The 2017 Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology
now stresses the importance of soft skills (section 5.2.1), communication skills,
and team skills training for IT majors. Applied improvisation techniques can be used
in teaching of technical concepts such as cybersecurity, agile development, database
design, programming concepts, and most importantly, how to better one’s communication
and teamwork skills. This workshop is designed for those who want to learn more about
some of the various techniques used and how they can be incorporated into the IT curriculum.
Nearly 20 years ago, the National Academy of Sciences Computer Science and Telecommunications
Board (CSTB) recognized the importance of improvisation as tool to help IT practitioners
become more creative. Creative problem-solving methodologies such as design thinking
all tie into the use of improvisation. Companies such as Twitter, IDEO, and Google
are using improvisation methods as a way of creating better collaborative teams and
a work environment that says YES before NO. Improvisation training can help students
and faculty to become better listeners, communicators, collaborators, innovators,
and those who can better focus on the organization or team story and not their own
The world needs innovative technology leaders. Virtually every organization relies
on technology. And those organizations need innovative technology leaders who not
only know how to wear the many and necessary hats, but who also are strategic partners
who are fully aligned with the goals of the organization. How has the role of technology
leadership changed over time? What are the attributes that define innovative technology
leaders? To stay competitive in this world, why is it becoming more and more critical
that organizations hire and develop innovative technology leaders?
In 2005, the ACM, together with the IEEE Computer Society and the Association for
Information Systems, released Computing Curricula 2005: The Overview Report. This
document has proven to be one of the most widely circulated and influential documents
ever produced on the topic of computing curricula, and included computing programs
in computer engineering (CE), computer science (CS), information systems (IS), information
technology (IT), and software engineering (SE). This document was recently updated
and released as Computing Curricula 2020: Paradigms for Global Computing Education,
and included the first 5 computing programs as well as cybersecurity (CSEC) and some
of data science (DS). This paper takes an IT-centric look at this updated document,
highlighting the changes and the additional insights this significant reference provides
the computing educational community.
Previous work has suggested that adopting a “syntax-first pedagogy” in introductory
programming (CS1) improved student retention and performance. To confirm these results,
we added syntax exercises to an existing CS1 course. A quasi-experimental design was
used, with topics with and without a syntax exercise introduction being compared.
Data collected includes performance (number of submissions and time spent) on weekly
exercises and assignments as well as student evaluations collected weekly and at the
end of the term. Our observations suggest that a syntax-first approach improves student
performance in the short-term. Students generally performed better on weekly exercises
introduced using the syntax exercises, in terms of both the number of submissions
required and time spent, than they did on exercises that were not. Furthermore, the
reductions in time required to solve the existing weekly exercises partially offset
the time required by the new syntax-focused exercises, and students, particularly
those with less prior experience, valued the new syntax exercises. Our results suggest
that adopting a syntax-first approach may have benefits for students with lower prior
experience, and we encourage additional work, both to evaluate a fully-converted syntax-first
course and to assess syntax exercises in a more controlled setting.
To meet the high demand for trained Cybersecurity professionals, many two-year colleges
which have been offering degree programs in Information Technology (IT) are expanding
or revising their course offerings to include Cybersecurity courses. The increasing
importance of Cybersecurity skills has led to an increase in Cybersecurity requirements
for IT majors. Due to considerations related to competency overlap, vendor-based academy
content, government designations, faculty qualifications, general education requirements,
enrollment capacity, and other factors, two-year colleges are evaluating various options
for how to effectively offer both IT and Cybersecurity content. Options include separate
IT and Cybersecurity degrees, IT and Cybersecurity concentrations using a common core
of general Computing courses, and multiple IT degree concentrations based on a common
IT core. Colleges should evaluate the competencies expected of completers to determine
how to best structure their programs.
Tech industry, especially, some areas within tech fields, such as Emerging Technology
(EmTech), like cybersecurity, data science, mobile development, machine learning,
AI, and cloud computing, are expected to experience immense increases in job opportunities
in coming years. While a variety of solutions are necessary to address the growing
workforce needs in the EmTech industry, one of the largest untapped talent pools is
women and underrepresented students. Clearly, HBCU and MSI hold great potential to
broaden participation in EmTech because of their more diverse student populations,
access to a large number of underrepresented students, and closer faculty-to-student
interaction. However, faculties at these institutions, who are at the forefront of
developing required skills in students are often overlooked. Faculties at these institutions
need help designing and implementing effective and evidence-based instruction materials
to develop skills that are in high-demand in the EmTech industry. The goal of this
panel is to offer a platform that can provide insight into the development of faculty
professional development programs in EmTech in traditional institutions and within
the context of HBCU and MSI.
