This presentation reports the initial findings of a multi-year study that is surveying major and non-major students’ understanding of the different computing disciplines. This study is based on work originally conducted by Courte and Bishop-Clark from 2009, but which uses a broadened study instrument that provided additional forms of analysis. Data was collected from 199 students from a single institution who were computer science, information systems/information technology and non-major students taking a variety of introductory computing courses. Results show that undergraduate computing students are more likely to rate tasks as being better fits to computer disciplines than are their non-major (NM) peers. Uncertainty among respondents did play a large role in the results and is discussed alongside implications for teaching and further research.
The document outlines the program educational objectives, program outcomes, curriculum, and regulations for the B.Tech Artificial Intelligence and Data Science program at Anna University in Chennai, India. The 4-year program aims to provide students with proficiency in basic sciences, mathematics, AI, data science, and statistics to build data-driven systems. Students will develop technical skills to conduct research in AI and data science and create sustainable solutions. The curriculum covers topics such as data structures, algorithms, machine learning, deep learning, data analytics, and artificial intelligence across 8 semesters with theory, laboratory, and project components.
Validating a theorized model of engagement in learning analyticsVitomir Kovanovic
Slides from our paper presentation at LAK'19 conference in Tempe, AZ. The full paper is available at https://dx.doi.org/10.1145/3303772.3303775
Abstract:
Student engagement is often considered an overarching construct in educational research and practice. Though frequently employed in the learning analytics literature, engagement has been subjected to a variety of interpretations and there is little consensus regarding the very definition of the construct. This raises grave concerns with regards to construct validity: namely, do these varied metrics measure the same thing? To address such concerns, this paper proposes, quantifies, and validates a model of engagement which is both grounded in the theoretical literature and described by common metrics drawn from the field of learning analytics. To identify a latent variable structure in our data we used exploratory factor analysis and validated the derived model on a separate sub-sample of our data using confirmatory factor analysis. To analyze the associations between our latent variables and student outcomes, a structural equation model was fitted, and the validity of this model across different course settings was assessed using MIMIC modeling. Across different domains, the broad consistency of our model with the theoretical literature suggest a mechanism that may be used to inform both interventions and course design.
The study examined whether students in MIT's Course 6 (Electrical Engineering and Computer Science) placed less emphasis on users' interests in design compared to other MIT students. A design scenario and open-ended questions were used to assess user-centeredness. Results showed Course 6 students scored significantly lower on questions about prototype iteration and design success criteria, though not initially on problem exploration. This suggests the technical curriculum decreases consideration of users' needs in later design stages. Limitations included sampling bias and need for more diverse studies.
The document summarizes the findings of a forum discussing workforce development needs of Vermont's software development industry. It identifies top challenges as retaining skilled workers, keeping up with new technologies, and energy costs. There is a lack of qualified candidates for technical, supervisory, and non-technical roles. Participants felt partnering with colleges on internships and improving degree programs could help address these issues.
This document summarizes key findings from a study analyzing critical incidents reported by students completing an information work project. The study identified common challenges students faced in areas of technology use and information seeking. For technology use, many students struggled with tasks like inserting links, uploading content, and working across different applications. For information seeking, developing effective search strategies and adapting to different database structures were frequently cited problems. The study revealed that students' digital skills varied widely and that information work abilities improved most for those in disciplines requiring such skills. The document advocates for instructors to better support students in navigating complex digital environments and managing information across tools.
This document provides information on the Management Information and Control System (MICS) course offered by the Department of Business Administration at Metropolitan University, Sylhet. The course is a 3-credit, level 3.2 course with no prerequisites. The objectives of the course are to develop understanding of management information systems and their role in organizations. The course learning outcomes include being able to use and administer information systems, apply analytical skills to solve business problems using available information, and communicate to business and IT professionals. The course contributes to the program learning outcomes of developing technical and problem solving skills using information technology. The course will be taught through lectures, discussions, assignments, and presentations and assessed through class participation, exams, and projects.
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
This document is a laboratory manual for a Database Management Systems course. It contains information such as the vision and mission of the institute and department, program educational objectives, program outcomes, course outcomes, rubrics for assessment, and space to record results from laboratory experiments. The document provides structure and guidelines for students to complete the database laboratory coursework and assessments.
The document outlines the program educational objectives, program outcomes, curriculum, and regulations for the B.Tech Artificial Intelligence and Data Science program at Anna University in Chennai, India. The 4-year program aims to provide students with proficiency in basic sciences, mathematics, AI, data science, and statistics to build data-driven systems. Students will develop technical skills to conduct research in AI and data science and create sustainable solutions. The curriculum covers topics such as data structures, algorithms, machine learning, deep learning, data analytics, and artificial intelligence across 8 semesters with theory, laboratory, and project components.
