Digital Forensics",
          "shortName": "Digital Forensics",
          "slug": "ics_428",
          "number": "ICS 428",
          "description": "Provides students with the knowledge of underlying principles and skills to identify, preserve, and extract electronic evidence for further analysis.",
          "creditHrs": 3,
          "interests": [
            "computer-ethics",
            "it-management",
            "networks",
            "security"
          ],
          "prerequisites": [
            "ics_355"
          ],
          "retired": false
        },
        {
          "name": "Computer Architecture",
          "shortName": "Computer Architecture",
          "slug": "ics_431",
          "number": "ICS 431",
          "description": "Memory management, control flow, interrupt mechanisms, multiprocessor systems, special-purpose devices.",
          "creditHrs": 3,
          "interests": [
            "computer-architecture",
            "hardware"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS431.html",
          "prerequisites": [
            "ics_331"
          ]
        },
        {
          "name": "Concurrent and High-Performance Programming",
          "shortName": "Concurrent Programming",
          "slug": "ics_432",
          "number": "ICS 432",
          "description": "Principles of concurrent and high performance programming. Multi-threading in C and Java for shared-memory programming. Distributed memory programming with Java. Introduction to cluster computing.",
          "creditHrs": 3,
          "interests": [
            "parallel-programming",
            "hpc",
            "c",
            "java",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS432.html",
          "prerequisites": [
            "ics_311",
            "ics_314",
            "ics_212"
          ]
        },
        {
          "name": "Machine Learning Fundamentals",
          "shortName": "Machine Learning",
          "slug": "ics_435",
          "number": "ICS 435",
          "description": "Introduction to machine learning concepts with a focus on relevant ideas from computational neuroscience. Information processing and learning in the nervous system. Neural networks. Supervised and unsupervised learning. Basics of statistical learning theory.",
          "creditHrs": 3,
          "interests": [
            "machine-learning",
            "data-science"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS435.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Theory of Computation",
          "shortName": "Theory of Computation",
          "slug": "ics_441",
          "number": "ICS 441",
          "description": "Grammars, sequential machines, equivalence, minimalization, analysis and synthesis, regular expressions, computability, unsolvability, Godel's theorem, Turing machines.",
          "creditHrs": 3,
          "interests": [
            "theory-of-computation",
            "algorithms"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS441.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Analytical Models and Methods",
          "shortName": "Analytics Models",
          "slug": "ics_442",
          "number": "ICS 442",
          "description": "Applications of mathematical methods in computer science with emphasis on discrete mathematics, numerical computation, algebraic models, operations research.",
          "creditHrs": 3,
          "interests": [
            "algorithms"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS442.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Parallel Algorithms",
          "shortName": "Parallel Algorithms",
          "slug": "ics_443",
          "number": "ICS 443",
          "description": "Introduction to parallel models of computation and design and analysis of parallel algorithms.",
          "creditHrs": 3,
          "interests": [
            "parallel-programming",
            "algorithms",
            "computer-architecture",
            "data-science",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS443.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Data Networks",
          "shortName": "Data Networks",
          "slug": "ics_451",
          "number": "ICS 451",
          "description": "Network analysis, architecture, digital signal analysis and design; circuit switching, packet switching, packet broadcasting; protocols and standards; local area networks; satellite networks; ALOHA channels; examples.",
          "creditHrs": 3,
          "interests": [
            "networks",
            "c"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS451.html",
          "prerequisites": [
            "ics_311",
            "ics_314",
            "ics_212"
          ]
        },
        {
          "name": "Software Design for Robotics",
          "shortName": "Robotics",
          "slug": "ics_452",
          "number": "ICS 452",
          "description": "Sensors, actuators, signal processing, paradigms of robotic software design, introduction to machine learning, introduction to computer vision, and robot-to-human interaction.",
          "creditHrs": 3,
          "interests": [
            "robotics",
            "machine-learning",
            "hardware",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS452.html",
          "prerequisites": [
            "ics_312",
            "ics_313"
          ]
        },
        {
          "name": "Security and Trust II: Information Assurance",
          "shortName": "Security & Trust II",
          "slug": "ics_455",
          "number": "ICS 455",
          "description": "Channel security. Trojan and noninterference. Basic concepts of cryptology. Cryptographic primitives. Protocols for authentication and key establishment.",
          "creditHrs": 3,
          "interests": [
            "security",
            "cryptography"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS455.html",
          "prerequisites": [
            "ics_355"
          ]
        },
        {
          "name": "Artificial Intelligence",
          "shortName": "Artificial Intelligence",
          "slug": "ics_461",
          "number": "ICS 461",
          "description": "Survey of artificial intelligence: natural language processing, vision and robotics, expert systems. Emphasis on fundamental concepts: search, planning, and problem solving, logic, knowledge representation.",
          "creditHrs": 3,
          "interests": [
            "artificial-intelligence",
            "algorithms",
            "data-science",
            "robotics"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS461.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Artificial Intelligence for Games",
          "shortName": "AI for Games",
          "slug": "ics_462",
          "number": "ICS 462",
          "description": "Techniques to stimulate intelligence in video games: movement, pathfinding with A* search, decision/behavior trees, state machines, machine learning, tactics. Extend games with your own AI implementations; experience shootout contests for the best AI algorithm/implementation.",
          "creditHrs": 3,
          "interests": [
            "algorithms",
            "game-design",
            "artificial-intelligence",
            "machine-learning",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS462.html",
          "prerequisites": [
            "ics_311",
            "ics_314",
            "ics_212"
          ]
        },
        {
          "name": "Human Computer Interaction I",
          "shortName": "HCI I",
          "slug": "ics_464",
          "number": "ICS 464",
          "description": "Application of concepts and methodologies of human factors, psychology and software engineering to address ergonomic, cognitive, and social factors in the design and evaluation of human-computer systems.",
          "creditHrs": 3,
          "interests": [
            "software-engineering",
            "hci"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS464.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Introduction to Hypermedia",
          "shortName": "Hypermedia",
          "slug": "ics_465",
          "number": "ICS 465",
          "description": "Basic issues of interactive access to information in various formats on computers. Available hardware and software: editing, integration, programming. Implementation of a sample information system.",
          "creditHrs": 3,
          "interests": [
            "software-engineering",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS465.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Design for Mobile Devices",
          "shortName": "Design for Mobile Devices",
          "slug": "ics_466",
          "number": "ICS 466",
          "description": "Design issues, programming languages, operating systems and mark-up languages for internet-enabled mobile devices, such as cell phones and PDAs.",
          "creditHrs": 3,
          "interests": [
            "mobile",
            "application-development",
            "android"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS466.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Cognitive Science",
          "shortName": "Cognitive Science",
          "slug": "ics_469",
          "number": "ICS 469",
          "description": "Introduces basic concepts, central problems, and methods from cognitive science. Identifies contributions from disciplines such as cognitive psychology, linguistics, artificial intelligence, philosophy, and neuroscience.",
          "creditHrs": 3,
          "interests": [
            "psychology",
            "artificial-intelligence",
            "cognitive-science",
            "hci"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS469.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Probability, Statistics, and Queuing",
          "shortName": "Probability & Statistics",
          "slug": "ics_471",
          "number": "ICS 471",
          "description": "Introduction to probability, statistical inference, regression, Markov chains, queuing theory. Use of an interactive statistical graphics environment such as R.",
          "creditHrs": 3,
          "interests": [
            "r",
            "data-science",
            "algorithms"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS471.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Introduction to Bioinformatics Sequences and Genomes Analysis",
          "shortName": "Bioinformatics I",
          "slug": "ics_475",
          "number": "ICS 475",
          "description": "Introduction to bioinformatics to computer sciences students by focusing on how computer science techniques can be used for the storage, analysis, prediction and simulation of biological sequences (DNA, RNA and proteins).",
          "creditHrs": 3,
          "interests": [
            "bioinformatics",
            "biology",
            "algorithms",
            "data-science"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS475.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Bioinformatics Algorithms and Tool Development",
          "shortName": "Bioinformatics II",
          "slug": "ics_476",
          "number": "ICS 476",
          "description": "Study of commonly used bioinformatic algorithms, with an emphasis on string, tree, and graph algorithms. Presentation of probabilistic and clustering methods. Implementation of the studied algorithms and design of applications.",
          "creditHrs": 3,
          "interests": [
            "bioinformatics",
            "biology",
            "algorithms",
            "data-science"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS476.html",
          "prerequisites": [
            "ics_475"
          ]
        },
        {
          "name": "Introduction to Computer Graphics",
          "shortName": "Computer Graphics",
          "slug": "ics_481",
          "number": "ICS 481",
          "description": "Fundamentals of computer graphics including graphics hardware, representation, manipulation, and display of two- and three-dimensional objects, use of commercial software.",
          "creditHrs": 3,
          "interests": [
            "computer-graphics"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS481.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Computer Vision",
          "shortName": "Computer Vision",
          "slug": "ics_483",
          "number": "ICS 483",
          "description": "Introductory course in computer vision. Topics include image formation, image processing and filtering, edge detection, texture analysis and synthesis, binocular stereo, segmentation, tracking, object recognition and applications.",
          "creditHrs": 3,
          "interests": [
            "computer-vision",
            "algorithms"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS483.html",
          "prerequisites": [
            "ics_311",
            "ics_314",
            "ics_212"
          ]
        },
        {
          "name": "Data Visualization",
          "shortName": "Data Visualization",
          "slug": "ics_484",
          "number": "ICS 484",
          "description": "Introduction to data visualization through practical techniques for turning data into images to produce insight. Topics include: information visualization, geospatial visualization, scientific visualization, social network visualization, and medical visualization.",
          "creditHrs": 3,
          "interests": [
            "data-visualization",
            "computer-graphics",
            "data-science"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS484.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Video Game Design and Development",
          "shortName": "Game Design",
          "slug": "ics_485",
          "number": "ICS 485",
          "description": "Students will team design, build, and demonstrate video games or related interactive entertainment environments and applications. Topics will include emerging computer science techniques relevant to the development of these types of environments.",
          "creditHrs": 3,
          "interests": [
            "computer-graphics",
            "graphic-design",
            "game-design",
            "application-development"
          ],
          "syllabus": "http://courses.ics.hawaii.edu/syllabuses/ICS485.html",
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Special Topics",
          "shortName": "Special Topics",
          "slug": "ics_491",
          "number": "ICS 491",
          "description": "Reflects special interests of faculty. Oriented toward juniors and seniors. Repeatable one time for BS/CS students.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Special Topics in Security",
          "shortName": "Special Topics: Security",
          "slug": "ics_495",
          "number": "ICS 495",
          "description": "Special topics in security oriented toward juniors and seniors. Repeatable unlimited times.",
          "creditHrs": 3,
          "interests": [
            "security"
          ],
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Computer Project",
          "shortName": "Independent Study",
          "slug": "ics_499",
          "number": "ICS 499",
          "description": "Individual or small-group projects in system design or application under faculty supervision.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_311",
            "ics_314"
          ]
        },
        {
          "name": "Master’s Plan B/C Studies",
          "shortName": "Plan B/C",
          "slug": "ics_500",
          "number": "ICS 500",
          "description": "Enrollment for degree completion.",
          "creditHrs": 1,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Intelligent Autonomous Agents",
          "shortName": "Intelligent Autonomous Agents",
          "slug": "ics_606",
          "number": "ICS 606",
          "description": "Theory, methods and practical applications of autonomous agent systems, including common applications of both software and hardware (robotic) agents. In-depth practical experience with autonomous agents through programming assignments and projects.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_313"
          ],
          "retired": false
        },
        {
          "name": "Compiler Theory and Construction",
          "shortName": "Compilers",
          "slug": "ics_611",
          "number": "ICS 611",
          "description": "Design and implementation of compilers, syntactic and semantic descriptions of programming languages, algorithms for syntactic analysis and object code generation",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_312"
          ],
          "retired": false
        },
        {
          "name": "Theory of Operating Systems",
          "shortName": "Operating Systems",
          "slug": "ics_612",
          "number": "ICS 612",
          "description": "Advanced study in operating systems theory and design with emphasis on case studies and distributed systems.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Advanced Software Engineering",
          "shortName": "Advanced Software Engineering",
          "slug": "ics_613",
          "number": "ICS 613",
          "description": "Fundamental software engineering procedures, including planning, estimation, design, testing, process definition and improvement, and software quality assurance. Measurement techniques are used to support empirically-driven software process improvement throughout the course.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_414"
          ],
          "retired": false
        },
        {
          "name": "Medical Informatics I",
          "shortName": "Medical Informatics I",
          "slug": "ics_614",
          "number": "ICS 614",
          "description": "Introduction to the field of medical informatics, which is found at the intersection of clinical science, public health, information science, computer technology and communications technology. Concentration on current issues.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Information Architecture and Web Design",
          "shortName": "Information Architecture and Web Design",
          "slug": "ics_616",
          "number": "ICS 616",
          "description": "User-centered design of websites; survey Information Architecture (IA) systems (organization, navigation, labeling, searching); gain experience in methodologies for creating IA, tools for IA, web standards and usability tests. ICS and LIS majors only. A-F only.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Analysis of Algorithms",
          "shortName": "Analysis of Algorithms",
          "slug": "ics_621",
          "number": "ICS 621",
          "description": "Analysis and design of algorithms: modeling, comparison, measures, applications.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_311"
          ],
          "retired": false
        },
        {
          "name": "Network Science",
          "shortName": "Network Science",
          "slug": "ics_622",
          "number": "ICS 622",
          "description": "Modeling human-made and natural systems as networks to understand their structure and dynamics. Computational and statistical methods and research results they enabled. Use of network analysis software. Applications to topics of interest to students.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Advanced Cryptography",
          "shortName": "Advanced Cryptography",
          "slug": "ics_623",
          "number": "ICS 623",
          "description": "Taxonomy of security properties: methods for defining and proving security. Randomness, pseudorandomness, and indistinguishability. Functional encryption and obfuscation. Zero knowledge.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_423",
            "ics_455"
          ],
          "retired": false
        },
        {
          "name": "Advanced Data Management",
          "shortName": "Advanced Data Management",
          "slug": "ics_624",
          "number": "ICS 624",
          "description": "Exploration of information retrieval and object-relational tools and methods for the management of distributed multimedia database systems.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_321,ics_421"
          ],
          "retired": false
        },
        {
          "name": "Principles of High Performance Computing",
          "shortName": "Principles of High Performance Computing",
          "slug": "ics_632",
          "number": "ICS 632",
          "description": "Principles of high performance computing for single-processor and parallel architectures. Detailed coverage of parallel architectures and exposure to shared-memory, distributed-memory, and hybrid parallelism. Hands-on experience with message-passing and multi-threaded programming. A-F only.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Machine Learning",
          "shortName": "Machine Learning",
          "slug": "ics_635",
          "number": "ICS 635",
          "description": "Introduction to key theoretical concepts of machine learning. Practical experience with decision free methods, artificial neural networks. Bayesian belief networks and contemporary statistical methods including regression, clustering and classification.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Information Theory in Machine Learning",
          "shortName": "Information Theory in Machine Learning",
          "slug": "ics_636",
          "number": "ICS 636",
          "description": "Basics of information processing and learning in the brain; neural networks; learning algorithms based on information maximization; applications in molecular biology and bioinformatics. A-F only.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Advanced Theory of Computation",
          "shortName": "Advanced Theory of Computation",
          "slug": "ics_641",
          "number": "ICS 641",
          "description": "Advanced topics in formal languages, automata, computability, computational complexity.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_441"
          ],
          "retired": false
        },
        {
          "name": "Advanced Parallel Algorithms",
          "shortName": "Advanced Parallel Algorithms",
          "slug": "ics_643",
          "number": "ICS 643",
          "description": "Design and analysis of parallel algorithms, with emphasis on advanced techniques and latest advances in parallel algorithms.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_311"
          ],
          "retired": false
        },
        {
          "name": "Computer Networks",
          "shortName": "Computer Networks",
          "slug": "ics_651",
          "number": "ICS 651",
          "description": "Elementary principles of modern computer networking. Detailed coverage of overall architecture and the physical, data link, and network layers, with emphasis on the network layer.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_451"
          ],
          "retired": false
        },
        {
          "name": "Security and Trust III: Cyber Security and Commerce",
          "shortName": "Security and Trust III",
          "slug": "ics_655",
          "number": "ICS 655",
          "description": "Tools and methods for security managers. Tools and methods to secure and monetize services and applications. Network as a computer and as a market. Problems of cyber war, cyber crime, cyber bullying.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Computer Architecture I",
          "shortName": "Computer Architecture I",
          "slug": "ics_660",
          "number": "ICS 660",
          "description": "Models of computation, high-performance processors, pipelined machines, RISC processors, VLIW, superscalar and fine-grain parallel machines. Data-flow architectures. Hardware/software tradeoffs.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Advanced Artificial Intelligence",
          "shortName": "Advanced Artificial Intelligence",
          "slug": "ics_661",
          "number": "ICS 661",
          "description": "Current issues in artificial intelligence, including expert systems, knowledge representation, logic programming, learning, natural language processing.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_461"
          ],
          "retired": false
        },
        {
          "name": "Pattern Recognition",
          "shortName": "Pattern Recognition",
          "slug": "ics_663",
          "number": "ICS 663",
          "description": "Nature of the problem in pattern recognition and clustering; explanation of various algorithms.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Human-Computer Interaction II",
          "shortName": "Human-Computer Interaction II",
          "slug": "ics_664",
          "number": "ICS 664",
          "description": "Studies of human performance in designing and using information systems. Emphasizes concepts and methodologies from human factors, psychology, and software engineering relating to human performance.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_464"
          ],
          "retired": false
        },
        {
          "name": "User Interfaces and Hypermedia",
          "shortName": "User Interfaces and Hypermedia",
          "slug": "ics_665",
          "number": "ICS 665",
          "description": "Advanced concepts in construction of interfaces between computers and their users. Hypermedia information structures, guidelines, problems, and tradeoffs. Discussion of selected readings, implementation of prototypes.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_465"
          ],
          "retired": false
        },
        {
          "name": "HCI Design Methods",
          "shortName": "HCI Design Methods",
          "slug": "ics_667",
          "number": "ICS 667",
          "description": "Advanced analytical and empirical methods for the design and evaluation of usable, useful, and robust human-computer interfaces. Students will apply selected methodologies to a major system design project.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_464,ics_465"
          ],
          "retired": false
        },
        {
          "name": "Social Informatics",
          "shortName": "Social Informatics",
          "slug": "ics_668",
          "number": "ICS 668",
          "description": "An advanced introduction to the design of human-computer systems and other technological artifacts for supporting human collaboration in learning, work and social contexts, and to theoretical perspectives and empirical studies of collaboration that inform such design. A-F only.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_464,ics_465,ics_664,ics_665"
          ],
          "retired": false
        },
        {
          "name": "Social Computing",
          "shortName": "Social Computing",
          "slug": "ics_669",
          "number": "ICS 669",
          "description": "Participative analysis of online communities and user-generated content collections. Theoretical and practical aspects of online interaction, identity, trust, and virtual social capital. A-F only.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Evolutionary Computation I: Survey of Methods",
          "shortName": "Evolutionary Computation I",
          "slug": "ics_674",
          "number": "ICS 674",
          "description": "Evolutionary computation surveys in the field to prepare students for research. Topics include diverse engineering applications, theory, and concepts including search spaces, representation, objective functions, variation operators, selection, and population based search.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_211",
            "ics_241"
          ],
          "retired": false
        },
        {
          "name": "Bioinformatics: Sequences Analysis",
          "shortName": "Bioinformatics: Sequences Analysis",
          "slug": "ics_675",
          "number": "ICS 675",
          "description": "To expose students to bioinformatics at the biological sequences analysis level (DNA, RNA, proteins). Several bioinformatics methods and algorithms are introduced. Students are required to present one paper and to participate in a small group project. A-F only.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_475"
          ],
          "retired": false
        },
        {
          "name": "Bioinformatics: Microarrays",
          "shortName": "Bioinformatics: Microarrays",
          "slug": "ics_676",
          "number": "ICS 676",
          "description": "Introduction to the basic principles of biology relevant for microarray gene expression data and to Bioconductor. Collaborative open-source project to develop a modular general framework for the analysis of cDNA arrays and gene chips. A-F only. (Once a year)",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_311"
          ],
          "retired": false
        },
        {
          "name": "Computer Graphics",
          "shortName": "Computer Graphics",
          "slug": "ics_681",
          "number": "ICS 681",
          "description": "Selected advanced topics in computer graphics. Substantial project required.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_481"
          ],
          "retired": false
        },
        {
          "name": "Numerical Computation",
          "shortName": "Numerical Computation",
          "slug": "ics_682",
          "number": "ICS 682",
          "description": "Selected topics in numerical analysis, mathematical software, and scientific computation; examples include sparse matrix methods, finite element methods, mathematical programming.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Advanced Computer Vision",
          "shortName": "Advanced Computer Vision",
          "slug": "ics_683",
          "number": "ICS 683",
          "description": "Fundamental problems and core concepts and techniques in computer vision, covering both theoretical and practical issues in the field. A-F only. (Once a year)",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [
            "ics_483"
          ],
          "retired": false
        },
        {
          "name": "Virtual and Augmented Reality",
          "shortName": "Virtual and Augmented Reality",
          "slug": "ics_685",
          "number": "ICS 685",
          "description": "Students will learn the science, engineering, art, and applications of virtual reality and augmented reality, with an emphasis on the construction of working virtual environments. Graduate students only. (Fall only)",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Digital Video Information",
          "shortName": "Digital Video Information",
          "slug": "ics_686",
          "number": "ICS 686",
          "description": "Principles and techniques of technical and context analysis of digital video information. Video capture and editing tools, compression and analysis algorithms, visual culture, narrative structure, juxtaposition of multimedia elements and their effects on information transmission. Pre: graduate standing or consent. (Alt. years)",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Seminar in ICS",
          "shortName": "Seminar in ICS",
          "slug": "ics_690",
          "number": "ICS 690",
          "description": "Series of talks on advanced research topics. Repeatable unlimited times.CR/NC only.",
          "creditHrs": 1,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Topics in Computer Science",
          "shortName": "Topics in Computer Science",
          "slug": "ics_691",
          "number": "ICS 691",
          "description": "Reflects special interests of faculty in various areas of computer science. (B) area 1; (C) area 2; (D) area 3; (E) area 4; (G) general. Repeatable unlimited times in different topics and different areas. Pre: consent.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Advanced Special Topics in Security",
          "shortName": "Advanced Special Topics in Security",
          "slug": "ics_695",
          "number": "ICS 695",
          "description": "Current topics and upcoming issues relevant to the field of information assurance and cyber security. Repeatable unlimited times. (Alt. years: spring)",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Directed Reading/Research",
          "shortName": "Directed Reading/Research",
          "slug": "ics_699",
          "number": "ICS 699",
          "description": "Repeatable unlimited times. Pre: graduate standing and consent.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Thesis Research",
          "shortName": "Thesis Research",
          "slug": "ics_700",
          "number": "ICS 700",
          "description": "Research for master’s thesis. Repeatable unlimited times.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Dissertation Research",
          "shortName": "Dissertation Research",
          "slug": "ics_800",
          "number": "ICS 800",
          "description": "Research for doctoral dissertation. Repeatable eight times. Pre: candidacy for PhD in computer science.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": [],
          "retired": false
        },
        {
          "name": "Thermodynamics",
          "shortName": "Thermodynamics",
          "slug": "me_311",
          "number": "ME 311",
          "description": "Basic laws, closed and open systems. Work, heat, concept of entropy. Properties of pure simple substances. Ideal gases. Introduction to power and refrigeration cycles.",
          "creditHrs": 4,
          "interests": [
            "algorithms"
          ],
          "prerequisites": [],
          "retired": true
        },
        {
          "name": "Non Computer Science Course",
          "shortName": "Non-CS Course",
          "slug": "other",
          "number": "other",
          "description": "The course used to represent all non-CS courses.",
          "creditHrs": 3,
          "interests": [],
          "prerequisites": []
        }
      ]
    },
    {
      "name": "CourseInstanceCollection",
      "contents": [
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          "student": "aaronvil@hawaii.edu"
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          "semester": "Fall-2014",
          "course": "ics_111",
          "note": "ICS 111",
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          "creditHrs": 4,
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          "student": "ahlim@hawaii.edu"
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          "semester": "Fall-2014",
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          "semester": "Fall-2014",
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          "student": "cnguyen7@hawaii.edu"
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          "semester": "Fall-2015",
          "course": "ics_111",
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          "fromSTAR": true,
          "creditHrs": 4,
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          "semester": "Fall-2016",
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          "fromSTAR": true,
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          "semester": "Fall-2013",
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          "student": "nathancy@hawaii.edu"
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          "semester": "Spring-2016",
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          "student": "slike@hawaii.edu"
        },
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          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "aaronvil@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "cpjaro@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "hailing@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "jameyia@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "jrude@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "kellyl4@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "kirk6@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "lamanh@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "linhongb@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_141",
          "note": "ICS 141",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "pakchar@hawaii.edu"
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          "semester": "Fall-2013",
          "course": "ics_141",
          "note": "ICS 141",
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          "fromSTAR": true,
          "creditHrs": 3,
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          "student": "slike@hawaii.edu"
        },
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          "semester": "Spring-2016",
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          "note": "ICS 141",
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          "fromSTAR": true,
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          "grade": "A",
          "student": "zknoebel@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "aaronvil@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "course": "ics_211",
          "note": "ICS 211",
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          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "ahlim@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "cnguyen7@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "cpjaro@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "creindle@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "dtan808@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "hailing@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "course": "ics_211",
          "note": "ICS 211",
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          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "jrude@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "course": "ics_211",
          "note": "ICS 211",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 4,
          "grade": "A",
          "student": "kellyl4@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "course": "ics_211",
          "note": "ICS 211",
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          "creditHrs": 4,
          "grade": "A",
          "student": "kirk6@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "course": "ics_211",
          "note": "ICS 211",
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          "creditHrs": 4,
          "grade": "A",
          "student": "linhongb@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
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          "note": "ICS 211",
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          "student": "pakchar@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
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          "note": "ICS 211",
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          "grade": "A",
          "student": "zknoebel@hawaii.edu"
