Integrating Data Science into a General Education Information Technology Course: An Approach to Developing Data Savvy Undergraduates

The National Academies recommend academic institutions foster a basic understanding of data science in all undergraduates. However, data science education is not currently a graduation requirement at most colleges and universities. As a result, many graduates lack even basic knowledge of data science. To address the shortfall, academic institutions should incorporate introductory data science into general education courses. A general education IT course provides a unique opportunity to integrate data science education. Modules covering databases, spreadsheets, and presentation software, already present in many survey IT courses, teach concepts and skills needed for data science. As a result, a survey IT course can provide comprehensive introductory data science education by adding a data science module focused on modeling and evaluation, two key steps in the data science process. The module should use data science software for application, avoiding the complexities of programming and advanced math, while enabling an emphasis on conceptual understanding. We implemented a course built around these ideas and found that the course helps develop data savvy in students

Retention in Introductory Programming

The introductory programming course is one of the very first courses that computer science students encounter. The course is challenging not only because of the content, but also due to the challenges related to finding a place in a new community. Many have little knowledge of what to expect from university studies, some struggle to adjust their study behavior to match the expected pace, and a few simply cannot attend instruction due to e.g. family or work constraints. As a consequence, a considerable number of students end up failing the course, or pass the course with substandard knowledge. This leads to students failing to proceed in their studies at a desirable pace, to students who struggle with the subsequent courses, and to students who completely drop out from their studies. This thesis explores the issue of retention in introductory programming courses through multiple viewpoints. We first analyze how the teaching approaches reported in literature affect introductory programming course pass rates. Then, changes on the retention at the University of Helsinki are studied using two separate approaches. The first approach is the use of a contemporary variant of Cognitive Apprenticeship called the Extreme Apprenticeship method, and the second approach is the use of a massive open online course (MOOC) in programming for recruiting students before they enter their university studies. Furthermore, data from an automatic assessment system implemented for the purposes of this thesis is studied to determine how novices write their first lines of code, and what factors contribute to the feeling of difficulty in learning programming. On average, the teaching approaches described in the literature improve the course pass rates by one third. However, the literature tends to neglect the effect of intervention on the subsequent courses. In both studies at the University of Helsinki, retention improved considerably, and the students on average also fare better in subsequent courses. Finally, the data that has been gathered with the automatic assessment system provides an excellent starting point for future research.Ohjelmointi on nykyajan käsityöläistaito, jolle on akuutti tarve työelämässä. Tämän taidon opettelua harkitseva tietää harvoin, kuinka riippuvainen yhteiskuntamme on ohjelmoinnin tuotoksista eli ohjelmistoista. Ilman ohjelmointia esimerkiksi yhteydenpito, kaupankäynti, matkustaminen ja terveydenhuolto olisivat heikommalla tasolla. Puhelimet eivät toimisi, internettiä ei olisi, eikä lääketeollisuus pystyisi käsittelemään yhtä suuria datamassoja uusia parannuskeinoja etsiessä. Kukaan ei olisi kirjoittanut ohjelmaa, joka auttoi avaruuteen pääsemisessä. Väitöskirjassa tarkastellaan ohjelmoinnin opetusmenetelmiä ja niiden toimivuutta korkeakouluissa sekä esitellään kognitiiviseen oppipoikamalliin (Cognitive Apprenticeship) perustuva “ajatuskäsityöläisten” opetusmenetelmä tehostettu kisällioppiminen (Extreme Apprenticeship). Tehostetussa kisällioppimisessa oppimista edesauttava yksilöllinen ohjaus on mahdollista skaalata satoja opiskelijoita sisältäville kursseille. Väitöskirjatyössä ehdotetaan lisäksi kaikille avoimen verkkokurssin (MOOC) käyttöä yliopisto-opiskelijoiden valintaan sekä tarkastellaan tällaisen valintaväylän toimivuutta tietojenkäsittelytieteen alalla. Väitöskirja käsittelee myös ohjelmointitehtävien automaattista arviointia ja esittelee tähän tarkoitetun Test My Code -järjestelmän, jota voidaan käyttää askeleittaisten ohjeiden ja palautteen antamiseen aloitteleville ohjelmoijille sekä tiedon keräämiseen ohjelmointiprosessissa esiintyvistä ongelmista. Tällaista tietoa voidaan tutkia oppimisanalytiikan menetelmin. Väitöskirjassa tarkastellaan myös aloittelevien ohjelmoijien ensimmäisten ohjelmien kirjoittamisessa esiintyviä ongelmia sekä esitellään ohjelmointitehtävien vaikeuden ennustamiseen sopivia menetelmiä