Validating a theorized model of engagement in learning analyticsVitomir Kovanovic
Slides from our paper presentation at LAK'19 conference in Tempe, AZ. The full paper is available at https://dx.doi.org/10.1145/3303772.3303775
Abstract:
Student engagement is often considered an overarching construct in educational research and practice. Though frequently employed in the learning analytics literature, engagement has been subjected to a variety of interpretations and there is little consensus regarding the very definition of the construct. This raises grave concerns with regards to construct validity: namely, do these varied metrics measure the same thing? To address such concerns, this paper proposes, quantifies, and validates a model of engagement which is both grounded in the theoretical literature and described by common metrics drawn from the field of learning analytics. To identify a latent variable structure in our data we used exploratory factor analysis and validated the derived model on a separate sub-sample of our data using confirmatory factor analysis. To analyze the associations between our latent variables and student outcomes, a structural equation model was fitted, and the validity of this model across different course settings was assessed using MIMIC modeling. Across different domains, the broad consistency of our model with the theoretical literature suggest a mechanism that may be used to inform both interventions and course design.
The study examined whether students in MIT's Course 6 (Electrical Engineering and Computer Science) placed less emphasis on users' interests in design compared to other MIT students. A design scenario and open-ended questions were used to assess user-centeredness. Results showed Course 6 students scored significantly lower on questions about prototype iteration and design success criteria, though not initially on problem exploration. This suggests the technical curriculum decreases consideration of users' needs in later design stages. Limitations included sampling bias and need for more diverse studies.
The document summarizes the findings of a forum discussing workforce development needs of Vermont's software development industry. It identifies top challenges as retaining skilled workers, keeping up with new technologies, and energy costs. There is a lack of qualified candidates for technical, supervisory, and non-technical roles. Participants felt partnering with colleges on internships and improving degree programs could help address these issues.
This document summarizes key findings from a study analyzing critical incidents reported by students completing an information work project. The study identified common challenges students faced in areas of technology use and information seeking. For technology use, many students struggled with tasks like inserting links, uploading content, and working across different applications. For information seeking, developing effective search strategies and adapting to different database structures were frequently cited problems. The study revealed that students' digital skills varied widely and that information work abilities improved most for those in disciplines requiring such skills. The document advocates for instructors to better support students in navigating complex digital environments and managing information across tools.
This document provides information on the Management Information and Control System (MICS) course offered by the Department of Business Administration at Metropolitan University, Sylhet. The course is a 3-credit, level 3.2 course with no prerequisites. The objectives of the course are to develop understanding of management information systems and their role in organizations. The course learning outcomes include being able to use and administer information systems, apply analytical skills to solve business problems using available information, and communicate to business and IT professionals. The course contributes to the program learning outcomes of developing technical and problem solving skills using information technology. The course will be taught through lectures, discussions, assignments, and presentations and assessed through class participation, exams, and projects.
PISA 2012 Evaluating school systems to improve educationEduSkills OECD
PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students' backgrounds, schools and learning experiences and about the broader school system and learning environment.
This document is a laboratory manual for a Database Management Systems course. It contains information such as the vision and mission of the institute and department, program educational objectives, program outcomes, course outcomes, rubrics for assessment, and space to record results from laboratory experiments. The document provides structure and guidelines for students to complete the database laboratory coursework and assessments.
Reducing i.t. project management failures adib chehadeAdib Chehade
This is an empirical research that aims at determining the role of project management leaders in reducing failure rates. Studies have revealed that I.T. projects have higher failure rates because either project manager or leaders lack the necessary experience required to handle such projects. The question of what constitutes project success or failure has been an issue of debate among I.T. project managers. In addition, the high rate of globalization and technological changes has played part in most failures because leaders do not manage to cope with changing situations. Traditional methods of project management have been passed by time and project leaders should focus on implementing the current technologies (Project Management Institute
Learner Analytics: from Buzz to Strategic Role Academic TechnologistsJohn Whitmer, Ed.D.
This document summarizes a presentation on learner analytics. It discusses using data from learning management systems (LMS) and student information systems to better understand student learning and optimize educational environments. Specifically, it provides two case studies: 1) California State University's data dashboard that tracks graduation rates and aims to close achievement gaps. 2) CSU Chico's analysis of LMS usage data from its Vista system to examine relationships between technology use and student achievement. The presentation calls on academic technologists to lead efforts in learner analytics due to their expertise in educational technology and data. It provides resources to help campuses build capacity for analytics.
This document provides a summary of a presentation on learner analytics. It begins with an outline of the presentation which includes situating analytics, academic analytics using a case study of CSU's data dashboard, learner analytics using a case study of CSU Chico, promising efforts and resources, and a question and answer section. It then discusses academic analytics and how it uses large data sets and statistical modeling to improve decision making. A case study is presented on CSU's graduation initiative data dashboard which tracks metrics to increase graduation rates. Finally, a case study is presented on learner analytics research conducted at CSU Chico analyzing relationships between LMS tool usage and student achievement.
Requirement Elicitation Model (REM) in the Context of Global Software Develop...IJAAS Team
Contxext:Requirement elicitation is difficult and critical phase of requirement engineering and the case is worst in global software development (GSD). The study is about requirement elicitation in the context of GSD. Objective: Development of requirement elicitation model (REM) which can address the factors that have positive impact and the factors that have negative impact during elicitation in GSD. The propose model will give solutions and practices to the challenges during elicitation. Method: Systematic literature review (SLR) and empirical research study will be used for achieving the goals and objectives. Expected outcomes: The expected results of this study will be REM that will help vendor organizations for better elicitation during GSD.