        },
        {
          "semester": "Spring-2013",
          "course": "ics_241",
          "note": "ICS 241",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "erikhuan@hawaii.edu"
        },
        {
          "semester": "Spring-2013",
          "course": "ics_241",
          "note": "ICS 241",
          "verified": true,
          "fromSTAR": true,
          "creditHrs": 3,
          "grade": "A",
          "student": "joshuajw@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
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          "note": "ICS 241",
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          "creditHrs": 3,
          "grade": "A",
          "student": "lamanh@hawaii.edu"
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        {
          "semester": "Fall-2015",
          "course": "ics_241",
          "note": "ICS 241",
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          "grade": "A",
          "student": "rao642@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "course": "ics_241",
          "note": "ICS 241",
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          "grade": "A",
          "student": "zknoebel@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
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          "note": "ICS 311",
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          "fromSTAR": true,
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          "grade": "A",
          "student": "brianmay@hawaii.edu"
        },
        {
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          "grade": "A",
          "student": "creindle@hawaii.edu"
        },
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          "student": "dtan808@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "course": "ics_311",
          "note": "ICS 311",
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          "course": "ics_414",
          "note": "ICS 414",
          "verified": false,
          "fromSTAR": false,
          "creditHrs": 3,
          "grade": "B",
          "student": "samplestudent@hawaii.edu"
        },
        {
          "semester": "Fall-2020",
          "course": "ics_443",
          "note": "ICS 443",
          "verified": false,
          "fromSTAR": false,
          "creditHrs": 3,
          "grade": "A",
          "student": "samplestudent@hawaii.edu"
        },
        {
          "semester": "Fall-2020",
          "course": "ics_461",
          "note": "ICS 461",
          "verified": false,
          "fromSTAR": false,
          "creditHrs": 3,
          "grade": "B",
          "student": "samplestudent@hawaii.edu"
        },
        {
          "semester": "Spring-2021",
          "course": "ics_491",
          "note": "ICS 491",
          "verified": false,
          "fromSTAR": false,
          "creditHrs": 3,
          "grade": "A",
          "student": "samplestudent@hawaii.edu"
        },
        {
          "semester": "Spring-2021",
          "course": "ics_499",
          "note": "ICS 499",
          "verified": false,
          "fromSTAR": false,
          "creditHrs": 3,
          "grade": "B",
          "student": "samplestudent@hawaii.edu"
        }
      ]
    },
    {
      "name": "DesiredDegreeCollection",
      "contents": [
        {
          "name": "B.A. in Information and Computer Sciences",
          "shortName": "B.A. ICS",
          "slug": "ba-ics",
          "description": "The Bachelor of Arts (BA) degree allows you to combine computer science with another discipline. You might find the BA degree of interest if you are also interested in biology, entrepreneurship, game design, graphic arts, financial engineering, foreign languages, or other disciplines.\n\nIn general, the BA requires you to complete the ICS core curriculum, plus three ICS 400-level courses, plus four upper division courses in a related area of concentration.\n\nFor more details, see the [ICS BA Degree Page](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/ba-ics/).",
          "retired": false
        },
        {
          "name": "B.S. in Computer Engineering",
          "shortName": "B.S. CE",
          "slug": "bs-ce",
          "description": "The Department of Information and Computer Sciences and the Department of Electrical Engineering offer a joint Bachelor of Science degree in Computer Engineering (BSCE).  The BSCE degree program provides you with the opportunity to learn about computer hardware and software, computer organization and architecture, computer security, software engineering, computer networks and Internet technology, embedded systems, computer-aided design, multi-core and parallel computing, wireless networks, and other topics.",
          "retired": true
        },
        {
          "name": "B.S. in Computer Science",
          "shortName": "B.S. CS",
          "slug": "bs-cs",
          "description": "The Bachelor of Science in Computer Science provides you with an in-depth foundation in software technology, science, and math. You may find this degree of interest if you want to pursue software development as a career path or go to graduate school in computer science. \n\nIn general, the BS requires you to complete the ICS core curriculum, plus (312 or 331), plus (313 or 361), 321, 332, plus five ICS 400-level courses.\n\nFor more details, see the [ICS BS Degree Page](http://www.ics.hawaii.edu/academics/undergraduate-degree-programs/bs-ics/).",
          "retired": false
        }
      ]
    },
    {
      "name": "FacultyProfileCollection",
      "contents": [
        {
          "username": "sstill@hawaii.edu",
          "firstName": "Suzanne",
          "lastName": "Still",
          "picture": "/images/people/sstill.jpg",
          "website": "http://www2.hawaii.edu/~sstill/",
          "interests": [
            "machine-learning",
            "research"
          ],
          "careerGoals": [
            "research-scientist"
          ]
        },
        {
          "username": "sugihara@hawaii.edu",
          "firstName": "Kazuo",
          "lastName": "Sugihara",
          "picture": "/images/default-profile-picture.png",
          "website": null,
          "interests": [
            "research",
            "robotics"
          ],
          "careerGoals": [
            "research-scientist"
          ]
        },
        {
          "username": "suthers@hawaii.edu",
          "firstName": "Daniel",
          "lastName": "Suthers",
          "picture": "/images/people/suthers.jpg",
          "website": "http://www2.hawaii.edu/~suthers/",
          "interests": [
            "hci",
            "research"
          ],
          "careerGoals": [
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "scottpr@hawaii.edu",
          "firstName": "Scott",
          "lastName": "Robertson",
          "picture": "/images/people/scottrobertson.jpg",
          "website": "http://www2.hawaii.edu/~scottpr/",
          "interests": [
            "civic-engagement",
            "hci",
            "research"
          ],
          "careerGoals": [
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "pseidel@hawaii.edu",
          "firstName": "Peter-Michael",
          "lastName": "Seidel",
          "picture": "/images/people/pseidel.jpg",
          "website": null,
          "interests": [
            "algorithms",
            "hardware",
            "research",
            "security"
          ],
          "careerGoals": [
            "graduate-school",
            "information-security-analyst",
            "information-system-manager",
            "iot-architect",
            "robotics-engineer",
            "software-developer"
          ]
        },
        {
          "username": "nodari@hawaii.edu",
          "firstName": "Nodari",
          "lastName": "Sitchinava",
          "picture": "/images/people/nodari.jpg",
          "website": "http://www2.hawaii.edu/~nodari/",
          "interests": [
            "algorithms",
            "research"
          ],
          "careerGoals": [
            "research-scientist",
            "graduate-school"
          ]
        },
        {
          "username": "lipyeow@hawaii.edu",
          "firstName": "Lipyeow",
          "lastName": "Lim",
          "picture": "/images/people/lipyeow.jpg",
          "website": null,
          "interests": [
            "data-science",
            "research",
            "sustainability"
          ],
          "careerGoals": [
            "data-scientist",
            "database-administrator",
            "graduate-school",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "leighj@hawaii.edu",
          "firstName": "Jason",
          "lastName": "Leigh",
          "picture": "/images/people/leighj.jpg",
          "website": "http://www2.hawaii.edu/~leighj/JASON_LEIGH/Jason_Leigh_Home_Page.html",
          "interests": [
            "data-visualization",
            "research"
          ],
          "careerGoals": [
            "graduate-school",
            "research-scientist",
            "teacher",
            "vr-ar-engineer"
          ]
        },
        {
          "username": "kyungim@hawaii.edu",
          "firstName": "Kyungim",
          "lastName": "Baek",
          "picture": "/images/people/kyungim.jpg",
          "website": "http://www2.hawaii.edu/~kyungim/",
          "interests": [
            "algorithms",
            "computer-vision",
            "data-science",
            "data-visualization",
            "teaching"
          ],
          "careerGoals": [
            "data-scientist",
            "graduate-school",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "janst@hawaii.edu",
          "firstName": "Jan",
          "lastName": "Stelovsky",
          "picture": "/images/people/janst.jpg",
          "website": "http://www2.hawaii.edu/~janst/",
          "interests": [
            "hci",
            "research"
          ],
          "careerGoals": [
            "devops-engineer",
            "full-stack-developer",
            "mobile-app-developer",
            "research-scientist",
            "software-developer",
            "startup-cofounder",
            "teacher"
          ]
        },
        {
          "username": "johnson@hawaii.edu",
          "firstName": "Philip",
          "lastName": "Johnson",
          "picture": "/images/mockup/johnson.jpg",
          "website": "http://philipmjohnson.org",
          "interests": [
            "civic-engagement",
            "research",
            "software-engineering",
            "sustainability"
          ],
          "careerGoals": [
            "devops-engineer",
            "full-stack-developer",
            "software-developer",
            "startup-cofounder",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "henric@hawaii.edu",
          "firstName": "Henri",
          "lastName": "Casanova",
          "picture": "/images/people/henric.jpg",
          "website": "http://navet.ics.hawaii.edu/~casanova/",
          "interests": [
            "algorithms",
            "hpc",
            "parallel-programming",
            "research",
            "teaching"
          ],
          "careerGoals": [
            "graduate-school",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "guylaine@hawaii.edu",
          "firstName": "Guylaine",
          "lastName": "Poisson",
          "picture": "/images/default-profile-picture.png",
          "website": "http://navet.ics.hawaii.edu/~poisson/BiL/index.html",
          "interests": [
            "bioinformatics",
            "research"
          ],
          "careerGoals": [
            "data-scientist",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "esb@hawaii.edu",
          "firstName": "Edo",
          "lastName": "Biagioni",
          "picture": "/images/people/esb.jpg",
          "website": "http://www2.hawaii.edu/~esb/",
          "interests": [
            "mobile",
            "networks",
            "research"
          ],
          "careerGoals": [
            "graduate-school",
            "network-engineer",
            "research-scientist"
          ]
        },
        {
          "username": "dusko@hawaii.edu",
          "firstName": "Dusko",
          "lastName": "Pavlovic",
          "picture": "/images/people/dusko.jpg",
          "website": "dusko.org",
          "interests": [
            "research",
            "security"
          ],
          "careerGoals": [
            "graduate-school",
            "information-security-analyst",
            "teacher"
          ]
        },
        {
          "username": "depengli@hawaii.edu",
          "firstName": "Depeng",
          "lastName": "Li",
          "picture": "/images/people/depengli.jpg",
          "website": "http://www2.hawaii.edu/~depengli/",
          "interests": [
            "networks",
            "research",
            "security"
          ],
          "careerGoals": [
            "graduate-school",
            "information-security-analyst",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "crosby@hawaii.edu",
          "firstName": "Martha",
          "lastName": "Crosby",
          "picture": "/images/people/crosby.jpg",
          "website": null,
          "interests": [
            "hci",
            "research"
          ],
          "careerGoals": [
            "data-scientist",
            "graduate-school",
            "information-security-analyst",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "binsted@hawaii.edu",
          "firstName": "Kim",
          "lastName": "Binsted",
          "picture": "/images/people/binsted.jpg",
          "website": "http://www2.hawaii.edu/~binsted/",
          "interests": [
            "artificial-intelligence",
            "hci",
            "psychology",
            "research",
            "teaching"
          ],
          "careerGoals": [
            "mobile-app-developer",
            "research-scientist",
            "teacher"
          ]
        },
        {
          "username": "chin@hawaii.edu",
          "firstName": "David",
          "lastName": "Chin",
          "picture": "/images/people/chin.jpg",
          "website": "http://www2.hawaii.edu/~chin/",
          "interests": [
            "artificial-intelligence",
            "research"
          ],
          "careerGoals": [
            "data-scientist",
            "game-developer",
            "graduate-school",
            "research-scientist",
            "teacher"
          ]
        }
      ]
    },
    {
      "name": "FeedCollection",
      "contents": [
        {
          "user": [],
          "opportunity": "cybersistahs",
          "feedType": "new-opportunity",
          "timestamp": "2017-07-29T17:45:54.532Z"
        },
        {
          "user": [],
          "opportunity": "google-summer-of-code",
          "feedType": "new-opportunity",
          "timestamp": "2017-07-29T17:48:49.583Z"
        },
        {
          "user": [
            "samplestudent@hawaii.edu"
          ],
          "feedType": "new-user",
          "timestamp": "2017-07-29T17:58:22.534Z"
        }
      ]
    },
    {
      "name": "FeedbackInstanceCollection",
      "contents": []
    },
    {
      "name": "HelpMessageCollection",
      "contents": [
        {
          "routeName": "Advisor_Student_Configuration_Page",
          "title": "Learn About Student Configuration",
          "text": "You can add new students and edit existing students on this page.\n\n#### Add new student\n\n<img class=\"ui medium left floated image\" src=\"/images/help/student-configuration-select-student-add-new.png\">\n\nIn the Select Student pane, click on Add New to register a new student with RadGrad:\n\nNote that all usernames must be unique.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### Update existing student\n\n<img class=\"ui medium left floated image\" src=\"/images/help/student-configuration-select-student-update-existing.png\">\n\nIn the Select Student pane, click on Update Existing and then click the student you wish to update.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n<img class=\"ui medium left floated image\" src=\"/images/help/student-configuration-update-student.png\">\n\nAfter selecting the student, this pane appears which allows you to edit their details. \n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### View and Edit Advisor Log\n\n<img class=\"ui medium left floated image\" src=\"/images/help/advisor-advisor-log.png\">\n\nUse this pane to add advisor comments for the selected student. You can also view past advisor comments. If there are multiple advisors, you can view all past comments from all advisors.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### Upload Star Data\n\n<img class=\"ui medium left floated image\" src=\"/images/help/advisor-upload-star-data.png\">\n\nClick on the \"Choose File\" button to choose a STAR data file from your local directory. The file must be in a .csv format, and can be downloaded from [STAR](https://www.star.hawaii.edu). Click on the \"LOAD STAR DATA\" button to upload the data for the selected student. The \"STAR Data Upload Log\" below the button lists a history of past star data uploads. You can click the link at the very bottom of the \"UPDATE STUDENT & DEGREE PLAN\" pane to view changes in the student's degree plan after uploading the STAR data.\n\n<div class=\"ui hidden clearing divider\"></div>"
        },
        {
          "routeName": "Student_Home_Page",
          "title": "Make the most of your home page",
          "text": "This page presents RadGrad's recommendations for courses and opportunities based on your interests, as well as new events in the RadGrad community.\n\n#### Recommended Opportunities\n\n<img class=\"ui medium left floated image\" src=\"/images/help/home-recommended-opportunities.png\">\n\nThis pane shows opportunities based upon your interests and career goals.  Click \"View More\" to go to a page with details, \"Add to plan\" to add it to your Degree Plan, and \"Hide\" if you're not interested in this content and don't want to see it in this pane.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### Recommended Courses\n\n<img class=\"ui medium left floated image\" src=\"/images/help/home-recommended-courses.png\">\n\nThis pane shows courses based upon your interests and career goals.  Click \"View More\" to go to a page with details, \"Add to plan\" to add it to your Degree Plan, and \"Hide\" if you're not interested in this content and don't want to see it in this pane.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### Teasers\n\n<img class=\"ui medium left floated image\" src=\"/images/help/home-teasers.png\">\n\nThe ICS Teaser pane provides very short videos by ICS community members that match your interests or career goals. When you have a spare moment, take a look at a video or two!\n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### Recent Community Activity\n\n<img class=\"ui medium left floated image\" src=\"/images/help/home-community-activity.png\">\n\nFinally, the Recent Community Activity pane lets you know when a new student joins RadGrad, or when a new course, opportunity, or review becomes available. You can click on the link to learn more about the update.\n\n<div class=\"ui hidden clearing divider\"></div>"
        },
        {
          "routeName": "Student_Degree_Planner_Page",
          "title": "Make the Degree Planner work for you!",
          "text": "The Degree Planner helps you organize your ICS Degree experience on a semester-by-semester basis. You can plan the courses you need to satisfy your chosen degree plan as well as the the extra-curricular opportunities that provide you with real-world experience and chances to innovate outside the classroom. \n\nIn terms of ICE, courses earn you Competency points, while opportunities earn you Innovation and Experience points. All three are critical to becoming a well-rounded graduate who is most attractive to employers and graduate schools!\n\n#### Degree Plan Pane\n\n<img class=\"ui medium left floated image\" src=\"/images/help/degree-planner-plan.png\">\n\nThe degree plan pane shows you your courses and opportunities on a semester-by-semester basis.\n\nFor past semesters, courses and opportunities are listed in light grey and are read-only.  To modify the contents of your degree plan for previous semesters, please see an ICS advisor. You will generally want to ask them to update your historical data from your STAR data after each semester.\n\nFor current and future semesters, you can freely add and delete courses and opportunities according to your preferences. For future courses, you can even indicate the grade you plan to achieve in the course, which enables RadGrad to estimate your final Competency points. \n\nClicking on a course or opportunity will display details about it in the Courses-or-Opportunities pane.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n#### Inspector Pane\n\n<img class=\"ui medium left floated image\" src=\"/images/help/inspector-course.png\">\n\nThe Inspector pane provides pull-down menus  that allow you to view details about any course or opportunity in the system.  This includes the ICE points you can earn for that course or opportunity.\n\nThe inspector also allows you to add a course or opportunity to your degree plan by \"dragging\" the associated button naming the course or opportunity to any current or future semester. \n\nClick on any course or opportunity in your degree plan to bring up details about them in the Inspector.\n\n<div class=\"ui hidden clearing divider\"></div>\n\n<img class=\"ui medium left floated image\" src=\"/images/help/inspector-opportunity.png\">\n\nFor opportunities, you can also request verification through the Inspector pane. Clicking the button will send a message to an advisor who will check your verification evidence.  When verified, the associated ICE points will be awarded to you.\n\n<div class=\"ui clearing hidden divider\"></div>\n\n#### Academic Plan\n\n<img class=\"ui medium left floated image\" src=\"/images/help/degree-planner-academic-plan.png\">\n\nThe Academic Plan pane provides you with the requirements for graduating with any of the degree programs in eight semesters. Since the department evolves the requirements for Academic Plans on occasion, you must select both an academic plan (such as B.S. in Computer Sciences) as well as the year that the specified requirements were enacted (say, 2016).   You are eligible to select any degree plan available during the year you declare yourself as an ICS major, and you can switch to any future degree plan if you prefer. \n\nOnce you have selected an Academic Plan, RadGrad will indicate which requirements you have and have not satisfied in your degree plan: requirements you have satisfied are listed in green, and those you have not are listed in red.\n\nIn the sample Academic Plan image, you can see that the student has satisfied all the requirements except for one 400-level course, since it is presented in red.\n\n<div class=\"ui clearing hidden divider\"></div>\n\n#### Recommendations & Warnings\n\n<img class=\"ui medium left floated image\" src=\"/images/help/degree-planner-recommendations-warnings.png\">\n\nRadGrad can offer personalized recommendations for courses and opportunities based upon your desired degree, your interests, and your career goals. \n\nIt will also flag problems with your degree plan, such as adding a course without the appropriate prerequisite.\n\n<div class=\"ui hidden clearing divider\"></div>"
        },
        {
          "routeName": "Student_Home_AboutMe_Page",
          "title": "How to use the About Me Page",
          "text": "The About Me page provides your RadGrad profile and enables you to manage certain details. This information enables RadGrad to help you connect with others with similar interests and career goals, and enables the system to make better recommendations for you.\n\n**Name**, **Email**: Your name and email cannot be changed unless you visit an ICS advisor or admin. \n\n**Picture**: Help us recognize you IRL (in real life!) Don't worry, your image is not displayed outside of RadGrad. Click the \"Upload\" button to upload a picture and crop it to a square image.  Note that after you upload your image, you need to press the \"Update\" button so that the system will save it.  \n\n**Website**: Help others learn more about you by providing a link to your professional website. If you don't have one already, you will create one as part of ICS 314.\n\n**Career Goals**: Specify at least one career goal, so that RadGrad can recommend courses and opportunities. You can change this at any time. \n\n**Interests**:  Specifying interests also helps RadGrad to recommend courses and opportunities for you. Of course, your interests will change as you progress through the degree program."
        },
        {
          "routeName": "Student_About_Ice",
          "title": "Learn about ICE (Innovation, Competency, Experience)",
          "text": "ICE info goes here."
        },
        {
          "routeName": "Student_Home_Ice_Page",
          "title": "What's the deal with ICE?",
          "text": "Many students think the only important measure of academic success is their GPA. Sadly, whether you're hoping to go to graduate school or just get an interesting, high paying job after graduation, a good GPA is no longer enough for you to stand out from the crowd.\n\nIn today's competitive market, employers and graduate schools are looking for evidence that you are *competent* with essential skills, that you can create *innovative* solutions to problems, and that you have some *experience* with the professional world outside of the university setting.\n\nRadGrad provides ICE as a way for you to measure your progress toward a truly well-rounded education that goes beyond the GPA. For each course and opportunity you participate in, you gain a certain number of ICE points.  Your goal, should you decide to accept it, is to achieve 100 points in all three categories by the time you graduate. \n\nSo just exactly how do you obtain these points?\n\n**Innovation**: You earn innovation points by completing opportunities that involve \"innovation\", such as research projects, hackathons, or other activities producing new insights or technologies. \n\n**Competency**: You earn competency points by completing classes.  The number of competency points depends upon your grade: you get 10 points for any kind of A, 6 points for any kind of B, and no points for a C or below. \n\n**Experience**: You earn experience points by completing opportunities that provide \"real world experience\", such as internships or business plan competitions.\n\n#### The ICE Circle, explained\n\n<img style=\"padding-left: 10px\" class=\"ui small left floated image\" src=\"/images/help/ice-circle.png\">\n\nYour current ICE status is displayed graphically with a circle that appears in your navigation bar at the top of each RadGrad page, and also in annotated form on this page.   The circle indicates several things:\n\nFirst, your current number of *verified* points for this ICE measure. This appears as a number in the center of the circle.  It is also represented by the darkly colored portion of the circle. In this example, the student has 5 verified Innovation points, which appears as a number in the center of the circle and with 5% of the circle colored with a dark green line.\n\nSecond, your current number of *unverified* points for this ICE measure.  This appears as the lightly colored portion of the circle. In this example, the student has 90 unverified innovation points, which typically indicates the points she will receive for opportunities she has planned to participate at some future date in her degree program. So, 90% of the circle is colored with a light green line.\n\nThird, whether or not you have planned enough courses or opportunities to achieve 100 points for this ICE measure.  If any portion of the circle is light grey, that indicates that you have not yet planned enough courses or opportunities. In this example, the student has only added enough opportunities to her degree plan to achieve 95 Innovation points. So, 5% of the circle is colored with a light grey line.\n\n#### Verification\n\nThe RadGrad ICE score would not be meaningful if the points do not accurately represent the actual degree program experience. Therefore, all ICE points must be verified in order to count.  Otherwise, someone could get competency points for courses they didn't take, or experience points for internships they didn't actually do.\n\nTo verify your coursework, visit an ICS advisor after each semester to ask them to upload your current STAR data to RadGrad.  You will receive verified competency points for each course in your STAR data that appears in RadGrad. \n\nOpportunities are verified in many different ways.  Each opportunity description lists the mechanism for verification. For example, for some opportunities it may be as simple as taking a selfie with the organizer and then showing that picture to an ICS advisor or faculty member."
        },
        {
          "routeName": "Student_Home_Levels_Page",
          "title": "Want to level up?",
          "text": "As you progress through your degree program, RadGrad recognizes your development through six levels, represented by the colors grey, yellow, green, blue, brown, and black. The exact requirements to achieve certain levels are shrouded in mystery, but here are some hints:\n\n<div class=\"ui cards\">\n<div class=\"ui card\">\n    <div class=\"content\">\n        <img class=\"right floated mini ui image\" src=\"/images/level-icons/radgrad-level-1-icon.png\">\n        <div class=\"header\"> LEVEL 1</div>\n        <div class=\"meta\">GRAY</div>\n        <div class=\"description\">\n          You begin your RadGrad experience at Level 1, and you will receive this laptop sticker when you first sign up for RadGrad with your advisor. <em>\"A journey of a thousand miles begins with a single step\" -- Lao Tzu</em>\n        </div>\n    </div>\n</div>\n\n<div class=\"ui card\">\n    <div class=\"content\">\n        <img class=\"right floated mini ui image\" src=\"/images/level-icons/radgrad-level-2-icon.png\">\n        <div class=\"header\"> LEVEL 2 </div>\n        <div class=\"meta\">YELLOW</div>\n        <div class=\"description\">\n          Successfully finish your first semester of ICS coursework. Then meet with your advisor and ask him/her to update RadGrad with your current STAR data. That should bring you to Level 2, and earn you the Level 2 laptop sticker.\n        </div>\n    </div>\n</div>\n\n<div class=\"ui card\">\n    <div class=\"content\">\n        <img class=\"right floated mini ui image\" src=\"/images/level-icons/radgrad-level-3-icon.png\">\n        <div class=\"header\"> LEVEL 3 </div>\n        <div class=\"meta\">GREEN</div>\n        <div class=\"description\">\n          With any luck, you'll achieve Level 3 after you complete your second semester of ICS coursework, as long as your grades are good. As before, meet with your Advisor to update RadGrad with your current STAR data, and if the system shows you've gotten to Level 3, you'll get your Green laptop sticker.\n        </div>\n    </div>\n</div>\n\n<div class=\"ui card\">\n    <div class=\"content\">\n        <img class=\"right floated mini ui image\" src=\"/images/level-icons/radgrad-level-4-icon.png\">\n        <div class=\"header\"> LEVEL 4 </div>\n        <div class=\"meta\">BLUE</div>\n        <div class=\"description\">\n          ICS has a \"core curriculum\", and Level 4 students have not only finished it, but they have also thought beyond mere competency. Once your current STAR data is in RadGrad, and you've achieved some verified opportunities, you might just find yourself at Level 4! Meet with your advisor to pick up your sticker, and bask in the glory it will bring to you!\n        </div>\n    </div>\n</div>\n\n<div class=\"ui card\">\n    <div class=\"content\">\n        <img class=\"right floated mini ui image\" src=\"/images/level-icons/radgrad-level-5-icon.png\">\n        <div class=\"header\"> LEVEL 5 </div>\n        <div class=\"meta\">BROWN</div>\n        <div class=\"description\">\n          Level 5 students are far along in their degree program, and they've made significant progress toward 100 verified points in each of the three ICE categories.  You will probably be at least a Junior before Level 5 becomes a realistic option for you. Keep your STAR data current in RadGrad, make sure your opportunities are verified, and good luck! Some students might graduate before reaching Level 5, so try to be one of the few that make it all the way to here! \n        </div>\n    </div>\n</div>\n\n<div class=\"ui card\">\n    <div class=\"content\">\n        <img class=\"right floated mini ui image\" src=\"/images/level-icons/radgrad-level-6-icon.png\">\n        <div class=\"header\"> LEVEL 6</div>\n        <div class=\"meta\">BLACK</div>\n        <div class=\"description\">\n         If you achieve Level 6, you are truly one of the elite ICS students, and you will have demonstrated excellent preparation for entering the workforce, or going on to Graduate School, whichever you prefer.  Congratulations!   Note that in addition to fulfilling the ICE requirements, you'll also need to \"pay it forward\" to the RadGrad community in order to obtain your Black RadGrad laptop sticker. \n        </div>\n    </div>\n</div>\n</div>"
        },
        {
          "routeName": "Student_Ice",
          "title": "Learn about ICE",
          "text": "<div class=\"active content\">\n<p>ICE points are a way for students to gauge the progression and balance of innovation, competency, and experience in their ICS degree program.</p>\n<p>There are three graphs that display your ICE score: <span class=\"innovation\">Innovation (blue)</span>, <span class=\"competency\">Competence (green)</span>, and <span class=\"experience\">Experience (orange)</span>. The total amount of possible points for each graph is 100. Each graph has a dark fill, and a light fill. The dark fill represents the actual amount of points you have. These are points gathered from completing and getting approval from various events. The light fill represents the projected amount of points you have. These are the amount of points that you will have after completing and getting approval from all events on your schedule plan. This includes future events that have yet to occur. The fraction on the inside of the graph is a numerical representation of the same data. The first number is the amount of actual points you have, and the second number is the amount of projected points you have.</p>\n\n<div class=\"ui equal width grid container\">\n<div class=\"row\"><div class=\"column\"><div class=\"ui equal width grid container\"><div class=\"row\"><div style=\"margin-left:auto; margin-right:auto\" class=\"c100 p100 blue\"><span>I</span><div class=\"slice\"><div class=\"bar\"></div><div class=\"fill\"></div></div></div></div><div class=\"centered row\"><h3 class=\"ui header\">Innovation</h3></div><div class=\"row\"> <p>Students can gain Innovation points by completing the following actions:</p></div><div class=\"row\">    <div class=\"ui list\">    <div class=\"item\">    <div class=\"content\">    <a class=\"header\">Complete a personal ICS related project.</a><div class=\"description\">This includes web development, mobile app development, algorithm research, etc.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Participate in a public competitive computer science event.</a><div class=\"description\">This includes hackathons, cybersecurity competitions, coding competitions, etc.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Contribute to an open source project.</a><div class=\"description\">Credit will be given for substantial contributions, as decided by the adviser.</div></div></div></div></div></div></div><div class=\"column\">    <div class=\"ui equal width grid container\">    <div class=\"row\">    <div style=\"margin-left:auto; margin-right:auto\" class=\"c100 p100 green\">    <span>C</span>    <div class=\"slice\">    <div class=\"bar\"></div>    <div class=\"fill\"></div>   </div>    </div>    </div>    <div class=\"centered row\">    <h3 class=\"ui header\">Competency</h3>    </div>    <div class=\"row\">    <p>Students can gain Competency points by completing the following actions:</p></div><div class=\"row\">    <div class=\"ui list\">    <div class=\"item\">    <div class=\"content\">    <a class=\"header\">Complete an ICS course with a B- or higher.</a><div class=\"description\">These courses must appear on your STAR records.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Achieve a semester GPA of at least a 3.0.</a><div class=\"description\">The GPA must appear on your STAR records.</div></div></div></div></div></div></div><div class=\"column\">    <div class=\"ui equal width grid container\">    <div class=\"row\">    <div style=\"margin-left:auto; margin-right:auto\" class=\"c100 p100 orange\">    <span>E</span>    <div class=\"slice\">    <div class=\"bar\"></div>    <div class=\"fill\"></div>    </div>    </div>    </div>    <div class=\"centered row\">    <h3 class=\"ui header\">Experience</h3>    </div>    <div class=\"row\">    <p>Students can gain Experience points by completing the following actions:</p></div><div class=\"row\">    <div class=\"ui list\">    <div class=\"item\">    <div class=\"content\">    <a class=\"header\">Complete an ICS related internship.</a><div class=\"description\">This internship must appear on your RadGrad account.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Work at an ICS related job for a semester.</a><div class=\"description\">This opportunity must appear on your RadGrad account.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Participate in a study under a professor.</a><div class=\"description\">This opportunity must appear on your RadGrad account.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Attend a professional networking event.</a><div class=\"description\">This includes ACM's Professional Interaction Night, Wetware Wednesdays, etc.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Attend a professional development workshop.</a><div class=\"description\">This includes resume workshops, Techfolio workshops, etc.</div></div></div><div class=\"item\">    <div class=\"content\">    <a class=\"header\">Attend a technical talk.</a><div class=\"description\">This includes formal talks given by graduate students, professors, and outside professionals.</div></div></div></div></div></div></div></div></div></div>"
        },
        {
          "routeName": "Student_Explorer_Page",
          "title": "So. You want to explore?",
          "text": "The Explorer provides detailed information about Career Goals, Courses, Academic Plans, Interests, Opportunities, and Users.\n\nJust click the pull-down menu to the left to select the type of information you wish to explore."
