ethanporcaro/eric-fulltext-meta huggingface dataset:
Using an Electronic Resume Analyzer Portal (eRAP) to Improve College Graduates Employability
Author: Green, Nathan
Date: 2020-06-00
Type: Journal Articles
Subjects: Information Technology,Resumes (Personal),College Graduates,Employment Potential,Natural Language Processing,Career Readiness,Feedback (Response),Portfolio Assessment,Job Applicants,Majors (Students),Computer Security

Finding the first full-time, major-related job is a challenge faced by most college students, particularly those who have not gained much working experience before entering the job market. This challenge is amplified for the students majoring in Information Technology (IT), and cybersecurity in particular, due to the constantly changing technology landscape, intensively competitive markets, and increasingly high expectations from employers on their recruits. While the job demand is high in these fields, it is still difficult for recent college graduates to enter the field. This study shows the initial results of a tool called e-RAP which allows the students to submit their current resumes, obtain automatic feedback and a rating report, and consequently take actions to strengthen their portfolio. The authors employ machine learning and natural language processing (NLP) to create a resume analysis and reporting tool. The methodology section provides an overview of the e-RAP analysis process, followed by elaborations on data curation, data collection, and analysis techniques. Several visual examples of the reports generated by e-RAP illustrate the value of the tool in helping enhance students' resumes and eventually the skills areas they need to work on or highlight. A sample of more than 60 resumes were processed through e-RAP and the results were evaluated for potential resume improvements. The future direction includes systematic evaluation of the effectiveness of e-RAP and its impact on our student's ability to get high-quality positions. Diving deeper into the various types of cybersecurity positions is also planned.
Cloud Based Evidence Acquisitions in Digital Forensic Education
Author: Barrett, Diane
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Science Education,Crime,Evidence,Computer Security,Internet,Computers,Expertise,Attitudes

In a cloud computing environment, traditional digital forensic processes (such as turning off the computer to image the computer hard drive) can be disruptive to businesses because the data of businesses may be co-mingled with other content. As technology changes, the way digital forensics acquisitions are conducted are also changing. The change in methodology affects the way this subject matter is taught in programs and institutions. Methods to teach digital forensic acquisition methods in a cloud computing environment are limited due to the complexity of the cloud environment. This paper explores how a panel of expert practitioners viewed evidence acquisitions within the cloud environment, the implications for digital forensic education, and suggestions on how the education field can prepare students for technological changes in digital forensic acquisition processes where cloud computing environments are concerned and also help develop new methodologies. The paper offers a classroom case scenario as an example on how new methodologies and tools can be used in the classroom.
Students&apos; Perceptions of Challenges and Solutions to Face-to-Face and Online Group Work
Author: Bakir, Nesrin
Date: 2020-10-00
Type: Journal Articles
Subjects: Student Attitudes,Synchronous Communication,Barriers,Cooperative Learning,Teamwork,Student Projects,Problem Solving,Group Dynamics,Communication Problems,Student Participation,Interaction,Undergraduate Students,Computer Mediated Communication,Time Management,Online Courses,Management Information Systems

Effective collaboration in small teams is valued by employers. Group projects can be a valuable experience in academics to apply knowledge, solve problems, and develop teamwork skills. Students frequently encounter group work in academic classes but are often not taught how to facilitate effective group collaboration and left to &quot;figure it out on their own.&quot; Students frequently complain of group work because of bad past experiences. This research reports on two studies. In Study 1, business students (n=120) in a Management Information Systems course worked on a multi-week group project (4-5 students) and reported the challenges they experienced. Study 1 identified the types of problems students self-reported in group work and examined whether face-to-face and online students experienced the same problems. A survey and qualitative analysis were used. Result showed that students identified lack of communication, participation, collaboration, accountability, and interaction as the most common problems experienced. Study 2 (n=129) attempted to ameliorate the problems by requiring the use of the communication software Slack and to improve accountability by using Google Docs to track responsibilities. The majority of students reported benefits from these tools. The list of the most common problems experienced is differed from study 1, indicating that the tools might have had a positive impact. The results showed that the proportion of students reporting problems in communication, participation, accountability, and interaction reduced significantly for face-to-face students with these tools but did not reduce for online students.
eXtensible Computing Curriculum Reporting Language (XCCRL)
Author: Babb, Jeffry
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Science Education,Curriculum,Semantics,Vocabulary,Language,Information Transfer,Semiotics