This document summarizes a research study that examined how implicit theories of intelligence (beliefs about whether intelligence is fixed or can be developed through effort) relate to people's intentions to continue using mobile apps to make hotel reservations. The study hypothesized and found that incremental theories of intelligence (believing intelligence can be developed) were associated with higher hedonic motivation and lower perceived risk when using the apps, which in turn led to greater intentions to continue using the apps. Effort expectancy was not found to mediate the relationship between theories of intelligence and continuance intentions. The study provides implications for practitioners to promote incremental beliefs to increase continued use of reservation apps. It was limited to Chinese respondents and measured intentions rather than actual continued behavior.
CRITERION BASED AUTOMATIC GENERATION OF QUESTION PAPERvivatechijri
In any educational course curriculum, the courses are defined with learning objectives. Teachers conduct assessments to know if students have achieved certain learning objectives or not. The Proposed System provides a solution to choose challenging, well framed questions and make it easy for the user to generate it within a short period of time. The existing tools are rigid and support very basic or limited parameters. In our system we allow admin and user to input a set of questions and mark them with parameters such as difficulty level, complexity, type of question, module, min and max weightage. It contains two modules namely admin module and user module and the question management makes it an effortless task. From the entered input the paper is generated and saved as a .pdf file which can be kept for own or distributed as per the user or admin requirements. The required software and hardware are easily available and easy to work with. The goal is to simplify its current manual method, by means of computerised equipment and complete computer applications, in order to meet its needs, so that its important data/information can be stored for a longer period of time with easy access and manipulation. Basically the project describes how to manage for good performance and better services for the clients.
This document discusses risks associated with enterprise resource planning (ERP) projects. It begins by explaining that ERP projects represent large investments for organizations and present new challenges compared to traditional IT projects. The document then reviews literature on risk factors for IT projects, including issues related to organizational fit, skills, management, software design, user involvement, and technology. It identifies some unique risks of ERP projects as re-engineering business processes, investing in new skills, using external consultants, and technological bottlenecks. The summary concludes that case studies highlight challenges of ERP projects include recruiting staff with both business and technical skills.
This document discusses the Speak Up Research Project, which collects feedback from K-12 students, parents, teachers, and administrators through surveys to inform annual and long-term education planning. It provides an overview of Project Tomorrow, the nonprofit organization that runs Speak Up, and explains that the surveys can help districts understand stakeholder perspectives on issues like learning loss, technology use, and funding priorities in order to create a strategic digital learning plan. District leaders are encouraged to use Speak Up data and resources to engage stakeholders and make informed decisions.
Speculating news in levels-Past modalsgabicastillo
The document discusses speculating about past events using past modal verbs like "might have" and "may have". It provides examples of speculating about possible events at a jewelry store and train station. Readers are prompted to speculate about the past events depicted in pictures and check their guesses against online news stories summarizing what actually occurred. The purpose is to practice using past modal verbs to express uncertainty about past events.
This document summarizes the rules and usage of the first conditional, which uses an if clause with a present tense verb to refer to a possible future event and its consequence. It provides examples of the basic structure using "if + present tense verb" and "subject + will + base verb" and discusses how any present or future tense can be used in the if clause. Real and unreal situations are discussed as well as punctuation usage.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. The first conditional uses an "if" clause with a simple present verb and a main clause with "will" plus a verb. Some examples are provided to illustrate possible situations, such as "If it's sunny, we'll go to the park" and "If you cook the supper, I'll wash the dishes." The document also provides exercises for readers to practice forming first conditional sentences on their own.
The document discusses the use of modal verbs to make guesses or speculate about different situations. It explains that must is used to express something that is certain or highly probable, can't is used to express something that is certainly not the case or highly improbable, and may and might are used when there is a possibility of something happening, with may indicating a higher chance than might. It also discusses using modal verbs of speculation plus different verb forms like be + -ing, have + past participle to make guesses about actions in progress or things that happened in the past.
We use modal verbs like must, may, might, could, or can't to speculate about past events. Must is used to make strong deductions that are almost certain, while can't expresses certainty that something is false. May, might, and could are used to make speculative statements when there is no evidence. For past tense, must is used with have and a past participle, can't is used with have and a past participle, and may, might, and could are used with have and a past participle.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
Computational Thinking: Why It is Important for All StudentsNAFCareerAcads
Given the importance of computing and computer science in most career paths, computational thinking must be a part of every curriculum. This session explores
how computational thinking is related to computer science and information technology and how it might affect K-12 education. Participants will look at curricula examples and learn about new resources produced by a joint ISTE/
CSTA NSF group.
Presenter: Joe Kmoch, Milwaukee Public Schools
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
Enginnering syllabus requires vision for future. It should fulfill the requirement of professional Engineer. Various Professional aspects are ignored during engineering tenure. Mostly difference between Applied Science, Branch Science, Engineering, Technology and future requirements ae ignored. so at the time of Course Design, it should be cared for better making of an Engineer.