        },
        {
          "routeName": "Faculty_Explorer_Page",
          "title": "Learn about the Explorer",
          "text": "The Explorer provides detailed information about Career Goals, Courses, Degrees, Interests, Opportunities, and Users.\n\nJust click the pull-down menu to the left to select the type of information you wish to explore."
        },
        {
          "routeName": "Mentor_Explorer_Page",
          "title": "Learn about the Explorer",
          "text": "The Explorer provides detailed information about Career Goals, Courses, Academic Plans, Interests, Opportunities, and Users.\n\nJust click the pull-down menu to the left to select the type of information you wish to explore."
        },
        {
          "routeName": "Student_MentorSpace_Page",
          "title": "Learn about Mentor Space",
          "text": "Mentor Space enables you to connect with RadGrad mentors: ICS alumni and other high tech professionals who are volunteering their time to help get the latest information about careers and job opportunities in Hawaii and beyond.\n\nThere are two basic ways to interact with mentors. The best way is to propose a new question using the \"Ask a new question\" form. This question will be reviewed by RadGrad administrators, potentially edited for clarity, and then released for all the mentors to answer. This approach is the best way to interact with mentors because you can get a variety of perspectives from different fields and different geographic areas. \n\nA second way is to email a single mentor directly.  Please do this only if you have a very specific question of the mentor: perhaps you are interested in applying for a job at the mentor's company.  If you contact a mentor directly, please be sure to have your professional portfolio up to date and ready for them to review so that they can learn more about your background in order to provide a high quality answer.  You should also have reviewed the mentor's LinkedIn profile to learn more about them, and of course have reviewed all of the publicly available information about the company. Don't ask simple questions of a mentor that you could have easily found out through Google!"
        },
        {
          "routeName": "Mentor_MentorSpace_Page",
          "title": "How does Mentor Space work?",
          "text": "Mentor Space enables students to connect with you, the RadGrad mentors: ICS alumni and other high tech professionals who are volunteering their time to help get the latest information about careers and job opportunities in Hawaii and beyond.\n\nThere are two basic ways students interact with you. \n\n1. The best way is for students to propose a new question using the \"Ask a new question\" form. This question will be reviewed by RadGrad administrators, potentially edited for clarity, and then released for all the mentors to answer. We believe this approach is the best way to interact with mentors because students can get a variety of perspectives from different fields and different geographic areas, and because your answers are available to all current and future RadGrad students. \n\n2. A second way is for a student to contact you directly with questions.  This can work if their questions are not of general interest or are not \"archival\" in nature (i.e. \"Are there any job openings at your company right now?\").  We don't strongly encourage this form of interaction, but it's certainly possible via RadGrad since you are providing your email and LinkedIn contact details. \n\nIf you encounter any inappropriate interactions with any students, please contact a RadGrad administrator immediately so we can address the problem with the student."
        },
        {
          "routeName": "Student_Home_Log_Page",
          "title": "Learn about the Advisor Meeting Log",
          "text": "Each time you meet with an ICS Advisor, they can summarize the results from your meeting as a RadGrad Advisor Log entry.\n\nYou can refer to this log to make sure you are following advisor recommendations. This also enables the advisor to follow up on issues raised in prior meetings."
        },
        {
          "routeName": "Faculty_Verification_Page",
          "title": "Learn About Verification",
          "text": "Student participation in RadGrad opportunities consists of the following procedure:\n\n1. The student selects an opportunity, and adds it to their degree plan for a specific semester. \n2. The student participates (or fails to participate) in the opportunity.\n3. The student requests verification that they participated in that opportunity.\n3. This verification request is accepted or declined by the sponsoring faculty member, advisor, or RadGrad admin.  Only after the verification request is accepted does the student earn the ICE points associated with that opportunity.\n\nThis page has several sections that enable you to manage verifications.\n\n**Event verification**:  This pane allows you to verify a student for successful completion of a particular opportunity (event). You can verify the student by selecting the event, inputing the student's UH username, and clicking on the \"VERIFY ATTENDANCE\" button.\n\n**Pending verification**: The pending verification requests for your sponsored opportunities. Verification requests are submitted by students when they would like RadGrad to acknowledge that they have successfully completed a particular opportunity. If you believe that the student has successfully completed this opportunity, you can accept a request by clicking the green \"ACCEPT\" button. If you believe that the student has NOT successfully completed this opportunity, you can decline a request by clicking the red \"DECLINE\" button. You may also provide any feedback for your response. The student will be able to see your response on their RadGrad site.\n\n**Completed verification**: Lists the verifications you have already accepted or declined. Enables you to reverse your prior decision if necessary."
        },
        {
          "routeName": "Advisor_Verification_Requests_Pending_Page",
          "title": "Learn About Verification Requests",
          "text": "This page lists all pending verification requests. Verification requests are submitted by students when they would like RadGrad to acknowledge that they have successfully completed a particular opportunity. If you believe that the student has successfully completed this opportunity, you can accept a request by clicking the green \"ACCEPT\" button. If you believe that the student has NOT successfully completed this opportunity, you can decline a request by clicking the red \"DECLINE\" button. You may also provide any feedback for your response. The student will be able to see your response on their RadGrad site."
        },
        {
          "routeName": "Advisor_Event_Verification_Page",
          "title": "Learn About Event Verification",
          "text": "This page allows you to verify a student for successful completion of a particular opportunity (event). This is the same as accepting a verification request on the \"VERIFICATION REQUESTS\" page. If you believe that the student has successfully completed this opportunity, you can verify the student by selecting the event, inputting the student's UH username, and clicking on the \"VERIFY ATTENDANCE\" button."
        },
        {
          "routeName": "Advisor_Completed_Verifications_Page",
          "title": "Learn About Completed Verifications",
          "text": "This page lists all completed verification requests. Verification requests are submitted by students when they would like RadGrad to acknowledge that they have successfully completed a particular opportunity. These verification requests are either accepted or declined by an advisor. You may reopen a verification request by clicking on the green \"REOPEN\" button. By doing this, the verification request will disappear from the \"COMPLETED VERIFICATIONS\" page, and will reappear on the \"VERIFICATION REQUESTS\" page. Then, you may go through the process of providing feedback and either accepting or declining the verification request again."
        },
        {
          "routeName": "Advisor_Academic_Plan_Page",
          "title": "Learn About Academic Plan Construction",
          "text": "This page allows you to manage Academic Plans. It has two tabs, Builder and Viewer.\n\n* The Builder tab allows you to create new Academic Plans. Choose the degree you are building a plan for. Enter the name of the plan and select the year that the plan is effective. The left side of the page has the four years of the plan. The right hand side has the different Course Choices. Below the Course Choices is the link field where you can create or choice. For example if you want the choice ICS 312 or ICS 331 drag the ICS 312 button into the link area. Then drag the ICS 331 button. This will create a 'ICS 312 or ICS 331' button. If you want to save the choice drag it back into the Course Choices area.\n\n To create a plan drag the choice to the year and semester. You can rearange the choice by dragging.  To delete a choice drag it to the trash area. Once the plan is complete press the Save Academic Plan button.\n\n* The Viewer tab allows you to view defined Academic Plans. Choose the year then the plan name."
        },
        {
          "routeName": "Advisor_Moderation_Page",
          "title": "Learn About Moderation",
          "text": "On RadGrad, students can provide public feedback with course reviews, opportunity reviews, and Mentorspace questions. To maintain a high-integrity learning environment, all of these public feedbacks require moderation. \n\n**Course and Opportunity Reviews:**\nCourse reviews and opportunity reviews will be visible to the public unless they are rejected through moderation. \n\n**Mentorspace Questions:**\nMentorspace questions remain hidden from the public until they are accepted through moderation, to avoid mentors answering questions that will get deleted in the future. All Mentorspace questions are required to have a slug, and you will be required to provide one if it is the first time the question is going through moderation. If the question has already been assigned a slug, you cannot change it. \n\nIf the review or question is acceptable by RadGrad standards, you can accept it by clicking on the green \"ACCEPT\" button. If the review or question is unacceptable in any way by RadGrad standards, you can decline it by clicking on the red \"DECLINE\" button. You may also provide any feedback for your response. The student will be able to see your response on their RadGrad site. A student may decide to either discard their review or question or edit it and resubmit it for further moderation. There is currently no limit to the amount of edits that a student may make."
        },
        {
          "routeName": "Student_Explorer_CareerGoals_Page",
          "title": "About Career Goals",
          "text": "For RadGrad and its community to be as helpful to you as possible, you should specify at least a couple of potential career goals.\n\nBy specifying Career Goals, \n\n* The system can show you related courses and opportunities, helping you decide on an appropriate degree plan.\n\n* The system can show you students, faculty, alumni, and mentors with the same career goal, helping you to identify others who are interested in the same professional direction.\n\nOf course, it is likely that your career goals will change as you progress through your degree program.  It is also quite possible that new career goals will emerge during your degree program.  So, don't be afraid to review your career goals each semester and modify them as your professional goals change. \n\nThe set of career goals are curated by the faculty to represent a good selection of the most promising career paths.  Most career goals actually encompass several job titles. For example, the the \"information security analyst\" career goal is intended to cover a wide variety of security-related job titles, including Security Analyst, Security Architect, Security Software Developer, Cryptanalyst, Security Engineer, Security Administrator, Cryptographer, and Security Consultant.\n\nIf there is a career goal you are interested in that is not listed here, please feel free to contact the RadGrad administrator (email below) to suggest that it be added."
        },
        {
          "routeName": "Student_Explorer_Courses_Page",
          "title": "Why explore the courses?",
          "text": "The Courses Explorer enables you to make a deep dive into each of the courses associated with the degree program.\n\nIn addition to a brief description of the course, it provides additional useful information:\n\n* The Prerequisites pane shows which prerequisites you've already completed, which ones you have not completed but plan to complete, and which ones are not yet even listed in your degree plan.\n\n* The Course Reviews pane reveals what other RadGrad users have said about this course. Note that Course Reviews are not anonymous: you need to stand behind what you say!"
        },
        {
          "routeName": "Student_Explorer_Plans_Page",
          "title": "What are Academic Plans, and why do I need one?",
          "text": "When you meet with your Advisor, you will normally discuss the pros and cons of various \"Degree Programs\", such as a \"B.S. in Computer Science\". \n\nWhat you don't normally discuss, at least at your first meeting, is the fact that there exist multiple versions of every Degree Program.  Every so often, the faculty meet and approve changes to a given Degree Program, dropping some requirements and adding others, in order for the Degree Program to stay modern and useful to students. \n\nThus, the specific requirements for any Degree Program are \"time stamped\": there is a B.S. in Computer Science approved in 2015 with one set of requirements, and another B.S. in Computer Science approved in 2017 with a slightly different set of requirements.\n\nIn RadGrad, we use \"Degree Program\" to refer to the general degree (i.e. B.S. in Computer Science), and \"Academic Plan\" to refer to a Degree Program with a specific set of requirements approved in a given academic year. (i.e. B.S. in Computer Science (2015)).\n\nThe set of Academic Plans available to you depend upon the semester in which you declared yourself in this major.  All of the Academic Plans in effect at that point in time are available to you, as well as any Academic Plans the faculty create during the remainder of your time as a student. \n\nWhen you select an Academic Plan in this explorer, it shows the requirements over the course of eight semesters, and displays in red any requirements that your current Degree Plan does not satisfy."
        },
        {
          "routeName": "Student_Explorer_Interests_Page",
          "title": "Making sense of interests",
          "text": "RadGrad provides \"interests\" as a way of specifying the various disciplinary areas of computer science (for example, artificial intelligence or software engineering), as well as disciplinary areas with strong overlap with computer science (for example, entrepreneurship or sustainability).\n\nBy specifying at least a few interests, you make RadGrad more useful:\n\n1. It can show you related courses and opportunities.\n\n2. You can find other students, faculty, alumni, and mentors with similar interests. \n\nOf course, your interests will change over time, so don't be afraid to change them as you learn more about the field.\n\nIf you have an interest that is not available in RadGrad, please email the administrator (see the address below) to request that it be added."
        },
        {
          "routeName": "Student_Explorer_Opportunities_Page",
          "title": "Why care about opportunities?",
          "text": "A fundamental assumption of RadGrad is that you want to be a well-rounded graduate who is attractive to employers and/or graduate programs, and that an important way to achieve that is by developing your ability to innovate and to have professional experiences. \n\nRadGrad measures your progress toward \"well-roundedness\" through ICE: Innovation, Competency, and Experience. \n\nAnd the only way to gain Innovation and Experience is by taking advantage of Opportunities. \n\nThis page presents a curated list of Opportunities that the faculty believe will complement existing courses and increase your attractiveness to future employers and graduate programs.\n\nEach Opportunity has a set of interests associated with it. If the opportunity's interests match one or more of your own, they are colored in green, otherwise they are colored in grey.\n\nThe ICE Points associated with an Opportunity are listed as three colored circles at the top right corner of the description. In general, the middle circle (Competency) always has the value zero, since you earn Competency points from taking courses."
        },
        {
          "routeName": "Student_Explorer_Users_Page",
          "title": "Learn about the RadGrad Community",
          "text": "The User explorer enables you to learn about the RadGrad community.\n\nClick on any user to see a brief profile of them, which includes their Level (if they are student), their professional profile (if they have one), their courses and opportunities, and their interests."
        },
        {
          "routeName": "Faculty_Home_Page",
          "title": "About the faculty profile page",
          "text": "For RadGrad to effectively \"match\" students with faculty, it is helpful for you to provide useful profile information.\n\n*Name, Email*: These two fields are read-only. Contact a RadGrad admin to change them.\n\n*Interests, Career Goals*: Please edit these to reflect the interests and career goals that you would like to \"match\" with students, and thus open an opportunity to play an advisory role. For most faculty, the career goals \"Graduate School\" and \"Research Scientist\" are appropriate. You might also wish to advise students on other career goals.\n\n*Website:* Please provide a link to your personal home page or research lab site.\n\n*Picture:* A headshot is useful for helping students recognize you.  Note these images are generally shown quite small."
        },
        {
          "routeName": "Faculty_Manage_Opportunities_Page",
          "title": "How to create and manage opportunities",
          "text": "In RadGrad, opportunities are activities outside of regular coursework that enable students to earn \"Innovation\" and \"Experience\" points. When students pick an opportunity, they associate it with a specific semester (Fall, Spring, Summer).  \n\nFor faculty, the most important reason to create opportunities is because it provides a mechanism for you to advertise your research projects to students.  Advertising your research projects as opportunities has the following advantages to you:\n\n1. By specifying one or more \"interests\" (i.e. disciplinary areas) associated with your research project, RadGrad can recommend your project to students who have also specified those interest areas.   \n\n2.  Because students earn ICE points for completing opportunities, and because we recommend you award the maximum number of Innovation points for participating in a research project each semester, students who wish to achieve the higher levels in RadGrad will almost certainly need to participate in a faculty research project.\n\n3. Students can pick your research project for multiple semesters and earn innovation points for each semester.\n\n4. If you want, you can offer the student the ability to enroll in an independent study course with you in addition to this opportunity.  That gives the student the ability to earn both Innovation and Competency points for the same work.\n\nTaken together, these advantages increase the odds that you will connect with qualified, motivated students when you specify one or more of your research projects as opportunities.\n\nStudents do not automatically earn points just for adding one of your opportunities to their degree plan. In order to get the points, they must ask you to \"verify\" their participation.  If you do not feel they participated enough to warrant the points at the end of a semester, you do not have to verify their participation.\n\nUnless your project entails regular contact and interaction with industry professionals, your opportunity should not provide any Experience points. \n\nYou can review the existing opportunities listed below to see how points are currently awarded so that you can define your opportunity consistently."
        },
        {
          "routeName": "Faculty_Explorer_CareerGoals_Page",
          "title": "About career goals",
          "text": "The list of Career Goals is managed by RadGrad administrators, and is intended to cover the future careers most appropriate for our student population. \n\nAs a faculty member, it is useful for you to select one or more career goals for which you have some direct experience or expertise (such as \"Graduate School\" or \"Research Scientist\"), as that will indicate to students that you can be contacted for advice concerning that career goal.\n\nIf you have suggestions for how to improve the set of Career Goals, please contact a RadGrad administrator."
        },
        {
          "routeName": "Faculty_Explorer_Courses_Page",
          "title": "About courses",
          "text": "This page is intended to list all courses available in our degree program.\n\nIf you notice that a course is missing, or its description is no longer accurate, please contact a RadGrad administrator and request an update."
        },
        {
          "routeName": "Faculty_Explorer_Plans_Page",
          "title": "About academic plans",
          "text": "RadGrad distinguishes between \"degree programs\" and \"academic plans\":\n\n* A \"degree program\" is a course of study toward a specific degree (and, optionally, specialization). For example, \"B.A. in Computer Science\" or \"B.S. in Computer Sciences/Security Sciences\" are degree programs.\n\n* An \"academic plan\" is the set of departmental course requirements that must be fulfilled in order to complete a degree program.  Departments can change the requirements once a year, and so academic plans have a year associated with them that indicates the year that they became the default requirements for their associated degree program.\n\nOnce students declare our major, they can choose the current academic plan associated with a degree program, or any future update to the academic plan.  For example, say a student wants to get a B.S. in Computer Science, and they declare our major in 2016.  Then, they can choose the B.S. in Computer Science academic plan from 2015 (since that was the one currently in effect when they declared their major).  They can also choose any future updated version of the academic plan, such as the B.S. in Computer Science from 2017.\n\nThis page lists all of the currently defined academic plans.  If you discover that an academic plan is missing or that it does not accurately represent the degree requirements, please contact a RadGrad administrator."
        },
        {
          "routeName": "Faculty_Explorer_Interests_Page",
          "title": "About interests",
          "text": "Interests represent disciplinary areas. \n\nAs a faculty member, you will want to choose a set of Interests so that you \"match\" with students interested in the same disciplinary areas. This increases your chances of finding good students to work with, and increases the chances that students will come to you for advice regarding this disciplinary area.\n\nIf you would like to request new interests or edits to any existing interest, please contact a RadGrad administrator."
        },
        {
          "routeName": "Faculty_Explorer_Opportunities_Page",
          "title": "About opportunities",
          "text": "In RadGrad, opportunities are activities outside of regular coursework that enable students to earn \"Innovation\" and \"Experience\" points. When students pick an opportunity, they associate it with a specific semester (Fall, Spring, Summer).\n\nFor faculty, opportunities provide a mechanism for you to advertise your research projects to students. Advertising your research projects as opportunities has the following advantages to you:\n\n1. By associating one or more \"interests\" (i.e. disciplinary areas) with your research project, RadGrad can recommend your project to students who have also specified those interest areas.\n\n2. Because students gain ICE points for completing opportunities, and because we recommend you award the maximum number of Innovation points for participating in a research project each semester, students who wish to achieve the higher levels in RadGrad will almost certainly need to participate in a faculty research project.\n\n3. Students can pick your research project for multiple semesters and gain opportunity points for each semester.\n\n4. If you want, you can offer the student the ability to enroll in an independent study course with you in addition to this opportunity. That gives the student the ability to \"double dip\", and gain both Innovation and Competency points for the same work.\n\nTo create new opportunities or to manage opportunities you have created, click on the \"Manage Opportunities\" link in the navbar."
        },
        {
          "routeName": "Faculty_Explorer_Users_Page",
          "title": "About users",
          "text": "This page provides a browser for the users currently registered with RadGrad.\n\nRadGrad is not an open system.  In order for someone to login to RadGrad, they must have been explicitly registered by a RadGrad advisor or admin.\n\nIf there is someone who you believe should have a RadGrad account, or if you believe there is a RadGrad user who should no longer have access to the system, please contact a RadGrad administrator."
        },
        {
          "routeName": "Mentor_Home_Page",
          "title": "Why do mentors need profiles?",
          "text": "Thank you for volunteering to be a RadGrad mentor! \n\nThere are really two aspects to RadGrad mentorship:\n\n1. Answering questions from students about life after graduation in the MentorSpace area.\n\n2. Being available as a resource for students interested in specific disciplinary areas (\"interests\") or professional paths (\"career goals\").   \n\nBy filling out your profile, you make it easy for students to find you when they are exploring matching opportunities, interests, and career goals."
        },
        {
          "routeName": "Mentor_Explorer_CareerGoals_Page",
          "title": "About career goals",
          "text": "The list of Career Goals is managed by RadGrad administrators, and is intended to cover the future careers most appropriate for our student population.\n\nAs a mentor, it is useful for you to select one or more career goals for which you have some direct experience or expertise, as that will indicate to students that you can be contacted for advice concerning that career goal.\n\nIf you have suggestions for how to improve the set of Career Goals, please contact a RadGrad administrator."
        },
        {
          "routeName": "Mentor_Explorer_Courses_Page",
          "title": "About courses",
          "text": "This page is intended to list all courses available in our degree program.\n\nIf you notice that a course is missing, or its description is no longer accurate, please contact a RadGrad administrator and request an update."
        },
        {
          "routeName": "Mentor_Explorer_Plans_Page",
          "title": "About academic plans",
          "text": "RadGrad distinguishes between \"degree programs\" and \"academic plans\":\n\n*  A \"degree program\" is a course of study toward a specific degree (and, optionally, specialization). For example, \"B.A. in Computer Science\" or \"B.S. in Computer Sciences/Security Sciences\" are degree programs.\n\n* An \"academic plan\" is the set of departmental course requirements that must be fulfilled in order to complete a degree program. Departments can change the requirements once a year, and so academic plans have a year associated with them that indicates the year that they became the default requirements for their associated degree program.\n\nOnce students declare our major, they can choose the current academic plan associated with a degree program, or any future update to the academic plan. For example, say a student wants to get a B.S. in Computer Science, and they declare our major in 2016. Then, they can choose the B.S. in Computer Science academic plan from 2015 (since that was the one currently in effect when they declared their major). They can also choose any future updated version of the academic plan, such as the B.S. in Computer Science from 2017.\n\nThis page lists all of the currently defined academic plans. If you discover that an academic plan is missing or that it does not accurately represent the degree requirements, please contact a RadGrad administrator."
        },
        {
          "routeName": "Mentor_Explorer_Interests_Page",
          "title": "About interests",
          "text": "Interests represent disciplinary areas.\n\nAs a mentor, you will want to choose a set of Interests so that you \"match\" with students interested in the same disciplinary areas. This increases the ability of students to connect with you around shared interests.\n\nIf you would like to request new interests or edits to any existing interest, please contact a RadGrad administrator."
        },
        {
          "routeName": "Mentor_Explorer_Opportunities_Page",
          "title": "About opportunities",
          "text": "In RadGrad, opportunities are activities outside of regular coursework that enable students to earn \"Innovation\" and \"Experience\" points. When students pick an opportunity, they associate it with a specific semester (Fall, Spring, Summer).\n\nFor mentors, opportunities provide a mechanism for you to advertise internships in your company to students for Fall, Spring, or Summer. Advertising your internships as opportunities has the following advantages to you:\n\n1. By specifying one or more \"interests\" (i.e. disciplinary areas) associated with your internship opportunity, RadGrad can recommend your project to students who have also specified those interest areas.\n\n2. Because students gain ICE points for completing opportunities, and because we recommend you award the maximum number of Experience points (25) for participating in a full-time summer internship, students who wish to achieve the higher levels in RadGrad will almost certainly need to participate in an internship for at least one semester.\n\n3. Students can pick your internship for multiple semesters and gain opportunity points for each semester.\n\n4. Finally, you might be able to arrange for the student to enroll in an independent study course with a faculty member in addition to this opportunity. That gives the student the ability to \"double dip\", and gain both Innovation and Experience points for the same work.\n\nThis page shows currently defined opportunities, but does not allow you to define a new one.  If you wish to define a new RadGrad opportunity (typically for an internship at your company), then contact a RadGrad administrator for assistance."
        },
        {
          "routeName": "Mentor_Explorer_Users_Page",
          "title": "About users",
          "text": "This page provides a browser for the users currently registered with RadGrad.\n\nRadGrad is not an open system. In order for someone to login to RadGrad, they must have been explicitly registered by a RadGrad advisor or admin.\n\nIf there is someone who you believe should have a RadGrad account, or if you believe there is a RadGrad user who should no longer have access to the system, please contact a RadGrad administrator."
