Proceedings of the 23rd Annual Conference on Information Technology Education最新文献

{"title":"Using a Professional Skills Framework to Support the Assessment of Dispositions in IT Education","authors":"D. Bowers, Mihaela Sabin","doi":"10.1145/3537674.3554747","DOIUrl":"https://doi.org/10.1145/3537674.3554747","url":null,"abstract":"The IT2017 ACM/IEEE Curriculum Guidelines for Baccalaureate Degree Programs introduced a significantly new way of framing computing education curricula. Instead of focusing on how to structure the Information Technology body of knowledge, the IT2017 report centered its curricular recommendations on the competencies that IT programs are expected to develop in their graduates. A major contribution of the report is a model of IT competency that identifies three interrelated components: content knowledge, skills, and dispositions, where dispositions represent personal qualities desirable in the workplace. Building on the IT2017 contributions, the ACM/IEEE Computing Curricula 2020 (CC2020) report enriches the disposition concept by identifying eleven dispositions, such as being adaptable or self-directed, that all computing programs should include in the career preparation of their graduates. While the importance of dispositions is widely appreciated by both academic programs and employers, how to develop and assess dispositions in a degree program remains a challenge. A recent mapping of the eleven CC2020 dispositions to the responsibility characteristics of the Skills Framework for the Information Age (SFIA) opened a promising route for addressing this challenge. Inspired by this mapping, this paper’s aim is to help educators assess students’ achievement of CC2020 dispositions through the SFIA responsibility characteristics. Our proposed assessment method and tool are based on evidence of performance of tasks in real-world work settings, demonstrating SFIA responsibility characteristics, which are mapped to CC2020 dispositions. Furthermore, this paper validates the selection of SFIA to operationalize the CC2020 dispositions, by demonstrating that other IT skills frameworks would pose significant challenges for our assessment approach.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123266170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Managerial and Professional Skills and Dispositions from Professionals’ Interviews","authors":"Suzhen Duan, Marisa E. Exter, Deepti Tagare, Mihaela Sabin","doi":"10.1145/3537674.3554751","DOIUrl":"https://doi.org/10.1145/3537674.3554751","url":null,"abstract":"Employability should be a primary objective for computing programs, as the majority of IT and other computing graduates go to work in industry upon graduation. Furthermore, students want to be prepared for a career, not just an entry-level job. However, literature has shown a gap between employers’ needs and undergraduates’ preparation in non-technical areas. Competencies (skills, knowledge, and dispositions) can be a common language used by both employers and educators. The more we learn about competencies employers expect, the more we can ensure programs match their expectations. This study focuses on competencies required by managers, by interviewing ten directors/managers, project managers, and product managers who had prior experience in computing-related roles. Each was asked to discuss competencies most important to their current position. Emerging themes identified the most important managerial skills (project management, evaluation of candidates, mentorship, managers’ own technical skills and knowledge, adjusting management style as needed, and appropriately assigning team members), professional skills (communication, problem solving, and relationship building), and dispositions (lifelong learning; adaptability/flexibility; being self-driven; self-awareness; being helpful, positive and pleasant; valuing communication and collaboration; having passion for technical work; and perseverance). Implications for education are discussed. This study is part of a larger NSF-funded project related to investigating the competencies required by computing professionals, and the design of educational resources to promote the development of these competencies.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129054772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Operationalizing Computing Verb Enhancements to Bloom's Revised Taxonomy: Leveraging Bloom's for Computing to Create Learning Outcomes for Various Computing Disciplines","authors":"Markus Geissler, C. Servin, Cara Tang, K. Koumadi","doi":"10.1145/3537674.3555784","DOIUrl":"https://doi.org/10.1145/3537674.3555784","url":null,"abstract":"Learning outcomes serve as reference points for assessing course success, for building prerequisite structures, for determining credit transferability to other institutions, and for ensuring program completion. Technical disciplines have found it more difficult to design learning outcomes because discipline-specific terminology has not been compatible with the existing verbs listed in Bloom's Revised Taxonomy. Computing faculty representing different disciplines, including Information Technology, Cybersecurity, and Computer Science, will serve as panelists to explain their approach to creating effective learning outcomes using the Bloom's for Computing list of computing-related verbs to enhance Bloom's Revised Taxonomy.