ethanporcaro/eric-fulltext-meta huggingface dataset:
Class Participation and Student Performance: A Tale of Two Courses
Author: Bekkering, Ernst
Date: 2020-12-00
Type: Journal Articles
Subjects: Class Activities,Student Participation,Performance Factors,Attendance,Attention,Computer Science Education,Correlation,At Risk Students,Videoconferencing,Learning Analytics,Scores,College Students,Experiential Learning,Lecture Method

Student performance in classes can be affected by lack of attendance and attention while in class. This paper examines the effect of student participation on performance in two Computer Science classes. Attendance and attentiveness are automatically recorded by the videoconferencing software used for the classes. Student participation is measured by multiplying the scores for attendance and attentiveness. In the one class, we found a positive relationship between participation and scores on the final examination. This class is a concepts type class, focusing on theoretical information presented in lecture format. In the other class, we did not find a relationship. This class is a skills type class, focusing on practical skills and involving more hands-on work. The relationship may have been masked by the associated lab and relatively late dropping of the class by multiple students. We discuss the strengths and limitations of this new measure of student participation. Automatic recording of class participation frees up faculty time, which can be used to increase the quality of instruction. Low participation scores early in the course can help identify students at risk. Finally, we make recommendations to record attentiveness even more accurately.
Designing and Implementing an Undergraduate Data Analytics Program for Non-Traditional Students
Author: Mew, Lionel
Date: 2020-06-00
Type: Journal Articles
Subjects: Program Design,Undergraduate Students,Nontraditional Students,Data Analysis,Program Implementation,Labor Force Development,STEM Education,Information Science,Adult Students,Job Skills,Skill Development,Curriculum Development,Professional Continuing Education,Mathematics Skills

This paper discusses Implementation of a new educational approach to develop competencies for the future STEM workforce, and to build knowledge on success factors for educating a non-traditional target population in data competencies. It is widely accepted that a data capable workforce is critical to science and industry. The literature suggests that the need for data science and data analytics competencies in industry and academia is accelerating at a rapid pace. At the same time, census and demographic data predict that the pool of traditional college age students will continue to decrease. To meet the increasing demand for a data capable workforce, it is essential to leverage the nontraditional student pool, reskilling and upskilling the current workforce, simply because the traditional student output is nowhere near sufficient to meet the need. The current work is to implement a new program designed to provide adult learners with bachelor's degrees and post baccalaureate certificates in Data Analytics. This results in upskilling or reskilling the existing workforce to add value to industry and academia. The program is differentiated from traditional programs by catering to non-traditional students through specific pedagogies such as incorporating required mathematics competencies into Data Analytics courses, using specific pedagogies proven to work with the non-traditional population, as well as removing constraints by offering evening courses, easing registration obstacles, etc. The paper suggests a proposed curriculum, discusses the rationale behind each differentiated option, and explains how the program is being implemented.
Encouraging Lifelong Learning through Tech Explorations
Author: Marquardson, Jim
Date: 2020-12-00
Type: Journal Articles
Subjects: Lifelong Learning,Technology Uses in Education,Information Systems,Independent Study,College Students,Assignments,Reflection,Feedback (Response),Learning Activities,Computer Security

Information systems tools, techniques, and technologies are changing at an ever-increasing pace. Technical skills with operating systems, applications, and hardware are important to learn in an information systems curriculum so that students can be immediately productive upon graduating, but these skills may have a shelf life. Technical skills (like systems themselves) must be continually maintained, otherwise information systems professionals risk obsolescence. It is imperative that information systems educators provide students with the ability to learn effectively during school and after graduation. Many students struggle to learn independently, preferring instead to have clear learning paths provided for them. To encourage effective lifelong learning, a tech exploration assignment was implemented in an advanced networking security tools course at a midwestern university in the United States. In the assignment, students chose a network security topic according to their interests, developed a learning plan, carried out the learning plan independently, presented their findings, and submitted learning reflections. Results from student surveys showed that despite the challenges of stewarding their own learning process, they found the assignment to be a valuable learning experience that encourages lifelong learning. A detailed description of the assignment, student survey results, instructor observations, and implementation recommendations are provided.
Collaborative Course Design of Entrepreneurship Projects in a College of Computer Science and Information Systems
Author: Joseph, Anthony
Date: 2020-06-00
Type: Journal Articles
Subjects: Computer Science Education,Entrepreneurship,Student Projects,Cooperative Learning,Interdisciplinary Approach,Design,Undergraduate Students,Authentic Learning,Student Attitudes,Instructional Effectiveness,College Instruction