James stone iii college and career ready 9-21-11KYTech
Improving College & Career ReadinessTEK Action Area 3Combine Rigorous Academics and Technical Skills
James R. Stone III
Director
National Center for Career and Technical Education
• Technology Leadership, Planning and Implementation: Specific Strategies fo...SchoolDude Editors
This document discusses strategies for technology leadership, planning, and implementation for small school districts. It identifies some of the common challenges small districts face, such as lack of budget, personnel, and expertise. It then outlines strategies small districts can take for essential skills like leadership and vision, planning and budgeting, team building, systems management, and communication. The document emphasizes developing a long-term technology plan, communicating effectively with stakeholders, and using data-driven decision making. It also introduces resources like a technology leadership wiki and total cost of ownership tool to help small districts.
The document provides background information on the development of a K-12 computer science framework. It describes the framework's vision and principles, including empowering students to be informed citizens and understand computing's role in the world. The framework will outline computer science concepts and practices for different grade levels. Feedback will be gathered from reviewers and incorporated to improve the framework, which is intended to inform the development of state standards.
Reducing i.t. project management failures adib chehadeAdib Chehade
This is an empirical research that aims at determining the role of project management leaders in reducing failure rates. Studies have revealed that I.T. projects have higher failure rates because either project manager or leaders lack the necessary experience required to handle such projects. The question of what constitutes project success or failure has been an issue of debate among I.T. project managers. In addition, the high rate of globalization and technological changes has played part in most failures because leaders do not manage to cope with changing situations. Traditional methods of project management have been passed by time and project leaders should focus on implementing the current technologies (Project Management Institute
Learner Analytics: from Buzz to Strategic Role Academic TechnologistsJohn Whitmer, Ed.D.
This document summarizes a presentation on learner analytics. It discusses using data from learning management systems (LMS) and student information systems to better understand student learning and optimize educational environments. Specifically, it provides two case studies: 1) California State University's data dashboard that tracks graduation rates and aims to close achievement gaps. 2) CSU Chico's analysis of LMS usage data from its Vista system to examine relationships between technology use and student achievement. The presentation calls on academic technologists to lead efforts in learner analytics due to their expertise in educational technology and data. It provides resources to help campuses build capacity for analytics.
This document provides a summary of a presentation on learner analytics. It begins with an outline of the presentation which includes situating analytics, academic analytics using a case study of CSU's data dashboard, learner analytics using a case study of CSU Chico, promising efforts and resources, and a question and answer section. It then discusses academic analytics and how it uses large data sets and statistical modeling to improve decision making. A case study is presented on CSU's graduation initiative data dashboard which tracks metrics to increase graduation rates. Finally, a case study is presented on learner analytics research conducted at CSU Chico analyzing relationships between LMS tool usage and student achievement.
Requirement Elicitation Model (REM) in the Context of Global Software Develop...IJAAS Team
Contxext:Requirement elicitation is difficult and critical phase of requirement engineering and the case is worst in global software development (GSD). The study is about requirement elicitation in the context of GSD. Objective: Development of requirement elicitation model (REM) which can address the factors that have positive impact and the factors that have negative impact during elicitation in GSD. The propose model will give solutions and practices to the challenges during elicitation. Method: Systematic literature review (SLR) and empirical research study will be used for achieving the goals and objectives. Expected outcomes: The expected results of this study will be REM that will help vendor organizations for better elicitation during GSD.
This document summarizes a research study that examined how implicit theories of intelligence (beliefs about whether intelligence is fixed or can be developed through effort) relate to people's intentions to continue using mobile apps to make hotel reservations. The study hypothesized and found that incremental theories of intelligence (believing intelligence can be developed) were associated with higher hedonic motivation and lower perceived risk when using the apps, which in turn led to greater intentions to continue using the apps. Effort expectancy was not found to mediate the relationship between theories of intelligence and continuance intentions. The study provides implications for practitioners to promote incremental beliefs to increase continued use of reservation apps. It was limited to Chinese respondents and measured intentions rather than actual continued behavior.
CRITERION BASED AUTOMATIC GENERATION OF QUESTION PAPERvivatechijri
In any educational course curriculum, the courses are defined with learning objectives. Teachers conduct assessments to know if students have achieved certain learning objectives or not. The Proposed System provides a solution to choose challenging, well framed questions and make it easy for the user to generate it within a short period of time. The existing tools are rigid and support very basic or limited parameters. In our system we allow admin and user to input a set of questions and mark them with parameters such as difficulty level, complexity, type of question, module, min and max weightage. It contains two modules namely admin module and user module and the question management makes it an effortless task. From the entered input the paper is generated and saved as a .pdf file which can be kept for own or distributed as per the user or admin requirements. The required software and hardware are easily available and easy to work with. The goal is to simplify its current manual method, by means of computerised equipment and complete computer applications, in order to meet its needs, so that its important data/information can be stored for a longer period of time with easy access and manipulation. Basically the project describes how to manage for good performance and better services for the clients.
This document discusses risks associated with enterprise resource planning (ERP) projects. It begins by explaining that ERP projects represent large investments for organizations and present new challenges compared to traditional IT projects. The document then reviews literature on risk factors for IT projects, including issues related to organizational fit, skills, management, software design, user involvement, and technology. It identifies some unique risks of ERP projects as re-engineering business processes, investing in new skills, using external consultants, and technological bottlenecks. The summary concludes that case studies highlight challenges of ERP projects include recruiting staff with both business and technical skills.