        }
      ]
    },
    {
      "name": "IceSnapshotCollection",
      "contents": []
    },
    {
      "name": "InterestCollection",
      "contents": [
        {
          "name": "Algorithms",
          "slug": "algorithms",
          "description": "Simply put, an algorithm is a self-contained step-by-step set of operations to be performed. More specifically, an algorithm is an effective method that can be expressed within a finite amount of space and time and in a well-defined formal language for calculating a function. Starting from an initial state and initial input (perhaps empty), the instructions describe a computation that, when executed, proceeds through a finite number of well-defined successive states, eventually producing \"output\" and terminating at a final ending state. The transition from one state to the next is not necessarily deterministic; some algorithms, known as randomized algorithms, incorporate random input. [Learn more here.](https://en.wikipedia.org/wiki/Algorithm)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Android",
          "slug": "android",
          "description": "Android is a mobile operating system (OS) currently developed by Google, based on the Linux kernel and designed primarily for touchscreen mobile devices such as smartphones and tablets. In addition to touchscreen devices, Google has further developed Android TV for televisions, Android Auto for cars, and Android Wear for wrist watches, each with a specialized user interface. Variants of Android are also used on notebooks, game consoles, digital cameras, and other electronics. Android has the largest installed base of all operating systems of any kind. Android has been the best selling OS on tablets since 2013, and on smartphones it is dominant by any metric. [Learn more here.](https://www.android.com/)",
          "interestType": "technologies"
        },
        {
          "name": "Angular",
          "slug": "angular",
          "description": "[AngularJS](https://angular.io/) is a JavaScript-based open-source front-end web application framework mainly maintained by Google and by a community of individuals and corporations to address many of the challenges encountered in developing single-page applications. Angular combines declarative templates, dependency injection, end to end tooling, and integrated best practices to solve development challenges.\n\nHere is a [short video introduction to Angular](https://www.youtube.com/watch?v=WAZTZUgeLhQ).",
          "interestType": "technologies"
        },
        {
          "name": "Apache Spark",
          "slug": "apache-spark",
          "description": "[Apache Spark](https://spark.apache.org/) is a fast, in-memory data processing engine with elegant and expressive development APIs to allow data workers to efficiently execute streaming, machine learning or SQL workloads that require fast iterative access to datasets.  Originally developed at the University of California, Berkeley's AMPLab, the Spark codebase was later donated to the Apache Software Foundation, which has maintained it since. \n\nSpark runs on Hadoop, Mesos, Kubernetes, standalone, or in the cloud. It can access diverse data sources including HDFS, Cassandra, HBase, and S3. You can run Spark using its standalone cluster mode, on EC2, on Hadoop YARN, on Apache Mesos, or on Kubernetes.\n\nHere is a [short introduction video](https://www.youtube.com/watch?v=TgiBvKcGL24) about Apache Spark.",
          "interestType": "technologies"
        },
        {
          "name": "Application Development",
          "slug": "application-development",
          "description": "Application development is the use of tools, technologies, procedures, and domain knowledge to create and maintain useful software and/or hardware systems.",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Artificial Intelligence",
          "slug": "artificial-intelligence",
          "description": "The use of hardware and software to create a flexible rational agent that perceives its environment and takes actions that maximize its chance of success at an arbitrary goal. Colloquially, the term \"artificial intelligence\" is likely to be applied when a machine uses cutting-edge techniques to competently perform or mimic functions that we intuitively associate with human minds, such as \"learning\" and \"problem solving\". [Learn more here.](https://en.wikipedia.org/wiki/Artificial_intelligence)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Assembler",
          "slug": "assembler",
          "description": "An assembler (or assembly) language is a low-level programming language for a computer in which there is a direct correspondence between the language and the architecture's machine code instructions. Each assembly language is specific to a particular computer architecture, in contrast to most high-level programming languages, which are generally portable across multiple architectures, but require interpreting or compiling. Assembly language may also be called symbolic machine code. Assembly language is converted into executable machine code by a utility program referred to as an assembler. The conversion process is referred to as assembly, or assembling the source code. [Learn more here.](https://en.wikipedia.org/wiki/Assembly_language)",
          "interestType": "technologies"
        },
        {
          "name": "Amazon Web Services",
          "slug": "aws",
          "description": "[Amazon Web Services (AWS)](https://aws.amazon.com/) is a secure cloud services platform, offering compute power, database storage, content delivery and other functionality to help businesses scale and grow.\n\nAWS is the biggest public cloud vendor — by a very wide margin. Synergy Research says that in 2017, AWS generated more revenue than the next five largest cloud vendors combined.\n\nHere is a [three minute video introduction to AWS](https://www.youtube.com/watch?v=mZ5H8sn_2ZI).",
          "interestType": "technologies"
        },
        {
          "name": "Azure",
          "slug": "azure",
          "description": "[Microsoft Azure](https://azure.microsoft.com/en-us/) is a cloud computing service that works similarly to Amazon Web Services (AWS) and the Google Cloud Platform. Azure allows you to host a variety of services in the cloud, including: web servers, email servers, databases, file storage servers, virtual machines, and user directories. See the [Azure Directory](https://azure.microsoft.com/en-us/services/) for a complete list of services. \n\nFrom a revenue and market share standpoint, Microsoft's cloud computing service made some huge gains in 2017, and it is particularly popular with enterprises that run Windows and other Microsoft software. According to third quarter 2017 data from [Synergy Research Group](https://www.srgresearch.com/articles/cloud-market-keeps-growing-over-40-amazon-still-increases-share), Microsoft is now the second biggest cloud vendor in the infrastructure as a service (IaaS), platform as a service (PaaS) and hosted private cloud market. Azure also had the fastest growth in the third quarter of any of the leading cloud vendors. According to Microsoft, 90% of Fortune 500 companies run some workloads on Microsoft's cloud.",
          "interestType": "technologies"
        },
        {
          "name": "Bioinformatics",
          "slug": "bioinformatics",
          "description": "Bioinformatics is an interdisciplinary field combining computer science, statistics, mathematics, and engineering that develops methods and software tools for understanding biological data. Common uses of bioinformatics include the identification of candidate genes and nucleotides (SNPs). Often, such identification is made with the aim of better understanding the genetic basis of disease, unique adaptations, desirable properties (esp. in agricultural species), or differences between populations. [Learn more here.](https://en.wikipedia.org/wiki/Bioinformatics)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Biology",
          "slug": "biology",
          "description": "A natural science concerned with the study of life and living organisms, including their structure, function, growth, evolution, distribution, and taxonomy. [Learn more here.](https://en.wikipedia.org/wiki/Biology)",
          "interestType": "non-cs-disciplines"
        },
        {
          "name": "Blockchain",
          "slug": "blockchain",
          "description": "A blockchain is a continuously growing list of records, called blocks, which are linked and secured using cryptography. Each block typically contains a hash pointer as a link to a previous block, a timestamp and transaction data. By design, blockchains are inherently resistant to modification of the data. \n\nA blockchain can serve as \"an open, distributed ledger that can record transactions between two parties efficiently and in a verifiable and permanent way.\" For use as a distributed ledger, a blockchain is typically managed by a peer-to-peer network collectively adhering to a protocol for validating new blocks. Once recorded, the data in any given block cannot be altered retroactively without the alteration of all subsequent blocks, which needs a collusion of the network majority.\n\nThe original, and currently most famous application of blockchain technology is to support the implementation of the virtual currency BitCoin.\n\nFor more information on blockchain, start with the [Wikipedia entry on blockchain](https://en.wikipedia.org/wiki/Blockchain).\n\nA great introduction is [Blockchains: how they work and how they'll change the world](https://spectrum.ieee.org/computing/networks/blockchains-how-they-work-and-why-theyll-change-the-world)",
          "interestType": "technologies"
        },
        {
          "name": "C and C++",
          "slug": "c",
          "description": "C is a general-purpose, imperative computer programming language, supporting structured programming, lexical variable scope and recursion, and includes a static type system that prevents many unintended operations. By design, C provides constructs that map efficiently to typical machine instructions, and therefore it has found lasting use in applications that had formerly been coded in assembly language. C++ is an object-oriented extension of C. [Learn more here.](https://en.wikipedia.org/wiki/C_(programming_language))",
          "interestType": "technologies"
        },
        {
          "name": "C#",
          "slug": "c-sharp",
          "description": "C# is a general purpose, object-oriented programming language developed by Microsoft for .NET.  It is now also used extensively for game development in the Unity platform. [Learn more here.](https://en.wikipedia.org/wiki/C_Sharp_(programming_language))",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Civic Engagement",
          "slug": "civic-engagement",
          "description": "Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes. [Learn more here.](https://en.wikipedia.org/wiki/Civic_engagement)",
          "interestType": "non-cs-disciplines"
        },
        {
          "name": "Cloud Computing",
          "slug": "cloud-computing",
          "description": "Cloud computing is the on-demand delivery of compute power, database storage, applications, and other IT resources through a cloud services platform via the internet with pay-as-you-go pricing.\n\nThe three biggest cloud computing vendors are [Amazon Web Services](https://aws.amazon.com/), [Google Cloud Platform](https://cloud.google.com/), and [Microsoft Azure](https://azure.microsoft.com/en-us/).\n\nCloud computing has three main types that are commonly referred to as Infrastructure as a Service (IaaS), Platform as a Service (PaaS), and Software as a Service (SaaS).\n\nHere is a [three minute introduction to Cloud Computing](https://www.youtube.com/watch?v=jOhbTAU4OPI) by Amazon Web Services.",
          "interestType": "technologies"
        },
        {
          "name": "Cognitive Science",
          "slug": "cognitive-science",
          "description": "Cognitive science is the interdisciplinary scientific study of the mind and its processes. It examines what cognition is, what it does and how it works. It includes research on intelligence and behaviour, especially focusing on how information is represented, processed, and transformed (in faculties such as perception, language, memory, attention, reasoning, and emotion) within nervous systems (humans or other animals) and machines (e.g. computers). Cognitive science includes multiple research disciplines, including psychology, artificial intelligence, philosophy, neuroscience, linguistics, and anthropology. [Learn more here.](https://en.wikipedia.org/wiki/Cognitive_science)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Computer Architecture",
          "slug": "computer-architecture",
          "description": "Computer architecture describes the functionality, organization, and implementation of computer systems. Some architectures define the capabilities and programming model of a computer but not a particular implementation. Others include instruction set design, micro-architecture design, logic design, and implementation. Computer architecture can focus on hardware or can include both hardware and software. [Learn more here.](https://en.wikipedia.org/wiki/Computer_architecture)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Computer Ethics",
          "slug": "computer-ethics",
          "description": "Computer Ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct. Computer ethics can inform issues such as copyright infringement, privacy, piracy, and social informatics. [Learn more here.](https://en.wikipedia.org/wiki/Computer_ethics)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Computer Graphics",
          "slug": "computer-graphics",
          "description": "Computer graphics are pictures and movies created using computers - usually referring to image data created by a computer specifically with help from specialized graphical hardware and software. Important topics in computer graphics include user interface design, sprite graphics, vector graphics, 3D modeling, shaders, GPU design, and computer vision. The overall methodology depends heavily on the sciences of geometry, optics, and physics. Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally. [Learn more here.](https://en.wikipedia.org/wiki/Computer_graphics)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Computer Vision",
          "slug": "computer-vision",
          "description": "Computer vision is a field that includes methods for acquiring, processing, analyzing, and understanding images and, in general, high-dimensional data from the real world in order to produce numerical or symbolic information that can be used to take action. A common theme is to duplicate the abilities of human vision by electronically perceiving and understanding an image. Subdomains of computer vision include scene reconstruction, event detection, video tracking, object recognition, object pose estimation, learning, indexing, motion estimation, and image restoration. [Learn more here.](https://en.wikipedia.org/wiki/Computer_vision)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Cryptography",
          "slug": "cryptography",
          "description": "Cryptography is the study of techniques for secure communication: constructing and analyzing protocols that prevent third parties or the public from reading private messages. Data confidentiality, data integrity, authentication, and non-repudiation are central to modern cryptography. Modern cryptography exists at the intersection of mathematics, computer science, and electrical engineering. Applications of cryptography include ATM cards, computer passwords, and electronic commerce. [Learn more here.](https://en.wikipedia.org/wiki/Cryptography)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Data Science",
          "slug": "data-science",
          "description": "Data science is an interdisciplinary field about processes and systems to extract knowledge or insights from data in various forms, either structured or unstructured. Data science employs techniques and theories drawn from many fields within the broad areas of mathematics, statistics, information science, and computer science, including signal processing, probability models, machine learning, statistical learning, data mining, database, data engineering, pattern recognition and learning, visualization, predictive analytics, uncertainty modeling, data warehousing, data compression, computer programming, artificial intelligence, and high performance computing. Methods that scale to big data are of particular interest in data science. Data science affects many domains, including machine translation, speech recognition, robotics, search engines, digital economy, but also the biological sciences, medical informatics, health care, social sciences and the humanities. [Learn more here.](https://en.wikipedia.org/wiki/Data_science)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Data Visualization",
          "slug": "data-visualization",
          "description": "Data visualization is both an art and a science. A primary goal of data visualization is to communicate information clearly and efficiently via statistical graphics, plots and information graphics. Numerical data may be encoded using dots, lines, or bars, to visually communicate a quantitative message. \n\nEffective visualization helps users analyze and reason about data and evidence. It makes complex data more accessible, understandable and usable. \n\n[Learn more here.](https://en.wikipedia.org/wiki/Data_visualization)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Databases",
          "slug": "databases",
          "description": "A database is an organized collection of data. It includes schemas, tables, queries, reports, views and other objects. The data are typically organized to model aspects of reality in a way that supports processes requiring information, such as modelling the availability of rooms in hotels in a way that supports finding a hotel with vacancies. Access to these data is usually provided by a \"database management system\" (DBMS) consisting of an integrated set of computer software that allows users to interact with one or more databases and provides access to all of the data contained in the database (although restrictions may exist that limit access to particular data). The DBMS provides various functions that allow entry, storage and retrieval of large quantities of information and provides ways to manage how that information is organized. [Learn more here.](https://en.wikipedia.org/wiki/Database)",
          "interestType": "cs-disciplines"
        },
        {
          "name": ".NET",
          "slug": "dotNet",
          "description": ".NET is a software framework developed by Microsoft that runs primarily on Microsoft Windows. It includes a large class library called Framework Class Library that provides user interface, data access, database connectivity, cryptography, web application development, numeric algorithms, and network communications. [Learn more here.](https://www.microsoft.com/net/)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Entrepreneurship",
          "slug": "entrepreneurship",
          "description": "Entrepreneurship is the process of designing, launching and running a new business, such as a startup company offering a product, process or service. It requires the capacity and willingness to develop, organize, and manage a business venture along with any of its risks in order to make a profit. Entrepreneurs tend to be good at perceiving new business opportunities and they often exhibit positive biases in their perception (i.e., a bias towards finding new possibilities and seeing unmet market needs) and a pro-risk-taking attitude that makes them more likely to exploit the opportunity. [Learn more here.](https://en.wikipedia.org/wiki/Entrepreneurship)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Game Design",
          "slug": "game-design",
          "description": "Game design is the art of applying design and aesthetics to create a game to facilitate interaction between players for entertainment or for medical, educational, or experimental purposes. Game design creates goals, rules, and challenges to produce desirable interactions among its participants and, possibly, spectators. [Learn more here.](https://en.wikipedia.org/wiki/Game_design)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Graphic Design",
          "slug": "graphic-design",
          "description": "Graphic design is the process of visual communication and problem-solving using one or more of typography, photography and illustration. [Learn more here.](https://en.wikipedia.org/wiki/Graphic_design)",
          "interestType": "non-cs-disciplines"
        },
        {
          "name": "Hardware",
          "slug": "hardware",
          "description": "Computer hardware is the physical parts or components of a computer, such as the monitor, mouse, keyboard, computer data storage, hard disk drive (HDD), graphic cards, sound cards, memory (RAM), motherboard, and so on, all of which are tangible physical objects. By contrast, software is instructions that can be stored and run by hardware. [Learn more here.](https://en.wikipedia.org/wiki/Computer_hardware)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Human-Computer Interaction",
          "slug": "hci",
          "description": "Researchers in the field of HCI both observe the ways in which humans interact with computers and design technologies that let humans interact with computers in novel ways. Human-computer interaction is situated at the intersection of computer science, behavioral sciences, design, and media studies. [Learn more here.](https://en.wikipedia.org/wiki/Human%E2%80%93computer_interaction)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "High Performance Computing",
          "slug": "hpc",
          "description": "High Performance Computing concerns the hardware and software capabilities required for effective use of \"supercomputers\". HPC techniques are needed for computationally intensive tasks in various fields, including quantum mechanics, weather forecasting, climate research, oil and gas exploration, molecular modeling (computing the structures and properties of chemical compounds, biological macromolecules, polymers, and crystals), and physical simulations (such as simulations of the early moments of the universe, airplane and spacecraft aerodynamics, the detonation of nuclear weapons, and nuclear fusion). Throughout their history, they have been essential in the field of cryptanalysis. [Learn more here.](https://en.wikipedia.org/wiki/Supercomputer)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Internet of Things",
          "slug": "internet-of-things",
          "description": "According to Limor Fried: The Internet of Things is all about connections—connecting your electronics design, product, or project to the wider world. We start with the idea that you have a \"Thing\" that you want to connect to the \"Internet of.” How do you do that? Usually you start with something you’d like to improve. Say you love fish and have a home or school aquarium. Since you’ve got some really fancy fish, they need the water temperature to stay between 20 and 30 degrees Centigrade. You could always check the water temperature, but it would be better if you had a microcontroller to help you out! You could start with a simple temperature manager, but even better would be one that could email or text you to let you know if something went amiss and maybe the heater broke. That’s what the Internet of Things is all about: Making stuff smart!\"\n\nLimor \"Ladyada\" Fried is the founder and CEO of Adafruit Industries, an open-source hardware company. A founding member of the NYC Industrial Business Advisory Council, she was named a White House Champion of Change in 2016.  See the [rest of her article on Internet of Things](https://news.codecademy.com/internet-of-things/).",
          "interestType": "technologies"
        },
        {
          "name": "iOS",
          "slug": "ios",
          "description": "iOS is a mobile operating system developed by Apple Inc. exclusively for its hardware. It is the OS for the iPhone, iPad, and iPod. As of January 2017, Apple's AppStore contains more than 2.2 million iOS applications. [Learn more here.](http://www.apple.com/ios/",
          "interestType": "cs-disciplines"
        },
        {
          "name": "IT Management",
          "slug": "it-management",
          "description": "IT management is the discipline whereby all of the information technology resources of a firm are managed in accordance with its needs and priorities. These resources may include tangible investments like computer hardware, software, data, networks and data centre facilities, as well as the staff who are hired to maintain them. Managing this responsibility within a company entails many of the basic management functions, like budgeting, staffing, change management, and organizing and controlling, along with other aspects that are unique to technology, like software design, network planning, tech support etc. [Learn more here.](https://en.wikipedia.org/wiki/Information_technology_management)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Java",
          "slug": "java",
          "description": "Java is a general-purpose computer programming language that is concurrent, class-based, object-oriented, and specifically designed to have as few implementation dependencies as possible. It is intended to let application developers \"write once, run anywhere\", meaning that compiled Java code can run on all platforms that support Java without the need for recompilation. Java applications are typically compiled to bytecode that can run on any Java virtual machine regardless of computer architecture. As of 2016, Java is one of the most popular programming languages in use, particularly for client-server web applications, with a reported 9 million developers. [Learn more here.](https://en.wikipedia.org/wiki/Java_(programming_language))",
          "interestType": "technologies"
        },
        {
          "name": "Javascript",
          "slug": "javascript",
          "description": "JavaScript is a high-level, dynamic, untyped, and interpreted programming language. Despite some syntactic similarities, JavaScript and Java are otherwise unrelated and have very different semantics. Alongside HTML and CSS, Javascript is one of the three core technologies of World Wide Web content production; the majority of websites employ it and it is supported by all modern Web browsers without plug-ins. JavaScript is prototype-based with first-class functions, making it a multi-paradigm language, supporting object-oriented, imperative, and functional programming styles. It has an API for working with text, arrays, dates and regular expressions, but does not include any I/O, such as networking, storage, or graphics facilities, relying for these upon the host environment in which it is embedded. [Learn more here.](https://en.wikipedia.org/wiki/JavaScript)",
          "interestType": "technologies"
        },
        {
          "name": "Linux",
          "slug": "linux",
          "description": "A Unix-like and mostly POSIX-compliant computer operating system (OS) assembled under the model of free and open-source software development and distribution. Linux was originally developed as a free operating system for personal computers based on the Intel x86 architecture, but has since been ported to more computer hardware platforms than any other operating system. Because of the dominance of Android on smartphones, Linux has the largest installed base of all general-purpose operating systems. [Learn more here.](https://en.wikipedia.org/wiki/Linux)",
          "interestType": "technologies"
        },
        {
          "name": "Lisp",
          "slug": "lisp",
          "description": "Lisp is a family of computer programming languages with a long history and a distinctive, fully parenthesized prefix notation. Originally specified in 1958, Lisp is the second-oldest high-level programming language in widespread use today; only Fortran is older (by one year). Lisp was originally created as a practical mathematical notation for computer programs, influenced by the notation of Alonzo Church's lambda calculus. It quickly became the favored programming language for artificial intelligence (AI) research. As one of the earliest programming languages, Lisp pioneered many ideas in computer science, including tree data structures, automatic storage management, dynamic typing, conditionals, higher-order functions, recursion, and the self-hosting compiler. [Learn more here.](https://en.wikipedia.org/wiki/Lisp_(programming_language))",
          "interestType": "technologies"
        },
        {
          "name": "Machine Learning",
          "slug": "machine-learning",
          "description": "Machine learning is a subfield of computer science that evolved from the study of pattern recognition and computational learning theory in artificial intelligence. Machine learning explores the study and construction of algorithms that can learn from and make predictions on data. Such algorithms operate by building a model from example inputs in order to make data-driven predictions or decisions expressed as outputs. Machine learning is employed in a range of computing tasks where designing and programming explicit algorithms is infeasible. Example applications include spam filtering, optical character recognition (OCR), search engines, and computer vision. [Learn more here.](https://en.wikipedia.org/wiki/Machine_learning)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Mobile Computing",
          "slug": "mobile",
          "description": "Mobile computing is human–computer interaction by which a computer is expected to be transported during normal usage, which allows for transmission of data, voice and video. Mobile computing involves mobile communication, mobile hardware, and mobile software. Communication issues include ad hoc networks and infrastructure networks as well as communication properties, protocols, data formats and concrete technologies. Hardware includes mobile devices or device components. Mobile software deals with the characteristics and requirements of mobile applications. [Learn more here.](https://en.wikipedia.org/wiki/Mobile_computing)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Natural Language Processing",
          "slug": "natural-language-processing",
          "description": "Natural language processing (NLP) is a field of computer science, artificial intelligence and computational linguistics concerned with the interactions between computers and human (natural) languages, and, in particular, concerned with programming computers to fruitfully process large natural language corpora. Challenges in natural language processing frequently involve natural language understanding, natural language generation (frequently from formal, machine-readable logical forms), connecting language and machine perception, dialog systems, or some combination thereof.\n\nFor more information, see the [Natural Language Processing Wikipedia Page](https://en.wikipedia.org/wiki/Natural_language_processing).",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Networks",
          "slug": "networks",
          "description": "A computer network or data network is a telecommunications network which allows computers to exchange data. In computer networks, networked computing devices exchange data with each other using a data link. The connections between nodes are established using either cable media or wireless media. The best-known computer network is the Internet. [Learn more here.](https://en.wikipedia.org/wiki/Computer_network)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Operating Systems",
          "slug": "operating-systems",
          "description": "An operating system (OS) is system software that manages computer hardware and software resources and provides common services for computer programs. Examples of popular desktop operating systems include Apple OS X, Linux and its variants, and Microsoft Windows. So-called mobile operating systems include Android and iOS. Other classes of operating systems, such as real-time (RTOS), also exist. [Learn more here.](https://en.wikipedia.org/wiki/Operating_system)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Parallel Programming",
          "slug": "parallel-programming",
          "description": "Parallel programming refers to a type of computation in which many calculations are carried out simultaneously, operating on the principle that large problems can often be divided into smaller ones, which are then solved at the same time. In some cases parallelism is transparent to the programmer, such as in bit-level or instruction-level parallelism, but explicitly parallel algorithms, particularly those that use concurrency, are more difficult to write than sequential ones, because concurrency introduces several new classes of potential software bugs, of which race conditions are the most common. Communication and synchronization between the different subtasks are typically some of the greatest obstacles to getting good parallel program performance. [Learn more here.](https://en.wikipedia.org/wiki/Parallel_computing)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Perl",
          "slug": "perl",
          "description": "Perl is a family of high-level, general-purpose, interpreted, dynamic programming languages. Perl 5 is used for graphics programming, system administration, network programming, finance, bioinformatics, and other applications. It has been nicknamed \"the Swiss Army chainsaw of scripting languages\" because of its flexibility and power, and possibly also because of its \"ugliness\". In 1998, it was also referred to as the \"duct tape that holds the Internet together\", in reference to both its ubiquitous use as a glue language and its perceived inelegance. [Learn more here.](https://www.perl.org/)",
          "interestType": "technologies"
        },
        {
          "name": "Prolog",
          "slug": "prolog",
          "description": "Prolog is a general-purpose logic programming language associated with artificial intelligence and computational linguistics. Prolog has its roots in first-order logic, a formal logic, and unlike many other programming languages, Prolog is declarative: the program logic is expressed in terms of relations, represented as facts and rules. The language has been used for theorem proving, expert systems, as well as its original intended field of use, natural language processing. [Learn more here.](https://en.wikipedia.org/wiki/Prolog)",
          "interestType": "technologies"
        },
        {
          "name": "Psychology",
          "slug": "psychology",
          "description": "The scientific study of the human mind and its functions, especially those affecting behavior in a given context. [Learn more here.](https://en.wikipedia.org/wiki/Psychology)",
          "interestType": "non-cs-disciplines"
        },
        {
          "name": "Python",
          "slug": "python",
          "description": "Python is a widely used high-level, general-purpose, interpreted, dynamic programming language. Its design philosophy emphasizes code readability, and its syntax allows programmers to express concepts in fewer lines of code than would be possible in languages such as C++ or Java. Python supports multiple programming paradigms, including object-oriented, imperative and functional programming or procedural styles. It features a dynamic type system and automatic memory management and has a large and comprehensive standard library. [Learn more here.](https://www.python.org/)",
          "interestType": "technologies"
        },
        {
          "name": "Quantum Computing",
          "slug": "quantum-computing",
          "description": "Quantum computing is computing using quantum-mechanical phenomena, such as superposition and entanglement.  A quantum computer is a device that performs quantum computing. They are different from binary digital electronic computers based on transistors. Whereas common digital computing requires that the data be encoded into binary digits (bits), each of which is always in one of two definite states (0 or 1), quantum computation uses quantum bits, which can be in superpositions of states. \n\nLarge-scale quantum computers would theoretically be able to solve certain problems much more quickly than any classical computers that use even the best currently known algorithms, like integer factorization using Shor's algorithm (which is a quantum algorithm) and the simulation of quantum many-body systems. There exist quantum algorithms, such as Simon's algorithm, that run faster than any possible probabilistic classical algorithm.\n\nFor more information on Quantum Computing, you can start with the [Wikipedia Entry](https://en.wikipedia.org/wiki/Quantum_computing). There's also an article from Wired, [What are quantum computers and how do they work?](http://www.wired.co.uk/article/quantum-computing-explained). MIT's Technology Review has an article [Serious quantum computers are finally here. What are we going to do with them?](http://www.wired.co.uk/article/quantum-computing-explained).  Finally, there's a 7 minute YouTube video, [Quantum Computers Explained](https://www.youtube.com/watch?v=JhHMJCUmq28), with over 7M views (so it must be good!)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "R",
          "slug": "r",
          "description": "[R](https://www.r-project.org/) is a programming language and software environment that is widely used among statisticians and data miners for developing statistical software and data analysis. R and its libraries implement a wide variety of statistical and graphical techniques, including linear and nonlinear modeling, classical statistical tests, time-series analysis, classification, clustering, and others. \n\nThe R environment includes:\n\n* an effective data handling and storage facility,\n* a suite of operators for calculations on arrays, in particular matrices,\n* a large, coherent, integrated collection of intermediate tools for data analysis,\n* graphical facilities for data analysis and display either on-screen or on hardcopy, and\n* a well-developed, simple and effective programming language which includes conditionals, loops, user-defined recursive functions and input and output facilities.\n\nIn the 2017 version of the Tiobe Index of Programming Languages, R was eighth on the list. That's a significant rise since December 2016, when R was 17th on the index.",
          "interestType": "technologies"
        },
        {
          "name": "React",
          "slug": "react",
          "description": "Created by Facebook, [React](https://reactjs.org/) is an open source JavaScript library for creating interactive user interfaces. It is often used along with [React Native](http://facebook.github.io/react-native/) to create cross-platform mobile apps that run natively on both iOS and Android devices. Recently, it's become tremendously popular with mobile developers. According to GitHub, it was the seventh most frequently forked open source project in 2017, and React Native was the project with the second most contributors.\n\nIn an [Indeed study from December 2017](http://www.hiringlab.org/2017/12/06/important-skills-in-tech-job-searches/), React was by far and away the fastest-growing job skill from both a job seeker and an employer point of view. Employer searches for the term increased by 229% in 2017, while job seeker searches skyrocketed 313%.",
          "interestType": "technologies"
        },
        {
          "name": "Research",
          "slug": "research",
          "description": "Research comprises \"creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications.\" [Learn more here.](https://en.wikipedia.org/wiki/Research)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Robotics",
          "slug": "robotics",
          "description": "Robotics is the branch of mechanical engineering, electrical engineering and computer science that deals with the design, construction, operation, and application of robots, as well as computer systems for their control, sensory feedback, and information processing. Robots can take the place of humans in dangerous environments or manufacturing processes, or resemble humans in appearance, behaviour, and or cognition. Many robots are inspired by nature contributing to the field of bio-inspired robotics. [Learn more here.](https://en.wikipedia.org/wiki/Robotics)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Ruby",
          "slug": "ruby",
          "description": "Ruby is a dynamic, reflective, object-oriented, general-purpose programming language. Ruby was influenced by Perl, Smalltalk, Eiffel, Ada, and Lisp. It supports multiple programming paradigms, including functional, object-oriented, and imperative. It also has a dynamic type system and automatic memory management. Ruby's creator, Yukihiro Matsumoto, has stated, \"I hope to see Ruby help every programmer in the world to be productive, and to enjoy programming, and to be happy. That is the primary purpose of Ruby language.\" [Learn more here.](http://www.ruby-lang.org/en/)",
          "interestType": "technologies"
        },
        {
          "name": "Security",
          "slug": "security",
          "description": "Computer security, also known as cybersecurity or IT security, is the protection of information systems from theft or damage to the hardware, the software, and to the information on them, as well as from disruption or misdirection of the services they provide. It includes controlling physical access to the hardware, as well as protecting against harm that may come via network access, data and code injection, and due to malpractice by operators, whether intentional, accidental, or due to them being tricked into deviating from secure procedures. [Learn more here.](https://en.wikipedia.org/wiki/Computer_security)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Social Computing",
          "slug": "social-computing",
          "description": "Social computing is an area of computer science that is concerned with the intersection of social behavior and computational systems. It is based on creating or recreating social conventions and social contexts through the use of software and technology. Thus, blogs, email, instant messaging, social network services, wikis, social bookmarking and other instances of what is often called social software illustrate ideas from social computing.\n\nFor more details, see:\n\n  * [Wikipedia entry on social computing](https://en.wikipedia.org/wiki/Social_computing)\n  * [Social Computing 101: The Basics](https://www.interaction-design.org/literature/article/social-computing-101-the-basics)\n  * [MIT Media Lab Social Computing Group](https://www.media.mit.edu/groups/social-computing/overview/)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Software Engineering",
          "slug": "software-engineering",
          "description": "The systematic application of scientific and technological knowledge, methods, and experience to the design, implementation, testing, and documentation of software. The discipline of software engineering was created to address poor quality of software, get projects exceeding time and budget under control, and ensure that software is built systematically, rigorously, measurably, on time, on budget, and within specification. In 2012, Software Engineering was ranked as the best job in the United States by CareerCast.com. \n\n[Learn more here.](https://en.wikipedia.org/wiki/Software_engineering)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "SQL",
          "slug": "sql",
          "description": "SQL (Structured Query Language) is a special-purpose programming language designed for managing data held in a relational database management system , or for stream processing in a relational data stream management system. Originally based upon relational algebra and tuple relational calculus, SQL consists of a data definition language, data manipulation language, and a data control language. The scope of SQL includes data insert, query, update and delete, schema creation and modification, and data access control. [Learn more here.](https://en.wikipedia.org/wiki/SQL)",
          "interestType": "technologies"
        },
        {
          "name": "Sustainability",
          "slug": "sustainability",
          "description": "In ecology, sustainability (from sustain and ability) is the property of biological systems to remain diverse and productive indefinitely. Long-lived and healthy wetlands and forests are examples of sustainable biological systems. In more general terms, sustainability is the endurance of systems and processes. The organizing principle for sustainability is sustainable development, which includes the four interconnected domains: ecology, economics, politics and culture. Sustainability science is the study of sustainable development and environmental science. [Learn more here.](https://en.wikipedia.org/wiki/Sustainability)",
          "interestType": "non-cs-disciplines"
        },
        {
          "name": "Teaching",
          "slug": "teaching",
          "description": "Teaching is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. [Learn more here.](https://en.wikipedia.org/wiki/Education)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Theory of computation",
          "slug": "theory-of-computation",
          "description": "Theory of computation deals with how efficiently problems can be solved on a model of computation, using an algorithm. The field is divided into three major branches: automata theory and language, computability theory, and computational complexity theory, which are linked by the question: \"What are the fundamental capabilities and limitations of computers?\". [Learn more here.](https://en.wikipedia.org/wiki/Theory_of_computation)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Unity",
          "slug": "unity",
          "description": "Unity is a cross-platform game engine developed by Unity Technologies and used to develop video games for PC, consoles, mobile devices and websites. First announced only for OS X, at Apple's Worldwide Developers Conference in 2005, it has since been extended to target 27 platforms. Nintendo provides free licenses of Unity 5 to all licensed Nintendo Developers along with their software development kits (SDKs) for the Wii U and Nintendo 3DS Family. [Learn more here.](https://unity3d.com/)",
          "interestType": "technologies"
        },
        {
          "name": "Virtual Reality",
          "slug": "virtual-reality",
          "description": "Virtual reality (VR) typically refers to computer technologies that use software to generate realistic images, sounds and other sensations that replicate a real environment (or create an imaginary setting), and simulate a user's physical presence in this environment. VR has been defined as \"...a realistic and immersive simulation of a three-dimensional environment, created using interactive software and hardware, and experienced or controlled by movement of the body\" or as an \"immersive, interactive experience generated by a computer\". [Learn more here.](https://en.wikipedia.org/wiki/Virtual_reality)",
          "interestType": "cs-disciplines"
        },
        {
          "name": "Web Development",
          "slug": "web-development",
          "description": "In computing, a web application or web app is a client–server software application in which the client (or user interface) runs in a web browser. Common web applications include webmail, online retail sales, online auctions, wikis, instant messaging services and many other functions. [Learn more here.](https://en.wikipedia.org/wiki/Web_application)",
          "interestType": "cs-disciplines"
        }
      ]
    },
    {
      "name": "InterestTypeCollection",
      "contents": [
        {
          "name": "CS Disciplines",
          "slug": "cs-disciplines",
          "description": "Computer science and engineering areas of interest, not including languages, tools, technologies."
