ethanporcaro/eric-fulltext-meta huggingface dataset:
CIS Program Redesign Driven by IS2010 Model: A Case Study
Author: Surendran, Ken
Date: 2012-10-00
Type: Journal Articles
Subjects: Case Studies,Information Systems,Computer Science Education,Curriculum Development,Curriculum Design,Units of Study,Business Administration Education,Multimedia Materials,College Programs

The release of the IS2010 Model Curriculum has triggered review of existing Information Systems (IS) programs. It also provides an opportunity to replace low enrollment IS programs with flexible ones that focus on specific application domains. In this paper, the authors present a case study of their redesigned Computer Information Systems (CIS) program that comes into effect in Fall 2012. Of the four tracks in the program, two are aimed at students interested in two diverse application domains: Business Administration and Graphics Communications (Multimedia). The authors describe the context and design constraints in choosing the tracks, as well as the process used in designing their flexible CIS program with consideration made for ABET accreditation. They also discuss how well the core courses in the redesigned CIS program fare against the IS2010 Model recommendations. Further, for the CIS Business track, they illustrate how the courses collectively satisfy the IS Body of Knowledge recommended in the Model document. In addition, they map the domain-related courses in that track onto the different levels of a two-dimensional learning taxonomy to help design the assessments in those courses. They also provide an outline of the Multimedia track they developed using the same process.
Problem Solving Frameworks for Mathematics and Software Development
Author: McMaster, Kirby
Date: 2012-10-00
Type: Journal Articles
Subjects: Problem Solving,Models,Computer Software,Mathematics,Differences,Content Analysis,Literature Reviews,Books,Word Frequency,Computation,Teaching Methods,Cognitive Processes,Mathematical Applications

In this research, we examine how problem solving frameworks differ between Mathematics and Software Development. Our methodology is based on the assumption that the words used frequently in a book indicate the mental framework of the author. We compared word frequencies in a sample of 139 books that discuss problem solving. The books were grouped into three categories: Traditional Math, Applied Math, and Software Development. We obtained a list of the most frequent words in each category, and used these lists to describe three problem solving frameworks. Applied Math uses models and algorithms to solve problems. Traditional Math is more concerned with proving theorems. In the Software Development framework, customers provide the problem, and models and algorithms are used to create a software solution. Our findings have relevance in the development of approaches for teaching problem solving in Mathematics and Software Development courses.
The Learning and Productivity Benefits to Student Programmers from Real-World Development Environments
Author: Debuse, Justin C. W.
Date: 2012-10-00
Type: Journal Articles
Subjects: Productivity,Programming,Student Surveys,Student Attitudes,Longitudinal Studies,Units of Study,Course Objectives,Hypothesis Testing,Demography,Preferences,Educational Benefits,Student Educational Objectives,College Students

Existing research and practice in software development environments shows no clear consensus on the most appropriate development tools to use; these may range from simple text editors through teaching-oriented examples to full commercial integrated development environments (IDEs). This study addresses this gap by examining student perceptions of two development environments at opposite ends of the complexity spectrum. The results, gathered over several years using students at a range of experience levels, suggest that complex commercial IDEs are appropriate for programming education, even for entry-level students. Indeed, they offer a range of features that may improve the understanding and productivity of students. However, given the greater simplicity of simple text editors and potential for students to become overly dependent upon the support mechanisms provided by IDEs, teaching IDEs in combination with simple text editors appears to offer an ideal combination to maximize learning opportunities and student employability.
Systems Analysis and Design: Know Your Audience
Author: Reinicke, Bryan A.
Date: 2012-10-00
Type: Journal Articles
Subjects: Information Systems,Systems Analysis,Design,Accounting,Teaching Methods,Student Needs,Comparative Analysis,Differences,Program Administration,Money Management,Scheduling,Systems Development,Documentation,Student Educational Objectives,Undergraduate Study,Curriculum