This document discusses the Speak Up Research Project, which collects feedback from K-12 students, parents, teachers, and administrators through surveys to inform annual and long-term education planning. It provides an overview of Project Tomorrow, the nonprofit organization that runs Speak Up, and explains that the surveys can help districts understand stakeholder perspectives on issues like learning loss, technology use, and funding priorities in order to create a strategic digital learning plan. District leaders are encouraged to use Speak Up data and resources to engage stakeholders and make informed decisions.
Speculating news in levels-Past modalsgabicastillo
The document discusses speculating about past events using past modal verbs like "might have" and "may have". It provides examples of speculating about possible events at a jewelry store and train station. Readers are prompted to speculate about the past events depicted in pictures and check their guesses against online news stories summarizing what actually occurred. The purpose is to practice using past modal verbs to express uncertainty about past events.
This document summarizes the rules and usage of the first conditional, which uses an if clause with a present tense verb to refer to a possible future event and its consequence. It provides examples of the basic structure using "if + present tense verb" and "subject + will + base verb" and discusses how any present or future tense can be used in the if clause. Real and unreal situations are discussed as well as punctuation usage.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. The first conditional uses an "if" clause with a simple present verb and a main clause with "will" plus a verb. Some examples are provided to illustrate possible situations, such as "If it's sunny, we'll go to the park" and "If you cook the supper, I'll wash the dishes." The document also provides exercises for readers to practice forming first conditional sentences on their own.
The document discusses the use of modal verbs to make guesses or speculate about different situations. It explains that must is used to express something that is certain or highly probable, can't is used to express something that is certainly not the case or highly improbable, and may and might are used when there is a possibility of something happening, with may indicating a higher chance than might. It also discusses using modal verbs of speculation plus different verb forms like be + -ing, have + past participle to make guesses about actions in progress or things that happened in the past.
We use modal verbs like must, may, might, could, or can't to speculate about past events. Must is used to make strong deductions that are almost certain, while can't expresses certainty that something is false. May, might, and could are used to make speculative statements when there is no evidence. For past tense, must is used with have and a past participle, can't is used with have and a past participle, and may, might, and could are used with have and a past participle.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
Computational Thinking: Why It is Important for All StudentsNAFCareerAcads
Given the importance of computing and computer science in most career paths, computational thinking must be a part of every curriculum. This session explores
how computational thinking is related to computer science and information technology and how it might affect K-12 education. Participants will look at curricula examples and learn about new resources produced by a joint ISTE/
CSTA NSF group.
Presenter: Joe Kmoch, Milwaukee Public Schools
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
Enginnering syllabus requires vision for future. It should fulfill the requirement of professional Engineer. Various Professional aspects are ignored during engineering tenure. Mostly difference between Applied Science, Branch Science, Engineering, Technology and future requirements ae ignored. so at the time of Course Design, it should be cared for better making of an Engineer.
James stone iii college and career ready 9-21-11KYTech
Improving College & Career ReadinessTEK Action Area 3Combine Rigorous Academics and Technical Skills
James R. Stone III
Director
National Center for Career and Technical Education
• Technology Leadership, Planning and Implementation: Specific Strategies fo...SchoolDude Editors
This document discusses strategies for technology leadership, planning, and implementation for small school districts. It identifies some of the common challenges small districts face, such as lack of budget, personnel, and expertise. It then outlines strategies small districts can take for essential skills like leadership and vision, planning and budgeting, team building, systems management, and communication. The document emphasizes developing a long-term technology plan, communicating effectively with stakeholders, and using data-driven decision making. It also introduces resources like a technology leadership wiki and total cost of ownership tool to help small districts.
The document provides background information on the development of a K-12 computer science framework. It describes the framework's vision and principles, including empowering students to be informed citizens and understand computing's role in the world. The framework will outline computer science concepts and practices for different grade levels. Feedback will be gathered from reviewers and incorporated to improve the framework, which is intended to inform the development of state standards.
Design and Technology Association’s 3rd Annual Consultant ConferenceOfsted
Diana Choulerton's, National Lead for Design and Technology, presentation at the Design and Technology Association’s third Annual Consultant Conference.
An Intelligent Career Guidance System using Machine LearningIRJET Journal
This document summarizes an intelligent career guidance system that uses machine learning. The system aims to help students choose an appropriate career path by assessing their skills and predicting a suitable field of study. It uses an online assessment to evaluate students' skill sets in areas like analytical skills and logical reasoning. A machine learning model then analyzes the assessment results and uses algorithms like K-Nearest Neighbors and K-Means clustering to predict a recommended career path and secondary options. The system is intended to provide more accurate guidance than traditional counseling methods and help reduce the number of students who choose a wrong career path.
This document is an overview for an online test series program called "We Create Problems" that aims to help learners develop problem-solving skills and prepare for technical hiring tests. The 10-week test series includes tests on topics like logic, data structures, algorithms, system design and cognitive skills. It provides practice with real hiring test questions, analysis of test papers, and interactions with industry professionals to help learners gain experience and clarity on technical problem-solving.
