Randy W. Connolly, B. Lunt, Janet Miller, L. Powell
The field of computing has undergone significant differentiation over the past twenty years, resulting in several distinct computing sub-disciplines. After extensive consultation with experts and industry stakeholders, the ACM [1] defined five distinct sub-disciplines within the computing field: computer science (CS), information systems (IS), computer engineering (CE), software engineering (SE), and Information technology (IT). While these areas are unique, they are not completely discrete, and there seems to be ambiguity around which tasks fit into which sub-discipline. The ACM has made significant efforts to define these in terms of expected program content and by the outcomes and skills required to prepare students for the dynamic labor market. Nonetheless, research [4,5,6,9] shows that there is a need for an even clearer understanding of these sub-disciplines by the academic community, by guidance and career counsellors, and by, of course, prospective students. This panel will address some of the issues and problems involved with communicating how the computing disciplines overlap and diverge. The panelists straddle several computing disciplines as well as provide insight into the advising issues faced by non-computing guidance and career counsellors. We hope that through a lively dialog between the audience and the panelists, all participants will come away with improved understanding and techniques for communicating the differences between the different computing disciplines
{"title":"Towards a Better Understanding of the Different Computing Disciplines","authors":"Randy W. Connolly, B. Lunt, Janet Miller, L. Powell","doi":"10.1145/2808006.2808016","DOIUrl":"https://doi.org/10.1145/2808006.2808016","url":null,"abstract":"The field of computing has undergone significant differentiation over the past twenty years, resulting in several distinct computing sub-disciplines. After extensive consultation with experts and industry stakeholders, the ACM [1] defined five distinct sub-disciplines within the computing field: computer science (CS), information systems (IS), computer engineering (CE), software engineering (SE), and Information technology (IT). While these areas are unique, they are not completely discrete, and there seems to be ambiguity around which tasks fit into which sub-discipline. The ACM has made significant efforts to define these in terms of expected program content and by the outcomes and skills required to prepare students for the dynamic labor market. Nonetheless, research [4,5,6,9] shows that there is a need for an even clearer understanding of these sub-disciplines by the academic community, by guidance and career counsellors, and by, of course, prospective students. This panel will address some of the issues and problems involved with communicating how the computing disciplines overlap and diverge. The panelists straddle several computing disciplines as well as provide insight into the advising issues faced by non-computing guidance and career counsellors. We hope that through a lively dialog between the audience and the panelists, all participants will come away with improved understanding and techniques for communicating the differences between the different computing disciplines","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"330 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":"121260864","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}
C. Brady, David Weintrop, K. Gracey, Gabriella Anton, U. Wilensky
The rise of "Bring Your Own Device" programs, the emergence of wearables and interactive electronics, and the growing presence of the "Internet of Things" in the workplace, all present new challenges to members of the IT profession. To prepare students for this ever-changing landscape, we propose the use of low-cost, wearable badges to introduce learners to central IT concepts in an innovative, engaging, and social way. In this paper, we introduce the CCL-Parallax Programmable Badge -- an open-hardware communicative device that uniquely brings together various components of the IT curriculum. Along with introducing the badges and situating them within almost two decades of research on the use of similar devices in educational contexts, we present both theoretical and practical justifications for the use of programmable badges in IT classrooms. The badges highlight the collaborative, social aspects of IT while grounding the learning experience in authentic, motivating, and hands-on activities.
{"title":"The CCL-Parallax Programmable Badge: Learning with Low-Cost, Communicative Wearable Computers","authors":"C. Brady, David Weintrop, K. Gracey, Gabriella Anton, U. Wilensky","doi":"10.1145/2808006.2808039","DOIUrl":"https://doi.org/10.1145/2808006.2808039","url":null,"abstract":"The rise of \"Bring Your Own Device\" programs, the emergence of wearables and interactive electronics, and the growing presence of the \"Internet of Things\" in the workplace, all present new challenges to members of the IT profession. To prepare students for this ever-changing landscape, we propose the use of low-cost, wearable badges to introduce learners to central IT concepts in an innovative, engaging, and social way. In this paper, we introduce the CCL-Parallax Programmable Badge -- an open-hardware communicative device that uniquely brings together various components of the IT curriculum. Along with introducing the badges and situating them within almost two decades of research on the use of similar devices in educational contexts, we present both theoretical and practical justifications for the use of programmable badges in IT classrooms. The badges highlight the collaborative, social aspects of IT while grounding the learning experience in authentic, motivating, and hands-on activities.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"7 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":"115830624","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 poster presents a summary of student opinion of the practical experiences that students gain via participating in a Humanitarian Free and Open Source Software (HFOSS) project. The poster reports on a study of student participation in HFOSS that includes six institutions with a variety of profiles. Pre-course expectations of what students expect to learn from working on an HFOSS project are presented. These expectations are then compared to post-course observations about student involvement.