Systems analysis and design (SAD) classes are required in both Information Systems and Accounting programs, but these audiences have very different needs for these skills. This article will review the requirements for SAD within each of these disciplines and compare and contrast the different requirements for teaching systems analysis and design to both audiences. These observations are based on both literature on the subject, and the authors personal experience with teaching SAD to these two audiences.
Clickers in Large Classes: From Student Perceptions towards an Understanding of Best Practices
Author: Patry, Marc
Date: 2009-07-00
Type: Journal Articles
Subjects: Audience Response Systems,Handheld Devices,Best Practices,Large Group Instruction,Instructional Effectiveness,Student Surveys,College Students,Student Satisfaction,Introductory Courses,Psychology,Teaching Methods,Rating Scales,Content Analysis,Statistical Analysis,Qualitative Research

Handheld wireless transponders, commonly referred to as &quot;clickers&quot;, are similar to standard household remote controls. The present study advances a dialogue in the literature about the specific ways in which clickers may be effectively used in the classroom. The present study was a survey of 516 students who were using clickers in a university course in 2006 or 2007. Student perceptions related to the use of clickers were more favorable in 2007 than in 2006. In addition, responses were more positive among introductory psychology students compared to other participants. Almost half (46%) of the responses to an open-ended question about the &quot;most helpful&quot; uses of clickers included comments that the clickers had helped in some way with understanding course material, and almost 20% said that the clickers had helped them to prepare for examinations.
Measuring Assurance of Learning Goals: Effectiveness of Computer Training and Assessment Tools
Author: Murphy, Marianne C.
Date: 2012-10-00
Type: Journal Articles
Subjects: Office Occupations Education,Computer Assisted Instruction,Training Methods,Student Evaluation,Student Educational Objectives,Business Schools,Computer Simulation,Computer Oriented Programs,Business Administration Education,College Students,Active Learning,Student Projects

Teaching office applications such as word processing, spreadsheet and presentation skills has been widely debated regarding its necessity, extent and delivery method. Training and Assessment applications such as MyITLab, SAM, etc. are popular tools for training students and are particularly useful in measuring Assurance of Learning (AOL) objectives. Meeting these assessment objectives has become a crucial issue in business schools as it now plays a major role in AACSB accreditation. It is our contention that these tools are fundamentally necessary to train and assess students to meet specific objectives that support a particular goal. In our experience, the simulation component of these tools is not enough to ensure all objectives. In this paper, we describe our experience with the use of in-the-application assignment projects to supplement the assessment and training simulation in order to improve final assessments and close the AOL loop.
Expert Teaching Professors: Sharing Their Expertise
Author: Shim, Han Sik
Date: 2009-07-00
Type: Journal Articles
Subjects: College Faculty,Expertise,Mentors,Faculty Development,Communication (Thought Transfer),Sharing Behavior,Qualitative Research,Semi Structured Interviews,Barriers,Professionalism,Individualism,Knowledge Management,Informal Education,Professional Recognition,Awards,Data Analysis

The purpose of this study was to examine the processes for sharing teaching expertise used by award winning professors. The central research question of this study was: How do expert teaching professors share their expertise with mentees? A qualitative study with semi-structured interviews was used to gather the perspectives from these professors and their mentees. Expert teaching professors faced barriers to sharing teaching knowledge. They were cautious not to trespass cultural codes of professionalism and individualism in the higher education setting. Additionally, they struggled to overcome environmental barriers, such as working schedules and physical settings. Given these limitations, they found safe ways to share their teaching expertise.
Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature
Author: Gilpin, Lorraine
Date: 2009-07-00
Type: Journal Articles
Subjects: Transformative Learning,Scholarship,Instruction,Learning,Educational Practices,Literature Reviews,Educational Change,Social Justice

The Scholarship of Teaching and Learning (SoTL) though in its youth, is perceived by many as transforming the academy. Will the transformation of the academy promised by SoTL be a mere shifting of priorities from research in the disciplines to research in pedagogy? Or will SoTL pursue transformation of the conception of teaching and learning whereby the &quot;commons&quot; influence our identities as knowers and actors engaged in scholarship for the purposes of transformation and growth on local and global scales? Our purpose is to explore whether the scholarship of teaching and learning, as represented in literature associated with SoTL, is being utilized for transformative or transgressive (hooks, 1994) educational practices. What does a review of literature identified as SoTL reveal about the utilization of the commons and the transformative practice of SoTL? Is SoTL playing its role in promoting education that is responsive to the sociopolitical climates in which teaching and learning occur?
Job Satisfaction Amongst Teachers at Special Needs Schools
Author: Strydom, Louise
Date: 2012-08-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Attitudes,Special Schools,Special Needs Students,Disabilities,Foreign Countries,Questionnaires,Gender Differences,Racial Differences,Statistical Analysis,Special Education

