The Master of Science (MS) program in Information Sciences and Technologies (IST) at Rochester Institute of Technology conducted a significant upgrade of its curriculum in 2013, aiming to better prepare its graduates for the new trends and challenges in the fast evolving IT computing industry. In particular, the upgraded MS program places a strong emphasis on data analytics, where all students in the program get an intensive training in data analytics foundation in our core courses. Students can then continue with advanced work in the Analytics Track to receive deeper theoretical knowledge in the field. In this paper, we report our experience of offering this analytics-centric curriculum over the past two years. We first formally define four pillars of analytics and trace the skills needed to support each pillar and the courses that provide those skills. We then describe the course experiences through a sampling of the projects completed by students in their course work. We also provide some student feedback on the course experience. We conclude with a discussion of the capstone experience and a sampling of capstone projects. We show the movement toward analytics in the capstone experiences, particularly since the program began in 2013. The positive course experience and the fast increasing number of capstone projects in the analytics area show strong evidence about the initial success of the analytics-centric curriculum.
{"title":"Pillars of Analytics Applied in MS Degree in Information Sciences and Technologies","authors":"Jai W. Kang, Edward P. Holden, Qi Yu","doi":"10.1145/2808006.2808028","DOIUrl":"https://doi.org/10.1145/2808006.2808028","url":null,"abstract":"The Master of Science (MS) program in Information Sciences and Technologies (IST) at Rochester Institute of Technology conducted a significant upgrade of its curriculum in 2013, aiming to better prepare its graduates for the new trends and challenges in the fast evolving IT computing industry. In particular, the upgraded MS program places a strong emphasis on data analytics, where all students in the program get an intensive training in data analytics foundation in our core courses. Students can then continue with advanced work in the Analytics Track to receive deeper theoretical knowledge in the field. In this paper, we report our experience of offering this analytics-centric curriculum over the past two years. We first formally define four pillars of analytics and trace the skills needed to support each pillar and the courses that provide those skills. We then describe the course experiences through a sampling of the projects completed by students in their course work. We also provide some student feedback on the course experience. We conclude with a discussion of the capstone experience and a sampling of capstone projects. We show the movement toward analytics in the capstone experiences, particularly since the program began in 2013. The positive course experience and the fast increasing number of capstone projects in the analytics area show strong evidence about the initial success of the analytics-centric curriculum.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129914931","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}
Computational Thinking (CT) is recognised as one of the fundamental skills of all graduates. Nevertheless, some issues can emerge when trying to introduce CT into schools; for example, teachers might not be willing to add topics to their intensive syllabi. Therefore, out-of-school venues such as summer schools can be considered a great opportunity for exposure to CT. Moreover, summer schools allow students to meet first hand researchers and help them pursue their interest far from the regular school climate. High school students in general are very curious for the creation of mobile apps; however, most of them get discouraged because they perceive this activity as a very difficult task. Here we describe the MobileDev summer school, a one-week training and hands-on experience in current topics of software development for mobile devices. The curiosity of the students for developing mobile apps is used to introduce and train CT via programming mobile applications through exercises (also with "pen and paper'") of increasing difficulty. The school was repeated twice at our university and was targeted to a reduced class of students concluding the third and the fourth year of high school. Participants were in total 19 and coming from different types of schools. This paper describes the structure of MobileDev and discusses the results to provide directions for further research.
{"title":"Students Want to Create Apps: Leveraging Computational Thinking to Teach Mobile Software Development","authors":"Ilenia Fronza, Nabil El Ioini, Luis Corral","doi":"10.1145/2808006.2808033","DOIUrl":"https://doi.org/10.1145/2808006.2808033","url":null,"abstract":"Computational Thinking (CT) is recognised as one of the fundamental skills of all graduates. Nevertheless, some issues can emerge when trying to introduce CT into schools; for example, teachers might not be willing to add topics to their intensive syllabi. Therefore, out-of-school venues such as summer schools can be considered a great opportunity for exposure to CT. Moreover, summer schools allow students to meet first hand researchers and help them pursue their interest far from the regular school climate. High school students in general are very curious for the creation of mobile apps; however, most of them get discouraged because they perceive this activity as a very difficult task. Here we describe the MobileDev summer school, a one-week training and hands-on experience in current topics of software development for mobile devices. The curiosity of the students for developing mobile apps is used to introduce and train CT via programming mobile applications through exercises (also with \"pen and paper'\") of increasing difficulty. The school was repeated twice at our university and was targeted to a reduced class of students concluding the third and the fourth year of high school. Participants were in total 19 and coming from different types of schools. This paper describes the structure of MobileDev and discusses the results to provide directions for further research.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125404892","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 lightening talk discusses how various Free and Open Source Software (FOSS) artifacts can be used for student evaluation. These artifacts include wikis for tracking documentation, repositories for tracking code and commits, issue trackers for tracking project issues and enhancements, and version control for tracking contributions to the project. Each of these tools provides a way to identify concrete student accomplishments when operating as part of a team to develop a project.