Colleges are engaging students in collaborative design courses on diverse projects. More of the courses could be focusing on cross-disciplinary entrepreneurship projects including computer science and information systems students with other disciplinary students. The authors of this paper describe a course that is focusing on collaborative design and cross-disciplinary entrepreneurship on innovation projects by students as members of self-directed teams. The course is involving the students on crowdfunding projects of product prototyping, from which they are learning a marketable repertoire of skills. The findings of this paper will be beneficial to educators in colleges of computer science and information systems considering enriching pedagogical practices to be contemporary with the demands of industry.
Real-Time Visual Analytics: An Experiential Learning Activity for Undergraduates
Author: Stephens, Paul
Date: 2020-12-00
Type: Journal Articles
Subjects: Data Analysis,Visualization,Experiential Learning,Learning Activities,Undergraduate Students,Fund Raising,Data Collection,Teaching Methods,Ethics

We describe a &quot;Day of Giving&quot; university fundraising event that can be used to introduce data visualization to undergraduate students. The project involves integrating data sources, creating a Tableau data model, and designing a heat map that can be embedded into a front-end website. Our activity provides opportunities to discuss various technological concepts, such as: client/server networks, front end web development, backend database servers, database design, sources of data, data preparation and cleaning, data management, webhooks, real-time data collection, and visual analytics. For the purpose of this paper, we focus on concepts related to sources of data, real-time data collection, visual analytics, and webhooks, as well as security and ethics issues that arise from these activities. Additionally, we explain how instructors can choose to implement the activity as an exercise during a single class session or as a team project over a longer period. Both approaches provide students with experiential learning opportunities in data analytics. First, we outline fundamental concepts for instructors to introduce at the start of the activity. Second, we introduce the context for the activity, a heat map to display donation amounts by location in real-time. Third, we discuss the tools we used to feed data to the visualization. Fourth, we describe steps for instructors to follow to replicate the project. Lastly, we provide discussion points to explore security and ethics issues related to data analytics.
The Impact of an Interactive Textbook in a Beginning Programming Course
Author: Adkins, Joni K.
Date: 2020-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Introductory Courses,Programming,Computer Science Education,Grades (Scholastic),Interaction,Class Activities,Predictor Variables,Electronic Learning,Textbooks,Value Judgment,College Students,Learner Engagement

Online textbooks allow instructors to provide interactive and engaging activities for students. In this paper, we look at how providing an interactive online textbook is utilized and valued in a beginning computer programming course. In addition, we compare the utilization of the online textbook to the student final course grade. Our findings suggest that students would rather use an online textbook and the level of engagement in the online textbook activities was positively related to a student's final course grade. These findings encourage us to continue evolving and improving the interactive features provided in the online textbook.
Teaching Applications and Implications of Blockchain via Project-Based Learning: A Case Study
Author: Mentzer, Kevin
Date: 2020-12-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,College Students,Computer Science Education,Internet,Computer Security,Contracts,Records (Forms),Feedback (Response),Peer Evaluation,Group Activities,Student Research,Research Papers (Students),Research Methodology,Instructional Effectiveness,Information Management

This paper presents student projects analyzing or using blockchain technologies, created by students enrolled in courses dedicated to teaching blockchain, at two different universities during the 2018- 2019 academic year. Students explored perceptions related to storing private healthcare information on a blockchain, managing the security of Internet of Things devices, maintaining public governmental records, and creating smart contracts. The course designs, which were centered around project-based learning, include self-regulated learning and peer feedback as ways to improve student learning. Students either wrote a research paper or worked in teams on a programming project to build and deploy a blockchain-based application using Solidity, a programming language for writing smart contracts on various blockchain platforms. For select student papers, this case study describes research methods and outcomes and how students worked together or made use of peer feedback to improve upon drafts of research questions and abstracts. For a development project in Solidity, this study presents the issues at hand along with interview results that guided the implementation. Teams shared lessons learned with other teams through a weekly status report to the whole class. While available support for the Solidity teams was not ideal, students learned to use available online resources for creating and testing smart contracts. Our findings suggest that a project-based learning approach is an effective way for students to expand and develop their knowledge of emerging technologies, like blockchain, and apply it in a variety of industries.
An Assignment a Day Scaffolded Learning Approach for Teaching Introductory Computer Programming
Author: Dawar, Deepak
Date: 2020-08-00
Type: Journal Articles
Subjects: Assignments,Scaffolding (Teaching Technique),Introductory Courses,Programming,Computer Science Education,Teaching Methods,College Students,Learner Engagement,Academic Achievement