The Other Culture: Science and Mathematics Education in Honors

TABLE OF CONTENTS Preface — Dail W. Mullins, Jr. Introduction — Ellen B. Buckner and Keith Garbutt Section I: What is Science in Honors? Chapter 1: One Size Does Not Fit All: Science and Mathematics in Honors Programs and Colleges — Keith Garbutt Chapter 2: Encouraging Scientific Thinking and Student Development — Ellen B. Buckner Chapter 3: Information Literacy as a Co-requisite to Critical Thinking: A Librarian and Educator Partnership — Paul Mussleman and Ellen B. Buckner Section II: Science and Society Chapter 4: SENCER: Honors Science for All Honors Students — Mariah Birgen Chapter 5: Philosophy in the Service of Science: How Non-Science Honors Courses Can Use the Evolution-ID Controversy to Improve Scientific Literacy — Thi Lam Chapter 6: Recovering Controversy: Teaching Controversy in the Honors Science Classroom — Richard England Chapter 7: Science, Power, and Diversity: Bringing Science to Honors in an Interdisciplinary Format — Bonnie K. Baxter and Bridget M. Newell Section III: Science and Mathematics in Honors for the Non-Science Student Chapter 8: Honors Science for the Non-Science-Bound Student: Where Have We Gone Wrong? — Bradley R. Newcomer Chapter 9: Engaging the Honors Student in Lower-Division Mathematics, Minerva Cordero, Theresa Jorgensen, and Barbara A. Shipman Chapter 10: Statistics in Honors: Teaching Students to Separate Truth from “Damned Lies” — Lisa W. Kay Chapter 11: Is Honors General Chemistry Simply More Quantum Mechanics? — Joe L. March Section IV: Science in Honors for the Science Student Chapter 12: Communicating Science: An Approach to Teaching Technical Communication in a Science and Technology Honors Program . — Cynthia Ryan, Michele Gould, and Diane C. Tucker Chapter 13: Designing Independent Honors Projects in Mathematics — Minerva Cordero, Theresa Jorgensen, and Barbara A. Shipman Chapter 14: Honors Senior Theses Are ABET Friendly: Developing a Process to Meet Accreditation Requirements — Michael Doran Section V: Interdisciplinary Approaches in Honors Science Curricula Chapter 15: Interdisciplinary Science Curricula in Honors — Dail W. Mullins, Jr. Chapter 16: The Science of Humor: An Interdisciplinary Honors Course — Michael K. Cundall, Jr. Chapter 17: An Interdisciplinary Understanding of a Disease: Project for an Honors-Embedded Biochemistry Course — Kevin M. Williams Section VI: Thinking like a Scientist: A Toolkit Chapter 18: Replacing Appearance with Reality: What Should Distinguish Science in an Honors Program? — Larry J. Crockett Chapter 19: Confronting Pseudoscience: An Honors Course in Critical Thinking — Keith Garbutt Chapter 20: Science Education: The Perils of Scientific Illiteracy, the Promise of Science Education — Glenn M. Sanford Acknowledgements — Ellen B. Buckner and Keith Garbutt About the Author

Evaluating the cyber security skills gap relating to penetration testing

Information Technology (IT) is growing rapidly and has become an integral part of daily life. It provides a boundless list of services and opportunities, generating boundless sources of information, which could be abused or exploited. Due to this growth, there are thousands of new users added to the grid using computer systems in a static and mobile environment; this fact alone creates endless volumes of data to be exploited and hardware devices to be abused by the wrong people. The growth in the IT environment adds challenges that may affect users in their personal, professional, and business lives. There are constant threats on corporate and private computer networks and computer systems. In the corporate environment companies try to eliminate the threat by testing networks making use of penetration tests and by implementing cyber awareness programs to make employees more aware of the cyber threat. Penetration tests and vulnerability assessments are undervalued; are seen as a formality and are not used to increase system security. If used regularly the computer system will be more secure and attacks minimized. With the growth in technology, industries all over the globe become fully dependent on information systems in doing their day-to-day business. As technology evolves and new technology becomes available, the bigger the risk becomes to protect against the dangers which come with this new technology. For industry to protect itself against this growth in technology, personnel with a certain skill set is needed. This is where cyber security plays a very important role in the protection of information systems to ensure the confidentiality, integrity and availability of the information system itself and the data on the system. Due to this drive to secure information systems, the need for cyber security by professionals is on the rise as well. It is estimated that there is a shortage of one million cyber security professionals globally. What is the reason for this skills shortage? Will it be possible to close this skills shortage gap? This study is about identifying the skills gap and identifying possible ways to close this skills gap. In this study, research was conducted on the cyber security international standards, cyber security training at universities and international certification focusing specifically on penetration testing, the evaluation of the need of industry while recruiting new penetration testers, finishing with suggestions on how to fill possible gaps in the skills market with a conclusion