The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also schools that cater for the needs of learners with emotional, social, neurological or physical problems. The research group consisted of 101 teachers working at six different special schools situated in various parts of the Bloemfontein area, two in the Mangaung area, and four were situated in suburban areas. The group consisted of English- and Afrikaans-speaking teachers of both genders and from different race groups. The data for this study were compiled by means of a short biographical questionnaire and the Minnesota Satisfaction Questionnaire. The results indicated that the teachers experienced an average level of job satisfaction. In addition to this finding, differences were also found in the levels of job satisfaction between different races, but not between genders.
What Drives Research-Focused University Academics to Want to Teach Effectively?: Examining Achievement, Self-Efficacy and Self-Esteem
Author: Evans, Linda
Date: 2009-07-00
Type: Journal Articles
Subjects: Research Universities,Academic Achievement,College Faculty,Teacher Effectiveness,Self Efficacy,Self Esteem,Case Studies,Foreign Countries,Faculty Development,Teacher Motivation,Higher Education,Teacher Attitudes,Semi Structured Interviews

What motivates research-focused academics, employed at a leading research university, to want to teach well--particularly considering that many of them admit to prioritising research above teaching? Why do they not simply settle for expending as little time as possible on their teaching planning and preparation, delivering run-of-the-mill, lack-lustre seminars and lectures that fail to inspire their students? These are the central questions addressed in this article, which revisits and re-analyses data from a 1993-4 case study of teaching and learning in a UK research-intensive university. Selected qualitative data from the original study are used to present an overview of the attitudes toward teaching of, and the teaching approaches used by, eighteen academics, and these data are supplemented by up-to-date follow-up data gathered in 2009. The picture is one of effective--often innovative--teaching carried out conscientiously. Yet the teachers are, by their own admission, first and foremost researchers. What, then, motivates their teaching? Applying what we call &quot;feasibility-determined analysis&quot;, we hypothesise that the academics were motivated by self-esteem needs, which, in turn, were fed by self-efficacy beliefs and the pursuit of a sense of achievement. Finally, we briefly discuss the wider implications of this hypothesis for professional development in higher education contexts.
Special Treatment or Responsive Instruction? Teaching Teachers in Master's-Level Coursework
Author: Duffield, Stacy
Date: 2009-07-00
Type: Journal Articles
Subjects: School Districts,United States History,Social Studies,History Instruction,Teacher Motivation,Faculty Development,Teacher Education,Graduate Study,Semi Structured Interviews,Middle School Teachers,Secondary School Teachers,Higher Education

In 2004, an upper Midwestern school district received a grant to administer content-specific professional development to teachers of American history. A series of nine master's level, degree-eligible courses were developed and administered by the local university's history department. At the conclusion of the grant activities in spring of 2008, the teacher-participants were invited to be interviewed. The purpose of the interviews was to determine teacher motivation for taking the course and each teacher's overall impression of the effectiveness of the professors and course content. Additional data were gathered including demographic data such as years of experience and level of education for each of the history teachers and interviews with the history professors. One unique theme that emerged from the data was the expectation of specialized treatment.
In-Service Teachers' Perspectives of Pre-Service Teachers' Knowledge Domains in Science
Author: Botha, M. L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Semi Structured Interviews,Student Teaching,Experienced Teachers,Inferences,Science Instruction,Interaction Process Analysis,Foreign Countries

The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers' inferences regarding pre-service teachers' performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development.
How an Active Learning Classroom Transformed IT Executive Management
Author: Connolly, Amy
Date: 2016-01-00
Type: Journal Articles
Subjects: Active Learning,Information Technology,Program Administration,Undergraduate Students,Critical Thinking,Problem Solving,Creativity,Classroom Environment,Class Activities,Outcomes of Education,Learner Engagement,Curriculum Design,Case Method (Teaching Technique)