{"title":"FOSS Artifacts for Evaluating Students on Team Projects","authors":"G. Hislop, Stoney Jackson, H. Ellis","doi":"10.1145/2808006.2808009","DOIUrl":"https://doi.org/10.1145/2808006.2808009","url":null,"abstract":"This lightening talk discusses how various Free and Open Source Software (FOSS) artifacts can be used for student evaluation. These artifacts include wikis for tracking documentation, repositories for tracking code and commits, issue trackers for tracking project issues and enhancements, and version control for tracking contributions to the project. Each of these tools provides a way to identify concrete student accomplishments when operating as part of a team to develop a project.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121253093","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}
Hannah Leleux, T. Holcombe, Alexander Strong, Greg Yera, Colin Smith, Timothy Gonzales
This work develops a set of instructional materials that can be used to teach basic programming concepts to high school students. The materials are tested in a series of on-campus workshops in which undergraduate students lead groups of local high school students in programming a game using Snap!. An independent evaluator assesses the effectiveness of the approach.
{"title":"Work in Progress: Programming is a SNAP! Increasing Knowledge and Interest in Computer Science","authors":"Hannah Leleux, T. Holcombe, Alexander Strong, Greg Yera, Colin Smith, Timothy Gonzales","doi":"10.1145/2808006.2808043","DOIUrl":"https://doi.org/10.1145/2808006.2808043","url":null,"abstract":"This work develops a set of instructional materials that can be used to teach basic programming concepts to high school students. The materials are tested in a series of on-campus workshops in which undergraduate students lead groups of local high school students in programming a game using Snap!. An independent evaluator assesses the effectiveness of the approach.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125678680","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}
A longitudinal walkthrough case study can teach students skills to develop a system of security with a big picture view. This security teaching case study helps students plan organizational security, develop secure software requirements, and prevent fraud. The case study uses a doctor's office that must adhere to HIPAA as a foundation for student problem-based learning. We have taught the course with and without service learning, with undergraduate and graduate students, with foreign, American, computer science and business students. As part of our assessment, we evaluated students' perceptions and learning effectiveness. This paper addresses the improvements made and lessons learned through assessment of this longitudinal teaching case study.
{"title":"The Development of a Longitudinal Security Case Study","authors":"S. Lincke, S. Hawk","doi":"10.1145/2808006.2808018","DOIUrl":"https://doi.org/10.1145/2808006.2808018","url":null,"abstract":"A longitudinal walkthrough case study can teach students skills to develop a system of security with a big picture view. This security teaching case study helps students plan organizational security, develop secure software requirements, and prevent fraud. The case study uses a doctor's office that must adhere to HIPAA as a foundation for student problem-based learning. We have taught the course with and without service learning, with undergraduate and graduate students, with foreign, American, computer science and business students. As part of our assessment, we evaluated students' perceptions and learning effectiveness. This paper addresses the improvements made and lessons learned through assessment of this longitudinal teaching case study.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130523184","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}
In this talk, we describe the concept of an augmented reality application that can be employed with readily available hardware as a drop-in support system for traditional and blended lecture environments. Through augmented reality, instructors become enabled to present and view their classes at the same time, answering anonymously posed questions, and react to the connected learner's rating in a live fashion, aiding in increased effectiveness for learning content delivery. At the same time, learners become empowered to follow a lecture using a browser- capable device and to provide live feedback, including ratings, to the instructor.
