Due to the increasing number of computing jobs and national demands, we are seeing a surge of non-traditional students (aged over 25), entering the online CS1 courses. We are at a large metropolitan public research university, where 30% of the students are non-traditional students. However, the online CS1 course usually consists of 70-75% of non-traditional students. We carried out a study in that course for the last 5 semesters where we interviewed non-traditional students to better understand their characteristics and how those are related to their learning goals and performance. This paper is an attempt to identify the unique characteristics of non-traditional students that can help Computing-ED researchers and admins to design online CS1 courses with appropriate pedagogy, so a better learning experience can be provided to them and their retention rates can be increased
{"title":"Understanding Barriers and Motivations of Non-Traditional Students Learning Programming in an Online CS1 Course","authors":"Farzana Rahman","doi":"10.1145/3368308.3415455","DOIUrl":"https://doi.org/10.1145/3368308.3415455","url":null,"abstract":"Due to the increasing number of computing jobs and national demands, we are seeing a surge of non-traditional students (aged over 25), entering the online CS1 courses. We are at a large metropolitan public research university, where 30% of the students are non-traditional students. However, the online CS1 course usually consists of 70-75% of non-traditional students. We carried out a study in that course for the last 5 semesters where we interviewed non-traditional students to better understand their characteristics and how those are related to their learning goals and performance. This paper is an attempt to identify the unique characteristics of non-traditional students that can help Computing-ED researchers and admins to design online CS1 courses with appropriate pedagogy, so a better learning experience can be provided to them and their retention rates can be increased","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126064639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juan Pablo Soto Medico, Karl-Heinz Gilbert-Wason, William Hyland, John Manlucu, Osman Martinez, Larysa Paliashchuk, Eric Ra, Giovanni Vincenti
The formula for engaging students in a discipline is often a mix of internal and external drives. This poster offers an overview of the solution that our team created as a capstone project, in response to the NASA SUITS Design Challenge. The system became an evolving platform that continues to engage undergraduate and graduate students in Information Technology and related fields.
{"title":"ARGOS","authors":"Juan Pablo Soto Medico, Karl-Heinz Gilbert-Wason, William Hyland, John Manlucu, Osman Martinez, Larysa Paliashchuk, Eric Ra, Giovanni Vincenti","doi":"10.1145/3368308.3415430","DOIUrl":"https://doi.org/10.1145/3368308.3415430","url":null,"abstract":"The formula for engaging students in a discipline is often a mix of internal and external drives. This poster offers an overview of the solution that our team created as a capstone project, in response to the NASA SUITS Design Challenge. The system became an evolving platform that continues to engage undergraduate and graduate students in Information Technology and related fields.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124940267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Classroom learning must be addressed in order to provide an inclusive course experience for all students. This study examined the effectiveness of support structures for Deaf and Hard-of-Hearing (DHH) students in the form of a web conferencing system that allowed for a composite screen solution. Quantitative and qualitative data analysis indicated that DHH students rely on access services and accommodations such as sign language interpreting and priority seating in order to have access to content in a mainstream classroom. However, the usage by hearing students was higher than anticipated.
{"title":"An Initial Survey of Deaf and Hard-of-Hearing Student Use of a Composite Screen Solution Utilizing Web Conferencing Software","authors":"E. Weeden, Sharon Mason","doi":"10.1145/3368308.3415459","DOIUrl":"https://doi.org/10.1145/3368308.3415459","url":null,"abstract":"Classroom learning must be addressed in order to provide an inclusive course experience for all students. This study examined the effectiveness of support structures for Deaf and Hard-of-Hearing (DHH) students in the form of a web conferencing system that allowed for a composite screen solution. Quantitative and qualitative data analysis indicated that DHH students rely on access services and accommodations such as sign language interpreting and priority seating in order to have access to content in a mainstream classroom. However, the usage by hearing students was higher than anticipated.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132060583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The coronavirus pandemic brings tremendous challenges to teaching cybersecurity courses online, from learning how to use different online teaching platforms to innovative instruction methodologies within two weeks. In this paper, we will present the lessons we learned in teaching both graduate and undergraduate cybersecurity courses during Covid-19.
