Communication and leadership skills in the Computer Science and Information Systems curricula: A case study comparison of US and Bulgarian programs

In this paper we present results from our curriculum research on the behavioral educational topics being in the computer science (CS) and information systems (IS) academic programs in two countries USA and Bulgaria. Specifically, we address learning outcomes as they pertain to IT Project Management. Our research reveals that the two countries approach undergraduate education from different vantage points. The US universities provide a flexible general education curriculum in many academic areas and students have the opportunity to strengthen their soft skills before they enter the workforce. Bulgarian universities provide specialized education in main CS subject areas and the students are technically strong upon graduation. Is there a way to balance out this divergent educational experience so that students get the best of both worlds? Our paper explores this aspect and provides possible solutions

Cs the Day: The Trading Card Game

In many ways, Cs the Day: The Card Game is an ode both to academia, which is imperfect but can at times be wonderful, and to my personal passion and research interest, which has helped me to find a place within this profession. It is also, as is discussed in more detail below, an extension of an existing game, and as such embodies many of the same goals and principles of that game. Thus, designing Cs the Day: The Card Game required careful attention to how the mechanics and narrative reflect both the profession and the original game. There are certainly substantial critiques to be made about academia, and in particular the tenure process. Indeed, Way Jeng’s “How I Learned to Love Despair: Using Simulation Video Games for Advocacy and Change,” a tycoon-esque simulation game addressing the use of contingent faculty in English departments, does an excellent job of modeling how games can be used to critique academia. That game places players in the role of an English department chair and asks them to balance faculty loads (both service and teaching related), the department budget, and university goals. By doing so, Jeng creates an open space for academics to play with this system, in a way that encourages further critique and engagement with the ethics of dependance on contingent faculty. Thus, the play of “Despair” is transformative in that it allows us to “see values and practice them and challenge them so they become more than mindless habits” (Sicart 5)

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

Forty hours of declarative programming: Teaching Prolog at the Junior College Utrecht

This paper documents our experience using declarative languages to give secondary school students a first taste of Computer Science. The course aims to teach students a bit about programming in Prolog, but also exposes them to important Computer Science concepts, such as unification or searching strategies. Using Haskell's Snap Framework in combination with our own NanoProlog library, we have developed a web application to teach this course.Comment: In Proceedings TFPIE 2012, arXiv:1301.465

Teaming up: from motors to people.

When I reflect on how I became a cell biologist and why I love being one today, one thing that comes to mind is the many terrific collaborations I have had. The science I am most proud of from my graduate and postdoctoral training would not have been possible without working in teams with other scientists. Now, in my own group, much of our best work is being done collaboratively, both within the lab and with other labs. In this essay, I will highlight my experiences working in teams as a trainee, the role teamwork has played in my own research group, and how important I think collaborative science is for the future of biological research

Case study - improving teaching and learning effectiveness of computer science courses

This paper summarizes our experience teaching several courses at Metropolitan College of Boston University Computer Science department over five years. A number of innovative teaching techniques are presented in this paper. We specifically address the role of a project archive, when designing a course. This research paper explores survey results from every running of courses, from 2014 to 2019. During each class, students participated in two distinct surveys: first, dealing with key learning outcomes, and, second, with teaching techniques used. This paper makes several practical recommendations based on the analysis of collected data. The research validates the value of a sound repository of technical term projects and the role such repository plays in effective teaching and learning of computer science courses.Accepted manuscrip

The Impact of Class Size and Number of Students on Outcomes in Higher Education

Numerous studies have investigated the impact of class size on student outcomes. This analysis contributes to this discussion by examining the impact of class size on student outcomes in higher education. Additionally, this paper investigates the importance of student load (total number of students taught across all courses) in educational outcomes. We find that both class size and student load negatively impact student assessments of courses and instructors. Large classes and heavy student loads appear to prompt faculty to alter their courses in ways deleterious to students

Lessons Learned from Development of a Software Tool to Support Academic Advising

We detail some lessons learned while designing and testing a decision-theoretic advising support tool for undergraduates at a large state university. Between 2009 and 2011 we conducted two surveys of over 500 students in multiple majors and colleges. These surveys asked students detailed questions about their preferences concerning course selection, advising, and career paths. We present data from this study which may be helpful for faculty and staff who advise undergraduate students. We find that advising support software tools can augment the student-advisor relationship, particularly in terms of course planning, but cannot and should not replace in-person advising.Comment: 5 Figures, revised version including more figures and cross-referencin