        },
        {
          "name": "Non-CS Disciplines",
          "slug": "non-cs-disciplines",
          "description": "Areas of interest apart from computer science and engineering."
        },
        {
          "name": "technologies",
          "slug": "technologies",
          "description": "Computer science and engineering languages, tools, and technologies"
        }
      ]
    },
    {
      "name": "MentorAnswerCollection",
      "contents": [
        {
          "question": "question-ella-0",
          "mentor": "rbrewer@excitedcuriosity.org",
          "text": "Candidates interviewing at Tableau are expected to have broad experience in CS and software engineering. Expect to answer questions on topics like object-oriented design, algorithms, databases, and more by writing code on a whiteboard with no computer in sight. Strong technical skills must be balanced by evidence that you can work well on a team and communicate well with your peers."
        },
        {
          "question": "question-ella-0",
          "mentor": "pkarjala@hawaii.edu",
          "text": "Grades and classes count; especially classes geared toward the position you're reaching for. It is important in the Computer Science field to be able to work collaboratively. Students who have group projects on their GitHub account show me that they are ready for a team development environment. In addition, extracurricular work and internships will make your application stand out among others. Those who have already done programming in a professional internship will be a step ahead!"
        },
        {
          "question": "question-charley-0",
          "mentor": "yuka@excitedcuriosity.org",
          "text": "What I see most often is a lack of preparation. Before the interview, take some time to learn about the organization from their webpage. When students don't have a clue about my organization, it reflects very negatively on them. Also, learn to listen well. Really understand what the interviewer is saying and asking, then respond accordingly rather than reciting a canned answer you prepared. Try using similar phrasing and terms they use to show them that you are in tune with there they are coming from."
        },
        {
          "question": "question-betty-0",
          "mentor": "jgeis@hawaii.edu",
          "text": "After the obvious part of learning how to program, it's the relationships I formed with instructors and other students that have stood out as having lasting effects on my life and career. Hawaii is a small place where who you know can mean a lot. Almost every employment or contract opportunity I've had has been a result of one of the many relationships I made while getting my degrees."
        },
        {
          "question": "question-abi-0",
          "mentor": "rbrewer@excitedcuriosity.org",
          "text": "Understanding the incredible amount of data that humankind is constantly producing is one of the fundamental challenges facing society. The best way to learn is to pick a topic that interests you, find a public source of data in that area, and start actually looking at the data. What patterns can you see? Start asking questions, and figure out how to answer them from the data. Quick plug: Tableau is great for exploring data graphically, and answering questions about data. It's free for students (http://www.tableau.com/academic/students), and Tableau Public (https://public.tableau.com/s/) is a great place to find interesting public data sets and visual analytics based on the data."
        },
        {
          "question": "question-abi-0",
          "mentor": "dan@ikayzo.com",
          "text": "The most obvious thing to do is to actually take data science courses: machine learning, databases, etc. Augment your ICS classes with one of the Coursera or Udacity online courses. But beyond that, it's important to learn about one domain in detail so you can apply the algorithms and tweak them to make sure their answers are relevent to the domain. You can't just crunch the numbers without some insight into where they are coming from."
        }
      ]
    },
    {
      "name": "MentorProfileCollection",
      "contents": [
        {
          "username": "rbrewer@excitedcuriosity.org",
          "firstName": "Robert",
          "lastName": "Brewer",
          "picture": "/images/mentors/brewer.jpg",
          "website": null,
          "interests": [
            "algorithms",
            "data-science",
            "data-visualization",
            "entrepreneurship",
            "hci",
            "research",
            "software-engineering",
            "sustainability"
          ],
          "careerGoals": [
            "data-scientist",
            "database-administrator",
            "devops-engineer",
            "game-developer",
            "graduate-school",
            "information-system-manager",
            "network-engineer",
            "research-scientist",
            "software-developer",
            "startup-cofounder",
            "teacher",
            "ux-designer"
          ],
          "company": "Tableau",
          "career": "Software Engineer",
          "location": "Palo Alto, CA",
          "linkedin": "robertsbrewer",
          "motivation": "I founded a startup in Hawaii and now work in Silicon Valley. I am happy to share my experiences with new grads."
        },
        {
          "username": "jgeis@hawaii.edu",
          "firstName": "Jennifer",
          "lastName": "Geis",
          "picture": "/images/mentors/geis.jpg",
          "website": null,
          "interests": [
            "application-development",
            "civic-engagement",
            "data-science",
            "data-visualization",
            "it-management",
            "software-engineering",
            "web-development"
          ],
          "careerGoals": [
            "graduate-school",
            "information-system-manager",
            "software-developer"
          ],
          "company": "UH",
          "career": "IT Specialist",
          "location": "Honolulu, HI",
          "linkedin": "jgeis",
          "motivation": "I received both a B.S. and M.S. in Computer Science from UH. I've worked in the private sector and done the start-up thing and now work at UH Information and Technology Services. Being from Hawaii my goal was to orient my career so I could stay here and I've learned some lessons along the way. My experiences could prove useful to you if: (a) you want to talk about getting the most out of your UH ICS experience, or (b) you are interested in one day working for UH, or (c) staying in Hawaii is one of your goals."
        },
        {
          "username": "austen.ito@gmail.com",
          "firstName": "Austen",
          "lastName": "Ito",
          "picture": "/images/mentors/ito.png",
          "website": null,
          "interests": [
            "entrepreneurship",
            "game-design",
            "mobile",
            "robotics",
            "software-engineering",
            "web-development"
          ],
          "careerGoals": [
            "iot-architect",
            "robotics-engineer",
            "software-developer",
            "startup-cofounder",
            "ux-designer"
          ],
          "company": "Bonobos",
          "career": "Software Engineer",
          "location": "New York City, NY",
          "linkedin": "austen-ito-9a561a9",
          "motivation": "I graduated from ICS, helped start the first Honolulu Makerspace, have worked for Code Camps, and have held software jobs in DC, NYC, and HI. I can try to help you whether you intend to stay local or move to the mainland."
        },
        {
          "username": "kagawaa@gmail.com",
          "firstName": "Aaron",
          "lastName": "Kagawa",
          "picture": "/images/mentors/kagawa.jpg",
          "website": null,
          "interests": [
            "application-development",
            "civic-engagement",
            "data-visualization",
            "entrepreneurship",
            "it-management",
            "software-engineering"
          ],
          "careerGoals": [
            "data-scientist",
            "devops-engineer",
            "graduate-school",
            "information-system-manager",
            "software-developer",
            "startup-cofounder"
          ],
          "company": "LiveAction",
          "career": "Software Engineer",
          "location": "Honolulu, HI",
          "linkedin": "aaronkagawa",
          "motivation": "As an ICS undergrad and graduate student, I know how important mentoring can be to your career, and I hope I can help future ICS grads get off to a great start."
        },
        {
          "username": "pkarjala@hawaii.edu",
          "firstName": "Patrick",
          "lastName": "Karjala",
          "picture": "/images/mentors/karjala.jpg",
          "website": null,
          "interests": [
            "application-development",
            "it-management",
            "web-development"
          ],
          "careerGoals": [
            "software-developer",
            "ux-designer"
          ],
          "company": "Slickage Studios",
          "career": "CEO",
          "location": "Honolulu, HI",
          "linkedin": "patrickakarjala",
          "motivation": "I completed my undergraduate CS degree in 2004, and am now enrolled in the UH ICS MS program. I currently work for the Distance Course Design and Consulting group at UH Manoa, doing full stack web application development. I am glad to answer questions regarding any topic of computer science, especially those geared toward collaborative development and networking (both computer and interpersonal)."
        },
        {
          "username": "gelee@hawaii.edu",
          "firstName": "George",
          "lastName": "Lee",
          "picture": "/images/mentors/lee.jpg",
          "website": null,
          "interests": [
            "algorithms",
            "application-development",
            "civic-engagement",
            "databases",
            "entrepreneurship",
            "it-management",
            "software-engineering",
            "web-development"
          ],
          "careerGoals": [
            "devops-engineer",
            "full-stack-developer",
            "game-developer",
            "graduate-school",
            "iot-architect",
            "mobile-app-developer",
            "software-developer",
            "startup-cofounder",
            "teacher",
            "ux-designer"
          ],
          "company": "Hobnob Invites",
          "career": "Developer",
          "location": "Honolulu, HI",
          "linkedin": "keokilee",
          "motivation": "I founded a startup in Hawaii and now work in Silicon Valley. I am happy to share my experiences with new grads."
        },
        {
          "username": "dan@ikayzo.com",
          "firstName": "Daniel",
          "lastName": "Leuck",
          "picture": "/images/mentors/leuck.jpg",
          "website": null,
          "interests": [
            "algorithms",
            "application-development",
            "artificial-intelligence",
            "civic-engagement",
            "cryptography",
            "data-science",
            "entrepreneurship",
            "it-management",
            "mobile",
            "software-engineering",
            "web-development"
          ],
          "careerGoals": [
            "data-scientist",
            "devops-engineer",
            "full-stack-developer",
            "game-developer",
            "information-system-manager",
            "mobile-app-developer",
            "software-developer",
            "startup-cofounder",
            "ux-designer"
          ],
          "company": "Ikayzo",
          "career": "CEO",
          "location": "Honolulu, HI",
          "linkedin": "dleuck",
          "motivation": "The UH ICS Department is an engine for the high tech industry in Hawaii. The better prepared we can make ICS graduates, the more success our industry will have and the more opportunities there will be for all."
        },
        {
          "username": "yuka@excitedcuriosity.org",
          "firstName": "Yuka",
          "lastName": "Nagashima",
          "picture": "/images/mentors/nagashima.jpg",
          "website": null,
          "interests": [
            "application-development",
            "civic-engagement",
            "entrepreneurship",
            "it-management"
          ],
          "careerGoals": [
            "software-developer",
            "startup-cofounder",
            "teacher"
          ],
          "company": "Paideia Enterprises",
          "career": "Owner",
          "location": "San Francisco, CA",
          "linkedin": "yukanagashima",
          "motivation": "I was the Executive Director of the High Technology Development Corporation for the State of Hawaii from 2006 to 2013, co-founded startups, and have a continuing interest in supporting the growth of the Hawaii high tech industry. I can also provide advice to those interested in moving to Silicon Valley after graduation."
        }
      ]
    },
    {
      "name": "MentorQuestionCollection",
      "contents": [
        {
          "question": "I'm interested in a career in data science. What should I be doing as an undergrad to prepare?",
          "slug": "question-abi-0",
          "student": "abi@hawaii.edu",
          "moderated": true,
          "visible": true
        },
        {
          "question": "What aspects of your undergraduate degree experience has proven most useful to you?",
          "slug": "question-betty-0",
          "student": "betty@hawaii.edu",
          "moderated": true,
          "visible": true
        },
        {
          "question": "What mistakes do CS students make during interviews?",
          "slug": "question-charley-0",
          "student": "charley@hawaii.edu",
          "moderated": true,
          "visible": true
        },
        {
          "question": "What do you look for when hiring a new graduate?",
          "slug": "question-ella-0",
          "student": "ella@hawaii.edu",
          "moderated": true,
          "visible": true
        }
      ]
    },
    {
      "name": "OpportunityCollection",
      "contents": [
        {
          "name": "ACM ICPC",
          "slug": "acm-icpc",
          "description": "The ACM International Collegiate Programming Contest (ICPC) is a multitier, team-based, programming competition operating under the auspices of ACM and headquartered at Baylor University. The contest involves a global network of universities hosting regional competitions that advance teams to the ACM-ICPC World Finals. Participation has grown to several tens of thousands of the finest students and faculty in computing disciplines at almost 2,736 universities from over 102 countries on six continents. \n\nThe contest fosters creativity, teamwork, and innovation in building new software programs, and enables students to test their ability to perform under pressure. Quite simply, it is the oldest, largest, and most prestigious programming contest in the world. \n\nFor more details, see the [home page](https://icpc.baylor.edu/) or the [Wikipedia entry](https://en.wikipedia.org/wiki/ACM_International_Collegiate_Programming_Contest).\n\n#### Verification Criteria\nTake several selfies at the event. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 15,
            "c": 0,
            "e": 0
          },
          "interests": [
            "algorithms",
            "application-development"
          ],
          "semesters": [
            "Spring-2015",
            "Spring-2016",
            "Spring-2017",
            "Spring-2018",
            "Spring-2019",
            "Spring-2020"
          ],
          "retired": false
        },
        {
          "name": "ACM Manoa",
          "slug": "acm-manoa",
          "description": "The Association for Computing Machinery at Manoa is UH Manoa’s student chapter of the Association for Computing Machinery. We are a Registered Independent Organization (RIO) focused on providing opportunities and resources for our members’ personal and professional advancement.  ACM Manoa has 3 pillars: social, professional, and technical.\n\n  * We hold social activities for our members to have fun as well as develop and strengthen their interpersonal relationships.\n\n  * We strive to connect our members to professionals in the industry, abroad and within the Honolulu community.\n\n  * We are largely comprised of aspiring professionals in the computing industry; accordingly, members in ACM Manoa are encouraged to join and create Special Interest Groups (SIG) and Playgrounds where they can collaborate on interesting projects. \n[Learn more here.](http://acmanoa.github.io/)\n\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "entrepreneurship",
            "hardware"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "ACM Manoa (Hardware)",
          "slug": "acm-manoa-hardware",
          "description": "ACM is dedicated to providing its members with a range of professional, social, and technical activities. Movie nights, game nights, beach outings, hikes, tech talks, industry guest speaker presentations, hackathons, playgrounds, and demos – to name a few.\n\nThis special interest group focusses on hardware, embedded systems, technology stacks like Arduino and Raspberry PI. \n\n[Learn more here.](http://acmanoa.github.io/activities/)\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "hardware"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "ACM Manoa (VR)",
          "slug": "acm-manoa-vr",
          "description": "ACM is dedicated to providing its members with a range of professional, social, and technical activities. Movie nights, game nights, beach outings, hikes, tech talks, industry guest speaker presentations, hackathons, playgrounds, and demos – to name a few.\n\nThis special interest group focusses on virtual reality, including hardware such as Oculus Rift. \n\n[Learn more here.](http://acmanoa.github.io/activities/)\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "virtual-reality"
          ],
          "semesters": [
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "ACM Manoa (Web Development)",
          "slug": "acmanoa-web-development",
          "description": "ACM is dedicated to providing its members with a range of professional, social, and technical activities. Movie nights, game nights, beach outings, hikes, tech talks, industry guest speaker presentations, hackathons, playgrounds, and demos – to name a few.\n\nThis special interest group focuses on web development. \n\n[Learn more here.](http://acmanoa.github.io/activities/)\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "web-development"
          ],
          "semesters": [
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "AllNet",
          "slug": "allnet",
          "description": "My cellphone has a radio that could easily communicate with the radio in your cellphone. However, currently they do not, even when they are smartphones with wifi (802.11) capability. \n\nThe AllNet project aims to allow personal devices to communicate directly with each other. We are looking for students who want to learn how to get different devices, both computers and cellphones/mobiles, to talk directly with each other. We are also interested in students who think they can adapt the current code to run as an app on their favorite mobile device. \n\n[Learn more here.](http://alnt.org/)\n\n#### Verification Criteria\nAt the conclusion of the semester, ask this Opportunity's sponsor to verify your participation by logging into RadGrad.",
          "opportunityType": "project",
          "sponsor": "esb@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "mobile",
            "networks",
            "research"
          ],
          "semesters": [
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Aloha.rb",
          "slug": "aloha-rb",
          "description": "Aloha.rb is Hawaii's Ruby Community. We have monthly meetings, hackfests, presentations, contests and frequent pub nights. \n\n[Learn more here.](https://www.meetup.com/aloharb/)\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "ruby"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "HI-SEAS",
          "slug": "apps-for-high-latency-communication",
          "description": "HI-SEAS (Hawaii Space Exploration Analog and Simulation) simulates the conditions of long-duration human space exploration. Due to the distance between Earth and Mars, it takes 4-24 minutes for a signal to get from one to the other. However, most communication software is designed for much lower latency. For this project, you will design and implement a communications/social-media app that can handle high latency gracefully. [Learn more here.](http://hi-seas.org)",
          "opportunityType": "project",
          "sponsor": "binsted@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "research"
          ],
          "semesters": [
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "ASECOLab",
          "slug": "asecolab",
          "description": "We are the security research lab at Information and Computer Sciences at University of Hawaii at Manoa. We are also still affiliated with Department of Computer Science at Royal Holloway University of London (where the first ASECOLab was founded in 2012).\n\nWe study how security is achieved through adaptation, and how  fortifications give an illusion of security. This has to do with economics, but also with cryptography.  Our research is thus more “interdisciplinary”, and perhaps riskier than most people like; but it’s huge fun.\n\nWe also teach SecSci (Security Science) courses and try to share the fun. \n\n[Learn more here.](http://www.asecolab.org/)\n\n#### Verification Criteria\nAt the conclusion of the semester, ask this Opportunity's sponsor to verify your participation by logging into RadGrad.",
          "opportunityType": "project",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "research",
            "security"
          ],
          "semesters": [
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "AT&T Hackathon",
          "slug": "att-iot-hackathon",
          "description": "AT&T sponsors a variety of hackathons on topics including machine learning, block chains, and other topics every year.\n\nFor this opportunity, participate in an AT&T hackathon during a semester.  The list of upcoming hackathons is [here](https://developer.ibm.com/events/categories/event-type/hackathon/).\n\n#### Verification Criteria\nAfter the hackathon is over, show this Opportunity's sponsor evidence of your participation. This can include the code you developed and its commit history, and/or your hackathon registration, and/or selfies of you attending the event.",
          "opportunityType": "event",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 15,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "artificial-intelligence"
          ],
          "semesters": [
            "Fall-2016",
            "Spring-2017",
            "Fall-2017",
            "Spring-2018",
            "Fall-2018",
            "Spring-2019",
            "Fall-2019",
            "Spring-2020",
            "Spring-2021"
          ],
          "eventDate": "2016-11-18T00:00:00.000Z",
          "retired": false
        },
        {
          "name": "Booz Allen Ideas Festival",
          "slug": "booz-allen-ideas-festival",
          "description": "At the heart of every new idea lies \"What IF?\" It represents the untapped potential within us all, it dares us to think bigger, to think differently, and to think freely.\n\nBooz Allen is honored to be hosting the second annual Ideas Festival 2017 in Honolulu! Bring your big, new, inspiring ideas to us on January 28th at the Plaza Club in Honolulu.\n\nIdeas Festival is Booz Allen’s annual innovation event, providing an opportunity for you to join local community and government leaders, students, and Booz Allen Hamilton to Ideate, Inspire, and Interact, asking yourself, WHAT IF? We have an exciting event planned featuring speakers, panel discussions, and idea ‘pitch’ competitions from across the Hawaii community. Bring ideas from your work experience and areas of personal passion. IF17 topics will focus on Grid Resilience, Renewable Energy, Virtual Reality, Analytics and Workforce Development. \n\n[Learn more here.](http://www.boozallen.com/insights/ideas/booz-allen-ideas-festival)\n\n#### Verification Criteria\nTake several selfies at the event. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 10
          },
          "interests": [
            "data-science",
            "entrepreneurship",
            "research",
            "virtual-reality"
          ],
          "semesters": [
            "Spring-2017",
            "Spring-2018",
            "Spring-2019",
            "Spring-2020"
          ],
          "retired": false
        },
        {
          "name": "Booz Allen Internship",
          "slug": "booz-allen-internship",
          "description": "Booz Allen provides summer internship opportunities to talented undergraduates and graduate students. \n\nDuring the internship, you will spend the first week working in a group to figure out an idea, the next eight weeks developing it in a team, and the final week going to Washington DC to pitch your idea/prototype against the ones developed by other Booz-Allen interns across the country.\n\nIn the past, this 10 week internship paid approximately $10K. \n\n[Learn more here.](http://www.boozallen.com/careers/find-your-job/graduating-students/strategic-innovation-games)\n\n#### Verification Criteria\nAt the conclusion of the internship, ask this Opportunity's sponsor to verify your participation by logging into RadGrad.",
          "opportunityType": "internship",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 20
          },
          "interests": [
            "data-science",
            "entrepreneurship",
            "research",
            "virtual-reality"
          ],
          "semesters": [
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "CCDC",
          "slug": "ccdc",
          "description": "The National Collegiate Cyber Defense Competition (NCCDC) is the championship event for the Collegiate Cyber Defense Competition system – the largest college-level cyber defense competition in the USA.[1] The event is held annually in the San Antonio area.\n\nIn an effort to help facilitate the development of a regular, national level cyber security exercise, the Center for Infrastructure Assurance and Security at the University of Texas at San Antonio (UTSA) hosted the first Collegiate Cyber Defense Competition for the Southwestern region in May 2005. On June 29, 2010, United States House legislature passed recognizing the National CCDC for promoting cyber security curriculum.\n\nWhile similar to other cyber defense competitions in many aspects, the NCCDC, is unique in that it focuses on the operational aspect of managing and protecting an existing network infrastructure. While other exercises examine the abilities of a group of students to design, configure, and protect a network over the course of an entire semester, this competition is focused on the more operational task of assuming administrative and protective duties for an existing commercial network. Teams are assessed based on their ability to detect and respond to outside threats, maintain availability of existing services such as mail servers and web servers, respond to business requests such as the addition or removal of additional services, and balance security needs against business needs. \n\n[Learn more here.](http://www.nationalccdc.org/index.php/competition/competitors/ccdc-regionals)\n\n#### Verification criteria\nAt the conclusion of the event, request this Opportunity's sponsor to login to RadGrad to verify your participation. You should be able to supply evidence of team participation.",
          "opportunityType": "event",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 15
          },
          "interests": [
            "security"
          ],
          "semesters": [
            "Spring-2014",
            "Spring-2015",
            "Spring-2016",
            "Spring-2017",
            "Spring-2018",
            "Spring-2019",
            "Spring-2020",
            "Spring-2012",
            "Spring-2021"
          ],
          "retired": false
        },
        {
          "name": "Code for Hawaii",
          "slug": "code-for-hawaii",
          "description": "[Code for Hawaii](http://codeforhawaii.org) is a Code for America Brigade. We are volunteers interested in open data, open knowledge, civic apps, data visualization, APIs and the application of technology to make our community better. We encourage civic engagement and collaboration with our local government. We hold weekly project nights (and a monthly all-hands meeting) to see how we can help make a difference in Hawaii. \n\nOur projects range from events like National Day of Civic Hacking, to transit apps that help navigate Hawaii, submit FOIA requests, or adopt your local siren. \n\nIf you're passionate about civic technology, this is the meetup for you! \n\n[Learn more here.](https://www.meetup.com/Code-for-Hawaii/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then contact this Opportunity's sponsor to login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "civic-engagement"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "CoE Career Day",
          "slug": "coe-career-day",
          "description": "Career Day is a career fair that provides a great opportunity for current students in engineering, computer science, physics and math  to talk directly to recruiters from engineering and technical firms about many exciting opportunities. Over 60 companies and organizations regularly participate in Career Day. \n\n[Learn more here.](https://apply.eng.hawaii.edu/resume)\n\n#### Verification criteria\nTake a selfie at this event and submit to this Opportunity's sponsor as evidence of your participation.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development"
          ],
          "semesters": [
            "Fall-2014",
            "Spring-2015",
            "Spring-2016",
            "Fall-2016",
            "Spring-2017",
            "Fall-2017",
            "Spring-2018",
            "Fall-2018",
            "Spring-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020"
          ],
          "retired": false
        },
        {
          "name": "Customer Analytics",
          "slug": "coursera-customer-analytics",
          "description": "Data about our browsing and buying patterns are everywhere.  From credit card transactions and online shopping carts, to customer loyalty programs and user-generated ratings/reviews, there is a staggering amount of data that can be used to describe our past buying behaviors, predict future ones, and prescribe new ways to influence future purchasing decisions. \n\nIn this course, four of Wharton’s top marketing professors will provide an overview of key areas of customer analytics: descriptive analytics, predictive analytics, prescriptive analytics, and their application to real-world business practices including Amazon, Google, and Starbucks to name a few. This course provides an overview of the field of analytics so that you can make informed business decisions. It is an introduction to the theory of customer analytics, and is not intended to prepare learners to perform customer analytics. \n\n[Learn more here.](https://www.coursera.org/specializations/business-analytics)",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "entrepreneurship"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "Graphic Design",
          "slug": "coursera-graphic-design",
          "description": "This Coursera online course is for those new to graphic design and interested in the process, historical context, and communication through image-making and typography. For those who want to have a starting point for further work in interface design, motion graphics, and editorial design, this course, will provide the core skill set and conceptual tools for “making and communicating” in the field of graphic design! \n\n[Learn more here.](https://www.coursera.org/specializations/graphic-design)",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "computer-graphics",
            "graphic-design"
          ],
          "semesters": [
            "Summer-2014",
            "Summer-2015",
            "Summer-2016",
            "Summer-2017",
            "Summer-2018",
            "Summer-2019"
          ],
          "retired": false
        },
        {
          "name": "Introduction to Big Data",
          "slug": "coursera-introduction-to-big-data",
          "description": "Interested in increasing your knowledge of the Big Data landscape?  This Coursera online course is for those new to data science and interested in understanding why the Big Data Era has come to be.  It is for those who want to: \n\n* become conversant with the terminology and the core concepts behind big data problems, applications, and systems. \n* start thinking about how Big Data might be useful in their business or career.  \n* obtain an introduction to one of the most common frameworks, Hadoop, that has made big data analysis easier and more accessible.\n\n[Learn more here.](https://www.coursera.org/specializations/big-data)",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "data-science",
            "databases"
          ],
          "semesters": [
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "R Programming",
          "slug": "coursera-r-programming",
          "description": "In this course you will learn how to program in R and how to use R for effective data analysis. You will learn how to install and configure software necessary for a statistical programming environment and describe generic programming language concepts as they are implemented in a high-level statistical language. \n\nThe course covers practical issues in statistical computing which includes:\n\n* programming in R,\n* reading data into R, \n* accessing R packages, \n* writing R functions, \n* debugging, \n* profiling R code, and \n* organizing and commenting R code. \n\nTopics in statistical data analysis will provide working examples. \n\n[Learn more here.](https://www.coursera.org/specializations/jhu-data-science)",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "data-science",
            "r"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "CS-related job",
          "slug": "cs-job",
          "description": "Use this opportunity to indicate work at a paid job as a software developer or other activity directly related to computer science. \n\n[Learn more here.](https://www.indeed.com/q-Computer-Science-l-Hawaii-jobs.html)\n\n#### Verification criteria\nAt the conclusion of the event, request this Opportunity's sponsor to login to RadGrad to verify your participation. You should be able to supply evidence of your work and how it directly relates to computer science.",
          "opportunityType": "internship",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 15
          },
          "interests": [
            "application-development"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Cyber Security for Automated Processes",
          "slug": "cyber-security-for-automated-processes",
          "description": "This meetup is dedicated to all professionals involved in Cyber Security for Automated Processes and Control Systems including security for Operating Technology (OT), Industrial Control Systems (ICS), SCADA Systems, Transportation Systems, Building Control Systems (BCS), and even emerging Industrial Internet of Things (IIoT) systems. Our purpose is to connect the professionals in the Greater Honolulu area with real interest in or responsibility for the cyber security of these systems.\n\nOnce we have enough critical mass of interest in Honolulu, we will gather for purposes of education, information exchange, and discovery of new opportunities and, yes, perhaps a few happy hours! If you are interested in serving on a committee to help shape this meetup experience, please contact the organizers directly. \n\n[Learn more here.](https://www.meetup.com/Honolulu-Cyber-Security-for-Control-Systems/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then contact this Opportunity's sponsor to login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 10
          },
          "interests": [
            "security"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "CyberSistahs",
          "slug": "cybersistahs",
          "description": "This group is for women who are trying to break into and/or advance in the world of IT more specifically cybersecurity. I would like us to meet and form study groups for various certs (Security+, CISSP, CEH..etc), attend and eventually host webinars on ethical hacking and programming, attend hack-a-thons and everything in between. \n\n[Learn more here](https://www.meetup.com/meetup-group-yLCdOxMP/?gj=ej1b)\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "binsted@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "cryptography",
            "security"
          ],
          "semesters": [
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019"
          ],
          "retired": false
        },
        {
          "name": "DAHI Internship",
          "slug": "dahi-internship",
          "description": "The UH Digital Arts and Humanities Initiative (DAHI) explores the full potential of today’s digital resources and capabilities in the broad realm of the Arts and Humanities. The chief goal of the initiative is to provide open access for state-of-the-art instances of digital media, scholarship and performance. The DAHI community creates an environment of trust, so that faculty, students and community members with ideas can find collaborators and access resources to pursue a range of cross-disciplinary and multimedia projects. \n\n[Learn more here.](http://dahi.manoa.hawaii.edu/)\n\n#### Verification criteria\nAt the conclusion of the internship, request this Opportunity's sponsor to login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "internship",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 10,
