This poster session examines the ACM/IEEE undergraduates programs for computer science and information technology with a focus on the learning outcomes. The IT guidelines were completed in 2008 and are due to be redone in the next couple of years. A database was created for each of the guidelines storing the Knowledge Area (KA), Knowledge Unit (KU) and the Learning Outcome (LO). Queries were generated to allow comparison between the two programs. The computer science guidelines are recent with some significant changes made compared to the older version. This poster will also examine the various knowledge areas and units within each of guidelines showing similarities and differences. Added into the database was the institution's IT and CS programs' student learning outcomes as well which gives us the opportunity to see how we compare as well.
{"title":"A Comparison between the ACM/IEEE Computer Science 2013 Curriculum Guidelines and the Information Technology 2008 Curriculum Guidelines","authors":"Russell E. McMahon","doi":"10.1145/2808006.2808045","DOIUrl":"https://doi.org/10.1145/2808006.2808045","url":null,"abstract":"This poster session examines the ACM/IEEE undergraduates programs for computer science and information technology with a focus on the learning outcomes. The IT guidelines were completed in 2008 and are due to be redone in the next couple of years. A database was created for each of the guidelines storing the Knowledge Area (KA), Knowledge Unit (KU) and the Learning Outcome (LO). Queries were generated to allow comparison between the two programs. The computer science guidelines are recent with some significant changes made compared to the older version. This poster will also examine the various knowledge areas and units within each of guidelines showing similarities and differences. Added into the database was the institution's IT and CS programs' student learning outcomes as well which gives us the opportunity to see how we compare as well.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"24 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":"131442305","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}
Information technology (IT) graduates and professionals must be prepared with the social skills required to communicate, advance, and enable technologies to influence or enable transformative and innovative change. This study examines the context of innovation in 4-year colleges and industry, finding that industry needs graduates able to innovate, while colleges are producing graduates who are risk-averse, tend to favor the status quo, and have not been trained in innovation. It presents a framework that addresses how IT undergraduate programs can formulate student outcomes to successfully generate, incubate, grow, and integrate innovation into the workplace.
{"title":"The Innovation Diffusion Paradox in Undergraduate Information Technology Student Outcomes","authors":"Bill Dafnis","doi":"10.1145/2808006.2808036","DOIUrl":"https://doi.org/10.1145/2808006.2808036","url":null,"abstract":"Information technology (IT) graduates and professionals must be prepared with the social skills required to communicate, advance, and enable technologies to influence or enable transformative and innovative change. This study examines the context of innovation in 4-year colleges and industry, finding that industry needs graduates able to innovate, while colleges are producing graduates who are risk-averse, tend to favor the status quo, and have not been trained in innovation. It presents a framework that addresses how IT undergraduate programs can formulate student outcomes to successfully generate, incubate, grow, and integrate innovation into the workplace.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"10 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":"128032994","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 report a small yet detailed study where we recorded students completing an object-oriented programming exercise in the context of a CS2 course using Python. All students struggled while completing the assignment, most notably experiencing difficulties with parameters and referencing elements with object-dot notation. While previous research has identified these areas as troublesome for novice programmers, our analysis suggests that parameters and reference specifications are particularly critical prerequisites for learning advanced object-oriented concepts with the Python programming language. Given our findings, we recommend extensive practice with parameter passing and object-dot notation before addressing advanced object-oriented concepts in a Python course.
{"title":"Learning Object-Oriented Programming in Python: Towards an Inventory of Difficulties and Testing Pitfalls","authors":"Craig S. Miller, Amber Settle, John Lalor","doi":"10.1145/2808006.2808017","DOIUrl":"https://doi.org/10.1145/2808006.2808017","url":null,"abstract":"We report a small yet detailed study where we recorded students completing an object-oriented programming exercise in the context of a CS2 course using Python. All students struggled while completing the assignment, most notably experiencing difficulties with parameters and referencing elements with object-dot notation. While previous research has identified these areas as troublesome for novice programmers, our analysis suggests that parameters and reference specifications are particularly critical prerequisites for learning advanced object-oriented concepts with the Python programming language. Given our findings, we recommend extensive practice with parameter passing and object-dot notation before addressing advanced object-oriented concepts in a Python course.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"10 6 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":"132210135","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 Philippines has implemented the K-12 educational system in 2013 and its impact will be felt by 2016. While the intention of this educational shift is good, its impact on higher education institutions (HEIs) is overlooked. Among those who will be affected are the computing education and its faculty members. Considering this pressing concern, the researcher is currently developing a study to determine the possible impacts of this educational shift on faculty's tenure and financial stability. The concept of the paper and its research instrument will be presented to gather feedbacks from the audience.
{"title":"\"Beauty and the Beast\": Effects of K-12 Implementation in the Philippines on Computing Education","authors":"R. Bringula","doi":"10.1145/2808006.2808008","DOIUrl":"https://doi.org/10.1145/2808006.2808008","url":null,"abstract":"The Philippines has implemented the K-12 educational system in 2013 and its impact will be felt by 2016. While the intention of this educational shift is good, its impact on higher education institutions (HEIs) is overlooked. Among those who will be affected are the computing education and its faculty members. Considering this pressing concern, the researcher is currently developing a study to determine the possible impacts of this educational shift on faculty's tenure and financial stability. The concept of the paper and its research instrument will be presented to gather feedbacks from the audience.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"38 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":"116876875","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 4","authors":"D. Rowe","doi":"10.1145/3257773","DOIUrl":"https://doi.org/10.1145/3257773","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131025965","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":"Proceedings of the 16th Annual Conference on Information Technology Education","authors":"","doi":"10.1145/2808006","DOIUrl":"https://doi.org/10.1145/2808006","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122986407","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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