{"title":"Lessons Learned from Teaching Cybersecurity Courses During Covid-19","authors":"Yan Bai, Chunming Gao, B. Goda","doi":"10.1145/3368308.3415394","DOIUrl":"https://doi.org/10.1145/3368308.3415394","url":null,"abstract":"The coronavirus pandemic brings tremendous challenges to teaching cybersecurity courses online, from learning how to use different online teaching platforms to innovative instruction methodologies within two weeks. In this paper, we will present the lessons we learned in teaching both graduate and undergraduate cybersecurity courses during Covid-19.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133386843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sang-Keun Oh, Nathaniel Stickney, Daniel Hawthorne-Madell, Suzanne J. Matthews
Cyber ranges are an important tool for teaching cyber security techniques. However, setting up a cyber range for classroom use can be costly. Prior work on lowering the cost of cyber ranges focuses on open source solutions and virtual machines. Yet, these solutions do not reduce the cost of physical components - namely, the underlying hardware used to build the range. In this paper, we describe a prototype cyber range built out of Raspberry Pis, a type of inexpensive single board computer. To illustrate the functionality of the range, we use Docker and Docker Swarm to deploy a vulnerable web server across four Raspberry Pi nodes and assess it in an undergraduate classroom. Our cyber range costs under $250.00 to build and consumes less than 25 Watts of power. We open-source our materials and provide pre-built Docker images on Docker Hub to enable others to use our work. Our results suggest that cyber ranges built using Raspberry Pi clusters can lower cost and enhance cyber security education.
{"title":"Teaching Web-Attacks on a Raspberry Pi Cyber Range","authors":"Sang-Keun Oh, Nathaniel Stickney, Daniel Hawthorne-Madell, Suzanne J. Matthews","doi":"10.1145/3368308.3415364","DOIUrl":"https://doi.org/10.1145/3368308.3415364","url":null,"abstract":"Cyber ranges are an important tool for teaching cyber security techniques. However, setting up a cyber range for classroom use can be costly. Prior work on lowering the cost of cyber ranges focuses on open source solutions and virtual machines. Yet, these solutions do not reduce the cost of physical components - namely, the underlying hardware used to build the range. In this paper, we describe a prototype cyber range built out of Raspberry Pis, a type of inexpensive single board computer. To illustrate the functionality of the range, we use Docker and Docker Swarm to deploy a vulnerable web server across four Raspberry Pi nodes and assess it in an undergraduate classroom. Our cyber range costs under $250.00 to build and consumes less than 25 Watts of power. We open-source our materials and provide pre-built Docker images on Docker Hub to enable others to use our work. Our results suggest that cyber ranges built using Raspberry Pi clusters can lower cost and enhance cyber security education.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130185438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Web development courses are core to Information Technology (IT) and Computer Science (CS) curriculums. As a result, hundreds of students each semester enroll in these courses to learn HTML, CSS, and JavaScript. This burdens faculty with the need to grade tens or hundreds of web assignments each semester. Few tools exist to automate the grading of such assignments. This research explores the use of XPath queries, which may be used to evaluate HTML documents due to their loose relationship to XML. A web application was constructed to graphically define XPath queries, then provided to web development faculty to regrade past assignments. Based on faculty feedback, it was determined that XPath queries are capable of limited grading of HTML document against past assignments. However, by designing new assignments tailored for automated grading and by enhancing the web application with additional features, it is clear a significant portion, if not all, of the HTML documents for a web development assignment may be automatically graded.
{"title":"Exploring the Use of XPath Queries for Automated Assessment of Student Web Development Projects","authors":"Russell Thackston","doi":"10.1145/3368308.3415389","DOIUrl":"https://doi.org/10.1145/3368308.3415389","url":null,"abstract":"Web development courses are core to Information Technology (IT) and Computer Science (CS) curriculums. As a result, hundreds of students each semester enroll in these courses to learn HTML, CSS, and JavaScript. This burdens faculty with the need to grade tens or hundreds of web assignments each semester. Few tools exist to automate the grading of such assignments. This research explores the use of XPath queries, which may be used to evaluate HTML documents due to their loose relationship to XML. A web application was constructed to graphically define XPath queries, then provided to web development faculty to regrade past assignments. Based on faculty feedback, it was determined that XPath queries are capable of limited grading of HTML document against past assignments. However, by designing new assignments tailored for automated grading and by enhancing the web application with additional features, it is clear a significant portion, if not all, of the HTML documents for a web development assignment may be automatically graded.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114213077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyze patterns of gender-based grade disparity in undergraduate information technology (IT) courses at a public research university. The study is part of an effort to understand factors in IT education that may contribute to the gender gap in IT higher education and careers. The study followed a learning analytics methodology developed and used by previous studies of gendered based performance differences in STEM courses at other universities. This research adds to a base of information on gender performance in IT courses. Results indicated that, on average, IT courses have gendered performance differences, with most courses favoring males. Also, results found that, on average, the course delivery method does not impact gender performance. A surprising result is in the senior-level courses, on average, the courses favor females. The recommendations for expanding the study are to examine additional course factors such as instructor gender, class size, and the number of females in the course and to include additional computing disciplines and other universities in the data set. This study will lead to a research path to understanding gender neutral IT course instruction.