This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of students are not prepared for white collar jobs. Active learning pedagogy, which involves students directly in their own learning, improves these skills, but active learning exercises are difficult to implement in traditional rank-and-file classrooms. Students are accustomed to passive lectures and they tune out or stare at screens, further frustrating overworked faculty. In this article, we showcase the impacts of creating a modular space to support multiple arrangements and new activities, particularly group discussions. This room included state-of-the-art collaborative tools to support group work and writeable tables to encourage creative expression. Creativity is essential to discovering new solutions to difficult problems. Students reported that this combination of environment plus pedagogic change broke them out of their stupor. It forced them to think more critically and to become involved in class, which increased faculty satisfaction with the course. This article contributes to the literature on how to teach IT management to undergraduates. It also contributes to the sparse literature on how the classroom environment affects student learning, engagement, and critical thinking.
Acclimating Students to Technology in the First-Year College Experience
Author: Frydenberg, Mark
Date: 2016-01-00
Type: Journal Articles
Subjects: Student Experience,Student Adjustment,Technology Education,Technology Integration,Educational Technology,Technological Literacy,Peer Teaching,Fundamental Concepts,Program Design,Program Implementation,Program Effectiveness,Program Evaluation,Student Satisfaction,Social Media,Technical Support

The start of the college experience is often hectic as students discover their new surroundings on campus. Students must carry out several high-tech tasks on their laptops and mobile devices in order to be successful participants in the digital culture that permeates their institution of higher learning. This paper describes the implementation of mandatory JumpStart sessions, held during the first week of the semester outside of class time, for first year students enrolled in a required Technology Concepts course. The goal of these peer-led sessions is to set up student laptops and devices to function within the university's computing infrastructure, to install needed software for their technology concepts course, to introduce students to computing resources on campus, and to create a social learning environment where students engage with each other. In doing so, students form a community of practice which serves them well as they acclimate to their new surroundings.
A Technical Infrastructure to Integrate Dynamics AX ERP and CRM into University Curriculum
Author: Wimmer, Hayden
Date: 2016-01-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Computers,Computer Uses in Education,Computer Networks,Computer System Design,Computer Interfaces,Computer Software,Information Management,Business,Interaction

Enterprise Resource Planning and Customer Relationship Management are becoming important topics at the university level, and are increasingly receiving course-level attention in the curriculum. In fact, the Information Systems Body of Knowledge specifically identifies Enterprise Architecture as an Information Systems-specific knowledge area. The revised Information Systems Curriculum Guide from 2010, sponsored by the Association of Information Systems and the Association of Computing Machinery, suggest Enterprise Architecture as a required course with Enterprise Systems and Business Process Management as suggested electives. Implementing the aforementioned courses into the curriculum poses challenges such as providing necessary resources, overcoming institutional constraints, and the lack of hardware architecture for advanced systems such as Microsoft Dynamics AX. This work addresses three critical issues. First, we provide a suggested technical architecture built upon the Windows Server family and Dynamics AX which may be used to implement ERP and CRM, based on Dynamics AX, into the classroom. Second, we demonstrate connectivity between an installation of Dynamics AX 2012 R3 and CRM 2011 in the cloud using the Microsoft Connector for Dynamics. Finally, we suggest a sample scenario and case for implementing ERP and CRM concepts into the university curriculum.
Integrating HIV &amp; AIDS Education in Pre-Service Mathematics Education for Social Justice
Author: van Laren, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Mathematics,Mathematics Education,Preservice Teachers,Acquired Immunodeficiency Syndrome (AIDS),Social Justice,Teacher Educators,Mathematics Teachers,Independent Study,Integrated Activities,Mathematics Activities

Since 1999, many South African education policy documents have mandated integration of HIV &amp; AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV &amp; AIDS education, little of this is translated into action. The impact of HIV &amp; AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV &amp; AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is &quot;nothing we can do&quot; about HIV &amp; AIDS, which is linked to social justice issues, be addressed through integration of HIV &amp; AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV &amp; AIDS education at a higher education institution is described. By considering integration of HIV &amp; AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.