24,441 research outputs found
A Prospectus on Substantive Change
Prepared for The Commission on Colleges, Northwest Association of Schools and Colleges, October 1, 1987. For consideration by the Commission on Colleges at its December 5 and 6, 1987, meeting at the Salt Lake Hilton Hotel
Recruitment, Preparation, Retention: A case study of computing culture at the University of Illinois at Urbana-Champaign
Computer science is seeing a decline in enrollment at all levels of
education, including undergraduate and graduate study. This paper reports on
the results of a study conducted at the University of Illinois at
Urbana-Champaign which evaluated students attitudes regarding three areas which
can contribute to improved enrollment in the Department of Computer Science:
Recruitment, preparation and retention. The results of our study saw two
themes. First, the department's tight research focus appears to draw
significant attention from other activities -- such as teaching, service, and
other community-building activities -- that are necessary for a department's
excellence. Yet, as demonstrated by our second theme, one partial solution is
to better promote such activities already employed by the department to its
students and faculty. Based on our results, we make recommendations for
improvements and enhancements based on the current state of practice at peer
institutions.Comment: 37 pages, 13 figures. For better quality figures, please download the
.pdf from
http://www.cs.uiuc.edu/research/techreports.php?report=UIUCDCS-R-2007-281
IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 8, Issue 2, Summer 2019
Many of us look for ways to help students forge concrete connections between their academic studies and the real
world. Universities encourage professors to develop community-based learning, allowing students to contribute to the
community beyond their campus in a way that enhances their academic studies and enables them to create these
connections.
Scholars have theorized the many benefits of community-based learning, but professors have many questions about
how to implement community-based learning in practice. What does a successful community-based learning
assignment look like? What are the different ways to assess students’ learning experiences in community-based
learning assignments? How can one build effective partnerships with community organizations?
In these pages, you will find practical advice, theoretical framework, and firsthand accounts of community-engaged
teaching across disciplines. Learn from professors who have designed assignments allowing students to complete
community projects with refugees, prisoners, veterans, elementary school children, science museums, nursing homes,
public libraries, and ESL populations. Students in an Anthropology course, for instance, conduct oral history interviews
with refugees, and provide written transcriptions of the interviews that the refugees can then use as a learning tool in
ESL classes. In a Science Methods class, students collaborate with an aquarium to produce meaningful exhibits that
educate the public. First-year writing students work with veterans to create autobiographical films and write papers
related to the project
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
Free and open source software development of IT systems
IT system development, integration, deployment, and administration benefit significantly from free and open source software (FOSS) tools and services. Affordability has been a compelling reason for adopting FOSS in computing curricula and equipping computing labs with support infrastructure. Using FOSS systems and services, however, is just the first step in taking advantage of how FOSS development principles and practices can impact student learning in IT degree programs. Above all, FOSS development of IT systems requires changes to how students, instructors, and other contributors work collaboratively and openly and get involved and invested in project activities. In this paper I examine the challenges to engage students in FOSS development projects proposed by real clients. A six-week course project revealed problems with adopting FOSS development and collaboration across different activities and roles that student team members have assumed. Despite these problems, students have showed a genuine and strong interest in gaining more practice with FOSS development. FOSS development teaching was further refined in two other courses to learn about adequate teaching strategies and the competencies that students achieve when they participate in FOSS development of IT systems
Bringing Global Sourcing into the Classroom: Experiential Learning via Software Development Project
Global sourcing of software development has imposed new skill requirements on Information Technology (IT) personnel. In the U.S., this has resulted in a paradigm shift from technical to softer skills such as communications and virtual team management. Higher education institutions must, consequently, initiate innovative curriculum transformations to better prepare students for these emerging workforce needs. This paper describes one such venture between Marquette University (MU), U.S.A. and Management Development Institute (MDI), India, wherein IT students at MU collaborated with Management Information Systems (MIS) students at MDI on an offshore software development project. The class environment replicated an offshore client/vendor relationship in a fully virtual setting while integrating communications and virtual team management with traditional IT project management principles. Course measures indicated that students benefited from this project, gained first-hand experience in the process of software offshoring, and learned skills critical for conduct of global business. For faculty considering such initiatives, we describe the design and administration of this class over two semesters, lessons learned from our engagement, and factors critical to success of such initiatives and those detrimental to their sustenance
Spartan Daily, October 13, 2003
Volume 121, Issue 32https://scholarworks.sjsu.edu/spartandaily/9898/thumbnail.jp
Spartan Daily, October 13, 2003
Volume 121, Issue 32https://scholarworks.sjsu.edu/spartandaily/9898/thumbnail.jp
- …