Just as the adoption of eXtensible Business Reporting Language has standardized the exchange, transmission, and reporting of accounting and financial data, this paper proposes the eXtensible Computing Curriculum Reporting Language as a standard for the exchange, transmission, and reporting of computing curriculum information in hopes of achieving semantic comparability among the descriptions of the computing disciplines. This specificity in the extension of eXtensible Business Reporting Language to the computing disciplines in the form of eXtensible Computing Curriculum Reporting Language acknowledges the nascent and emergent nature of computing and the need to reconcile, semantically, between uses of computing terminology and concepts to achieve clarity. This paper provides a brief background on eXtensible Business Reporting Language and demonstrates how the same concept may be applied in computing curriculum reporting. This paper is related to efforts to support the Computing Curricula 2020 initiative of the Association for Computing Machinery and the Institute of Electrical and Electronics Engineers and represents the ongoing work of the Education Special Interest Group Standing Committee on Curricular Matters.
Transnational Mobility of Academics: Some Academic Impacts
Author: Alemu, Sintayehu Kassaye
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Mobility,Migration,Teacher Role,Technology Transfer,Educational Experience,Global Approach,Higher Education,Commercialization,Travel,Status

This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.
Digital Badges and E-Portfolios in Cybersecurity Education
Author: Pike, Ronald E.
Date: 2020-10-00
Type: Journal Articles
Subjects: Recognition (Achievement),Evaluation Methods,Portfolios (Background Materials),Computer Security,Computer Science Education,Extracurricular Activities,Technology Uses in Education

The aim of this report is to highlight efforts to develop a digital badging and e-portfolio environment that will illuminate and validate curricular, co-curricular, and extracurricular learning in cybersecurity. This effort includes Cal Poly Pomona and Coastline College, which are both designated as Centers of Academic Excellence in Cyber Defense (CAE-CD) along with a collection of academic and industry partners in creating learning pathways that move interested beginners all the way through to an exciting career in the field of cybersecurity. The pathways are designed to incorporate curricular, co-curricular, and extracurricular learning in a student-managed process in which students consume the learning modules they desire/need, and which move them toward the learning goals they have selected. Students will be able to visualize how formal curricular programs align with their learning journey and plan curricular, co-curricular, and extracurricular learning tasks that fit their plan and allow them to achieve their academic and career goals.
Learning How to Teach: The Case for Faculty Learning Communities
Author: Gomillion, David
Date: 2020-08-00
Type: Journal Articles
Subjects: College Faculty,Communities of Practice,Teacher Participation,Collegiality,Sense of Community,Feedback (Response),Scholarship,Business Schools,Problem Solving

Faculty learning communities, a specialized form of communities of practice, are not new. These communities provide opportunities for learning, feedback, and collegiality. Even with all of these benefits, many faculty have never participated in a learning community, sometimes because colleges and schools have not yet established one. This paper presents two cases in which faculty participated in a Faculty Learning Community and provides some recommendations for establishing a new community.
Using Goal Setting Assignments to Promote a Growth Mindset in IT Students
Author: Woods, David M.
Date: 2020-08-00
Type: Journal Articles
Subjects: Goal Orientation,Assignments,Learning Activities,Skill Development,Lifelong Learning,College Students,Student Development,Computer Science Education,Information Technology,Outcomes of Education