{"title":"Augmented Lectures: A Liquid Feedback System for the Traditional and Blended Classroom","authors":"P. Seeling","doi":"10.1145/2808006.2809692","DOIUrl":"https://doi.org/10.1145/2808006.2809692","url":null,"abstract":"In this talk, we describe the concept of an augmented reality application that can be employed with readily available hardware as a drop-in support system for traditional and blended lecture environments. Through augmented reality, instructors become enabled to present and view their classes at the same time, answering anonymously posed questions, and react to the connected learner's rating in a live fashion, aiding in increased effectiveness for learning content delivery. At the same time, learners become empowered to follow a lecture using a browser- capable device and to provide live feedback, including ratings, to the instructor.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116629464","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}
{"title":"Session details: SIGITE Paper Session 3","authors":"James Rutherfoord","doi":"10.1145/3257772","DOIUrl":"https://doi.org/10.1145/3257772","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116044111","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}
Barbara Maria Di Eugenio, Nick E. Green, Omar Alzoubi, Mehrdad Alizadeh, Rachel Harsley, Davide Fossati
Our CS Intelligent Tutoring System (ITS), ChiQat-Tutor, aims at aiding students in overcoming the initial difficulties in CS education, such as learning data structures. Here, we show our work on utilizing Worked-out Examples (WOE) in our linked list lesson. Despite being a promising strategy, we find that it can be detrimental to student growth.
{"title":"Worked-out Examples in a Computer Science Intelligent Tutoring System","authors":"Barbara Maria Di Eugenio, Nick E. Green, Omar Alzoubi, Mehrdad Alizadeh, Rachel Harsley, Davide Fossati","doi":"10.1145/2808006.2808011","DOIUrl":"https://doi.org/10.1145/2808006.2808011","url":null,"abstract":"Our CS Intelligent Tutoring System (ITS), ChiQat-Tutor, aims at aiding students in overcoming the initial difficulties in CS education, such as learning data structures. Here, we show our work on utilizing Worked-out Examples (WOE) in our linked list lesson. Despite being a promising strategy, we find that it can be detrimental to student growth.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131972060","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 paper examines the Information Technology programs at three African universities in three different countries (Rwanda, South Africa, and Kenya) along with an examination of the IT scene in each of the countries. The challenges faced in each of these countries are similar, but each one has its own unique issues. Much of Africa seems to be hedging a bet that ICT (information and communications technology - or technologies) will be the thing that leads their countries and economies into the 21st century. Many of the major computing tech companies are in Africa staking their claim. Each country's success in becoming the next Information and Communications technology hub will come down to how well they can train and retain the next generation of ICT specialists. Although, many consider Information Technology to be a component of ICT while others consider them to mean the same thing in terms of a broad definition. In this paper, the term ICT will be used as encompassing all areas of computing including computer science and information systems. IT will be used when referring to IT as defined in the ACM and IEEE Curriculum Guidelines.
{"title":"The Challenges of Information and Communications Technology Education in Sub-Saharan Africa","authors":"Russell E. McMahon","doi":"10.1145/2808006.2808032","DOIUrl":"https://doi.org/10.1145/2808006.2808032","url":null,"abstract":"This paper examines the Information Technology programs at three African universities in three different countries (Rwanda, South Africa, and Kenya) along with an examination of the IT scene in each of the countries. The challenges faced in each of these countries are similar, but each one has its own unique issues. Much of Africa seems to be hedging a bet that ICT (information and communications technology - or technologies) will be the thing that leads their countries and economies into the 21st century. Many of the major computing tech companies are in Africa staking their claim. Each country's success in becoming the next Information and Communications technology hub will come down to how well they can train and retain the next generation of ICT specialists. Although, many consider Information Technology to be a component of ICT while others consider them to mean the same thing in terms of a broad definition. In this paper, the term ICT will be used as encompassing all areas of computing including computer science and information systems. IT will be used when referring to IT as defined in the ACM and IEEE Curriculum Guidelines.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134480737","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}
Mihaela Sabin, Hala Alrumaih, J. Impagliazzo, B. Lunt, Cara Tang, Ming Zhang
The IT2008 Curriculum Guidelines for Undergraduate Degree Programs in Information Technology is showing its age, and in 2014, the ACM Education Board agreed to oversee the creation of a revision, now being referred to as IT2017. Members of the IT 2017 Task Group have been identified, and phone conference calls have been taking place. All proposed panel members are members of the IT2017 Task Group.
{"title":"ACM/IEEE-CS Information Technology Curriculum 2017: A Status Update","authors":"Mihaela Sabin, Hala Alrumaih, J. Impagliazzo, B. Lunt, Cara Tang, Ming Zhang","doi":"10.1145/2808006.2808013","DOIUrl":"https://doi.org/10.1145/2808006.2808013","url":null,"abstract":"The IT2008 Curriculum Guidelines for Undergraduate Degree Programs in Information Technology is showing its age, and in 2014, the ACM Education Board agreed to oversee the creation of a revision, now being referred to as IT2017. Members of the IT 2017 Task Group have been identified, and phone conference calls have been taking place. All proposed panel members are members of the IT2017 Task Group.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"417 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124191935","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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