This document provides an overview and curriculum for an online test series to prepare for technical hiring tests. The 10-week test series includes 8 topic-based tests and 2 combined tests covering topics like logic, algorithms, data structures, system design, problem solving and cognitive skills. The goal is to help learners clear a tech hiring test in 3 attempts by gaining experience with questions commonly asked in online hiring drives and learning essential problem-solving skills. Weekly tests are followed by revision sessions with professionals and webinars bring graduates and hiring managers together.
Textbooks for Responsible Data Analysis in ExcelNathan Garrett
With 27 million users, Excel (Microsoft Corporation, Seattle, WA) is the most common
business data analysis software. However, audits show that almost all complex spreadsheets
have errors. The author examined textbooks to understand why responsible data analysis is
taught. A purposeful sample of 10 textbooks was coded, and then compared against
spreadsheet development best practices. The results show a wide range of approaches, and
reveal that none of the 10 books fully cover the methodologies needed to create wellrounded
Excel data analysts. There is a need to re-evaluate the teaching approaches being
used in office application courses
IT Learning and Career Expectations survey: a first look- challenges for educ...Samuel Mann
This survey examines IT learning and career expectations in New Zealand. It analyzes surveys of IT students and employers regarding subjects studied, expected salaries, important skills, and ethical views. Key findings include: students expect higher salaries than employers think are realistic; both value technical skills but employers rank soft skills like communication higher; and students have more naive views than employers on ethics, seeing legality as defining ethics.
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The document discusses techniques for effective learning and application development through formal modeling and conversations. It describes a course design approach using three types of learning conversations: Why, What, and How. These conversations help establish aspirations, expectations, anxieties and the order and process for collaboratively learning systems modeling techniques and tools. The document outlines an initial modeling process involving identifying the focal system and mapping relationships between context systems and the focal system. It also provides examples of modeling questions and representing the models using formal notations like directed graphs and Context+ maps. Challenges encountered and basic evaluation questions are discussed.
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SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
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- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
Similar to Computing is Not a Rock Band: Student Understanding of the Computing Disciplines (20)
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. This presentation reports the initial
findings of a multi-year study that is surveying
major and non-major students’ understanding of
the different computing disciplines.
about !
3. the team
Faith-Michael Uzoka
Computer Science & Information Systems
!
Randy Connolly
Computer Science & Information Systems
Marc Schroeder
Computer Science & Information Systems
Namrata Khemka-Dolan
Computer Science & Information Systems
Janet Miller
Counselling
4. 01Background to this presentation
02The context of our study
03How we did our study
04What our study found.
05What it all means
06Some problems and conclusions
RelatedWork
Methodology
Introduction Results
Discussion
Limitations andConclusions
outline !
6. One of the most important
achievements in computing education has been the
recognition and elaboration of the five different computing
disciplines.
introduction !
1Computer
Engineering
2Computer
Science
3Information
Systems
4Information
Technology
5Software
Engineering
7. The title of this paper refers to the
the fact that the computing disciplines should be
understood to be quite unlike the distinct roles in a
typical rock band.
introduction !
8. The computing disciplines have
considerable overlap between them.
!
Despite this overlap, universities have to
offer distinct computing degrees that
typically do not blend curricula between the
different disciplines.
9. For students, their initial understanding
of the different computing disciplines may
play a large role in how they decide which
(if any) computing program to register in.
!
11. This study is an extension of work by Courte
and Bishop-Clark (C&BC) and then validated in
a subsequent study by Battig and Shariq.
Courte, J. and Bishop-Clark, C. 2009. Do students differentiate between computing disciplines?
In Proceedings of the 40th ACM technical symposium on Computer science education (SIGCSE '09).
Battig, M. and Shariq, M. 2011. A Validation Study of Student Differentiation Between Computing Disciplines.
In Information Systems Education Journal. 9, 5 (October 2011).
related work !
12. In their (C&BC) study, computing and
non-computing students were asked
to associate job task descriptions with the
best disciplinary fit.
!
13. C&BC’s results suggest that students
do not always have a clear understanding of
disciplinary scopes (especially SE and IT).
!
14.
15. Like the C&BC study, this study examines
student knowledge of the five different
computing disciplines.
methodology !
16. Unlike the C&BC study, this study tried to
capture the overlap between the computing
disciplines in the design of its survey.
!
17. In the C&BC study, students were
given 15 task descriptions and for each
task they had to indicate which of the five
disciplines was the best fit for that task.
!
Designs hardware to implement
communication systems
CE CS IS IT SE
⃝ ⃝ ⃝ ⃝ ⃝
18. The main drawback to the prior studies
was that the students had to choose a
single discipline for a task …
!
which does not capture the possibility of
overlap between the disciplines.
19. To address that drawback, our study
allowed the participants to choose how much
each task fit with each of the five disciplines.
!
X
X
X
X
X
20. Our questionnaire had demographic-
related questions and then 31
discipline/task questions.
!
21. !
