Emergent requirements for supporting introductory programming

The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding

CESEC Chair – Training Embedded System Architects for the Critical Systems Domain

Increasing complexity and interactions across scientific and tech- nological domains in the engineering of critical systems calls for new pedagogical approach. In this paper, we introduce the CESEC teaching chair. This chair aims at supporting new integrative ap- proach for the initial training of engineer and master curriculum to three engineering school in Toulouse: ISAE, INSA Toulouse and INP ENSEEIHT. It is supported by the EADS Corporate Foundation. In this paper, we highlight the rationale for this chair: need for sys- tem architect with strong foundations on technical domains appli- cable to the aerospace industry. We then introduce the ideal profile for this architect and the various pedagogical approaches imple- mented to reach this objective

The Scientist, Fall 2009

https://scholarworks.sjsu.edu/scientist/1005/thumbnail.jp

Macalester College Bulletin

This publication is the Macalester College Bulletin, 1975-76 Supplement. Annual college catalog listing courses of study, historical sketch, calendar, honorary degrees, admission requirements, descriptions of departments, lists of faculty and board of trustee committees, summary of students, and lists of faculty and trustees

A comparison of medical education in Germany and the United States: From applying to medical school to the beginnings of residency

Both Germany and the United States of America have a long tradition of science and medical excellence reaching back as far as the nineteenth century. The same tribute must be paid to the medical educational system in both countries. Despite significant initial similarities and cross-inspiration, the paths from enrolling in a medical university to graduating as a medical doctor in Germany and the US seem to have become much different. To fill a void in literature, the authors' objective therefore is to delineate both structures of medical education in an up-to-date review and examine their current differences and similarities. Recent medical publications, legal guidelines of governmental or official organizations, articles in media, as well as the authors' personal experiences are used as sources of this report.Tuition loans of over $200,000 are not uncommon for students in the US after graduating from medical schools, which are often private institutions. In Germany, however, the vast majority of medical universities are tax-funded and, for this reason, free of tuition. Significant differences and surprisingly multiple similarities exist between these two systems, despite one depending on government and the other on private organizations. Germany currently employs an integrated medical curriculum that typically begins right after high school and consists of a 2-year long pre-clinical segment teaching basic sciences and a 4-year clinical segment leading medical students to the practical aspects of medicine. On the other hand, the US education is a two-stage process. After successful completion of a Bachelor's degree in college, an American student goes through a 4-year medical program encompassing 2 years of basic science and 2 years of clinical training. In this review, we will address some of these similarities and major differences.Deutschland und die Vereinigten Staaten von Amerika haben beide eine lange Tradition der Naturwissenschaft und medizinischen Exzellenz, die bis weit in das neunzehnte Jahrhundert zurückreicht. Den gleichen Tribut muss man den medizinischen Ausbildungssystemen beider Länder zollen. Trotz zu Beginn bedeutsamer Ähnlichkeiten und gewisser Querinspiration scheinen sich die Wege von der Immatrikulation an einer medizinischen Fakultät bis zum Studienabschluss als Arzt in Deutschland und den USA getrennt zu haben. Um eine Lücke in der Fachliteratur zu schließen, ist das Ziel der Autoren, die beiden Strukturen der medizinischen Ausbildung mittels einer aktuellen Übersichtsschrift darzustellen und deren Unterschiede und Gemeinsamkeiten zu untersuchen. Die neusten medizinischen Publikationen, verbindliche Richtlinien von amtlichen oder offiziellen Organisationen, Artikel in der Presse, aber auch die persönlichen Erfahrungen der Autoren dienen als Quellen für diese Arbeit.Studienkredite von über$200.000 sind nicht selten für Studenten in den USA nach deren Abschluss an einer medizinischen Hochschule, die meist in privatem Eigentum ist. In Deutschland dagegen ist die große Mehrheit der Universitäten mit medizinischen Fakultäten in öffentlicher Hand, aus Steuern finanziert und deshalb frei von Studiengebühren. Signifikante Unterschiede doch auch überraschenderweise eine Reihe von Ähnlichkeiten existieren zwischen den Systemen der zwei Länder, obwohl eines von privaten Einrichtungen und das andere von staatlichen Hochschulen abhängig ist. Deutschland verwendet aktuell ein ganzheitliches medizinisches Curriculum, das klassischerweise direkt nach dem Abitur beginnt und aus zwei Jahren vorklinischer und vier Jahren klinischer Ausbildung besteht, wobei letzteres die Studenten an die praktischen Aspekte der Medizin heranführen soll. Auf der anderen Seite herrscht in den USA ein zweistufiger Ausbildungsprozess. Nach erfolgreichem Erreichen eines Bachelorgrads im College führt der Weg eines amerikanischen Studenten durch ein vierjähriges Medizinstudium, welches aus zwei Jahren Grundlagenlehre und zwei Jahren klinischer Ausbildung besteht. In dieser Überblicksarbeit werden wir uns mit einigen dieser Gemeinsamkeiten und Hauptunterschiede befassen