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129247865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Engagement during Virtual v.s. Face-To-Face Active Learning Activities in Three IT Courses","authors":"Karen H. Jin","doi":"10.1145/3537674.3554752","DOIUrl":"https://doi.org/10.1145/3537674.3554752","url":null,"abstract":"The post COVID-19 landscape of higher education has accelerated the adoption of flexible instructional modalities that blend online synchronous and in-person face-to-face teaching. Building a virtual active learning classroom that emphasizes higher-order thinking, problem-solving and collaborative programming through group work is particularly challenging. This study discusses active learning strategies in three IT courses delivered both in-person and virtually through online synchronous video-conference. Using various software tools and a dynamic breakout room strategy, we were able to create an effective virtual active learning environment. We also surveyed the students to measure two engagement factors - Value of Activity and Personal Effort, to compare their experiences in the virtual and face-to-face collaborations. The quantitative results showed no significant difference in either of the two factors between the two modalities. The qualitative results also confirmed that most students enjoy active learning in both settings, although some found in-person group work more interactive and fun.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127020365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Summer Research with Undergraduate Students: A Multi-Thread Design","authors":"Yang Wang, Maryam Jalalitabar, Janet Fierson","doi":"10.1145/3537674.3554744","DOIUrl":"https://doi.org/10.1145/3537674.3554744","url":null,"abstract":"In recent years, many universities have made it a priority to provide students with more opportunities for undergraduate research. This growth has been particularly notable in STEM, with undergraduate research appearing in a variety of forms (e.g., as part of a course, as a multi-day event, or as a summer-focused project). Some endeavors, like the National Science Foundation’s Research Experiences for Undergraduates (REU) program, are large-scale ventures, while others are localized. Regardless of scope, the benefits of adopting the recognized high-impact practice of undergraduate research are multifold. First, students who are exposed to state-of-the-art research can acquire research and professional skills; increase their knowledge, interest, and confidence in the subject; and improve their academic performance. Second, undergraduate research fosters the professional development of faculty advisors by providing a stage for sharpening skills in research guidance and advising, as well as working collaboratively with students to advance their work. Third, it benefits the field of research at large by increasing student retention and persistence, promoting recruitment for graduate programs, and diversifying the demographics of the field. These benefits are well evidenced in the literature. A successful undergraduate research experience, however, relies on a design that accounts for the particular constraints of the host institution. Like many other non-R1 institutions, we are limited in terms of budget, facilities, space, and faculty and student time to dedicate to undergraduate research projects, and we also face the uncertainty of short-term research (due to its experimental nature). In this work, we present our design for a summer-focused undergraduate research (SUR) program in CS/IT that has been implemented on a regular basis over the past decade. The program aims to provide the key features of a well-rounded graduate research experience, scaled down to fit the constraints under which we are operating. Additionally, it serves as an opportunity to increase participation in CS/IT by students from under-represented minority groups and to facilitate collaboration with faculty and students in other STEM fields. In addition to presenting the design, we discuss the outcomes, summarize the design strategies, and share lessons learned from the program, with the hope of motivating the development of similar endeavors at other institutions.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131124644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Academic and Professional Profile of IT Faculty in the U.S.","authors":"Nancy L. Martin","doi":"10.1145/3537674.3554745","DOIUrl":"https://doi.org/10.1145/3537674.3554745","url":null,"abstract":"Information technology (IT) as a university discipline continues grow and evolve. For that reason, IT educators and administrators are interested in understanding the academic and professional profile of IT faculty. A comprehensive survey of IT faculty was conducted in spring 2021, and this paper presents data that builds an academic and professional profile of both part time and full-time faculty in the U.S.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128576850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enabling Open Source, Open Data for Closed Source, Closed Data Learning Management Systems","authors":"P. Seeling","doi":"10.1145/3537674.3555780","DOIUrl":"https://doi.org/10.1145/3537674.3555780","url":null,"abstract":"Learning analytics has attracted significant interest for research as well as implementation in education systems. Similar to other analytical approaches to improve underlying processes, the availability of raw data (open-data) of the learning process is paramount. Despite several open-sourced Learning Management System (LMS) solutions that enable an open access to data for learning analytics by/for stakeholders, commercially provided solutions prevalent in the education system in the U.S. are typically closed-source and closed-data. In this contribution, we provide an approach to enable open-sourced, open-data research and implementations within the confined environments of commercial closed-source, closed-data LMS implementations.