Editing Computational intelligence (section)

==Impact on university education==
According to [[bibliometrics]] studies, computational intelligence plays a key role in research.<ref>{{cite journal |doi=10.1142/s0218488507004911 |year=2007 |publisher=World Scientific Pub Co Pte Lt |volume=15 |number=5 |pages=625–645 |author=NEES JAN VAN ECK and LUDO WALTMAN |title=Bibliometric Mapping of the Computational Intelligence Field |journal=International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems |hdl=1765/10073 |url=http://repub.eur.nl/pub/10073 |hdl-access=free }}</ref> All the major [[academic publishers]] are accepting manuscripts in which a combination of Fuzzy logic, neural networks and evolutionary computation is discussed. On the other hand, Computational intelligence isn't available in the university [[curriculum]].<ref>{{cite journal |title=Computational Intelligence Course in Undergraduate Computer Science and Engineering Curricula |author=Minaie, Afsaneh and Sanati-Mehrizy, Paymon and Sanati-Mehrizy, Ali and Sanati-Mehrizy, Reza |journal=Age |volume=23 |pages=1 |year=2013 |url=https://peer.asee.org/19330.pdf}}</ref> The amount of [[technical universities]] in which students can attend a course is limited. Only British Columbia, Technical University of Dortmund (involved in the European fuzzy boom) and Georgia Southern University are offering courses from this domain.

The reason why major university are ignoring the topic is because they don't have the resources. The existing computer science courses are so complex, that at the end of the [[semester]] there is no room for [[fuzzy logic]].<ref>{{cite journal |doi=10.1109/mci.2011.941591 |year=2011 |publisher=Institute of Electrical and Electronics Engineers (IEEE) |volume=6 |number=3 |pages=57–59 |author=Mengjie Zhang |title=Experience of Teaching Computational Intelligence in an Undergraduate Level Course [Educational Forum] |journal=IEEE Computational Intelligence Magazine }}</ref> Sometimes it is taught as a subproject in existing introduction courses, but in most cases the universities are preferring courses about classical AI concepts based on [[Boolean logic]], turing machines and [[toy problem]]s like blocks world.

Since a while with the upraising of [[STEM education]], the situation has changed a bit.<ref>{{cite conference |title=Computational intelligence: a Tool for Multidisciplinary Education and Research |author=Samanta, Biswanath |conference=Proceedings of the 2011 ASEE Northeast Section Annual Conference, University of Hartford |year=2011 }}</ref> There are some efforts available in which [[multidisciplinary]] approaches are preferred which allows the student to understand [[complex adaptive system]]s.<ref>{{cite journal |doi=10.1109/mci.2008.930983 |year=2009 |publisher=Institute of Electrical and Electronics Engineers (IEEE) |volume=4 |number=1 |pages=14–23 |author=G.K.K. Venayagamoorthy |title=A successful interdisciplinary course on computational intelligence |journal=IEEE Computational Intelligence Magazine }}</ref> These objectives are discussed only on a theoretical basis. The curriculum of real universities wasn't adapted yet.