            "c": 0,
            "e": 10
          },
          "interests": [
            "civic-engagement",
            "hci",
            "teaching"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017"
          ],
          "retired": false
        },
        {
          "name": "Solar Energy Analytics",
          "slug": "data-analytics-for-solar-energy",
          "description": "Integrating renewable energy to the power grid requires grid operators to balance energy generation with consumption. This project investigates the use of various data mining techniques to forecast solar irradiance using a variety of time-series data sources. We are looking for motivated students interested in data integration, fusion, mining and visualization. \n\n[Learn more here.](http://www2.hawaii.edu/~lipyeow/)\n\n#### Verification criteria\nAt the conclusion of the semester, request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "project",
          "sponsor": "lipyeow@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "algorithms",
            "application-development",
            "data-science",
            "data-visualization",
            "databases",
            "machine-learning",
            "research",
            "sustainability"
          ],
          "semesters": [
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Gen Cyber Internship",
          "slug": "gen-cyber-internship",
          "description": "The GenCyber Hawai`i program provides summer cybersecurity camp experiences for students and teachers at the K-12 level. The goals of the program are to help all students understand correct and safe on-line behavior, increase diversity and interest in cybersecurity and careers in the cybersecurity workforce of the Nation, and improve teaching methods for delivering cybersecurity content in K-12 computer science curricula.\n\nOur vision is for the GenCyber program to be part of the solution to the shortfall of skilled cybersecurity professionals. Ensuring that enough young people are inspired to direct their talents in this area is critical to the future of our country’s national and economic security as we become even more reliant on cyber-based technology in every aspect of our daily lives. \n\n[Learn more here.](https://gencyber-hi.org/)\n\n#### Verification criteria\nTake a selfie at this event and submit to this Opportunity's sponsor as evidence of your participation.",
          "opportunityType": "internship",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 10
          },
          "interests": [
            "security"
          ],
          "semesters": [
            "Summer-2015",
            "Summer-2016",
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Internship",
          "slug": "generic-internship",
          "description": "If you want to plan for an internship in the future, but not sure what company or what kind of work you'll want to do, then you can use this Opportunity as a \"placeholder\" in your degree plan.\n\n[Learn more here.](http://www.internships.com/computer-science)\n\n#### Verification criteria\nAt the conclusion of the internship, request this Opportunity's sponsor to login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "internship",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 20
          },
          "interests": [
            "application-development"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Research Project",
          "slug": "generic-project",
          "description": "If you want to plan to participate in a research project in some future semester, but are not sure yet what project you want to work on, then you can add this Opportunity as a \"placeholder\" in your degree plan until you know more precisely what you want to do. \n\n[Learn more here.](http://www.ics.hawaii.edu/research/research-areas/)\n\n#### Verification criteria\nAt the conclusion of the project, request that this Opportunity's sponsor login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "project",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "research"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Workshop or Conference",
          "slug": "generic-workshop",
          "description": "If you attend a workshop or a conference, you can gain valuable insights as well as a few competency points! [Learn more here.](http://honolulu.eventful.com/events/categories/conference)",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "application-development"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Global Game Jam",
          "slug": "global-game-jam",
          "description": "The Global Game Jam® (GGJ) is the world's largest game jam event (game creation) taking place around the world at physical locations. Think of it as a hackathon focused on game development. It is the growth of an idea that in today’s heavily connected world, we could come together, be creative, share experiences and express ourselves in a multitude of ways using video games – it is very universal. The weekend stirs a global creative buzz in games, while at the same time exploring the process of development, be it programming, iterative design, narrative exploration or artistic expression. It is all condensed into a 48 hour development cycle. The GGJ encourages people with all kinds of backgrounds to participate and contribute to this global spread of game development and creativity. \n\n[Learn more here.](http://globalgamejam.org/)\n\n#### Verification criteria\nTake a selfie at this event and submit to this Opportunity's sponsor along with work products as evidence of your participation.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 15,
            "c": 0,
            "e": 0
          },
          "interests": [
            "game-design"
          ],
          "semesters": [
            "Spring-2014",
            "Spring-2015",
            "Spring-2016",
            "Spring-2017",
            "Spring-2018",
            "Spring-2019",
            "Spring-2020",
            "Spring-2021"
          ],
          "retired": false
        },
        {
          "name": "Google Summer of Code",
          "slug": "google-summer-of-code",
          "description": "Spend your summer break writing code and learning about open source development while earning a stipend! Accepted students work with a mentor and become a part of the open source community. Many become lifetime open source developers!\n\nGoogle Summer of Code is open to university students, age 18 and older in most countries.\n\n[See more here](https://developers.google.com/open-source/gsoc/)\n\n#### Verification criteria\nAt the conclusion of the internship, request that this Opportunity's sponsor login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "internship",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 10,
            "c": 0,
            "e": 15
          },
          "interests": [
            "algorithms",
            "android",
            "application-development",
            "artificial-intelligence",
            "computer-graphics",
            "data-science",
            "data-visualization",
            "machine-learning",
            "mobile",
            "research",
            "security",
            "software-engineering"
          ],
          "semesters": [
            "Summer-2015",
            "Summer-2016",
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Greyhats",
          "slug": "greyhats",
          "description": "The ICS Grey Hats is a student-led, extracurricular organization focused on real-world training for cyber defense. Membership gives students an outstanding opportunity to learn and apply critical skills, and to share with others interested in modern security issues.\n\nThe Grey Hats is a Registered Independent Organization at the University of Hawai’i – Manoa, and fosters education in the fields of Information Assurance, Network Management, Cyber Security, and Security Ethics. Hosted by the Department of Information and Computer Sciences, the group provides students a venue for networking with industry and government, performing community outreach, and for practical application of security skills in a supportive environment. \n\n[Learn more here.](https://github.com/uhmgreyhats)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then contact this Opportunity's sponsor to login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "security"
          ],
          "semesters": [
            "Fall-2013",
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "HACC",
          "slug": "hacc",
          "description": "HACC is based on the concept of a hackathon, a problem-solving event that brings together creative individuals over a set duration. Hackathons serve a variety of purposes, from exploring a new technology or programming language to encouraging economic growth through technology development, and they are often sponsored by companies, nonprofit groups, and other organizations. But rather than the traditional around-the-clock development over a single day or weekend, HACC will offer an extended period for development over one month.\n\nThe kickoff event will include team formation, foundational training, and workshops. In addition, participants will select from a list of challenges themed around key problems facing the state, and then work over the next several weeks to develop their solutions. The expanded month-long timeframe is meant to encourage sustainable solutions that are appropriately matched with technologies and platforms in use or being considered by the state. \n\n[Learn more here.](http://hacc.hawaii.gov/)\n\n#### Verification criteria\nTake a selfie at this event and submit to this Opportunity's sponsor along with work products as evidence of your participation.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 20,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "civic-engagement"
          ],
          "semesters": [
            "Fall-2017",
            "Fall-2018",
            "Fall-2019"
          ],
          "retired": false
        },
        {
          "name": "Hawaii Hacker Hours",
          "slug": "hawaii-hacker-hours",
          "description": "Hacker Hours are free office hours for information security\n\nThe format is super simple: you come with your questions or concerns and we answer it. Topics such as Penetration Testing, Threat Modeling, Security Operations & Architecture, Risk Management, Incident Response, and much more. \n\n[Learn more here.](https://www.meetup.com/hihackerhours/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then contact this Opportunity's sponsor to login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "security"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "Hawaii Open Data",
          "slug": "hawaii-open-data",
          "description": "Hawaii Open Data, is a non-profit organization dedicated to advancing the adoption of open data/API standards and the development of solutions capitalizing on open data in Hawaii. We focus on helping organizations leverage open data as an asset.\n\nWe accomplish this through education and improving data accessibility and integrity in support of public/private collaboration, government transparency, and civic engagement. Our interest in data includes government datasets but extends into the fields of technology, energy, health, education, media, science, labor, agriculture, economic development, and the environment. \n\n[Learn more here.](http://hawaiiopendata.com/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "civic-engagement",
            "data-science",
            "data-visualization"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019"
          ],
          "retired": false
        },
        {
          "name": "Hawaii Virtual Reality",
          "slug": "hawaii-virtual-reality",
          "description": "Hawaii VR (HIVR) is a group for developers, makers, hackers, enthusiasts, gamers, entrepreneurs, and investors in Hawaii to meet and collaborate with each other to make the future of VR happen today. Recent innovations such as the Oculus Rift (immersive low cost HMD), Kinect (full body motion capture), Razer Hydra (low latency 1:1 positional tracking), and Virtuix Omni (omnidirectional treadmill) are making new experiences possible that simply could not exist until now. Come join us as we learn, grow, and play together. \n\n[Learn more here.](https://www.meetup.com/HawaiiVR/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "virtual-reality"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "HI Capacity",
          "slug": "hicapacity",
          "description": "HI Capacity is a \"makerspace\" or \"hackerspace\": a community-operated physical place where people can meet and work on their projects. HI Capacity members are interested in hardware, software, art and the synergies between them. HI Capacity hosts social events, technical presentations, and soft skill workshops to support a vibrant technology sector in Hawaii while also trying to enrich other sectors with our skills in technology. We cater to all skill levels from hobbyist to student to senior professional. \n\n[Learn more here.](https://hicapacity.org/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then contact this Opportunity's sponsor to login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "entrepreneurship",
            "hardware"
          ],
          "semesters": [
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "HNL Tech4Good",
          "slug": "hnl-tech4good",
          "description": "What you'll get out of hnltech4good events: \n\n* Nonprofit staffers will find a friendly, welcoming atmosphere for those not experienced with technology, and many chances to ask questions of tech-experienced nonprofits and experts.\n\n* Techies will find opportunities to hear the real-world stories of nonprofit clients, and put their own expertise to social good — as well as the potential for lasting relationships (be they paid or volunteer) with leading organizations in our community.\n\n* Activists and community organizers will see and be given the chance to present on successful uses of technology for social change. We'll explore how technology can help support activism and where activism can push it forward.\n\nhnltech4good is sponsored by TechSoup's NetSquared Local. Join us! \n\n[Learn more here.](https://www.meetup.com/hnltech4good/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then contact this Opportunity's sponsor to login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "civic-engagement"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "Hon New Tech",
          "slug": "hon-new-tech",
          "description": "Hon New Tech is a quarterly technology event and networking mixer for anyone interested in the local tech and startup scene. Hon New Tech’s stage is a platform for young startups and established companies alike, to show off what they’ve been working on in front of a room full of people who actually care. \n\n[Learn more here.](https://www.meetup.com/Honolulu-New-Tech-Meetup/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "entrepreneurship"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "Apple iOS Dev Meetup",
          "slug": "ios-dev-meetup",
          "description": "This group was created to provide a regular meetup for iOS developers actively working on projects. The purpose is to work together to support one another in bringing our ideas to life. The goals are also to meet people in the Honolulu, Hawaii area who are doing the same type of work (programming and creating apps for the iPhone, iPad, and Mac) and to have fun.\n\nThis meetup is for:\n\n  * iPhone Developers of all levels. \n\n  * People who are interested in getting their hands dirty in code.\n\n  * People just starting to develop for iOS who do not have much experience.\n\n  * Developers on other platforms (Android, etc) who are interested in learning about iOS development.\n\n  * Developers looking for specific help in adding functionality to their app. \n\n[Learn more here.](https://www.meetup.com/Hawaii-iOS-Developer-Meetup/)\n\n#### Verification Criteria\nTake a selfie at two different meetings on two different days. When it is over, show the pictures to this Opportunity's sponsor, or your advisor as evidence of your attendance.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "operating-systems"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "ITMA",
          "slug": "itma",
          "description": "The mission of the Information Technology Management Association is to strengthen the social and professional network between members in ITMA, Alumni and professionals by focusing on the development of quality relationships.\n\nThe ITMA is motivated and dedicated to provide its members social and professional relationships, provide access to technical resources, and be an example of a growing technical environment to foster career development.\n\n[Learn more here.](http://itmahawaii.com/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development",
            "entrepreneurship",
            "it-management"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019"
          ],
          "retired": false
        },
        {
          "name": "Kaggle",
          "slug": "kaggle",
          "description": "[Kaggle](https://www.kaggle.com/) is an online service that hosts data science and machine learning competitions, as well as a job board with listings for analysts, programmers, and more.  If you are interested in a career in data science, you should definitely get involved with Kaggle!\n\nKaggle has been used by over 800,000 data scientists to explore, understand, and contribute to machine learning and data analytics.\n\nThe Kaggle community has worked together to utilize machine learning for everything from essay marking to diagnosing heart failure. Last August, Kaggle launched an open data platform in which scientists have contributed a range of datasets relating to everything from credit card fraud to H-1B Visa petitions and tsunami wave rates.\n\nTo gain ICE points for this opportunity, join Kaggle, and then work through the [Titanic](https://www.kaggle.com/c/titanic) competition. \n\n[Learn more here.](https://www.kaggle.com/)\n\n#### Verification criteria\nEach semester, you must complete at least one Kaggle competition in order to get ICE points. Once you've finished a competition, request that this Opportunity's sponsor login to RadGrad to verify your participation. You should be able to supply evidence of work on a challenge during the current semester.",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 10,
            "c": 0,
            "e": 10
          },
          "interests": [
            "algorithms",
            "artificial-intelligence",
            "data-science",
            "machine-learning",
            "python",
            "r",
            "research"
          ],
          "semesters": [
            "Spring-2013",
            "Summer-2013",
            "Fall-2013",
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Fall-2012",
            "Summer-2012",
            "Spring-2012",
            "Fall-2011",
            "Spring-2011",
            "Summer-2010",
            "Fall-2010",
            "Summer-2011",
            "Fall-2009",
            "Spring-2010",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Lava Lab",
          "slug": "lava-lab",
          "description": "The University of Hawaiʻi at Mānoa’s Laboratory for Advanced Visualization & Applications (LAVA) was founded in January 1, 2014 by Jason Leigh- director Emeritus of the Electronic Visualization Laboratory (EVL) at the University of Illinois at Chicago. \n\nThe mission of LAVA is to conduct research and development in big data visualization techniques, and to apply these techniques in cutting edge domain science, engineering, and training applications. \n\n[Learn more here.](http://lava.manoa.hawaii.edu/about/)\n\n#### Verification criteria\nAt the conclusion of the internship, request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "project",
          "sponsor": "leighj@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "data-visualization",
            "hardware",
            "research",
            "virtual-reality"
          ],
          "semesters": [
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Open Power Quality",
          "slug": "open-power-quality",
          "description": "The Open Power Quality project is designing custom hardware and software for low-cost, residential monitoring and cloud-based analysis of power quality. By better understanding power quality, we hope to enable more renewable energy in Hawaii and world-wide. \n\nWe are looking for students who are interested in exploring circuit design, power quality algorithms, time series analysis, and/or web-based user interfaces.\n\n\n[Learn more here.](http://openpowerquality.org)\n\n#### Verification criteria\nAt the conclusion of the semester, request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "project",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "data-science",
            "data-visualization",
            "hardware",
            "research",
            "sustainability"
          ],
          "semesters": [
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "Purple Mai'a",
          "slug": "purple-maia",
          "description": "Purple Maiʻa Foundation is a startup technology education nonprofit founded by two Hawaiian men who’ve been successful in the tech industry and feel they have a kuleana to create access to empowering technology education for underserved youth in Hawaiʻi. Purple Maiʻa’s mission is to build channels of technological knowledge together with the Hawaiʻi’s youth in order to help communities thrive.\n\nIn 2014-2015 we ran a pilot year of after-school technology classes at Jarrett Middle School in Pālolo, and in 2015-2016 our classes are continuing at Jarrett and expanding to Stevenson Middle School and Kamaile Academy. Topics include circuitry, computer hardware and software, Minecraft ahupuaʻa, and modding. This year we’re also running a series of traveling workshops teaching javascript and xcode in different communities around Oʻahu and exposing more students to coding.\n\nWe target middle school kids because they’re at an age where they’re open and ready for learning coding basics, but we will eventually provide edtech opportunities throughout the course of education. The metaphor we use is the idea of a tech ʻauwai–a channel of tech knowledge that kids can flow along through school, interacting with and enriching their communities along the way.\n\n[Learn more here.](http://www.purplemaia.org/)\n\n#### Verification criteria\nAt the conclusion of the internship, request that this Opportunity's sponsor login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "internship",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 15
          },
          "interests": [
            "application-development",
            "sustainability",
            "teaching"
          ],
          "semesters": [
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "Purple Prize",
          "slug": "purple-prize",
          "description": "The PURPLE PRIZE is a contest for all ages, designed to push the limits in the way technology facilitates and amplifies the values of Aloha ʻĀina. The PURPLE PRIZE is designed to tap into Hawaiʻi’s creative resources to spur creativity and innovation and accelerate the rate of positive change. The PURPLE PRIZE challenges teams across Hawaiʻi to develop technology (hardware and/or software) that furthers Aloha ʻĀina in concert with a local, non-profit educational organization or cultural practitioners that aligns with these values and goals. \n\n[Learn more here.](http://www.purpleprize.com/)\n\n#### Verification criteria\nAt the conclusion of the event, request this Opportunity's sponsor to login to RadGrad to verify your participation. You should be able to supply evidence of team participation.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 20,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "civic-engagement",
            "sustainability"
          ],
          "semesters": [
            "Fall-2017",
            "Fall-2018"
          ],
          "retired": false
        },
        {
          "name": "PyHawaii",
          "slug": "py-hawaii",
          "description": "PyHawaii is a community dedicated to the growth and use of the Python Programming Language in Honolulu, the Islands of Hawai'i and across the Pacific. Join us for tutorials, projects, mentoring, sprints and activities throughout the month. All skill levels are welcome! PyHawaii is your source for all things Python: \n\n* beginner training \n* advanced tradecraft \n* web development \n* data science and visualization \n* automation \n* system administration \n\nAt PyHawaii, like PyCon, we are all about community, inclusivity and `ohana - so come join our meetup, where you will find friends, family and fantastic opportunities to learn, grow, contribute and advance your skills. \n\n[Learn more here.](https://www.meetup.com/PyHawaii-Python-Users-Group/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "python"
          ],
          "semesters": [
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020"
          ],
          "retired": false
        },
        {
          "name": "SARP Internship",
          "slug": "sarp-internship",
          "description": "The Student Airborne Research Program (SARP) is an eight-week summer program for rising senior undergraduate students to acquire hands-on research experience in all aspects of a scientific campaign using one or more NASA Airborne Science Program flying science laboratories (aircraft used for SARP include the DC-8, P-3B, Sherpa and ER-2). \n\nThe NASA Airborne Science Program mantains a fleet of aircraft used for studying Earth system processes, calibration/validation of space-borne observations, and prototyping instruments for possible satellite missions. SARP participants will assist in the operation of instruments onboard an aircraft to sample atmospheric chemicals, and/or to image land and water surfaces in multiple spectral bands.\n\nResearch areas include atmospheric chemistry, air quality, forest ecology, and ocean biology. Along with airborne data collection, students will participate in taking measurements at field sites. The program culminates with formal presentations of research results and conclusions. \n\n[Learn more here.](https://earthscience.arc.nasa.gov/nsrc/sarp)\n\n#### Verification criteria\nAt the conclusion of the internship, request that this Opportunity's sponsor login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "internship",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 20
          },
          "interests": [
            "data-visualization"
          ],
          "semesters": [
            "Summer-2014",
            "Summer-2015",
            "Summer-2016",
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020",
            "Summer-2012"
          ],
          "retired": false
        },
        {
          "name": "Airline Security",
          "slug": "security-enhancement-of-commercial-airliner",
          "description": "Malicious controllers can possibly manipulate a flight control system e.g. aircraft or drones. from various channels, e.g. autonomic control devices, remote cyber controller, or human operators. Thus, pilots could suicide the aircraft, the auto-pilot might be infected by malware, and air traffic controllers can mishandle the drone. \n\nTo better mitigate the potential risks, we hope to propose theoretical framework model in physical, human and cyber triad, a more secure air traffic control system, and a more safe task allocation mechanism. Students who are interested in aviation, risk control, and human-machine interface are highly encouraged to apply. \n\n[Learn more here.](http://www2.hawaii.edu/~depengli/index.html)\n\n#### Verification Criteria\nAt the conclusion of the semester, ask this Opportunity's sponsor to verify your participation by logging into RadGrad.",
          "opportunityType": "project",
          "sponsor": "depengli@hawaii.edu",
          "ice": {
            "i": 25,
            "c": 0,
            "e": 0
          },
          "interests": [
            "application-development",
            "hci",
            "security"
          ],
          "semesters": [
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Business Plan Competition",
          "slug": "shidler-bpc",
          "description": "The annual Shidler Business Plan competition is an intense and unique semester-long learning opportunity for UH students who aspire to pursue a business venture. The competition provides mentorship, training and resources. Winners walk away with a wealth of business savvy and substantial cash prizes. \n\n[Learn more here.](http://pace.shidler.hawaii.edu/bpc)\n\n#### Verification criteria\nAt the conclusion of the competition, request this Opportunity's sponsor to login to RadGrad to verify your participation. Provide your business plan and selfies at two meetings to verify your participation.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 10,
            "c": 0,
            "e": 15
          },
          "interests": [
            "entrepreneurship"
          ],
          "semesters": [
            "Spring-2013",
            "Spring-2014",
            "Spring-2015",
            "Spring-2016",
            "Spring-2017",
            "Spring-2018",
            "Spring-2019",
            "Spring-2020"
          ],
          "retired": false
        },
        {
          "name": "Teaching or Tutoring",
          "slug": "teaching-or-tutoring",
          "description": "There are opportunities to be a [lab assistant in the ICS Department](http://courses.ics.hawaii.edu/syllabuses/ICS390.html), or serve as a tutor in the [Nat Sci Learning emporium](http://natsci.manoa.hawaii.edu/learningemporium.php).  If you want to gain experience teaching or tutoring, this opportunity is for you! \n\n[Learn more here.](http://cacm.acm.org/blogs/blog-cacm/189498-top-10-myths-about-teaching-computer-science/fulltext)\n\n#### Verification criteria\nAt the conclusion of the internship, request that this Opportunity's sponsor login to RadGrad to verify your participation. You should be able to supply evidence of participation, and contact details for your supervisor at the organization.",
          "opportunityType": "project",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 20
          },
          "interests": [
            "teaching"
          ],
          "semesters": [
            "Spring-2014",
            "Summer-2014",
            "Fall-2014",
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        },
        {
          "name": "Learn Linux",
          "slug": "udacity-learn-linux",
          "description": "Learn Linux in 5 Days doesn't make any assumptions about your background or knowledge of Linux.\n\n* You need no prior knowledge to benefit from this course.\n* You will be guided step by step using a logical and systematic approach.\n* As new concepts, commands, or jargon are encountered they are explained in plain language, making it easy for anyone to understand.\n* As an added bonus for enrolling in the Learn Linux in 5 Days video training course, you'll receive a step-by-step checklist and video that teaches you how to install WordPress on an Ubuntu Linux system.\n* You'll learn how to install a web server, how to install a database server, how to create database users, and how to configure WordPress. \n\n[Learn more here.](https://www.udemy.com/learn-linux-in-5-days/)",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "databases",
            "linux"
          ],
          "semesters": [
            "Summer-2015",
            "Summer-2016",
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "Learn Unity",
          "slug": "udacity-learn-unity",
          "description": "Learn how to create video games using Unity 3D, the free-to-use game development tool. We start super simple so you need no prior experience or Unity of coding! With our online tutorials, you'll be amazed what you can achieve. What will you get from this course?\n\n* Learn C#, a powerful modern language.\n* Develop a positive attitude to problem solving.\n* Gain an excellent general knowledge of game creation.\n* Learn how object oriented programming works in practice.\n* Transfer your knowledge to .NET, other languages, and more. [Learn more here.](https://www.udemy.com/unitycourse/)",
          "opportunityType": "online-learning",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 5,
            "e": 0
          },
          "interests": [
            "game-design",
            "unity",
            "virtual-reality"
          ],
          "semesters": [
            "Summer-2015",
            "Summer-2016",
            "Summer-2017",
            "Summer-2018",
            "Summer-2019",
            "Summer-2020"
          ],
          "retired": false
        },
        {
          "name": "Career Fair",
          "slug": "uh-career-fair",
          "description": "The purpose of this career fair is to provide students with the “tools” and resources to make important and valuable career decisions. During the Career Fair, you will take your “first steps” toward meaningful employment by meeting with employers face to face to exchange information. \n\n[Learn more here.](http://manoa.hawaii.edu/careercenter/students/career-fair/)\n\n#### Verification criteria\nTake a selfie at this event and submit to this Opportunity's sponsor as evidence of your participation.",
          "opportunityType": "event",
          "sponsor": "glau@hawaii.edu",
          "ice": {
            "i": 0,
            "c": 0,
            "e": 5
          },
          "interests": [
            "application-development"
          ],
          "semesters": [
            "Fall-2015",
            "Fall-2016",
            "Fall-2017",
            "Fall-2018",
            "Fall-2019",
            "Fall-2020"
          ],
          "eventDate": "2016-10-11T00:00:00.000Z",
          "retired": false
        },
        {
          "name": "UROP Funding",
          "slug": "urop-funding",
          "description": "The Undergraduate Research Opportunities Program (UROP) offers funding to undergraduate students for individual or group research and creative projects mentored by UHM faculty. We encourage you to ignite interest in research and creative projects, and guide student-initiated endeavors with the support of UROP.\n\nApplication cycles are every Fall (9/9 to 10/10) and Spring (2/2 to 3/3) semester.\n\n[Learn more here.](manoa.hawaii.edu/undergrad/urop)\n\n#### Verification criteria\nAt the conclusion of the project, request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "project",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 10,
            "c": 0,
            "e": 0
          },
          "interests": [
            "research"
          ],
          "semesters": [
            "Spring-2014",
            "Fall-2014",
            "Spring-2015",
            "Fall-2015",
            "Fall-2016",
            "Spring-2017",
            "Fall-2017",
            "Spring-2018",
            "Fall-2018",
            "Spring-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Spring-2012",
            "Spring-2011",
            "Spring-2021"
          ],
          "retired": false
        },
        {
          "name": "Virtual Art",
          "slug": "virtual-art-meetup",
          "description": "For anyone interested in a novel way of creating art, we have tech which allows creating in virtual reality. Meetings occur at our small studio in Kaimuki where we currently have two HTC Vives and an Oculus Rift. [Learn more here.](https://www.meetup.com/Virtual-Art/events/past/?scroll=true)",
          "opportunityType": "club",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "graphic-design",
            "virtual-reality"
          ],
          "semesters": [
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019"
          ],
          "retired": false
        },
        {
          "name": "Wetware Wednesday",
          "slug": "wetware-wednesday",
          "description": "WetWare Wednesday is dedicated to software developers in Hawaii who are interested in meeting monthly in a casual and friendly environment to share ideas, collaborate and spark new opportunities. \n\nFounded by HTDC and Blue Planet Software, the goal of WetWare Wednesday is to bring software developers, students and educators together to connect, network, discuss projects, review products, and collaborate in an effort to further the software development community. Venues and sponsors change monthly. \n\n[Learn more here.](http://htdc.org/wetwarewed/)\n\n#### Verification criteria\nTake selfies at least two meetings during the semester, then request that this Opportunity's sponsor login to RadGrad to verify your participation.",
          "opportunityType": "event",
          "sponsor": "johnson@hawaii.edu",
          "ice": {
            "i": 5,
            "c": 0,
            "e": 5
          },
          "interests": [
            "entrepreneurship"
          ],
          "semesters": [
            "Spring-2015",
            "Summer-2015",
            "Fall-2015",
            "Spring-2016",
            "Summer-2016",
            "Fall-2016",
            "Spring-2017",
            "Summer-2017",
            "Fall-2017",
            "Spring-2018",
            "Summer-2018",
            "Fall-2018",
            "Spring-2019",
            "Summer-2019",
            "Fall-2019",
            "Spring-2020",
            "Fall-2020",
            "Summer-2020",
            "Spring-2021",
            "Summer-2021"
          ],
          "retired": false
        }
      ]
    },
    {
      "name": "OpportunityInstanceCollection",
      "contents": [
        {
          "semester": "Fall-2014",