Evaluating the cyber security skills gap relating to penetration testing

Information Technology (IT) is growing rapidly and has become an integral part of daily life. It provides a boundless list of services and opportunities, generating boundless sources of information, which could be abused or exploited. Due to this growth, there are thousands of new users added to the grid using computer systems in a static and mobile environment; this fact alone creates endless volumes of data to be exploited and hardware devices to be abused by the wrong people. The growth in the IT environment adds challenges that may affect users in their personal, professional, and business lives. There are constant threats on corporate and private computer networks and computer systems. In the corporate environment companies try to eliminate the threat by testing networks making use of penetration tests and by implementing cyber awareness programs to make employees more aware of the cyber threat. Penetration tests and vulnerability assessments are undervalued; are seen as a formality and are not used to increase system security. If used regularly the computer system will be more secure and attacks minimized. With the growth in technology, industries all over the globe become fully dependent on information systems in doing their day-to-day business. As technology evolves and new technology becomes available, the bigger the risk becomes to protect against the dangers which come with this new technology. For industry to protect itself against this growth in technology, personnel with a certain skill set is needed. This is where cyber security plays a very important role in the protection of information systems to ensure the confidentiality, integrity and availability of the information system itself and the data on the system. Due to this drive to secure information systems, the need for cyber security by professionals is on the rise as well. It is estimated that there is a shortage of one million cyber security professionals globally. What is the reason for this skills shortage? Will it be possible to close this skills shortage gap? This study is about identifying the skills gap and identifying possible ways to close this skills gap. In this study, research was conducted on the cyber security international standards, cyber security training at universities and international certification focusing specifically on penetration testing, the evaluation of the need of industry while recruiting new penetration testers, finishing with suggestions on how to fill possible gaps in the skills market with a conclusion

Business students\u27 personal branding: An empirical investigation

Personal branding is the process by which an individual actively tries to manage others’ impression of their skills, abilities and experiences (Johnson, 2017). It is the marketing of oneself to society (Lair, Sullivan, & Cheney, 2005; Peters, 1997; Shepherd, 2005). While the current job market is touted as being the best in years, employment opportunities for business aspirants in the U.S. economy changed little from 2017 to 2016 when comparing a United States Department of Labor annual report (“United States Department of Labor,” 2018). This suggests that new business graduates continue to face the harsh reality of a challenging environment in terms of future employment prospects. This accentuates a great need for business schools to arm students with the personal branding skills requisite for today’s competitive employment landscape

