Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Toward an Undergraduate MIS Curriculum Model for Caribbean Institutions

Colleges and universities in the United States with undergraduate programs offer undergraduate Management Information Systems programs in their business schools to complement and balance computer science and computer engineering curricula. Similar institutions in the English-speaking Caribbean, however, slant their computing studies overwhelmingly toward Computer Science , which produces technologists for the IT industry. Although the vast majority of their graduates are engaged in applying technology solutions to information problems in business organizations, these English-speaking Caribbean institutions offer limited MIS programs, which prepare graduates for such roles. This article examines undergraduate computing curricula in the Caribbean and compares them with others elsewhere in the world. It recommends that English-speaking Caribbean universities give similar prominence to MIS education in their business programs in order to equip graduates to create more effective IT-enabled business solutions

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in data science. The group consisted of 25 undergraduate faculty from a variety of institutions in the United States, primarily from the disciplines of mathematics, statistics, and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in data science

Sensemaking and Success in the Transition from Community Colleges to University IS/CS/CE Programs

Increasing the enrollment of women, minority, and other underrepresented populations in undergraduate information systems and computing programs is an important social issue. We explore ways of attracting and retaining community college transfer students—an important source of underrepresented students —by examining their sensemaking efforts as they transition to four-year universities. We conducted a qualitative study to test sensemaking theory and develop recommendations for retaining community college transfer students in undergraduate information systems, computer science, and computer engineering programs

Gender digital divide and challenges in undergraduate computer science programs

Previous research revealed a reduced number of female students registered in computer science studies feeling isolated, having reduced confidence, and underperforming. This article explores differences between female and male students in undergraduate computer science programs in a mid-size university in Ontario. Based on Kelly's (2008) three levels of digital divide (resources, instruction, and culture specific knowledge), we explored gender specific challenges for each level. The research shows that, while the first level of digital divide is difficult to detect and the second layer is easily detectable, the third layer of digital divide is particularly pervasive and has a disconcerting outcome.  Key words: digital divide; computer science education; higher education; gender equity.Des recherches antérieures ont révélé un nombre réduit d'étudiantes inscrites dans les études d'informatique. En outre, les élèves restants se sentent isolées, ont réduit la confiance, et sous-performer. Cet article explore les différences entre les étudiants et étudiantes de premier cycle dans les programmes d'informatique dans une université de moyenne dimension en Ontario. Sur la base de Kelly (2008), trois niveaux de la fracture numérique (ressources, l'enseignement et la culture des connaissances spécifiques), nous avons exploré les défis spécifiques au genre pour chaque niveau. La recherche montre que, tandis que le premier niveau de la fracture numérique est difficile à détecter et la deuxième couche est facilement détectable, la troisième couche de la fracture numérique est particulièrement répandue et a un dénouement déconcertant.Mots clés: fracture numérique, enseignement de l'informatique, l'enseignement supérieur, l'équité entre les sexe

Overview of changes to the S-STEM and IUSE programs

The National Science Foundation (NSF) Division of Undergraduate Education (DUE) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM, NSF 20-526) [5] and Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR, NSF 19-601) [4] programs are frequent funding targets for the computer science education (CSEd) community. These programs were discussed in the context of evaluation in an earlier column [1]. NSF programs evolve over time to respond to community needs and changes at the Foundation. The purpose of this column is to bring recent changes to S-STEM and IUSE and other changes at NSF that impact CSEd to the attention of the community

Resources for Teaching Ethics and Computing

The National Science Foundation\u27s Undergraduate Faculty Enhancement program sponsored two workshops devoted to developing resource materials that could be used in teaching ethics and computing. Participants in the workshops were faculty who teach in undergraduate Information Systems, Computer Science, or Computer Engineering programs. The teaching resources developed through the workshops are available to faculty through a web site http://marathon.csee.usf.edu/~kwb/nsf-ufe/. The web site contains over 50 model class exercises, reviews of videos that might be used in teaching, and additional resources

Preparing Undergraduate Students Majoring in Computer Science and Mathematics with Data Science Perspectives and Awareness in the Age of Big Data

AbstractUndergraduate students majoring in Computer Science and Mathematics are entering the workforce not only as programmers and mathematicians but also as data and business intelligent analysts. These job profiles require students to effectively utilize databases and data warehouses technologies, summarize data from external sources including the Internet and provide solutions to complicate, dynamic and ever-changing problems. These areas of hard skills have not been integrated as a major component of undergraduate programs in mathematics and computer science. This paper is aimed at showing how to motivate the significance of mastering data science proficiency as well as depicting examples and resources for lecturers in implementing data science in computer sciences and mathematics curriculum. Two case studies from Computer Science and Informatics Mathematics Programs at Faculty of Science and Technology, Suan Sunandha Rajabhat University in Bangkok, Thailand are presented

Teaching Software Engineering from a Collaborative Perspective: Some Latin-American Experiences

Teaching software engineering has been recognized as an important challenge for computer science undergraduate programs. Instruction in such area requires not only to deliver theoretical knowledge, but also to perform practical experiences that allow students to assimilate and apply such knowledge. This paper presents some results of two Computer-Supported Collaborative Learning (CSCL) experiences that involved students of software engineering courses from four Latin American Universities. The obtained results were satisfactory and indicate the reported collaborative activity could be appropriate to address teaching software engineering.Teaching software engineering has been recognized as an important challenge for computer science undergraduate programs. Instruction in such area requires not only to deliver theoretical knowledge, but also to perform practical experiences that allow students to assimilate and apply such knowledge. This paper presents some results of two Computer-Supported Collaborative Learning (CSCL) experiences that involved students of software engineering courses from four Latin American Universities. The obtained results were satisfactory and indicate the reported collaborative activity could be appropriate to address teaching software engineering