          "opportunity": "greyhats",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "opportunity": "greyhats",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "opportunity": "hawaii-hacker-hours",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "opportunity": "greyhats",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "opportunity": "hawaii-hacker-hours",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "opportunity": "ccdc",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "opportunity": "ccdc",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "opportunity": "greyhats",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "opportunity": "hawaii-hacker-hours",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "opportunity": "greyhats",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "opportunity": "hawaii-hacker-hours",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
          "opportunity": "asecolab",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
          "opportunity": "greyhats",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
          "opportunity": "asecolab",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
          "opportunity": "hawaii-hacker-hours",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
          "opportunity": "ccdc",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Fall-2017",
          "opportunity": "asecolab",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2017",
          "opportunity": "greyhats",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2018",
          "opportunity": "asecolab",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2018",
          "opportunity": "greyhats",
          "verified": false,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Summer-2015",
          "opportunity": "coursera-graphic-design",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2016",
          "opportunity": "gen-cyber-internship",
          "verified": true,
          "student": "abi@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Summer-2015",
          "opportunity": "coursera-introduction-to-big-data",
          "verified": true,
          "student": "betty@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "opportunity": "lava-lab",
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          "sponsor": "leighj@hawaii.edu"
        },
        {
          "semester": "Summer-2016",
          "opportunity": "coursera-r-programming",
          "verified": true,
          "student": "betty@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
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          "student": "betty@hawaii.edu",
          "sponsor": "leighj@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "opportunity": "lava-lab",
          "verified": true,
          "student": "betty@hawaii.edu",
          "sponsor": "leighj@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
          "opportunity": "wetware-wednesday",
          "verified": false,
          "student": "betty@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
          "opportunity": "booz-allen-ideas-festival",
          "verified": false,
          "student": "betty@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2017",
          "opportunity": "sarp-internship",
          "verified": false,
          "student": "betty@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Fall-2013",
          "opportunity": "acm-manoa-hardware",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2013",
          "opportunity": "hawaii-virtual-reality",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2014",
          "opportunity": "acm-manoa-hardware",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2014",
          "opportunity": "hawaii-virtual-reality",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2014",
          "opportunity": "udacity-learn-unity",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2014",
          "opportunity": "acm-manoa-hardware",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2014",
          "opportunity": "hawaii-virtual-reality",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "opportunity": "acm-manoa-hardware",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2015",
          "opportunity": "hawaii-virtual-reality",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2015",
          "opportunity": "virtual-art-meetup",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2016",
          "opportunity": "coursera-graphic-design",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2015",
          "opportunity": "att-iot-hackathon",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
          "opportunity": "shidler-bpc",
          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2016",
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          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Fall-2016",
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          "verified": true,
          "student": "alfred@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2017",
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        },
        {
          "semester": "Spring-2017",
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        },
        {
          "semester": "Spring-2017",
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        },
        {
          "semester": "Summer-2017",
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          "verified": false,
          "student": "charley@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2017",
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          "student": "charley@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2018",
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          "verified": false,
          "student": "charley@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2018",
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          "verified": false,
          "student": "charley@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2018",
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          "sponsor": "glau@hawaii.edu"
        },
        {
          "semester": "Spring-2019",
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          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Summer-2019",
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          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Fall-2019",
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        },
        {
          "semester": "Spring-2019",
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          "student": "shaziney@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2019",
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          "student": "rao642@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2019",
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          "student": "dtan808@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2020",
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          "student": "cpjaro@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2020",
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          "student": "brianmay@hawaii.edu",
          "sponsor": "johnson@hawaii.edu"
        },
        {
          "semester": "Spring-2020",
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          "sponsor": "johnson@hawaii.edu"
        },
        {
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          "student": "joshuajw@hawaii.edu",
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          "semester": "Spring-2019",
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        },
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          "sponsor": "johnson@hawaii.edu"
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        },
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      ]
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    {
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        }
      ]
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    {
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    },
    {
      "name": "ReviewCollection",
      "contents": [
        {
          "slug": "review-course-ics111-aaronvil",
          "student": "aaronvil@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2014",
          "rating": 4,
          "comments": "The course was very fun in learning how to do the projects we did in ICS 111. The projects weren't hard for beginner programmers and were interesting to get them to have more fun with programming. The only downside was that the class didn't fully prepare you for ICS 211 where the fun little projects became assignments focused on the next stage of programming. There isn't much new students can do in terms of preparing for ICS 211 from ICS 111 since it is based on what you learn, but the things that you do learn may prove useful.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-abi",
          "student": "abi@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2014",
          "rating": 5,
          "comments": "Lecture can be boring. Tests can be tricky... so pay attention and read the questions and answers twice before answering them. Lab is were all the fun is. If you're not an ICS major or don't like programing, you probably shouldn't take the course.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-ahlim",
          "student": "ahlim@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2014",
          "rating": 4,
          "comments": "The graphics involved in ics111 made it easy to visualize difficult programming concepts, and helped me gain interest in coding. However, I felt that the class didn’t fully prepare me for the upcoming required ics courses that do not use graphics. I would inform future students that future ics courses may not be as interesting as ics111.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2013",
          "rating": 5,
          "comments": "ICS 111 was fun, and I learned a lot. The projects weren't difficult nor were the assignments. Come to the lectures, do the readings, and take the time to understand the concepts, and you'll do fine.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-brianmay",
          "student": "brianmay@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2014",
          "rating": 2,
          "comments": "When I took ICS 111 in Fall 2014, there were no homework assignments, quizzes, nor exams (with the exception of a take-home final exam). Although it made it easy to get a good grade in the course, it negatively impacted my ability to fully understand the fundamental concepts taught in ICS 111. I entered the C.S. program at UH Manoa with no prior experience in programming and ICS 111 did not provide the necessary foundation for a struggling student, like me, who never programmed anything before. However, I am glad that the course has changed since then and implemented homework assignments and quizzes. As an assistant TA for the course in Fall 2016, the assignments and quizzes proved to be extremely helpful in guiding the students in understanding fundamental programming concepts. In addition, the graphics-oriented style of teaching helped them (and myself when I took the course) to be able to visualize the concepts. This seemed to be more effective as opposed to looking at output on the console with no graphics to give hints on how your code executed. For any students that take this course in the future, I highly encourage them to take advantage of the open lab hours and the TA's office hours. It's their job to help you and chances are that they were in your shoes not too long ago. They won't make any negative judgement about you unless you didn't start the homework yet...",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-cnguyen7",
          "student": "cnguyen7@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2014",
          "rating": 5,
          "comments": "ICS 111 was my first Computer Science and programming class. It was a interesting class and I enjoyed it. The projects in the class utilized EZ, a Java graphics library provided by the professor to make programming fun and interactive. This was definitely one of the strengths in the class because the students of this class can visually see how programming concepts such as arrays and inheritance can be applied to. Using a graphics-based approach was definitely something that makes programming more appealing to those who are just trying ICS out for the first time-- and those who initially joined ICS to become video game developers. Although making graphics move around through Java was more interesting than just looking at black and white text, I feel that it could also be one of the weaknesses in this course as well. The more time spent on learning how to use EZ at the beginning meant less time learning how to catch on the basics of programming such as functions and classes. I felt that it took me two months or so to catch onto these things when I took the class. My main advice to future students is that although this class is super fun it is important to learn and understand what they are doing. It's nice to know that \"oh this method makes a picture move\" but understanding the return types and what is happening in the background is important too.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-cpjaro",
          "student": "cpjaro@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2015",
          "rating": 3,
          "comments": "My course that was taught by a KCC professor, but it was held at UH, and was somewhat decent because she went by the book on the basics of ICS, both theory and code. This course was very good in terms of introducing students to ICS because it went over the theory of computing, taught how to properly trace, and was really strict on code style. However, the projects done were lack luster and the pacing of the actual course could have been much faster. My course had very simple projects such as creating a program to calculate the area/volume of a sphere then display it out on console in \"pretty print.\" The most complex project done was to make an e-shop interface using JAVA FX which would add items to the cart and calculate the total. However, this was the very last project we had to do. This was possibly the funnest project out of the bunch and made me really enjoy the class, but I wanted more of these fun projects rather than the simple calculate. From what I understand, the course taught by another professor does what I suggest right now but does not go over over-arching themes in ICS/theory of computation. I think that tracing and understand how computers work are an integral part in an introductory course to ICS. As for workload, the main issue with students when they first enter the course is that they work on their code at the very last minute. Future courses in the ICS department will not give you this same luxury and it is advised to get in the habit of doing work earlier.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-dtan808",
          "student": "dtan808@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "ICS 111, taught by Jason Leigh, was a great course to begin the ICS journey here at UH Manoa.  The class was big, but the smaller lab classes really made the class interactive.  As a transfer student, I already took beginner CS classes at another university, so a lot of the topics were review.  However, I was challenged by the projects and homework assignments given in the course.  The TA for our lab section was helpful and accessible.  The one weakness of the class that I can think of is that all of the assignments except for the last final project was individual work.  That made it difficult to work with others at the end of the semester, since most of the work had to be done individually prior to the final project.  Other than that, I thought the class was challenging and even though it wasn't my first ICS class, I still learned a lot.  A tip for future students would be to utilize the TA.  They are there to help and want you to do well in the class.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-joshuajw",
          "student": "joshuajw@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2013",
          "rating": 3,
          "comments": "During the semester I took ICS 111, I found the labs to be the best part apart the class. The labs definitely gave me a lot of much needed time to ask the TA questions and work on my code. Learning the material in lecture, then reinforcing it during labs, was a big strength for this class. One thing I found to be a weakness were the practical exams. Coding is best done when one can be comfortable and focused. I felt I wasn't able to produce the best quality of code I could have under the pressure of the given time limit. Since this class sets the foundations for basic coding behavior, many things learned here will be helpful for future ICS classes.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-jrude",
          "student": "jrude@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2015",
          "rating": 3,
          "comments": "ICS 111 is a great class for people who are interested in coding.  The pros.  I found ICS 111 to be very fun and laid back.  Just understanding the basic concepts of coding can be tough, but taking a easy approach and doing fun stuff, like making games, made the class very enjoyable and easy to learn from.  The cons.  I felt that there were some core concepts missed in ICS 111.  When I went on to 211 I struggled a bit in the beginning because I had to relearn how to do some basic concepts E.G. ,\"For loops\", because they were not instilled very effectively.  But overall this class is great for people who have just begun to code and makes some of the more abstract concepts tangible.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-kellyl4",
          "student": "kellyl4@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "I took this course with Jason Leigh and he was a great professor. A strength for this course is that Jason Leigh makes the lectures very fun and uses real life examples when teaching code. The lectures made the rules and basics of java very easy to understand. \n\nThe weakness of this course was that there was not enough TA to go around to help the students. I first took this course in the semester Fall 2015 and had a huge lab. Many students barely got any help due to the TA helping out other students. I would see half the students in my lab class just sitting and waiting for help majority of the time. I was one of those students so I ended up getting a B-. Second time I took this class, luckily I had a smaller lab class and was able to get the help I needed. My advice to future students are to practice and start projects early so you can go in for office hours and be the one of the first students in lab asking for help because getting help is very hard to come by when there are a lot of students taking ICS 111.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-kirk6",
          "student": "kirk6@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "I felt that the course was great overall. The student learning outcomes was clearly laid out. I was also given a schedule so I always know what was due and what assignments were coming up so I could budget my time properly. The professor was always available and quickly responded. I think one possible way the course could improve is to offer extra optional work. I think it could allow students who felt comfortable with the material to push themselves in order to learn more.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-kurtkn",
          "student": "kurtkn@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2014",
          "rating": 5,
          "comments": "This was the first ICS course I took (I have a background in Biology). Since it is often the gateway for many people into ICS, I believe that it is very important. Overall I enjoyed the class and have enjoyed programming since. The lab was definitely a strength in this class as it served as a time where we could get questions answered. I can't really remember any weaknesses. My advice to future students is to go to all classes/labs and get help early if you don't understand something. It can be a lot to take in at first and the subject matter builds on itself.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-linhongb",
          "student": "linhongb@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2016",
          "rating": 5,
          "comments": "ICS 111 was taught by Professor Jason Leigh in Spring 2016 for me. Since ICS 111 is an introductory class to computer science, it focus more on the creativity on programming and develop our interest on coding. I think Professor Jason Leigh did a really good job on this course and led our interest to programming. The three projects we designed are all game projects and really fun for his class. However, we did not learn much as coding( we did learn the basis java). For every project we had done, we also need import EZ.java which is a library consisting many useful functions created by the instructor. Such as: if we want to create a window, we do not have to go through all the JFrame things, just simply use initialize(height, width) to create a new window. Anyway, ICS 111 is a fun class and I do recommend taking his class for the future students.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-markrc",
          "student": "markrc@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Fall-2013",
          "rating": 4,
          "comments": "The ICS 111 course taught under Professor Robertson allowed new incoming students to be introduced to the world of programming. Some of the strengths of the class was that you had it four days a week. Two days in lecture (where you learn topics and code) and two days in the lab that focuses entirely on applying what you learned in the lecture. What made the labs even better was that they implemented the flipped classroom setting. Another strength was that the homework assignments were just right in terms of difficulty as well as being fun to do. If they were too hard, the student had many opportunities finding help. The only weakness the class had was not introducing us to Java toolkits or other topics like graphical user interfaces.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-nathancy",
          "student": "nathancy@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "This course provided a great foundation for Java as the course material was methodically taught in which new topics built upon previous concepts. New material had some type of connection with past material, which made it relatively easy to understand new concepts. With each additional concept learned, there was supportive practice material that enabled mastery of the concepts. In addition, “challenge” questions were assigned as extra credit, which allowed students to really test if they understood the material. Strengths include clear lectures, which made the material easy to understand as examples that utilized a new concept helped strengthen understanding. Weaknesses include not enough one-on-one time with instructors or with teaching assistants, as there were so many students in the class. For future students taking this course, I would recommend to constantly practice as the material can pile on quickly.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-pakchar",
          "student": "pakchar@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "A strength to ICS 111 is that the class usually meets 4 times a week, so that gives you plenty of face to face time with your professor to ask questions about the material/homework. 4 times a week seems like a lot, but if you have no prior knowledge of coding or don't understand something, this is a blessing in disguise. Also there is no textbook, yay our wallets!\nA weakness of this course is that it can give you a sense of false confidence. ICS 111 is like learning how to swim in knee deep water with a personal lifeguard by your side. So when it time to move on to the higher classes you can feel overwhelmed because of how many things you can do with what you learned in ICS 111.\nMy advice to future students is ICS 111 is make sure you do your homework and you understand your homework. ICS 111 is like learning a foreign language. Just because it is an introductory class, doesn't mean you won't have to put in time outside of the class. To some people it comes to them naturally, to others this class can be one of the most challenging class you have ever taken. But don't give up, because once you see the solution to your problem, you will realize that you had the answer, but you forgot a curly bracket.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics111-slike",
          "student": "slike@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_111",
          "semester": "Spring-2013",
          "rating": 3,
          "comments": "ICS 111 will be most students intro to programming. For the most part this will decide for the student if they will want to continue through the ICS program or not. Students will find this class to be very easy, if they put the work and time into this class. The most important thing that you can do for yourself in this class is to get a good teacher. Because of how easy the class is the only thing that will hold a student back in it is their interest. If you have a boring teacher you will not be motivated to learn and you will fall farther and farther behind in the class.There are many different ways to find the perfect teacher but in my experience the best ways are to use sites like rate my professor or to use publicly view able cafes.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-aaronvil",
          "student": "aaronvil@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "The weakness I would say for this course is that there are a lot of concepts to go over, a bit that I felt didn't build on or connect with other chapters. So it felt that I was learning a new subject every few chapters which can be confusing to remember everything come exam time. The strength I feel would depend if you get a good TA or not, but the recitations were really helpful in better understanding the concepts and asking question on concepts you didn't understand. For future students I would utilize the recitations to better understand concepts and other students outside of class time for help as well.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-cpjaro",
          "student": "cpjaro@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Fall-2015",
          "rating": 2,
          "comments": "ICS 141 is very important when it comes to the theory of coding. The only problem with the course is that not everyone has the ability to digest a math heavy class. ICS 141 taken in conjunction with ICS 111 allows you to somewhat get the application of the things you learn. However, the problems given on homework and exams do not properly illustrate the application of ICS141 to certain individuals. Like when one has students extensively simplify predicates, there should be a call back to actual code where simplifying predicates would greatly save screen space on a file and increase source code legibility. If students are able to further understand the application of the theory behind 141 and where to apply it, then I feel more people will be able to digest the content easily -- I don't think the actual text helped many students understand the applications of the theory.  Personally, I was unable to stay awake during the long lectures because of the time they took place, 6:00, and I ended up watching screen casts for the course by the professor or from another professor in another college. Because of this, I feel that the flipped-class format is really good because not all students are able to properly pay attention and process the information they are being given during long extended time periods. The only two pieces advice I have for students that take this course is to actually put in the time and read/practice/create problems related to the current topic being covered during the week. In addition, make a study group where every contributes to a portion of the notes and people teach/go over the concepts that were covered in the chapter. The sole purpose of study groups should not only be dedicated to doing homework.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-hailing",
          "student": "hailing@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "This class is really organized. We have lectures 2 days per week and we have a recitation once a week. The strength of this course is that it helped me to develop logical thinking skills. I think the most important but also the hardest concept learnt in this class is counting. There are a lot of real like applications about this. The recitation is very helpful, because it’s easier to study this kind of material by doing practice problems. On the other hand, lecture is organized, but it’s not that interesting. Maybe it was depending on how it’s taught. I think talk more about more real life applications of what’ve learnt, can keep us more interested in learning the material.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-jameyia-shamia",
          "student": "jameyia@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Fall-2015",
          "rating": 4,
          "comments": "The course was extremely easy coming from the background of a (at the time) Electrical Engineering Undergraduate. The thing I found most helpful was that the instructor made a custom website where each student created an anonymous username, and the grades of every student were posted alongside their nickname, so you could gauge how you were doing in the class compared to others. This also incentivized you to do better if you felt you were 'under the curve'. In addition, we were walked through the LaTeX typing system through various tutorials and that was an invaluable skill.\n\nThere were really no weaknesses to the course. HW assignments were submitted online which meant students didn't have to fuss around with papers and attend lectures if they felt they didn't need to. You could exceed the class on your own time.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-jrude",
          "student": "jrude@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "ICS 141 can be a very daunting course to those who have no idea what they are getting into.  The Pros.  ICS 141 taught me a lot of the abstract concepts associated with Computer Sciences.  The material is mostly to train your brain to think more logically.  Because logic is heavily used in ICS.  It helped me understand concepts I learned in 211 and 212 much better.  The Cons.   This class is very difficult, especially to people who are not the most advanced in Math.  I find that some of the material is difficult to understand and grasp but when you finally do figure it out, it makes a lot of sense.  Definitely use any resource you can to help you understand the concepts.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-kellyl4",
          "student": "kellyl4@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Fall-2015",
          "rating": 2,
          "comments": "A strength for this class is that the students would have a class once a week with the TA and go over things we had a hard time understanding and go over practice problems.\n\nA weakness for this course is that it was mostly online based and the notes/sides the professor provides on the website were very hard to understand. Everything is explained in pseudocode and mathematical equations. This is a class of people just starting to learn pseudocode so this made it almost impossible to understand the notes/slides. We did have a website where we could ask questions about homework problems, but it was very difficult to write these mathematical equations and try to understand a very complicating answer online. I strongly advice students to form study groups with students in class because it is very hard to learn this material on your own, especially with a lot of discrete math professors not having good teaching skills.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-kirk6",
          "student": "kirk6@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 2,
          "comments": "While I enjoyed the course I did have some problems with it. I don't feel that a lot of the material applied to computer science. But I do feel that the section on Big O is something I could easily apply to the software I write in my other classes. Other than that I felt the course was graded fairly and the lectures were very clear. I also like that the lessons were available in different formats. Sometimes what wasn't clear in the lecture I was able to understand by going over the PowerPoint and examples.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-lamanh",
          "student": "lamanh@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 2,
          "comments": "This course required a B or higher in order to advance. It was my first year as an engineering student and being exposed to proofs and theoretical math was impractical to me. I knew a little programming at the time but couldn't relate the math to computer science. There was only one grade for the class and that was the final, so if you fail the final, you fail the class. The materials were very intimidating and sadly the professor didn't make it motivating to learn either. I took advance courses in math before but even then, I had a difficult time understanding discrete math. What happened was I ended up turning in HW that were considered complete or not complete, try to memorize last minute concepts to attempt quizzes without knowing why I got it wrong and settle to just pass the course without fully understanding what was going on. Now I am currently taking 311 (algorithms )and I am in for major catching up as I only skimmed through the fundamentals without applying it to computer science.\nThe only good thing about this class I thought was that yes, this course checks the block for taking discrete math but fail to prepare the students for future ICS courses.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-linhongb",
          "student": "linhongb@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "ICS 141 was taught by Professor Baek in Spring 2016 for me. ICS 141 introduce us to the discrete mathematics for computer science. It covers many concepts that is used in the future courses. This is really heavy-text based class. In the class, we only listen to her taking on her slides and boring. However, her class is really easy, guarantee an A if you do all her homework and go over all materials, since problems on the test is really, really, really similar to the one she probably had assigned.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-pakchar",
          "student": "pakchar@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "A strength of ICS 141, Discrete Math, is that this class will truly challenge you as a freshmen or sophomore. It isn't like your normal math class you were taught in high school. It is more about problem solving and logical reasoning without the numbers. This class will open your mind, and definitely improve your thinking process (This will be very very very important when trying to write programs in your other ICS classes).\nA weakness of ICS 141 is that as a freshman this will most likely by your hardest class. Not because of the workload, but because it will demand you to think. Not trying to say that you don't know how to think, but lets say this isn't one of those classes where you just drink an energy drink the night before an exam and cram. That won't work here. Another weakness is that the textbook is quite expensive and heavy.\nMy advice to future students is to do every homework question assigned. If you don't get it, make use of your professor and TA's office hours. Even if they explain it the same way they did the first, you will be amazed how much of a difference it makes to hear something a second time. A good way to practice before exams is to do the odd problems that are similar to the homework questions you got wrong or topics where you are still shaky on. Lastly, do not sell back your textbook during buyback week. You will need it for ICS 241.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-slike",
          "student": "slike@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Fall-2013",
          "rating": 3,
          "comments": "ICS 141 will be one of the more challenging classes you will take in your career as an ICS student. This will set your bases of understanding for multiple classes that will follow such as ICS 241 and 311. You must put extra time into this class if you wish to succeed in ICS. Which teacher you have is very important as some teachers are better at explaining concepts than others. If you get through this class but do not feel like you have a 100% grasp on the concepts I would recommend retaking the class as you will struggle in the following classes.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics141-zknoebel",
          "student": "zknoebel@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_141",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "This course is a great introduction to the mathematics used in computer science. It goes at an easy pace and most of the information is not hard to understand. However for the parts of the class that are difficult, it might be harder than other classes to learn the material. This is because even though the information is pertinent, it is also very dry. The hardest part of this class will be staying focused long enough to grasp what is being taught.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-aaronvil",
          "student": "aaronvil@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2016",
          "rating": 5,
          "comments": "The one good point of the course was that it brought the challenge of programming that you do not get in ICS 111. Some of the assignments are a little difficult, but doable, especially if you utilized the TA. Another thing, at least with the professor I took it with is having to write code on paper. It really proved helpful in knowing the syntax of the code without the help of an IDE to tell you what would work and what wouldn't. I would say future students should really get into this practice as soon as possible, because it can help you later in a job interview and also knowing the syntax of a language better. I can't really say there were any weakness to the course.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-ahlim",