This paper explores how goal-setting activities in a course were used to promote a growth mindset in students. Research shows many benefits for students with a growth mindset that emphasizes learning and addressing challenges by focusing on effort and process rather than judgments about success or ability. Activities designed to prompt students to improve general skills that would make them better students and prepare them to be lifelong learners were introduced in two upper level IT courses. The activities were designed to promote a growth mindset by focusing on the efforts made and processes used rather than the outcomes. Assessment of the activities found that students demonstrated a growth mindset in their work, saw clear value in the activities, and made progress in improving specific skills.
Are Professional Science Master&apos;s (PSM) Programs Beneficial for Graduates? An Evaluation of PSM Programs
Author: Rivenbark, Jessica
Date: 2020-10-00
Type: Journal Articles
Subjects: Professional Education,Masters Degrees,Educational Benefits,Program Effectiveness,STEM Education,Graduate Students,Educational Quality,Alumni,Employment Potential,Curriculum Design,Employer Attitudes,Student Satisfaction,College Faculty,Coordinators,Data Analysis,Statistics,Computer Science Education,State Universities,Competition,Relevance (Education)

Since the early 2000s, we have seen an increase in the need for graduates in various STEM fields. The Professional Science Master's (PSM) program was created in 2001 to address this increased demand. While research has shown the benefits these programs may provide, there is limited research examining the current state of PSM programs. The current research evaluates the perspective of students, alumni, faculty and program directors concerning the benefits from the PSM. Results suggest these programs still create competitive graduate students with concepts from the PSM being implemented in non-PSM programs.
A Pedagogic Experience in Designing a Healthcare Analytics Course: Lessons Learned
Author: Parks, Rachida F.
Date: 2020-10-00
Type: Journal Articles
Subjects: Data Analysis,Health Services,Active Learning,Graduate Students,Business Administration Education,Online Courses,Partnerships in Education,School Business Relationship,Experiential Learning,Context Effect,Problem Based Learning,Textbook Selection,Computer Software,Student Satisfaction,Curriculum Design

This study presents a contextual active learning perspective on how a healthcare data analytics course was designed and delivered to students enrolled in a graduate business analytics degree. Industry and academia emphasizes the need to integrate context-specific learning, however contextual analytics courses are not widely offered in business schools. This course's pedagogical approach seeks to address this need by embracing a contextual active approach. Such approach is based on the following key components: (1) Active learning -- designing each module of the course to include activities and lessons to promote active participation of learners, (2) contextual development -- modules are developed using healthcare as the focus and context for all activities, (3) online adaptation -- the course is delivered online in an unsynchronized mode and therefore the development adapts to online delivery intended to maximize learning. This course integrates a collaborative project with a healthcare industry partner where students analyze anonymized dataset for the purpose of a more contextual and experiential healthcare experience.
Lessons Learned from Launching and Advising a Student-Run Technology Consulting Venture
Author: Podeschi, R. J.
Date: 2020-10-00
Type: Journal Articles
Subjects: College Students,Entrepreneurship,Consultants,Experiential Learning,Information Technology,Information Systems,Computer Science Education

Information Systems (IS) instructors are continually searching for new and innovative ways to engage students in authentic experiences that mimic the real-world. Previous research asserts that graduates are more prepared when they have hands-on learning opportunities that are linked to real external clients. Unfortunately, real-world projects can either be too small for a particular course, or more often extend beyond the academic calendar limitations set on courses. While many institutions offer internship opportunities or student organizations for students to practice their skills, no curricular opportunities exist for students to run their own Information Technology (IT) consulting business. A private liberal arts institution piloted a course, through the generosity of the Coleman Foundation, to infuse entrepreneurship into the IS discipline; a subject lacking in many IS curricula. The course evolved into one of 14 student-run ventures on campus and is a going concern with over $15,000 in revenue to-date. Students are coached by a faculty advisor, manage the financial statements, run marketing campaigns, and engage in technical projects. Student consultants work on a variety of projects including, but not limited to web design, system analysis and implementation, and database management. The following paper represents the journey over the last four years to build a student-run, entrepreneurship-infused, technology consulting business model and venture, whereby students work &quot;on the business&quot; and &quot;in the business,&quot; concurrently, to support previous real-world projects from the classroom and seek additional client work.
Academic Entitlement Beliefs of Information Systems Students: A Comparison with Other Business Majors and an Exploration of Key Demographic Variables and Outcomes
Author: Seipel, Scott J.
Date: 2020-08-00
Type: Journal Articles
Subjects: Student Attitudes,Beliefs,Information Systems,Majors (Students),Business Administration Education,Student Characteristics,Outcomes of Education,Public Colleges,Grade Point Average,Academic Achievement,Expectation