{"title":"Practical Experiences for IT Students in Humanitarian Free and Open Source Software Projects","authors":"G. Hislop, H. Ellis","doi":"10.1145/2808006.2808042","DOIUrl":"https://doi.org/10.1145/2808006.2808042","url":null,"abstract":"This poster presents a summary of student opinion of the practical experiences that students gain via participating in a Humanitarian Free and Open Source Software (HFOSS) project. The poster reports on a study of student participation in HFOSS that includes six institutions with a variety of profiles. Pre-course expectations of what students expect to learn from working on an HFOSS project are presented. These expectations are then compared to post-course observations about student involvement.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"35 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":"127468038","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 paper, we describe a partnership between the School of IT (SoIT), College of Education, Criminal Justice, and Human Services (CECH) at the University of Cincinnati (UC), and St. Ursula's Academy (SUA) to introduce Information Technology class sessions to their female student body. Students from UC taught courses to these high schoolers under the supervision of SoIT faculty in order to promote positive attitudes in young women towards the IT field. After the four sessions, the analyzed surveys showed a significant improvement in the young women's attitude towards IT. Moreover, enrollment in these voluntary after-school sessions increased from the first session to the final session--further evidence that positive attitudes were flourishing in these young women and their peers. Overall, the ultimate problem of the shortage of IT professionals and under-represented population of women in the field of IT [4] may be alleviated by increasing opportunities for young women to get involved in IT through sessions such as the tech sessions offered by UC.
{"title":"University of Cincinnati and Saint Ursula Academy Partnership: Introducing Female High School Students to the Field of Information Technology","authors":"J. Fritz, T. Wulf, Margie Matthews, Jim Scott","doi":"10.1145/2808006.2808025","DOIUrl":"https://doi.org/10.1145/2808006.2808025","url":null,"abstract":"In this paper, we describe a partnership between the School of IT (SoIT), College of Education, Criminal Justice, and Human Services (CECH) at the University of Cincinnati (UC), and St. Ursula's Academy (SUA) to introduce Information Technology class sessions to their female student body. Students from UC taught courses to these high schoolers under the supervision of SoIT faculty in order to promote positive attitudes in young women towards the IT field. After the four sessions, the analyzed surveys showed a significant improvement in the young women's attitude towards IT. Moreover, enrollment in these voluntary after-school sessions increased from the first session to the final session--further evidence that positive attitudes were flourishing in these young women and their peers. Overall, the ultimate problem of the shortage of IT professionals and under-represented population of women in the field of IT [4] may be alleviated by increasing opportunities for young women to get involved in IT through sessions such as the tech sessions offered by UC.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"206 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":"123061200","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}
Bonnie K. MacKellar, G. Hislop, Mihaela Sabin, Amber Settle
In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs.
{"title":"Information Technology and Computer Science Programs: How Do We Relate?","authors":"Bonnie K. MacKellar, G. Hislop, Mihaela Sabin, Amber Settle","doi":"10.1145/2808006.2808014","DOIUrl":"https://doi.org/10.1145/2808006.2808014","url":null,"abstract":"In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"176 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":"116130777","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}
Omar Alzoubi, Davide Fossati, Barbara Maria Di Eugenio, Nick E. Green, Mehrdad Alizadeh, Rachel Harsley
Novice programmers struggle to understand the concept of recursion, partly because of unfamiliarity with recursive activities, difficulty with visualizing program execution, and difficulty understanding its back flow of control. In this paper we discuss the conceptual and program visualization approaches to teaching recursion. We also introduce our approach to teaching recursion in the ChiQat-Tutor system that relies on ideas from both approaches. ChiQat-Tutor will help Computer Science students learn recursion, develop accurate mental models of recursion, and serve as an effective visualization tool with which hidden contexts of recursion can become evident.