Creativity Training for Future Engineers: Preliminary Results from an Educative Experience

Due in part to the increased pace of cultural and environmental change, as well as increased competition due to globalization, innovation is become one of the primary concerns of the 21st century. We present an academic course designed to develop cognitive abilities related to creativity within an engineering education context, based on a conceptual framework rooted in cognitive sciences. The course was held at \'Ecole Polytechnique de Montr\'eal (\'EPM), a world renowned engineering school and a pillar in Canada's engineering community. The course was offered twice in the 2014-2015 academic year and more than 30 students from the graduate and undergraduate programs participated. The course incorporated ten pedagogical strategies, including serious games, an observation book, individual and group projects, etc., that were expected to facilitate the development of cognitive abilities related to creativity such as encoding, and associative analytical thinking. The CEDA (Creative Engineering Design Assessment) test was used to measure the students' creativity at the beginning and at the end of the course. Field notes were taken after each of the 15 three-hour sessions to qualitatively document the educative intervention along the semester and students gave anonymous written feedback after completing the last session. Quantitative and qualitative results suggest that an increase in creativity is possible to obtain with a course designed to development cognitive abilities related to creativity. Also, students appreciated the course, found it relevant, and made important, meaningful learnings regarding the creative process, its cognitive mechanism and the approaches available to increase it.Comment: 10 page

Revising the MSIS 2016 model curriculum: status update and panel discussion

This panel discussion will provide an update of the ongoing work to revise the ACM/AIS graduate level curriculum recommendation for Information Systems (MSIS). The panel will consist of the members of the task force, who will report on a) changes in the direction of the task force's work since summer 2015 position paper; b) results of the fall 2015 data collection; and c) key decisions regarding the curriculum architecture made by the time of the panel. A major part of the panel will be reserved for open discussion and participant feedback, which will directly impact the work of the task force.(undefined)info:eu-repo/semantics/publishedVersio

Assessing an Information Systems Master\u27s Curriculum Program: Revisiting the ACM\u27s MSIS 2006 Model Curriculum

The field of Information systems continues to change dynamically with the painful impact for reacting to those changes felt by both undergraduate and masters’ level programs. The purpose of this paper is to report the results of a comparative selfstudy of one MSIS program as a measure to assess its competitiveness among a set of other comparable, competitive and aspirant masters’ programs. The focus of the study is determine the viability of one specific master’s curriculum used currently to prepare students for professional careers in information systems in order to meet the marketplace challenges created by the ever-evolving information systems business needs. The fundamental methodology used in this study is based on that which was employed in a previous study conducted to assess the ‘fit’ of 86 MSIS programs with the MSIS 2000 Model Curriculum (Vijayaraman, et.al.) Findings will be presented that reflect shared learning objectives, curriculum content, currency, and relevancy necessary to assess whether changes to the current curriculum are necessary to establish a more competitive position among the three categories of comparable, competitive and aspirant university MSIS programs. One benefit that resulted from this initiative is the recognition that there has been relatively little research directed at assessing the overall direction of current MSIS programs and the need to revisit the need for a new MSIS model curriculum. The last endorsed MSIS model curriculum was published in 2006 (Gorgone, et.al. 2006), almost 10 years ago. It is the hope of presenting the results of this study that a discussion can begin to address the challenge of maintaining a viable MSIS curriculum that meets the current and future demands of the business communit