Teaching introductory programming courses to university students who come from a varied set of academic and non-academic backgrounds is challenging. Students who are learning programming for the first time can become easily discouraged leading to procrastination that subsequently can have an unfavorable effect on their learning outcomes, and overall final grade. This work proposes An Assignment A Day (AAAD) Scaffolded Learning approach, and presents our experiences with this pedagogical approach. According to neuroscience research, when subjects are engaged continuously with a task, there is improvement in the brain's neuroplasticity. Based on this research and our own experiences with entry level programming students, we pursued the research question: &quot;Can a targeted continuous engagement with course material, and problem solving assignments improve learning outcomes?&quot; The students, instead of writing an assignment and a lab for each module, were asked to complete one assignment a day, not exceeding four assignments a week. The limited areas of impact that we targeted were student procrastination in submitting assignments, student failure to submit assignments, and student engagement. The overall acceptance of this technique by students has been quite positive, and we report an improvement in assignment submission rates, and final exam scores, apart from improved student engagement. Students found the approach extremely effective in spite of having to spend considerable amount of time on assignments almost everyday.
Liberating Legacy System Data with Rails, Intelligent Use of Conflict Data with Automated Class Scheduling Tools
Author: Wolthuis, Stuart L.
Date: 2020-08-00
Type: Journal Articles
Subjects: Computer Software,Data Use,Programming Languages,Information Systems,Scheduling,Management Systems,Efficiency,Productivity

In this research project we describe the legacy software landscape, its current state, and challenges associated with aging information systems and access to its data. We briefly describe the popularity of dynamic languages and how a specific dynamic programming language, Ruby on Rails (RoR or Rails), is used to create a system to extract data from a legacy system to increase efficiency and productivity in an academic class scheduling system. As an example, we describe, first, how a system developed in Rails, called Class Scheduler, pulls data from a legacy student management system (MAPPER) developed in Tcl (pronounced &quot;tickle&quot;) and uses this data to vastly increase the efficiency of the scheduling process and, second, how it reduces conflicts in class schedules. We discuss the advantages of automatically extracting and processing the data from the legacy system and the limitations associated with this process.
Lizards in the Street! Introducing Cybersecurity Awareness in a Digital Literacy Context
Author: Frydenberg, Mark
Date: 2020-08-00
Type: Journal Articles
Subjects: Computer Security,Computer Science Education,Computer Literacy,Information Technology,Business Schools,College Students,Information Security,Student Attitudes,Open Source Technology,Vandalism,Competition

Learning cybersecurity awareness builds on basic information technology concepts and digital literacy skills. In an effort to raise cybersecurity awareness among information technology students, this paper describes a series of three different interactive sessions offered to students of all levels at a business university. The sessions introduced cybersecurity awareness through identifying actual breaches and incidents, using open source intelligence tools, and participating in a capture the flag style competition. Student comments in blog posts and interviews after these sessions show the relevance of cybersecurity awareness in their daily lives and a general sense of surprise, amazement and concern at how much personal information is readily available online.
Using an Ocean Shipping Game to Teach Transportation Fundamentals to Supply Chain Management Students
Author: Scott, Rebecca A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Games,Transportation,Teaching Methods,Supply and Demand,Business Administration Education,Game Based Learning,Simulation,College Students

This article illustrates the benefits of off the shelf simulation software to increase learning for students in the classroom. Furthermore, the use of a computer game presents a unique opportunity for increased understanding of transportation fundamentals in a fun environment. Another benefit is that the use of the simulation helps Millennial learners to gain understanding beyond a basic lecture type environment by experiencing the problems, opportunities and solutions sets applied in a realistic transportation simulation. The overall effect is students appear to retain more about specific business practices through a game experience when compared to lecture formats of the same concepts. Finally, the paper demonstrates how to better position the simulation beyond just the game mechanics to ensure the students are learning key transportation fundamentals and overall business practices.
Student Perceptions of Challenges and Role of Mentorship in Cybersecurity Careers: Addressing the Gender Gap
Author: Pinchot, Jamie
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Attitudes,Barriers,Mentors,Computer Security,Career Choice,Gender Issues,College Students