Recent years have witnessed a rapid development of unmanned aerial vehicles (UAVs)
and their applications in various fields. At the same time, the utilization of UAVs
also raises serious security and safety concerns. Given a large number of UAV-related
jobs to be created in the near future, it is pressing to educate and train current
and next-generation cybersecurity professionals towards UAVs and their applications.
However, there is a lack of education and training materials on UAV cybersecurity,
especially for hands-on practice. In this paper, we propose a novel UAV cybersecurity
laboratory platform (UCLP), which provides efficient and effective hands-on practice.
UCLP offers not only a cost-effective UAV cybersecurity practice environment, but
also a series of designed and pre-configured lab modules. UCLP adopts a plug-in based
design and hence supporting flexible customization of existing and new lab modules.
UCLP uses technical solutions to overcome non-technical limitations in UAV cybersecurity
practice (e.g., regulations of UAV operations). Our evaluation results demonstrated
the efficiency, flexibility, and effectiveness of UCLP and indicated UCLP is promising
to be integrated into the education and training of UAV, cybersecurity, and related
We present an online gamified learning platform for computer science and cybersecurity
education. Exercises within the platform revolve around a custom game wherein students
can demonstrate learned skills regarding password security, web security, traffic
analysis, reverse engineering, cryptanalysis, and much more. We describe some key
features that together make our platform novel, including its distributed infrastructure,
game engine, integrated development environment, automated feedback system, and support
for individualization. We demonstrate how these features assist in the learning process
— both in theory and in practice — and report on the use of the platform in a
Fear appeals have been used for thousands of years to scare people into engaging in
a specific behavior or omitting an existing one. From religion, public health campaigns,
political ads, and most recently, cybersecurity, fear appeals are believed to be effective
tools. However, this assumption is often grounded in intuition rather than evidence.
We know little about the specific contexts within which fear appeals may or may not
work. In this study, we begin to examine various components of a fear appeal within
the context of password hygiene. A large-scale randomized controlled experiment was
conducted with one control and three treatment groups: (1) fear only; (2) measures
needed and the efficacy of such measures, and (3) fear combined with measures needed
and the efficacy of such measures. The results suggest that the most effective way
to employ a fear appeal within the cybersecurity domain is by ensuring that fear is
not used on its own. Instead, it is important that information on the measures needed
to address the threat and the efficacy of such measures is used in combination with
information about the nature of the threat. Since many individuals that enter the
information technology profession become the de facto security person, it is important
for information technology education programs to distill in students the inadequacy
of fear, on its own, in motivating secure actions.
The fundamentals of project management are the same regardless of the industry or
organization. However, in some settings, individual elements of project management
might be more or less significant, and teaching students about contexts and domains
that are familiar or of interest can help engage them.
Does the current recommended computing curricula prepare our students to work in the
business world? Technology does not exist in a silo. Technical employees work in departments,
where they manage projects, people, and budgets. Many computing disciplines solely
focus on the technological skills, completely ignoring the other skills necessary
to be successful and to achieve upward mobility in the business world.
This presentation aims to discuss using hybrid approach to engage students’ active
learning in IT course teachings. We introduce our practices and findings in teaching
a core IT course in a hybrid class. We present the promising outcomes and aim to invoke
discussions on the benefits and potential challenges in making IT classes hybrid.
A key initiative of the College of Engineering and Computing at USC is fostering creativity
in its students and educators . Emergent technologies make it difficult to predict
what skills students will need as computer systems become more complex and dynamic.
Including classroom activities that encourage creativity and collaboration prepares
students for Information Technology (IT) and real-life application of their networking
skills. The Final Project for the Introduction to Networking course that is described
in this paper was designed to be a creative teaching experience in the classroom.
It also contributed to the Introduction to Networking course learning outcomes by
preparing students for risk-taking and uncertainty in real-world network applications
The field of software technologies has been seeing a steady growth worldwide recently.
