Information technology and computer science programs: How do we relate?

In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs

Bridging the academia-industry gap in software engineering: A client-oriented open source

Too often, computer science programs offer a software engineering course that emphasizes concepts, principles, and practical techniques, but fails to engage students in real-world software experiences. The authors have developed an approach to teaching undergraduate software engineering courses that integrates client-oriented project development and open source development practice. They call this approach the Client-Oriented Open Source Software (CO-FOSS) model. The advantages of this approach are that students are involved directly with a client, nonprofits gain a useful software application, and the project is available as open source for other students or organizations to extend and adapt. This chapter describes the motivation, elaborates the approach, and presents the results in substantial detail. The process is agile and the development framework is transferrable to other one-semester software engineering courses in a wide range of institutions

Scaling a framework for client-driven open source software projects: a report from three schools

While large ongoing humanitarian open source software (HFOSS) projects are often seen as a way to engage students in capstone courses, they can be difficult to incorporate into an academic setting. One way this problem can be mitigated is by growing student-oriented open source projects within academia while still involving real world clients. One such project, called Homebase, involved a team of students working with a local Ronald McDonald House to develop volunteer scheduling software. In true open source fashion, this project has since been extended over a number of course iterations, with different clients, and has been adopted at other schools. In this paper, we report on our experiences using this approach for similar projects at three quite different schools, and discuss ways to adapt and enhance this approach for differing student populations

Information Technology and Computer Science Programs: How Do We Relate?

In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs

Quantitative Results from a Study of Professional Dispositions

In Fall 2021, a preliminary study was conducted to gain insight into students\u27 perceptions of the importance of professional dispositions to their computing courses and career. Students filled out a pre-survey, post-assignment reflection exercises, and a post-survey. We found that 1) students rated dispositions as being maximally important for the course and their career on the pre- and post-surveys; 2) students rated dispositions not relevant to the course lower than those that were relevant; and 3) students rated their application of dispositions in course assignments lower than they had rated the importance of the dispositions for success in the course in the pre-survey

Fostering Dispositions and Engaging Computing Educators

Dispositions are cultivable behaviors desirable in the workplace. Examples of dispositions are being adaptable, meticulous, and self-directed. The eleven dispositions described in the CC2020 report should not be confused with the professional knowledge of computing topics, or with skills, including technical skills, along with cross-disciplinary skills such as critical thinking, problem-solving, teamwork, or communication. Dispositions, more inherent to human characteristics, identify personal qualities and behavioral patterns important for successful professional careers. The leaders of this special session collaborate on a multi-institutional project funded by the National Science Foundation. Using their experiences at four higher education institutions, they will demonstrate how to foster dispositions among computing students through two hands-on activities. The audience will get first-hand experience using reflection exercises and vignettes, and will participate in debating their design, merits, and limitations. The resulting interaction will provide the audience ample time to discuss the benefits and challenges of incorporating and fostering dispositions in computing programs. It is hoped that participants will leave with concrete ideas on how to extend the current work to their own courses, programs, and institutions

Professional Accreditation and Competency-Based Computing Education

Professional accreditation in medicine and religious organizations started in the 1800s; business and engineering followed in the early 1900s. Program accreditation in computing commenced in the 1980s after computer science, informatics, and information systems programs had become widespread. In 2008, accrediting bodies in eight countries signed the Seoul Accord to set up mutual recognition of professional computing degrees. Although competency-based learning has existed for centuries, it has only made headway in computing in the last dozen years. Computing Curricula 2020 defined competency as the amalgamation of knowledge, skills, and dispositions. This working group report examines professional accreditation in computing, exploring aspects of professional accreditation criteria that support competency-based learning. The report will help educators understand professional accreditation and competency-based learning worldwide. Finally, it will also guide future efforts contributing to competency-based accreditation

Toward Practical Computing Competencies

Competency-based learning has been a successful pedagogical approach for centuries, but only recently has it gained traction within computing education. Building on recent developments in the field, this working group will explore competency-based learning from practical considerations and show how it benefits computing. In particular, the group will identify existing computing competencies and provide a pathway to generate competencies usable in the field. The working group will also investigate appropriate assessment approaches, provide guidelines for evaluating student attainment, and show how accrediting agencies can use these techniques to assess the level of competence reflected in their standards and criteria. Recommendations from the working group report are intended to help practical computing education writ large