1 Designs hardware to implement communication systems
2 Uses new theories to create cutting edge software
3 Builds hardware devices such as iPods
4 Is business oriented
5 Focuses on large-scale systems development
6 Integrates computer hardware and software
7 Troubleshoots and designs practical technical applications
8 Focuses on the theoretical aspects of technology
9 Combines knowledge of business and technology
10 Applies technology to solve practical problems
11 Designs testing procedures for large-scale systems
12 Selects computer systems to improve business processes
13 Applies technical knowledge for product support
14 Utilizes theory to research and design software solutions
15 Manages large scale technological projects
Our first 15 questions
were the same as the earlier C&BC study:
22. !plus 15 new tasks added by the authors
16 Develops software systems that are maintainable, reliable, efficient, and satisfy customer requirements
17 Focuses on information, and views technology as a tool for generating, processing and distributing it
18 Utilizes sound engineering practices to create computer applications
19 Provides a support role, within an organization, to help others make the best use of its technical and information
resources
20 Uses a wide range of foundational knowledge to adapt to new technologies and ideas
21 Uses technology to give a business a competitive advantage
22 Develops devices that have hardware and software in them
23 Applies mathematical and theoretical knowledge in order to compare and produce computational solutions and
choose the best one
25 Understands both technology and business, but with a focus more on the technical side
26 Uses programming skills to create or modify business solutions
27 Develops or maintains web sites
28 Manages a team of software developers
29 Manages a company’s computing department
30 Evaluates and improves the usability (user experience) of computing systems
31 Works with an organization’s data assets
23. !… and an additional task that is not typically
associated with the computing field
24
Focuses exclusively on hardware design, including digital electronics, with
little or no involvement in software design
24. The intent of the study was to find out if
relatively-inexperienced students
understood the tasks associated with
different computing disciplines, prior to
enrolment in computing courses/program.
!
25. timeline
Questionnaires were
provided across ten
sections of six
introductory computing
classes at Mount Royal
University in the Fall 2012
semester.
Note that there are two
computing programs at
MRU: a computer
science program and a
blended IS/IT program.
SEPT
Of 250 questionnaires
that were distributed, 199
questionnaires were
properly filled and coded
for analysis.
JAN
Rank ordering analysis
along with standard
statistical analysis.
!
2012 20132013
MAY
32. Rank order analysis was utilized
to determine the students’ ranking of the
disciplinary tasks relative to the five computing
disciplines.
!
A further analysis was carried out to determine the
levels of match between students’ task rankings
and the disciplinary best fit.
results rankorderanalysis
33. !
examplerankordering
Don’t Know % Level of Fit CE CS IS IT SE
15.6%
0 (No Answer) 19.6% 26.1% 25.1% 25.1% 24.1%
1 (No Fit) 2.0% 7.0% 9.5% 9.5% 20.6%
2 1.0% 10.6% 18.6% 15.1% 11.1%
3 7.5% 23.6% 21.1% 16.1% 11.1%
4 20.1% 23.1% 14.1% 20.1% 13.6%
5 (Best Fit) 49.7% 9.5% 11.6% 14.1% 19.6%
Mean 3.56 2.39 2.24 2.39 2.28
Median 4.00 3.00 2.00 3.00 2.00
Mode 5 0 0 0 0
Rank 1 3 5 2 4
Question #1 Designs hardware to implement communication systems
34. !
disciplinematchdistributions
Match Level CE CS IS IT SE
Very Accurate (5) 4 (100%) 3 (60%) 7 (78%) 5 (50%) 3 (38%)
Accurate (4) 0 (0%) 2 (40%) 1 (11%) 2 (20%) 2 (25%)
Ok (3) 0 (0%) 0 (0%) 0 (0%) 2 (20%) 2 (25%)
Fair (2) 0 (0%) 0 (0%) 1(11%) 1(10%) 1 (12%)
Poor (1) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
Total Tasks 4 5 9 10 8
Limitation: not every discipline
had the same number of matching
questions
35. Analyses were conducted to determine
if there were any clear differences between the
three groups of respondents, that is, between IS/IT,
CS, and NM (non-major) students.
!
Responses to individual tasks were analyzed using
one-way ANOVAs.
results differencesbetweengroups
36. Statistically significant differences (p < 0.05)
were found between program groups on 19 of the 31
questions …
!
Most of these differences occurred between the
IS/IT and NM groups.
37. In general, the IS/IT students were more
likely to rank the real-world tasks as better fits to the
IS and IT disciplines …
!
38. A significant percentage of respondents
either answered “Don’t Know” for a task or didn’t
provide a response for a discipline on a task.
!
results studentuncertainty
39. !
results studentuncertainty
Don’t Know % Level of Fit CE CS IS IT SE
15.6%
0 (No Answer) 19.6% 26.1% 25.1% 25.1% 24.1%
1 (No Fit) 2.0% 7.0% 9.5% 9.5% 20.6%
2 1.0% 10.6% 18.6% 15.1% 11.1%
3 7.5% 23.6% 21.1% 16.1% 11.1%
4 20.1% 23.1% 14.1% 20.1% 13.6%
5 (Best Fit) 49.7% 9.5% 11.6% 14.1% 19.6%
Question #1 Designs hardware to implement communication systems
X
X
X
40. A significant percentage of respondents
either answered “Don’t Know” for a task or didn’t
provide a response for a discipline on a task.
!
results studentuncertainty
Discipline Non-Responses Percentage
Don’t Know % CE CS IS IT SE
20.0% 31.4% 30.9% 31.2% 30.9% 31.6%
41. Non-major students answered DK more
frequently, but based on our ANOVA cutoff this
difference between groups was not significant.