{"title":"A Hybrid Model for Teaching Recursion","authors":"Omar Alzoubi, Davide Fossati, Barbara Maria Di Eugenio, Nick E. Green, Mehrdad Alizadeh, Rachel Harsley","doi":"10.1145/2808006.2808030","DOIUrl":"https://doi.org/10.1145/2808006.2808030","url":null,"abstract":"Novice programmers struggle to understand the concept of recursion, partly because of unfamiliarity with recursive activities, difficulty with visualizing program execution, and difficulty understanding its back flow of control. In this paper we discuss the conceptual and program visualization approaches to teaching recursion. We also introduce our approach to teaching recursion in the ChiQat-Tutor system that relies on ideas from both approaches. ChiQat-Tutor will help Computer Science students learn recursion, develop accurate mental models of recursion, and serve as an effective visualization tool with which hidden contexts of recursion can become evident.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"20 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":"125612384","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}
We explore online techniques to augment classroom work in labs. Due to size constraints on lab space and limited faculty resources, the need for running two concurrent labs arose. We chose to video conference into one lab from the other to give each lab section the same experience. By assigning students to a specific lab section, the instructor and the video feed could be alternated weekly to give both sections equal time. The same course, with half the number of students, was also run using a single, live lab. We investigate what, if any, difference in outcomes and student perception resulted between the two course configurations.
{"title":"Flipping a Flipped Approach: Online Techniques In-Person","authors":"Michael Jonas","doi":"10.1145/2808006.2808010","DOIUrl":"https://doi.org/10.1145/2808006.2808010","url":null,"abstract":"We explore online techniques to augment classroom work in labs. Due to size constraints on lab space and limited faculty resources, the need for running two concurrent labs arose. We chose to video conference into one lab from the other to give each lab section the same experience. By assigning students to a specific lab section, the instructor and the video feed could be alternated weekly to give both sections equal time. The same course, with half the number of students, was also run using a single, live lab. We investigate what, if any, difference in outcomes and student perception resulted between the two course configurations.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"1 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":"133497306","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}
Cell Phone Forensics is a relatively new field when compared to computer forensics. The need to recover data from mobile devices often overwhelms the processing capabilities of most law enforcement agencies. This paper outlines a three course sequence in mobile digital forensics that has been developed in partnership with law enforcement and forensic tool manufacturers. During the three course sequence, students learn forensic tools, procedures, and how get information from chips removed from cell phone boards. This dynamic partnership has been beneficial to all parties and potential employers are seeking graduates with these new forensic skills.
{"title":"Cell Phone Forensics","authors":"B. Goda, John Bair, Charles E. Costarella","doi":"10.1145/2808006.2808022","DOIUrl":"https://doi.org/10.1145/2808006.2808022","url":null,"abstract":"Cell Phone Forensics is a relatively new field when compared to computer forensics. The need to recover data from mobile devices often overwhelms the processing capabilities of most law enforcement agencies. This paper outlines a three course sequence in mobile digital forensics that has been developed in partnership with law enforcement and forensic tool manufacturers. During the three course sequence, students learn forensic tools, procedures, and how get information from chips removed from cell phone boards. This dynamic partnership has been beneficial to all parties and potential employers are seeking graduates with these new forensic skills.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"1 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":"133510244","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 9","authors":"B. Carlson","doi":"10.1145/3257781","DOIUrl":"https://doi.org/10.1145/3257781","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"37 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":"131412879","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}
Team-based capstone projects are a well-supported aspect of IT programs. These are an excellent opportunity for students to demonstrate the learned skills and to acquire teamwork and project management skills. Real-world capstone projects provided by external sponsors provide authentic and rich learning experiences but also significant challenges. Students respond well to the challenge of working with real clients on meaningful applications. Over 10 years the Brigham Young University IT capstone program has learned some lessons and realized some questions for further research. We define, describe and address key questions in capstone course structure and share experiences that illustrate their validity and relevance. Some guidelines for capstone courses with real-world projects are provided.
{"title":"IT Capstone Course Structure for Success","authors":"C. Helps, J. Ekstrom, B. Lunt","doi":"10.1145/2808006.2808024","DOIUrl":"https://doi.org/10.1145/2808006.2808024","url":null,"abstract":"Team-based capstone projects are a well-supported aspect of IT programs. These are an excellent opportunity for students to demonstrate the learned skills and to acquire teamwork and project management skills. Real-world capstone projects provided by external sponsors provide authentic and rich learning experiences but also significant challenges. Students respond well to the challenge of working with real clients on meaningful applications. Over 10 years the Brigham Young University IT capstone program has learned some lessons and realized some questions for further research. We define, describe and address key questions in capstone course structure and share experiences that illustrate their validity and relevance. Some guidelines for capstone courses with real-world projects are provided.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"9 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":"134279307","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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