The cybersecurity industry is facing a significant shortage of professionals to fill open positions, with a projected staffing shortage of 1.8 million jobs worldwide by 2022. Part of this shortage can be attributed to the underrepresentation of women in the field. This research addresses the gender gap in cybersecurity by exploring the perceptions of students in cybersecurity programs about the differences between men and women in terms of the challenges they will face in pursuing a career in this field and the role of mentorship in attracting and retaining professionals in the field. Researchers conducted a set of focus groups with a total of 25 students to explore these issues. A key finding indicates that while stereotypes of a male-dominated field and gender-related challenges still exist, no gender difference or bias was reported or observed by students in their classes or workplace internships. Another key finding notes that students found peer mentorship to be one of the most valuable aspects of their cybersecurity programs and aspiring careers in the field. A set of recommendations is presented to aid in addressing all challenges identified and to suggest solutions for improving mentorship opportunities.
Undergraduate Business Analytics and the Overlap with Information Systems Programs
Author: Ceccucci, Wendy
Date: 2020-08-00
Type: Journal Articles
Subjects: Business Administration Education,Computer Science Education,Undergraduate Study,Information Technology,Business Schools,College Curriculum,Required Courses,Elective Courses

As companies continue to put data and business analytics as their top priority, universities will need to supply students with the appropriate skill sets that meet this demand and offer future opportunities to their graduates. Although business analytics is a new field, many of the required competencies stem from already established areas such as Information/Computer Technology or Information Systems. Using a sample of 225 randomly selected AACSB accredited business schools this study examined the new developments in Business Analytics undergraduate academic programs, and determined the amount of overlap between the Business Analytics and the Information/Computer Technology degree programs. Our findings reveal that approximately 36 percent of the Business Analytics programs overlap with the Information/Computer Technology programs. In addition, the top three required courses in most Business Analytics programs include a Database course, predictive analytics course, and Introduction to Business Analytics. This research provides valuable insight for schools that haven't adopted a Business Analytics degree yet or are looking to improve their existing curriculum. In addition, colleges and universities can now utilize the appropriate Information Systems courses and include them as important foundation and part of their Business Analytics programs.
The Use of Short Speculative Fiction in Teaching about Privacy
Author: Lauer, Thomas W.
Date: 2020-06-00
Type: Journal Articles
Subjects: Teaching Methods,Fiction,Privacy,Information Security,Literary Genres,Theory of Mind,Assignments

This paper gives four examples of the use of short speculative fiction for teaching different aspects of information privacy. Information privacy is multi-faceted; as an area of study it intersects with a number of fields. A non-exhaustive list could include: law, information systems, decision science, marketing, management, philosophy, psychology, and sociology. The multi-disciplinary character of information privacy poses a challenge to teaching about it. Although using legal cases for teaching about privacy is valuable, the cases often involve disagreeable characters resulting in a distraction from the underlying privacy issue. In contrast, speculative fiction can present a privacy problem in a relatable context with a more agreeable set of characters. Students can imagine themselves in situations similar to those of characters in a short narrative through cognitive processes of transportation (by becoming immersed in the action) and identification (finding the characters familiar and sympathetic). I give four examples (four short stories) where I have used speculative fiction to teach some different aspect pertaining to information privacy. For each example, there is a plot synopsis, some suggested assignment with possible discussion questions, and an analysis of the key points within the fictional work and how they relate to key issues relevant to information privacy. The four fictional pieces are: Business as Usual by Pat Cadigan, Scroogled by Cory Doctorow, The Perfect Match by Ken Liu, and Water by Ramez Naam.
Using a Concept Map to Represent the Composition of Knowledge in an Introductory Programming Course
Author: Menon, Pratibha
Date: 2020-06-00
Type: Journal Articles
Subjects: Concept Mapping,Introductory Courses,Programming,Computer Science Education,Knowledge Representation,Undergraduate Study

Concept mapping, a tool originally developed to facilitate student learning by organizing and visualizing key concepts and their relationships, can also be used to represent the composition of the knowledge contained in a course. In this paper, the authors describe a specific application of concept mapping to help instructors and students visualize the knowledge contained in an introductory programming course of an undergraduate Computer Information Systems program. The authors show how representing the knowledge structure of a course using a concept map can enable the faculty to assess the breadth and depth of the knowledge imparted through the course. The authors discuss how a concept map that depicts the composition of a course can function as a useful instructional tool to assess and improve the quality of instruction that may enable meaningful learning among students.