ACM/IEEE-CS information technology curriculum 2017: A status update

The IT2008 Curriculum Guidelines for Undergraduate Degree Programs in Information Technology has been showing its age, and in 2014, the ACM Education Board agreed to oversee the creation of a revision, now being referred to as IT2017. Much progress has been made, and a version 0.6 will be ready by Oct 2016. All proposed panel members are members of the IT2017 Task Group

Business Intelligence

This Grants Collection for Business Intelligence was created under a Round Two ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1003/thumbnail.jp

Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Modeling Women's Elective Choices in Computing

Evidence-based strategies suggest ways to reduce the gender gap in computing. For example, elective classes are valuable in enabling students to choose in which directions to expand their computing knowledge in areas aligned with their interests. The availability of electives of interest may also make computing programs of study more meaningful to women. However, research on which elective computing topics are more appealing to women is often class or institution specific. In this study, we investigate differences in enrollment within undergraduate-level elective classes in computing to study differences between women and men. The study combined data from nine institutions from both Western Europe and North America and included 272 different classes with 49,710 student enrollments. These classes were encoded using ACM curriculum guidelines and combined with the enrollment data to build a hierarchical statistical model of factors affecting student choice. Our model shows which elective topics are less popular with all students (including fundamentals of programming languages and parallel and distributed computing), and which elective topics are more popular with women students (including mathematical and statistical foundations, human computer interaction and society, ethics, and professionalism). Understanding which classes appeal to different students can help departments gain insight of student choices and develop programs accordingly. Additionally, these choices can also help departments explore whether some students are less likely to choose certain classes than others, indicating potential barriers to participation in computing

A Methodology for Investigating Women's Module Choices in Computer Science

At ITiCSE 2021, Working Group 3 examined the evidence for teaching practices that broaden participation for women in computing, based on the National Center for Women & Information Technology (NCWIT) Engagement Practices framework. One of the report's recommendations was "Make connections from computing to your students' lives and interests (Make it Matter) but don't assume you know what those interests are; find out! " The goal of this 2023 working group is to find out what interests women students by bringing together data from our institutions on undergraduate module enrollment, seeing how they differ for women and men, and what drives those choices. We will code published module content based on ACM curriculum guidelines and combine these data to build a hierarchical statistical model of factors affecting student choice. This model should be able to tell us how interesting or valuable different topics are to women, and to what extent topic affects choice of module - as opposed to other factors such as the instructor, the timetable, or the mode of assessment. Equipped with this knowledge we can advise departments how to focus curriculum development on areas that are of value to women, and hence work towards making the discipline more inclusive

Updating the ACM/IEEE 2008 curriculum in information technology

At the direction of the ACM Education Board, the IT2017 Task Group was formed with the charge of updating the joint ACM and IEEE Computer Society Curriculum Guidelines for Undergraduate Degree Programs in Information Technology, known as IT2008. The revised document, called IT2017, should be appropriately forward looking given the significant advances in information technology that have occurred since 2008. Participants attending the BOF will contribute their insights and assist with the revision process to update IT2008. Discussions will center on delineating knowledge areas and learning outcomes specific to IT; exploring the current and future roles of IT in computing disciplines; recommending changes to improve the usefulness of the report; and planning further communications to fully engage the academic and professional community in the revision process. The objective is to ensure that the updated document is a forward-looking curriculum framework of the disciplinary content and practices in the field of information technology and remains relevant into 2020 and beyond for incoming students, computing departments with IT programs, accreditation bodies, and employers in the U.S. and anywhere else in the world

Proposal and Report for Grant 119: Advanced Databases, Business Intelligence, Database Design and Applications

This proposal and final report are from the first ALG grants finishing between Spring 2015 and Spring 2016. They have been republished in the repository in order to move our first reports over from being hosted on the ALG website

IT2017 Report: Putting It to Work

IT2017 report is the second edition of the ACM/IEEE-CS Curriculum Guidelines for Undergraduate Programs in Information Technology. The report is scheduled to replace its predecessor, the IT2008 report, by the end of this year. A twelvemember diverse task group has worked diligently to make revisions and produce an appropriately forward looking document that is globally relevant and balances perspectives from educators, practitioners, and IT professionals. The novelty of the report is its focus on industry-informed competencies that IT graduates should have to meet the growing demands of a changing technological world in the next decade. Key to the effectiveness of the report’s guidelines are implementation decisions that take into account program goals and resources, institutional missions, and local contexts. The panel will elicit productive conversations around how to effectively implement the IT2017 curriculum framework in educational institutions around the world