Using Collaboration to Provide Students with an Internship Experience in an Information Systems Course

This paper describes an instructional technique in an Information Systems course that provides students with actual work experience as part of an internship and/or apprenticeship assignment while completing additional course requirements. The course, Information Resource Management, provides students with a comprehensive overview of Information Systems and computer user support. Students are introduced to the spectrum of services provided to computer users and receive hands-on work experience at the college\u27s Help Desk. Students complete either a six-week internship or apprenticeship through a collaborative effort of faculty and personnel employed by the college. Students gain valuable work experience while the college utilizes student employees to assist with their scheduling gaps. Students benefit by using skills gained in the course and on the job to enhance their employment credentials

Influence of birth weight, sex, age and adiposity on central leptin and insulin sensitivity in young growing sheep, as indicated by changes in voluntary food intake

Non peer reviewedPublisher PD

Central and peripheral insulin resistance in a large animal model of obesity

Non peer reviewedPublisher PD

Support for youth employment in EU

Based on a study carried out within the framework of the Leonardo European programme in eight countries, the authors bring out a number of points of convergence : transition from a prospect oriented towards employment to an axis focusing on integration and education and the development of logics in terms of employability ; weak consideration of the logic of offers contrary to what is asserted, permanency of strong inequalities according to gender. Beyond the convergences, many divergences appear in relation with the different approaches concerning the concepts of integration and citizenship. From these convergences and divergences, five main models can be distinguished.Sur la base d’une étude menée dans le cadre du programme européen Leonardo dans huit pays, les auteurs dégagent un certain nombre de convergences : passage d’une perspective orientée vers l’emploi à un axe qui privilégie intégration et éducation et développement de logiques qui privilégient l’approche des questions en termes d’employabilité ; faible prise en compte des logiques de l’offre contrairement à ce qui est affirmé ; permanence de fortes inégalités selon les genres. Au-delà de ces convergences apparaissent un certain nombre de divergences qui renvoient à des approches différentes des notions d’intégration et de citoyenneté. À partir des convergences et des divergences, cinq grand modèles peuvent être distingués. Les analyses présentées concernent les politiques d’aide à l’emploi en cours de 1999 à 2001

Test Mode Familiarity and Performance - Gender and Race Comparisons of Test Scores among Computer-Literate Students in Advanced Information Systems Courses

This investigation compares the effects of test mode, gender and race on paper-based versus computer-based delivery of two high stakes multiple-choice course examinations, Midterm and Final. Computer-literate students in upper-level business courses (n = 144) were randomly assigned to receive both tests either on paper or on computer. There were no significant gender effects, though males scored slightly higher than females on both tests. However, participants who received the tests on paper significantly outscored those who received the tests on computers, but this difference occurred only on the Midterm examination. Most striking, non-white females receiving the computer-based test mode scored lowest on the Midterm examination but then scored highest on the Final; all other groups maintained their relative positions from Midterm to Final. It was concluded that test mode familiarity does impact test performance. The results suggest that even computer-literate students in advanced Information Systems classes should practice using mock computer exams before taking high stakes computer-based tests, and that test mode familiarity affected non-white females most

Achievement Predictors for a Computer-Applications Module Delivered Online

The program evaluation compared student achievement and self-report data in two types of learning environments - a traditional classroom environment and an online learning environment to examine the comparative effectiveness of online delivery, to identify characteristics of successful and unsuccessful distance learning students, and to gauge degree of satisfaction with online delivery. Undergraduate students (N = 93) enrolled in four sections of Business 100, Computer Fundamentals, were assigned by section to complete a 4-weeks long spreadsheet module either in class (control) or online (experimental). The online instruction was delivered via a website and was supplemented with e-mail and listserv discussion. Post test findings revealed no significant differences in knowledge gain between the control (M = .75) and online (M = .77) groups, indicating that this online module was at least as effective as the traditional classroom instruction. Post hoc analysis of achievement data showed that more capable students working online scored significantly better (p \u3c .01) than the more capable control group. Self-report measures compared to achievement indicated that frequent computer users benefited most from online delivery, while frequent computer use was not a factor in the control group\u27s performance. Also competitiveness had a negative correlation with achievement for the online group but not for the control group. In summary, this online instruction provided an effective standardized course delivery. However low-prior knowledge students who are less frequent computer users were not served well by this online instruction