!
Nonetheless, the finding that all our respondents
were uncertain with one out over every five tasks is
a significant finding.
42. results !
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
CE CS IS SE IT
IS/IT CS NM
disciplineclusterscores
Since each disciple
was associated
with specific tasks,
these scores were
combined and averaged
to create Discipline Cluster
Scores.
43. !
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
CE CS IS SE IT
IS/IT CS NM
Due to the high
uncertainty
percentages
discussed earlier,
we also compared the
cluster scores with the non-
responses removed.
44. The data was subjected to a one-way
analysis of variance that revealed only three
significant differences between groups.
!
The IS/IT students made significantly better
matches on three of the cluster scores compared
to their non-major peers – for CS, IS and IT tasks.
45. Since Task 24 was not associated
with any of the computer disciplines under study,
all Task 24 answers were combined and averaged
for each program group.
!
resultsnon-computingtaskperformance
IS/IT CS Non-Majors
Task 24 Average Scores 2.08 2.10 1.89
When analyzed using a one-way analysis of
variance, no significant differences between groups
were discovered (in task 24 performance).
Results showed that Task 24 responses were
significantly lower than those for the other tasks.
47. By focusing on students who were
taking an introductory computing course,
we tried to provide insight into whether
students who enroll in computing programs
have a clear understanding of the
disciplinary outcomes of the respective
programs.
!
discussion
48. Based on our rank-order analysis
the best matching occurred for tasks that
related to CE,
followed by IS (78%),
CS (60%),
IT (50%)
and SE (38%).
!
These results are reasonably close to those
encountered by the C&BC study.
49. Results showed statistically significant
differences between the three program of
study groups (IS/IT, CS, and NM) on 19 of
the 31 items.
!
50. Non-major students tended to rank tasks
as having a lower fit with each discipline.
!
IS/IT students tended to rank tasks
as having a higher fit with each discipline.
51. At best this means the IS/IT students
were more likely to be correct in their
matchings.
!
At worse it might suggest a response bias
where IS/IT students were more likely to
assume that there is a higher fit for all tasks.
However, if there had been a response bias
in place, we would have seen similar scores
associated with Task 24, and this was
actually not the case.
52. Like the earlier C&BC study, our results
show that students are not always clear
about the disciplinary “fit” of different
computing tasks.
!
However, by allowing students to specify a
degree of disciplinary fit, our study showed
that by and large students are able to get
their discipline matches close despite being
inexperienced with computing.
53. This could be construed
as a more encouraging
result than that reported in
C&BC.
!
54. Another important result was the lower
likelihood that students would correctly
identify the IS, SE, and IT tasks.
!
also
This highlights how important it is for faculty
in these fields to better articulate what these
fields encompass, and to better
communicate this information to prospective
and current students alike.
55. Our data showed that the
most confusion about what
discipline a task belonged to
were those tasks connected to
real-world tasks.
!
also
Uses programming skills to
create or modify business
solutions
Manages large scale
technological projects
Develops or maintains web
sites
Evaluates and improves the
usability (user experience)
of computing systems
Given that these larger
projects often involve a variety
of different skills and abilities,
this uncertainty could even be
construed as a positive sign.
56. There is a rain cloud in this sunny picture
The very significant percentages of task and
discipline uncertainty across all five sub-
disciplines does indicate that all three student
groups (IS/IT,CS,NM) have large gaps in their
knowledge about the disciplines.
!
however
57. !
thus
This ignorance was likely masked in the
C&BC approach since it did not provide an
option for specifying uncertainty.
Designs hardware to implement
communication systems
CE CS IS IT SE
⃝ ⃝ ⃝ ⃝ ⃝
versus
59. The main limitation of our study is
similar to that of the C&BC study that
inspired it: namely, if the task descriptions
were too clear or too vague, then this would
compromise the statistics and any
conclusions drawn from them.
!
limitations
As well, the five disciplines did not have the
same number of tasks for which the
discipline was the best fit.
60. The other key limitation of our study is
that we did not have any CE or SE students
in our study due to our university not having
a CE or SE program.
!
limitations
This limitation could conceivably be
addressed in the future if data was obtained
from universities that have a CE and SE
programs.
62. Over the last two decades,
computing has undergone a reasonable
level of differentiation into five sub-
disciplines.
!
conclusion
This has generated some ambiguity
about the computing subdisciplines which
resides in the minds of students, faculty,
and even employers.
Other disciplines (such as engineering) also
grapple with task/skill understanding by
students and educators.
63. Our study adds to the literature on
disciplinary task/skill identification via the
enhancement of the C&BC instrument …
!
conclusion
by identifying an additional 15 skills from the
ACM sub-discipline descriptions and by
allowing participants to specify a degree of
disciplinary fit.
64. Our results show that students
are not always clear about the disciplinary
“fit” of different computing tasks …
!
But, when students provided an opinion
about fit, major and non-major students
alike were actually often close to correctly
identifying the correct discipline.
This result is a new finding and a by-product
of our revised survey design.
65. Our study also showed that IS/IT students
had a better task understanding that those
enrolled in the computer science program.
!
finally