Academic entitlement has received much attention in both academic and practitioner outlets. It is defined as &quot;the tendency to possess an expectation of academic success without taking personal responsibility for achieving that success&quot; (Chowning &amp; Campbell, 2009 p. 982). The concept evolved from research in the area of generalized entitlement and narcissism resulting in a context-specific measure useful in understanding entitlement beliefs specific to educational environments. The overall goal of this research is to provide an introductory understanding of entitlement beliefs among information systems students and subsequently compare them to the greater population of students in a business college. Data was collected from 529 undergraduate students at a public university in the southeastern United States. A series of nested models were analyzed to better understand the overall structure of the construct and determine the extent of differences in the two populations. Additional demographic factors were examined including age, gender, employment status, and self-reported GPA (overall and within major). For the sample examined in the current study, findings indicated undergraduate information systems students are quite similar in their entitlement beliefs when compared to students in the other disciplines. Additionally, within-major GPA was found to be significantly related academic entitlement among both populations. A discussion of the findings is provided along with general recommendations for future research.
Between Retributive and Restorative Compulsory School Teachers&apos; Discipline Activities
Author: Jeznik, Katja
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Compulsory Education,Discipline,Punishment,Teacher Attitudes

In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practices.
Fraction Sense: An Analysis of Preservice Mathematics Teachers&apos; Cognitive Obstacles
Author: Murniasih, Tatik Retno
Date: 2020-00-00
Type: Journal Articles
Subjects: Fractions,Numeracy,Mathematics Skills,Number Concepts,Preservice Teachers,Mathematics Teachers,Secondary School Mathematics,Cognitive Processes,Barriers,Mathematics Tests,Epistemology,Foreign Countries

Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in secondary schools. It focuses on the following categories of cognitive obstacles: epistemological (language representation, tendency to generalise and rely on intuition) and didactic (less meaningful learning, and strategy). This paper takes a qualitative descriptive approach to examine 20 preservice mathematics teachers. The preservice teachers who encountered cognitive obstacles related to fraction sense testing were then grouped based on the similarity of their answers, and seven of them were selected to be interviewed. The research findings showed that five preservice teachers had overlapping obstacles: language representation and tendency to generalise; tendency to generalise and less meaningful learning; language representation, tendency to rely on intuition and trial and error strategy in; language representation and trial and error; and language representation and tendency to rely on intuition.
The Spiral Curriculum in Higher Education: Analysis in Pedagogic Context and a Business Studies Application
Author: Woodward, Russell
Date: 2019-09-00
Type: Journal Articles
Subjects: Spiral Curriculum,College Curriculum,Business Administration Education,Classification,Fundamental Concepts,Foreign Countries,College Instruction

This paper explores the spiral curriculum with particular reference to higher education and within the business related degree programmes. An initial literature engagement highlights sources which are key to understanding the spiral curriculum in university education. Further literature analysis critically examines and demonstrates the higher education consistency of the spiral curriculum with other university relevant pedagogies/andragogies namely the longstanding cognitive domain taxonomy and the developing threshold concepts paradigm -- including and especially in context of business related studies. Drawn in part from the literature analysis, this paper then puts forward a typology for classification of the revisiting aspect of the spiral curriculum, here termed DUPE (Deployment, Underpinnings, Practice and Examination). The sensemaking and simplifying value of this typology is indicatively explored, alongside the above stated paradigms, through primary research interviews with a selection of core module (marketing, finance/accounting, people management/ organisational behaviour) business tutors from a UK higher education provider. Despite sample limitations in terms of single institution focus and lack of research on students' experience, findings strongly indicate that; a) the spiral curriculum revisiting process fits within effective business degree delivery; and b) neither the DUPE typology nor the threshold concepts paradigm supersede the cognitive domain taxonomy as a simplifying sense-making depiction approach of that revisiting, but that both add explanatory value as to the way in which the spiral curriculum revisiting takes place.