Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

New Hampshire University Research and Industry Plan: A Roadmap for Collaboration and Innovation

This University Research and Industry plan for New Hampshire is focused on accelerating innovation-led development in the state by partnering academia’s strengths with the state’s substantial base of existing and emerging advanced industries. These advanced industries are defined by their deep investment and connections to research and development and the high-quality jobs they generate across production, new product development and administrative positions involving skills in science, technology, engineering and math (STEM)

The World is Our Classroom: Developing a Model for International Virtual Internships - the Global Innovations Project

In the aftermath of COVID-19, remote working has become the norm, and graduates now need an even wider range of skills, which traditional classrooms and internships do not always provide. Working in multiple time zones, within global multi-cultural teams, and only ever meeting colleagues through online technology are just some of the challenges, which require a new type of global graduate. Transversal skills including leadership, collaboration, innovation, digital, green, organization and communication skills are critical. The disruption from COVID-19 also presents unprecedented opportunities to develop more inclusive approaches to internships and international experiences, to level the playing field for students with special needs, from underrepresented groups or with caring commitments. In this position paper, we present a new Global Innovation internship model that has the aim of allowing students to complete technology internships and projects by working together virtually on real world challenges, guided by experienced industry and academic mentors. The model is being developed as part of an Erasmus+ funded project, and the partnership includes seven Higher Education Institutions from six different countries around the world. This position paper describes the design and development of a pilot programme of the Global Innovations internship model

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

[EN]Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the e cacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting o site internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in o site internships and how they can be structured to achieve the same level of success

University of New Hampshire NEASC self-study report 2003. Part 2: The area reports. Executive Summary: reports of Area of Focus committees

Documents related to the New England Association of Schools and Colleges (NEASC) self-study to assess compliance with accreditation standards and to advance the University\u27s Academic Plan

Virtual internships: Learning opportunities and recommendations

As teleworking and remote working options are adopted more and more widely in many countries, so are e-Internships, one of two forms of virtual internships. The first form involves simulated training settings that allow students to train certain skills and test their knowledge in simulated environments. In this paper, virtual (or e-)internships involve real-world but computer-mediated internships with employers. This development is fostered by new tools and software that support e-mentoring, online webinars and remote working applications. In addition, cloud and social media make it easy to access work-related resources and networks. These features make virtual internships particularly promising options for small businesses that lack certain expertise in their local area or lack office facilities to accommodate interns. Indeed, a number of studies have demonstrated the increasing popularity of virtual internships over the last ten years. The present paper draws on the author’s online interviews with 13 internship providers as well as interns and the results of several surveys conducted with virtual interns over the span of several years. Interviewees included representatives of a dozen small and medium enterprises (SMEs). The interviewees were located across the USA, the UK, Ireland, Romania and India and the interns who were surveyed came from almost all continents and three dozen countries. The current article considers insights from these sources and focuses specifically on organizational learning outcomes that may emerge when employers adopt certain HR practices and processes. Relevant example references for further reading are also provided

Technology acceptance of a mobile portfolio app for teacher education: pre-service teachers views on multimedia-based note-taking and mentoring in internships

Mobile technologies are promising tools to scaffold teaching practice. In this study, we developed and tested a mobile app for teacher education. This mobile portfolio enables multimedia-based note-taking, reflection, and discussion with peers and mentors. We conducted two studies to explore the effect of design variants and use scenarios on the app’s acceptance. In the first study with N = 83 pre-service primary school teachers, technology acceptance was higher for those using the app with multimedia note-taking functionality than for those using the same app with this functionality disabled. In the second study with N = 81 pre-service teachers, those using the app together with their mentor teachers reported levels of technology acceptance similar to those who used the app exclusively among themselves. In consequence, a mobile portfolio app would be met with higher acceptance if it builds reflection upon multimedia note-taking both with and without the inclusion of mentors

Enabling the development of enterprise capabilities among higher education students through work-integrated learning in coworking spaces

This project trialled an innovative, scalable model of work-integrated learning (WIL) in micro-businesses in a coworking space. WIL embeds industry and/or community engagement into the curriculum through authentic learning and assessment activities. This project focused on workplace-based WIL, specifically, business students undertaking internships in a cluster of coworking spaces—under the umbrella of ‘Spacecubed’—in Perth CBD, Australia. The project aims were broadly 1) to trial and evaluate ways to enhance enterprise capabilities among business students through WIL and 2) to introduce a model of WIL that overcomes some of the barriers that have previously prevented smaller organisations from participating in WIL. Given rapidly changing work environments, due largely to evolving technology and globalisation, new graduates need to be agile, collaborative, digitally literate, able to transfer their skills across different contexts and connected. Micro-businesses offer a unique environment for learning these enterprise capabilities and the coworking space is a fertile learning ground for interns who are exposed to the development and use of emerging technologies and extensive opportunities to apply skills and build professional networks..