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

Developing the Curriculum for Collaborative Intellectual Property Education

Intellectual property education, i.e. how intellectual property should be taught or more importantly how intellectual property is learnt, is a recent addition to the academic 'intellectual property' agenda. The regulation, acquisition and management of intellectual property rights presents economic, ethical, social and policy challenges across the international academic and business communities. Intellectual property is also the starting point of interesting academic cross-disciplinary collaborations in learning and teaching and in research. It will probably always be primarily a law subject taught by lawyers to law students hoping to practice. At the same time there is a growing array of disciplines demanding an awareness of and a competence in handling intellectual property concepts and regulations. At Bournemouth, we have been teaching IP across the disciplines for more than a decade. Recently, the Higher Education Academy subject centres in Law and in Engineering jointly funded a project to research 'IP for Engineers'. WIPO has begun addressing IP Education in earnest. At an international symposium in July 2005, papers addressed different aspects of IP Education, including Collaboration between Law Faculties and other disciplines. In November 2005, they jointly sponsored a National Conference in China to consider IP Education from primary school thru postgraduate research. IP education beyond the law school raises interesting questions for anyone contemplating teaching this complex law subject to non-lawyers. What constitutes the IP syllabus? Who should be teaching IP? When should it be taught? How should it be taught? What resources should be available? This paper begins to explore some of the answers

Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity?

The discourse of plagiarism is speckled with punitive terms not out of place in a police officer's notes: detection, prevention, misconduct, rules, regulations, conventions, transgression, consequences, deter, trap, etc. This crime and punishment paradigm tends to be the norm in academic settings. The learning and teaching paradigm assumes that students are not filled with criminal intent, but rather are confused by the novel academic culture and its values. The discourse of learning and teaching includes: development, guidance, acknowledge, scholarly practice, communicate, familiarity, culture. Depending on the paradigm adopted, universities, teachers, and students will either focus on policies, punishments, and ways to cheat the system or on program design, assessments, and assimilating the values of academia. Self plagiarism is a pivotal issue that polarises these two paradigms. Viewed from a crime and punishment paradigm, self plagiarism is an intentional act of evading the required workload for a course by re-using previous work. Within a learning and teaching paradigm, self plagiarism is an oxymoron. We would like to explore the differences between these two paradigms by using self plagiarism as a focal point

Proposal for a EU quality label for aerospace education

The paper presents a possible roadmap for the definition of a European quality label for aerospace related higher education degrees. The proposal is the result of a two-years long Horizon 2020 project that has involved a great portion of the European stakeholders in aerospace: Universities, research centres, industries (both small and large) networks, associations and accreditation agencies. The core concept established is that it is possible to establish a sector-specific, content based, quality system, that can complement the existing national or European accreditation systems, providing added value to the internal and/or external quality assurance processes that are in place in most EU countries. The tools and processes proposed are sufficiently simple to be manageable by Universities in addition to their national accreditation processes or as stand-alone assessment. The main goal of the proposed process is the evaluation of the quality of the aerospace curricula in the European context, whereas the accreditation of the programme can be seen as an optional extension of the process, subject to further national regulations. The process is proposed in view of the awarding of a sector-specific, content based, quality label, to be issued by an appropriate legally recognized and qualified institution. 8 field tests with volunteering universities throughout Europe have been performed. They experienced the method as very practical and to the point.Unión Europea H2020 64021

Death masks and professional masks: community, values and ethics in legal education

This article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculum-wide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning face-to-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use in various law schools, its effects in building learning communities and facilitating ethical self-revelation

Department of Applied Mathematics Academic Program Review, Self Study / June 2010

The Department of Applied Mathematics has a multi-faceted mission to provide an exceptional mathematical education focused on the unique needs of NPS students, to conduct relevant research, and to provide service to the broader community. A strong and vibrant Department of Applied Mathematics is essential to the university's goal of becoming a premiere research university. Because research in mathematics often impacts science and engineering in surprising ways, the department encourages mathematical explorations in a broad range of areas in applied mathematics with specific thrust areas that support the mission of the school