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116103194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pressure Test: Finding Appropriate Data Size for Practice in Data Science Education","authors":"Yong Zheng, Arnold Liu, Shuai Zheng","doi":"10.1145/3537674.3554748","DOIUrl":"https://doi.org/10.1145/3537674.3554748","url":null,"abstract":"Data science, such as data analytics, data mining, machine learning, became one popular curriculum in information technology educations. The lectures on these topics cannot stand alone without coding practice on real-world data sets. Some instructors prefer to utilize small data sets for practice in classroom or assignments, which limits experimental experiences and may even bring misleading experiences to students. Others may try to assign large data sets to students, but students may not be able to bear with the running time due to the efficiency issue raised by several factors (e.g., data size, algorithm complexity, computing power, etc.). In this paper, we first learned students’ preferences on the scalability of data sets for practice in data science courses, and performed experimental analysis by running different data science algorithms over both student laptops and personal/office computers, in order to deliver a suggestion about the appropriate data size for practice in multiple scenarios (e.g., in-class practice, assignments, class projects, research projects, etc.). We believe that our findings are valuable to help instructors prepare and assign real-world data sets to students in data science curriculum.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114849351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behavioral Consequences of Reminder Emails on Students’ Academic Performance: a Real-world Deployment","authors":"Runlong Ye, Pan Chen, Yini Mao, Angela Wang-Lin, Hammad Shaikh, Angela M. Zavaleta Bernuy, J. J. Williams","doi":"10.1145/3537674.3554740","DOIUrl":"https://doi.org/10.1145/3537674.3554740","url":null,"abstract":"Post-secondary institutions have experienced a continuous trend of student procrastination on course work, thus leading to lower academic performance and potentially worse knowledge retention and other longer-term impacts. Sending reminders about deliverables is a simple approach, but it has the potential to be a valuable tool to mitigate such issues and assist students with time management. This paper will introduce specific processes of conducting such experiments, especially email designs and randomization, to help instructors and researchers conduct similar experiments or field-deploying reminders. To evaluate homework reminder messages, we designed and deployed a real-world randomized A/B experiment at a North American university in a CS1 course where students were randomly assigned to either receive these reminder messages or not. Our findings suggest that students who received the reminder messages have a higher homework completion rate (p < .05) and performed significantly better (p < .01) on the following midterm test than students who did not receive the reminder message. Finally, we discuss how a homework reminder can improve student behaviours, as well as how this type of reminder can be enhanced for future interventions.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123051633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modular experiential learning for secure, safe, and reliable AI: Curricular Initiative to Promote Education in Trustworthy AI","authors":"A. Fong, Ajay K. Gupta, Steve M. Carr, Shameek Bhattacharjee, Michael A. Harnar","doi":"10.1145/3537674.3554756","DOIUrl":"https://doi.org/10.1145/3537674.3554756","url":null,"abstract":"Artificial intelligence (AI) is increasingly applied to IT systems. However, AI can be manipulated to perform undesirably, exhibit biases or abusive behaviors. When AI algorithms are parallelized on high-performance computing-based cyberinfrastructure (CI), such misbehaviors and uncertainty can multiply to obscure the root causes. Secure, safe, and reliable computing techniques can mitigate these problems. The project described in this paper aims to inform curriculum and develop materials to educate students who use AI from the outset, so that they will first become aware of the issues and secondly practical considerations will be integrated with theory in classes. Intensive, multi-faceted, modular, experiential learning units are designed to rapidly upgrade the skills of current and future CI users, so they can apply new skills to their tasks. The loosely coupled modules can be taken as standalone self-directed units or integrated into existing classes, starting with CS 1 and CS 2, which are taken by many non-CS STEM students. In a sandpit environment, learners take measured risks when guided on a journey of discovery. The primary purpose of this paper is to present key findings of the research following a 2-year pilot. A secondary purpose of the paper is to disseminate this exciting endeavor broadly, so that likeminded educators and researchers can consider participating in the project.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124206030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}