{"title":"Gendered Performance Differences in Information Technology Courses","authors":"Rebekah Michael, Hazem Said","doi":"10.1145/3368308.3415395","DOIUrl":"https://doi.org/10.1145/3368308.3415395","url":null,"abstract":"This study aims to analyze patterns of gender-based grade disparity in undergraduate information technology (IT) courses at a public research university. The study is part of an effort to understand factors in IT education that may contribute to the gender gap in IT higher education and careers. The study followed a learning analytics methodology developed and used by previous studies of gendered based performance differences in STEM courses at other universities. This research adds to a base of information on gender performance in IT courses. Results indicated that, on average, IT courses have gendered performance differences, with most courses favoring males. Also, results found that, on average, the course delivery method does not impact gender performance. A surprising result is in the senior-level courses, on average, the courses favor females. The recommendations for expanding the study are to examine additional course factors such as instructor gender, class size, and the number of females in the course and to include additional computing disciplines and other universities in the data set. This study will lead to a research path to understanding gender neutral IT course instruction.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114630477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the leverage of funding and academia-industry partnership for broader impact and student success, Miami Dade College created new educational pathways in cloud computing, which are unique in its state. The Dade Enterprise Cloud Computing Initiative provides students with project-based learning opportunities and access to leading cloud technology, giving them a competitive advantage by strengthening academic offerings that lead to not only an academic credential, but also industry certifications to meet the workforce demand. In this Work-In-Progress paper, we highlight the key findings specifically related to teaching the cloud courses from a focus group with the faculty members.
{"title":"Student-To-Workforce Pipeline: Are Your Faculties' Future Cloudy?","authors":"Elodie Billionniere, L. Meyer","doi":"10.1145/3368308.3415448","DOIUrl":"https://doi.org/10.1145/3368308.3415448","url":null,"abstract":"With the leverage of funding and academia-industry partnership for broader impact and student success, Miami Dade College created new educational pathways in cloud computing, which are unique in its state. The Dade Enterprise Cloud Computing Initiative provides students with project-based learning opportunities and access to leading cloud technology, giving them a competitive advantage by strengthening academic offerings that lead to not only an academic credential, but also industry certifications to meet the workforce demand. In this Work-In-Progress paper, we highlight the key findings specifically related to teaching the cloud courses from a focus group with the faculty members.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115026501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Special Interest Group in IT Education (SIGITE) was formed in 2003 and includes an annual conference, paper proceedings and poster presentations. Many authors and presenters from the first conference have continued to regularly publish in SIGITE and the community has continued to grow since this time. In this paper we performed an updated study[1] of SIGITE authors and their institutions. We have identified the number of publications by year and venue, and identified top contributing authors and institutions. In addition to presenting and discussing our findings, we are making a spreadsheet of raw data available for further analysis and research.
{"title":"A Profile of SIGITE/RIIT Authors, 2nd Ed.","authors":"B. Lunt, D. Bogaard","doi":"10.1145/3368308.3415365","DOIUrl":"https://doi.org/10.1145/3368308.3415365","url":null,"abstract":"The Special Interest Group in IT Education (SIGITE) was formed in 2003 and includes an annual conference, paper proceedings and poster presentations. Many authors and presenters from the first conference have continued to regularly publish in SIGITE and the community has continued to grow since this time. In this paper we performed an updated study[1] of SIGITE authors and their institutions. We have identified the number of publications by year and venue, and identified top contributing authors and institutions. In addition to presenting and discussing our findings, we are making a spreadsheet of raw data available for further analysis and research.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122724264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
SQL (Structured Query Language) is a standard language to communicate with a relational database system. SQL is a core competency for people in the data management field and is, therefore, a foundational skill taught to users in information systems. This research analyzes data from the group of students with two different problem sets. The data set consisted of student activity, log data, captured by the database management system as students executed queries. The primary goal of analyzing data in this research is to observe the exact sequence of attempts while students formulate SQL queries, understand the patterns students use and how these patterns help them learn SQL for the purpose of finding better ways to teach these skills. This research will try to improve students? learning processes and how they can be taught more efficiently about the SQL language and its usage.
{"title":"Understanding Students' Identification and Use of Patterns While Writing SQL Queries","authors":"Zahra Hatami, P. Wolcott","doi":"10.1145/3368308.3415367","DOIUrl":"https://doi.org/10.1145/3368308.3415367","url":null,"abstract":"SQL (Structured Query Language) is a standard language to communicate with a relational database system. SQL is a core competency for people in the data management field and is, therefore, a foundational skill taught to users in information systems. This research analyzes data from the group of students with two different problem sets. The data set consisted of student activity, log data, captured by the database management system as students executed queries. The primary goal of analyzing data in this research is to observe the exact sequence of attempts while students formulate SQL queries, understand the patterns students use and how these patterns help them learn SQL for the purpose of finding better ways to teach these skills. This research will try to improve students? learning processes and how they can be taught more efficiently about the SQL language and its usage.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"31 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129756754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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