An investigation into internetworking education

Computer network technology and the Internet grew rapidly in recent years. Their growth created a large demand from industry for the development of IT and internetworking professionals. These professionals need to be equipped with both technical hands-on skills and non-technical or soft skills. In order to supply new professionals to the industry, educational institutions need to address these skills training in their curricula. Technical hands-on skills in internetworking education can be emphasised through the practical use of equipment in classrooms. The provision of the networking equipment to the internetworking students is a challenge. Particularly, university students in developing countries may find that this equipment is ineffectively provided by their teaching institutions, because of the expense. Modern online learning tools, such as remote access laboratories, may be used to address this need. However, the provision of such tools will also need to concentrate upon the pedagogical values. In addition, traditional remote access laboratories provide only text-based access, which was originally designed for highly professional use. Novice students may struggle with learning in these virtual environments, especially when the physical equipment is not available locally. Furthermore, non-technical skills or soft skills are social skills that should not be neglected in graduates’ future workplaces. A traditional model of developing soft skills that was used in face-to-face classroom may not be as effective when applied in an online classroom. Research on students’ opinions about their soft skills development during attending internetworking courses is needed to be conducted. In order to address both research needs, this study was focused on two research aspects related to online learning in internetworking education. The first focus was on research into providing a suitable technical learning environment to distance internetworking students. The second focus was on the students’ opinions about their non-technical skills development. To provide a close equivalent of a face-to-face internetworking learning environment to remote students in Thailand, a transformation of a local internetworking laboratory was conducted. A new multimedia online learning environment integrated pedagogically-rich tools such as state model diagrams (SMDs), a real-time video streaming of equipment and a voice communication tool. Mixed research data were gathered from remote online and local student participants. The remote online participants were invited to use the new learning environment developed in this study. Qualitative research data were collected from twelve remote online students after their trial usage. Concurrently, another set of research data were collected from local students asking their opinion about the development of soft skills in the internetworking course. There were sixty six participants in this second set of research data. Although the research data was limited, restricting the researcher’s ability to generalise, it can be concluded that the provision of multimedia tools in an online internetworking learning environment was beneficial to distant students. The superiority of the traditional physical internetworking laboratory cannot be overlooked; however, the remote laboratory could be used as a supplementary self-practice tool. A concrete learning element such as a real-time video stream and diagrams simplified students learning processes in the virtual environment. Faster communication with the remote instructors and the equipment are also critical factors for a remote access network to be successful. However, unlike the face-to-face laboratory, the future challenge of the online laboratory will creating materials which will encourage students to build soft skills in their laboratory sessions

Negotiating the Future: Leveraging Socio-technical Narratives to Engage Multiple Voices in the Ethics of Our Future

As technology mediates more of our lives and leverages more of our personal data, ethical, legal, and policy questions gain more relevance and place pressure on our institutions and societal norms. This thesis looks at how the use of robust socio-technical narratives can act as a space for considering the correspondence between technical choices and social consequences of technology. Given the diversity of stakeholders who shape and are impacted by technology -- such as user communities, lawyers, engineers, students, policymakers -- it is critical we develop communication strategies and mediums for negotiating the sticky ethical and social questions relevant to technology development. This thesis explores several research areas where narrative acts as a tool for discussion, clarification, and negotiation about future uses of emerging technologies. The research work of this dissertation leverages narrative theoretically to support a policy framework for future regulation of data-driven technology. It further looks at how narrative can facilitate ethics discussion in the CS classroom, clarify and raise ethical issues for debate by engineers, and create a space for experts and non-experts to hold discourse and express values around technology ethics and policy. This work draws from several literatures including HCI topics such design fiction and user enactments, risk perception, policy, philosophy, law, and art

A model for the alignment of ICT education with business ICT skills requirements

The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented

A framework for economic analysis of network architectures

Indiana University-Purdue University Indianapolis (IUPUI)This thesis firstly surveys and summarizes the state-of-the-art studies from two research areas in Software De fined Networking (SDN) architecture: (i) control plane scalability and (ii) Quality of Service (QoS)-related problems. It also outlines the potential challenges and open problems that need to be addressed further for more scalable SDN control planes and better and complete QoS abilities in SDN networks. The thesis secondly presents a hierarchical SDN design along with an inter-AS QoS-guaranteed routing approach. This design addresses the scalability problems of control plane and privacy concerns of inter-AS QoS routing philosophies in SDN. After exploring the roots of control plane scalability problems in SDN, the thesis then proposes a metric to quantitatively evaluate the control plane scalability in SDN. Later, the thesis presents a general framework for economic analysis of network architectures and designs. To this end, the thesis defines and utilizes two metrics, Unit Service Cost Scalability and Cost-to-Service, to evaluate how SDN architecture performs compared to MPLS architecture in terms of unit cost for a service and cost of introducing a new service along with giving mathematical models to calculate Capital Expenditures (CAPEX) and Operational Expenditures (OPEX) of a network. Moreover, the thesis studies the problem of optimal final pricing for services by proposing an optimal pricing scheme for a service request with QoS in SDN environment while aiming to maximize benefits of both service providers and customers. Finally, the thesis investigates how programmable network architectures, i.e. SDN, affect the network economics compared to traditional network architectures, i.e. MPLS, in case of failures along with exploring the economic impact of failures in different SDN control plane models