          "student": "ahlim@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2015",
          "rating": 3,
          "comments": "The things we learned in ics211 were extremely important to my success in my future classes such as ics212, ics311, ics313, etc. The data structures and algorithms we learn from this class are foundational to a proper computer science education. However, it was difficult because of the amount of material we have to cover. I would advise future students to not be afraid to ask questions.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2014",
          "rating": 5,
          "comments": "A step up from ICS 111, ICS 211 taught me a lot about data structures. Lectures were engaging, and the programming assignments were challenging. Most people will do well in this course if they put their time into learning the concepts and if they start the assignments early!",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-cnguyen7",
          "student": "cnguyen7@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2015",
          "rating": 4,
          "comments": "The most important aspect of ICS 211 was data structures. Data structures are a fundamental aspect of Computer Science and are the No. 1 thing tested at technical interviews. A strength of this course is definitely being able to take it right after ICS 111. Near the end of this course when I had a technical interview for an internship, I barely had to study for my interview because ICS 211 gave me a sneak peek of how technical interviews are like and what is tested on them-- Data structures. I ended up getting the internship and if it weren't for my ICS 211 professor preparing me for this, I would have not been where I am today. Being tested on writing code everyday was a great strength of this course because in a real life interview, it is just you and a whiteboard-- No IDE. I can say that one of the weaknesses of this course is that once students realize the basic methods of a data structure like a LinkedList, it becomes easy to just memorize code and forget about it a month later compared to actually understanding it. With that said, my advice for future students is to be diligent when studying for this course because it will shape their ability to perform well on a technical interview. Understanding how a data structure works along with their runtimes and tradeoffs are definitely essential for anyone desiring to be a Software Engineer.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-cpjaro",
          "student": "cpjaro@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "ICS 211 was taught in the flipped-classroom format where students would do readings and watch the screencasts while in class they would work on problems. This format was possibly the most ideal because I was able to work at my own pace and take notes at my own pace. Simply being able to playback the screen cast at whatever speed was possibly the best thing for my learning experience. All the resources were collectively on youtube and I did not have to look any where else in order to find the screencast that I was looking for. In addition, having a daily quiz about writing out code on the actual implementation on the data structures helped solidify how the data structures worked and kept me on my toes in order to maintain a grade. The course schedule, assignments, readings, and screencasts all found on the morea review/course website was incredibly useful in planning how much time I need to invest in order to properly learn topics rather than copy pasting from my brain the code that was from the book/video. The only issue is homework assignments were rather lack luster from time to time because certain homework assignments were simply just implementing the data structure and that was it--or some rather trivial application that did not take much thought. I feel that the screencasts, quizzes, and exercises that were done in and outside of classes were more than enough to understand how to implement a data structure. Therefore, I wanted more assignments that involved using the data structure to solve a given problem, preferably real-world rather than theoretical. Students taking this course should have no problem passing it as long as they take the time to read and understand the concepts that are shown on the website. If students struggle with certain topics, it's best to make a study group and, essentially, teach each other the concepts so that everyone understand the topic to the point where the student is \"fluent\" in said topic.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-creindle",
          "student": "creindle@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2015",
          "rating": 3,
          "comments": "This class was the introductory class to very important and difficult material. Due to the material being so difficult, the professor was extremely lenient when it came to grading our work. But, some of the homework assignments were extremely difficult to solve. This may be because the professor wanted us to collaborate with one another. But, my advice to students would be to help one another often and start on the homework early.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-dtan808",
          "student": "dtan808@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2016",
          "rating": 5,
          "comments": "If I could describe ICS 211 in one phrase, it would be \"very challenging, but very rewarding.\"  The topics I learned in this class were complimented nicely with the assignments given in lab by the TA.  These assignments were very challenging and really put me to the test.  Many stressful hours spent on projects led to feelings of accomplishment once I figured something out.  Lectures were easily understood and labs were very essential for putting what we learned into practice.  For future students of this class: no one is going to force you to show up to class or complete the assignments.  However, learning to manage time with different assignments will greatly prepare you for future ICS classes.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-hailing",
          "student": "hailing@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "For me, this is the actual introductory course, even though I’d taken ICS 111 before it. I’ve learnt so much more in this class comparing to ICS 111. One of my favorite thing about taking this class is that it’s structured in a small classroom. It’s hard for me to learn in a big lecture room, because it’s really hard to follow along. Studying in a small classroom help me to pay more attention, since it’s easier to ask questions, and I also feel like the professor is paying attention to me, so it keep me alerted. Second thing I like about this class is that we come to class only to take a quiz and to ask questions, and we were required to do take the lecture at home. I personally prefer self-studying, since I can follow my own pace, and I also like practicing while studying. I think I’m absorbing a lot more information in this way, since when practicing, I’m constantly getting more and more questions, by answering question of my own, I’m strengthening my memory. I think this is a good course in general, but one weakness is that I think this class didn’t go into detail about how program works, or how computer process the program. I would like more reasoning or analyzing instead of memorizing.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-jrude",
          "student": "jrude@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Spring-2016",
          "rating": 5,
          "comments": "ICS 211 was a very engaging and rigorous course.  The pros.  First off this course teaches you a lot.  You get into the nitty gritty of Java and learn how to become an efficient coder.  It makes learning other coding languages easier and installs good coding habits.  The cons.  This class is very time consuming.  You will spend upwards of 20 hours a week on projects.  But all this extra time coding makes you a very good programmer.  Overall I enjoyed this class a lot and would take it again.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-kellyl4",
          "student": "kellyl4@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2016",
          "rating": 3,
          "comments": "A strength for this course is the flipped classroom teaching method. The podcasts were very straight forward, short, and easy to understand. At the beginning of each class, the professor would ask the class if we had any questions on the material we learned at home and would briefly go over it making sure we fully understood. It was also nice being able to work on problems in class so the professor is right there when we need help.\n\nA weakness is I think ICS 211 courses should take a little more time on the more complicated sort methods and data structures. I kind of felt we took a long time on easy methods like bubble sorts and insertion sort, but once we hit merge sort, recursion, queues, etc. the lessons went by so quick I wasn't able to feel like I fully perfected these before moving onto the next topic. I advice students to make sure to keep up with the material and never start on your projects on the day of. Also, I advice them to stay in class during the practice problems to get the extra help.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-kirk6",
          "student": "kirk6@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2016",
          "rating": 3,
          "comments": "A strength of this course is that I felt I learned a lot over the course of the semester. The lessons was very clear and the pacing over the course wasn't too demanding. A weakness was that the difficulty of the assignments varied greatly in some cases. One assignment would only take a few hours to cover a simple concept and other assignments could take a week because they were more complex. A possible solution could be to break up the more complex assignments or give less time on the easier ones to free up more time.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-linhongb",
          "student": "linhongb@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2016",
          "rating": 5,
          "comments": "ICS 211 was taught by Professor Carleton Moore in Fall 2016 for me. The main focus for this course is to understand and use Abstract Data Structures in programs such as Array list, Linked list, Stack, Queue, etc. We need to implement our own codes for ADT. He is really fun guy to be with. The funniest he ever said is after we learn all these things, he said that, \" Do not implement your own code and just use the one provided by the language you use if there is one\". I do recommend taking his class for the future students. The only thing is that he made this class way more easy, guarantee an A for his class if you did do some work.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-pakchar",
          "student": "pakchar@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2016",
          "rating": 3,
          "comments": "A strength to ICS 211 is that it is a lot easier than you think. Learning about all the different types of Abstract Data Types(ADTs) and methods seem pointless, but you will be surprised how easy they make your life.\nA weakness to ICS 211 is that you are constantly learning a new ADT 1-2 weeks. It may seem like a lot of time, but it really isn't. Trying to do the homework without knowing how the ADT works is borderline impossible.\nMy advice to future students is that you should try to start on the homework 3-5 days before its due. You don't actually have to work on, but just try to start it. This is so when you are doing other things and have free time, just think/brainstorm your program. A lot of times, if you can draw out your code then like write a general summary of the process of what has to happen. It makes writing the actual code a lot easier.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics211-zknoebel",
          "student": "zknoebel@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_211",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "If you like data structures or just learning in general, this class can be really fun. For me, it was one of those classes that I was actually excited to go home and do homework for. Learning data structures in this class means that you will learn how Java implements its own data structures, be able to write them yourself and because of that know how to use them in the real world. One downside with all of the focus being on the data structures themselves is that you really only learn a small amount about programming in Java during the semester, but over all, it is a great class.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics241-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_241",
          "semester": "Spring-2014",
          "rating": 3,
          "comments": "I understand how Discrete Math relates to Information and Computer Science, but I still didn't enjoy this course-- the content, that is. Initially the homework problems were, to me, difficult. Fortunately, the professor tried very hard to teach the concepts well, and I received a lot of help from the TA and the professor during office hours.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics241-erikhuan",
          "student": "erikhuan@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_241",
          "semester": "Spring-2013",
          "rating": 2,
          "comments": "In ICS 241 Discrete Mathematics you build upon the learning you did in ICS 141. This class teaches more math theory to strengthen your understanding of computer science. There is no actual coding involved and mainly has paper-pencil-tests to see if you understood the concepts learned in class. It is not a very fun class to take in particular, but it is required so you can start having access to the 300 level courses. My advice would be to be focused on studying the course material and do NOT slack off.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics241-joshuajw",
          "student": "joshuajw@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_241",
          "semester": "Spring-2013",
          "rating": 3,
          "comments": "Discrete math can be a rather hard subject. One strength I found with this class were the recitations. During recitations, the TA would clearly explain and answer any questions the students had. We would take the hardest questions and go through each of them step by step with the TA making sure the students understood why and how each step was done. The ability of the professor to teach this class and the willingness of the student to learn the material, is what gives it it's weakness. Since Discrete Math can be a rather difficult subject, the student can feel overwhelmed by the content. The teaching style of the professor can mean the difference of a student excelling or struggling to fully understand the material. At the same time the student also has to put a lot of effort into studying and preparing.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics241-lamanh",
          "student": "lamanh@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_241",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "This course had a solid schedule and the professor tried her best to explain the materials to us. I was prepared and knew the materials enough to passed all my exams. This taught us the basics of discrete math II and I enjoyed the class because recitation helped a lot. After other classes of programming and relate able problems, I was able to see the connection. New materials were difficult but manageable. I think students would perform better if there were aptitude quizzes after each lecture to have the student recall concepts and check understandings. The TA broke things down in laymen terms  and for that, I was able to grasp the theories.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics241-rao642",
          "student": "rao642@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_241",
          "semester": "Fall-2015",
          "rating": 3,
          "comments": "This is a very traditional class with straightforward assignments, which I believe many student will find the structure familiar. I learned a lot in the course as the content was taught on the board with a slideshow accompaniment. It allowed the students to really use their heads on in class exercises. Baek was my professor that semester I took it, and she is very efficient in teaching and obviously passionate, though, she can be quiet at times. Overall she is a great professor who will answer your questions very well. Test and final are fair, and tend to be as difficult as the homework given. The true test is being able to apply all of the skills learned without any reference material. And be warned, the tests do cover a lot of material. The TA of the class does sample problems from homework in recitation periods, which is also very helpful so be sure to attend those whenever possible. Assuming you have taken 141 here at UHM, you should come to realize that the content covered in this class is slightly easier.  So long as you do the homework, attend lecture and TA sessions, you should be able to pass with a B.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics241-zknoebel",
          "student": "zknoebel@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_241",
          "semester": "Fall-2016",
          "rating": 3,
          "comments": "This is the second discrete math class. It is a lot like ICS 141, but it is a bit harder. A lot of the material is more abstract and the answers that are expected on homeworks and exams have a more strict format than those expected in ICS 141. Again the material can be pretty dry, so a good suggestion would be to try to sit at the front of the class. That way you are not tempted to play on your phone or laptop and will be less likely to be distracted by the people around you.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Fall-2014",
          "rating": 4,
          "comments": "I've heard a lot about how this course is the bottleneck for progressing through the ICS program. Compared to all the courses I've taken before, this has to be the most time consuming. It's not that the concepts are difficult to understand nor is the courseload that heavy, but I found myself having to put more time to review and understand everything. The class structure for this was inverted, so we watched video lectures in our own time and used class time to do actual problems. I thought it was a better use of class time.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-brianmay",
          "student": "brianmay@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Spring-2016",
          "rating": 4,
          "comments": "So far, algorithms was the most difficult and time consuming class I took at UH Manoa. However, I think ICS 311 is one of the most important courses in the Computer Science program. Despite being time consuming and difficult, the topics discussed in ICS 311 were highly applicable to CS and crucial for anyone wanting to excel in the tech industry. For any students that take this course in the future, I highly encourage them to NOT take this course when they have a huge workload. If you think you can challenge yourself to pull it off, I'm going to tell you now that it is not worth it. When I took this course, I needed to study almost every single day in order to do well. Also, take advantage of office hours the moment you need help. You will not survive ICS 311 if you go through the semester without help from the instructor or TA.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-creindle",
          "student": "creindle@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Fall-2015",
          "rating": 3,
          "comments": "At the time I took this course, it was rumored that, on average, students took two tries to pass this course. Another rumor was that one student even took six attempts at the class before he was able to pass. These rumors terrified me. Had I not been scared, I would've enjoyed a very fun class that covered some of the most important material in my life. My advice to future students would to not be afraid of the material and to talk to your professor because the material will come up again further down the line of your CS career and the professors truly want you to pass the class.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-dtan808",
          "student": "dtan808@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Spring-2016",
          "rating": 2,
          "comments": "ICS 311 is by far the toughest ICS class I have taken so far.  The material and topics covered are challenging to learn, but what made the class difficult was the teaching style.  The lectures were given by video, which we would watch outside of class.  These lectures were clear and very useful.  However, I did not find the activities and problems done in class very helpful.  Quizzes given every class were difficult and since it was graded by fellow classmates, the grading was very inconsistent.  We also created our own quizzes, called flip-flop quizzes, which we made for other classmates to take.  These quizzes were a waste of time and most students just created them to fulfill the assignment, rather than create quality challenging questions.  One positive thing about the class was the help of the TA.  I would go to office hours every week to get extra help on the homework or class problems, which was extremely helpful.  For future students, be ready to learn most of the material on your own.  I probably learned more on my own than I did in class.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-joshuajw",
          "student": "joshuajw@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_331",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "The use of Logisim, the program we used to build digital circuits, played a very important role in the learning and understanding of creating and making different circuits. Logisim gave me a visual interactive experience that I thoroughly enjoyed by turning an ordinary assignment into a fun challenge for me to overcome. A weakness this class has is the transition from circuits to assembly code. During my class, I felt this transition into assembly code could have been a bit smoother. I had a relatively hard time understanding assembly.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-kurtkn",
          "student": "kurtkn@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "Many have called this class the \"flagship class\" of the ICS program and after taking it I can see why. The class was quite challenging and required a lot of time (which is why it is worth 4 credits). The course material was good and it definitely has impacted the way in which I approach problems. My biggest problem with the class was the online quizzes. The instructor had students create quizzes on his website, but I found that this was not a helpful tool for learning. Many students did not complete their quizzes and there was not a clear outline for how these quizzes would be scored. The syllabus stated that the online quizzes would be worth 11% of our total grade, but throughout the semester points for the online quizzes were never posted nor did we get any feedback on them from the instructor. This caused a lot of stress toward the end of the semester since we did not know how well we were doing. My advice to future students is to watch the video lectures from MIT and to read the lecture notes.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-markrc",
          "student": "markrc@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Fall-2015",
          "rating": 4,
          "comments": "The ICS 311 Algorithms course is now tailored to all types of student learning thanks to Professor Suthers. Because the course uses a flipped classroom style of learning, you gain access to all the lectures on YouTube, allowing the instructor to focus class time on solving problems and answering questions. The course itself gives you a thorough understanding of many famous algorithms, runtime correctness, and other topics like parallel programming. I enjoyed learning under Professor Sitchinava as the course was challenging and interesting. I really like the fact that I could watch the videos, read the lecture notes, and be able to fully understand what I was reading when I went to textbook for deeper understanding. The weaknesses of the class was its lack of coding or any sort of work where you develop your own algorithm to apply what you learned.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-rao642",
          "student": "rao642@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Fall-2015",
          "rating": 4,
          "comments": "This is the hardest 300 level class in the program. But this is a good thing. This class builds off of the discrete math foundation formed in 141 and 241 to delve into algorithmic theory. So be sure you know that you understand time complexity and how to express programs in pseudocode. One of the things to note of this class is its inverted structure. You use the given resources and the CLSR Algorithms text book to learn yourself the chapter outside of class. In class, you will then take a quiz to test your knowledge and then split into groups to solve problems pertaining to what you have learned. This can be a good or a bad thing for a student. On one hand, class time is devoted to practice and you have the professor (in my case Nodari) to track how you are doing in person. On the other, those who do not have a lot of out-of-class time will not be able to grasp the material as well as those who do. It really depends on your situation. \nHomework in this class is very difficult. You have a week to complete a set of 3 to 5 problems. Do not be fooled by the amount of problems, because each homework assignment takes at least 5-6 hours to complete. Tests in this class are fair, but cover a lot of material at a time so study hard This is a class where you must have time to commit yourself with the material in order to succeed.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics311-slike",
          "student": "slike@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_311",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "The course itself is not as difficult as some of your peers may have you believe. This is however one of if not the important class that you will take in your ICS career. Overall the course was designed in a way in which you used your peers to learn and excel in the course. Most of the work done was in groups, with the teachers chiming in if the students required assistance with any part of the class work. If you are able to learn well in a group environment then this class will work well for you. One thing that you do not want to do in this class is procrastinate on the readings. The reading itself is not that difficult but the concepts do take a while to master and if you do not spend time everyday working on the material it will catch up and overwhelm you.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics313-kurtkn",
          "student": "kurtkn@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_313",
          "semester": "Spring-2015",
          "rating": 1,
          "comments": "I did not enjoy this class very much. I found the lectures to be very boring and uninspiring. The assignments were straight out of the book and the tests were very difficult. The instructor made up for this by grading easy. I would not recommend taking this class unless it has been changed significantly since I took it.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics314-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_314",
          "semester": "Fall-2014",
          "rating": 5,
          "comments": "ICS 314 teaches valuable concepts if you want to be a Software Engineer. I thought the class was fun, and Professor Johnson is great.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-ahlim",
          "student": "ahlim@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "Ics321 allows students to get a good grasp of what the back-end of a website looks like. Unfortunately, the class is so flexible on deadlines, that many of the students would wait till the end of the semester to finish the assignments. I would inform future students to stay up-to-date and complete the assignments on time.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Spring-2015",
          "rating": 5,
          "comments": "ICS 321 was enjoyable. The things we learned were straightforward. We watched lectures online, did problems in class, and there were very few homework assignments. Much of my grade came from the final project. There I had the chance to show off my programming prowess by designing a database and applying what I learned. I hadn't created a website before, but I learned! I created a simple website with a backend MySQL database.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-brianmay",
          "student": "brianmay@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "The Databases course at UH Manoa felt highly dependent on the student's effort to learn. Although it was easy to get a good grade (depending on the instructor), I felt like I needed to motivate myself in order to grasp a good understanding of databases, MySQL, JavaScript, etc. I thought the final project was the best aspect of this course because it is something that can be used for your online portfolio if it is well done. For any future students that take this course, I highly encourage them to attend office hours and ask questions because it's easy to get lost on some of the material.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-cnguyen7",
          "student": "cnguyen7@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Fall-2015",
          "rating": 3,
          "comments": "ICS 321 focuses on databases. The final project in this course was a great strength in this course because it allows students to use what they have learned from other classes and outside resources to create an amazing application that uses a SQL database. Being able to create a database-backed application is very important because it allows students to get a sense of what \"real\" programming and software development is like which makes this final project extremely relevant to the real world. One weakness I found in the course is that the majority of the course focuses on things like Normal Forms and Triggers and other theories of DBMS. Theory is extremely important when it comes to research and I feel like understanding them would greatly benefit me as a Computer Scientist; however, I had a difficult time understanding how to use what I learned from them in a real life situation. Therefore, I felt that I would have benefitted more from this course if we worked more on manipulating a database as opposed to only having only one assignment on SQL. My advice for future students is that they should take this class and see it through the very end because the final project is really useful and a great way to build their professional portfolio. Learning how to integrate databases with an application is important for any software engineer or software developer to know.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-creindle",
          "student": "creindle@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Fall-2016",
          "rating": 4,
          "comments": "The strengths of this class were the material covered and the professor teaching it. The material was super cool and important as it focused on real life examples on the importance of using databases. The abstract concepts were translated into tangible material. Also, the tests reflected this and covered the homework assignments rather than theories. For some, a weakness of the class was the professor as he was not very strict on due dates. The reason for this, as he put it this way, was \"Ultimately, I want my students to learn, not be put off by due dates.\"",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-erikhuan",
          "student": "erikhuan@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Fall-2014",
          "rating": 3,
          "comments": "The ICS 321 Database course teaches students what databases are and how to develop them. It is an important concept to learn if you are planning to host and store user or personal data for a website or app as you can have a better understanding as to how your information is store away. If I had to give a weakness to this class it would be that during the final project where we create our own simple database, I often see other students be proficient in not only making a functioning database, but they also had the knowledge to create a proper website front for their project. For this class specifically we are not taught how to create a website so for people who do not have any knowledge, looking at other people's projects could make yours feel a bit inadequate sometimes. But don't worry, as long as the database itself is working properly you still get the A. My advice would be to just start your assignments early and maybe look up how to make a website to have a nicer final project.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-markrc",
          "student": "markrc@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Spring-2015",
          "rating": 4,
          "comments": "The Database course gives a student a very comprehensive walk-through of SQL. The only weakness of the class was that the final project assumed we knew HTML and XML, making it very difficult for those that were unfamiliar with those languages. The strengths of this class are that it's challenging, easy to get help, and very relevant. My advice for students taking the course would be to brush up on your Java (as some of the assignments require you to do some coding) and to get a head start on SQL by doing free tutorials online.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-rao642",
          "student": "rao642@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Spring-2016",
          "rating": 3,
          "comments": "One of the strengths of this course is its focus on practical, business usage of the content covered. All of the projects in the class were designed to mimic real life implementations and the final project was a theme of choice web app. However most of the assignments that required programming, required knowledge of html and php, which was only covered slightly in class. This may be a turn off and a difficulty for most students who do not have this kind of experience. As one of those students, however, I did end up getting an A. Halverson, a the professor of the class at the time I took it, is very straight forward and records lectures for convenience, which I really appreciated. However, he did piggyback off of the resources of the previous professor who taught the class.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics321-shaziney",
          "student": "shaziney@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_321",
          "semester": "Spring-2016",
          "rating": 5,
          "comments": "The main thing one can learn from this course is Server Query Language or SQL. This is a great language to learn since it is the most common programming language used to manipulate or manage a database.  Knowing SQL can be a useful skill since it is sought after by employers in positions and fields that are not strictly ICS related.  For example, any business that uses a database to function requires it, including retailers, hospitals, banks, et cetera. With that said, I highly recommend taking this course to learn this invaluable language.\n\nDr. Halverson is the professor who has been teaching this course these past spring semesters, and the previous summer semester, and I personally took this course from him.  One nice thing about taking this course from him is that he records his in-class lectures.  Bear in mind that the purpose of this is not to encourage students to get lazy and not attend his class.  I would not recommend this since there are times when his recordings do not cover solutions that he explains exclusively to those who attend his class.  Instead, the advantage of having these recordings available will allow one to rewatch the lecture in case he or she gets stuck and has a \"How do I do this again?\" moment.  Dr. Halverson is also quite responsive and flexible, so if you decide to take this course, I would recommend taking it from him.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-course-ics331-erikhuan",
          "student": "erikhuan@hawaii.edu",
          "reviewType": "course",
          "reviewee": "ics_331",
          "semester": "Fall-2015",
          "rating": 4,
          "comments": "The ICS 331 Machine programming course teaches students how to read and use binary and hex-based coding. The assignments are very interesting because you get to mess around with a program that allows you to make and manipulate a virtual circuit. The downside is unless you plan on working with low level language code, the material you learn in this class may be irrelevant to what you will do in the future. That being said, I did enjoy the class and the assignments, and I advise that you should take the time to learn about binary and hex coding anyway.",
          "moderated": true,
          "visible": true
        },
        {
          "slug": "review-opportunity-hacc-alfred",
          "student": "alfred@hawaii.edu",
          "reviewType": "opportunity",
          "reviewee": "hacc",
          "semester": "Fall-2016",
          "rating": 5,
          "comments": "HACC was a great opportunity to display what I've learned as an ICS student and to have the opportunity to help address a problem in Hawai'i.",
          "moderated": true,
          "visible": true
        }
      ]
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