Engineering job roles might require candidates to know several different programming
paradigms, languages, frameworks, and cloud technologies. Each of these technologies
constantly evolve to improve or become obsolete, which requires educational materials
for teaching them to be constantly updated. Software engineering has classical texts
that have been updated over many editions. These are large volumes with numerous chapters
that include older and newer techniques, history, and a variety of extra material,
which makes them expensive textbooks. This also make them contain too much material
to cover in undergraduate courses. As published textbooks are always updated slower
than the pace of technology that changes project dependencies every three months or
so, practical materials may still become outdated between editions. Open educational
resources (OERs) provide solutions to these problems by allowing adopters to update
and customize materials for a given syllabus. An OER can simply mean a no-cost textbook
or a resource that is publicly available for teaching. In this work, we present a
preliminary OER for software development or engineering courses for undergraduate
information technology (IT) majors.
This paper presents a framework for the academic discipline of information technology.
The framework defines four independent elements to the discipline: People, Information,
Technology, and the Solutions or Needs that connect them. In IT practice, the information
technology discipline aim is the selection, creation, integration, application, security,
and administration of solutions that use technology to empower people through information.
In IT research, the discipline aim is the investigation, discovery, and dissemination
of needs that connect people, information, and technology. The proposed framework
presents a theory for the discipline of information technology to inform its research
and practice. It builds on past efforts to define the information technology discipline
and provides a foundation for academic institutions and the industry to proactively
address the need for talent and innovation to sustain the economic engine of our society.
In this article, we describe our experience designing and teaching a curriculum on
mobile software development that has benefitted from the no-code philosophy leveraging
the power of block-based programming tools. We review a journey of 10 years using
block-based programming platforms to lay foundations on software development skills,
and empower the creative potential of high school students. Our objective is to provide
a review of the evolution, capabilities and technical coverage of the block-based
software platforms, and to discuss the impact that we have observed on users and developers
who have become acquainted on the use of block-based programming tools through our
Student engagement during online instruction has been a challenge. Particularly in
an asynchronous learning environment, assessing and measuring student engagement is
a difficult task. This paper proposes a solution to fill in the gap between the need
to evaluate student engagement during online instruction and the lack of an effective
method to do so. The proposed web-based learning environment fully incorporates the
latest development in facial expression recognition to capture the facial expression
changes during the course of instruction. The facial expression data can then be visualized
for further analysis to help instructors pinpoint the exact locations where the instruction
needs improvements. In addition, the proposed system can also be used in corporate
training settings, particularly in scenarios where the learners’ emotional responses
An introductory information technology (IT) course (ITEC 101) was designed to engage
IT students and attract non-degree students. Student feedback suggests an update was
needed. A survey gauged student sentiment and solicited positive and negative feedback,
and recommendations for change. Results suggests students prefer active learning and
want more emphasis on meaningful content and assignments. We discuss the course redesign.
Active learning is emphasized, incorporating a flipped classroom model to engage and
build student enthusiasm for information technology.
The author’s approach in teaching databases, focuses on acquiring competences needed
to use and develop systems of realistic complexity, typical for a micro or small company.
Each student works towards gaining experience with various database designs and implementations,
querying and development of relational schemas, and building applications. An open-source
system is introduced, intended to help teachers organize such courses at a scale,
and effectively guide the students in an iterative process of acquiring competencies,
at the level of smaller groups or even individuals. The main goal of the system is
speed-up of administrative tasks at all levels. The system implements the core process
of organizing exams in a partial and piece-wise manner, and implements sets of tools
and practices for semi-automated assessment processes.
This poster discusses some efforts to develop student skills with current IT workflow
tools and processes. These experiences have been introduced within the context of
existing courses rather than trying to add an additional course to already crowded
Vehicle-to-Vehicle (V2V) communication takes place among a wide range of wireless
nodes such as cars, trucks, buses, motorcycles. However, V2V systems are vulnerable
to Global Positioning Systems (GPS) spoofing attacks, where a malicious vehicle may
spoof a victim vehicle’s GPS coordinates to impersonate it. Thus, the malicious vehicle
can act as a traffic injector imperiling traffic safety. In this work, we use simulation
software as a platform to develop a practical testbed to execute an impersonation
attack along with an in-vehicle defense technique.
Incorporating new collaborative learning strategies will help increase students’ engagement
and improve the learning experience. In this paper, we present a new method of group
formation inspired by the super-node topology in peer-to-peer systems. This method
proved to enhance students’ engagement, productivity, and cognitive skills in group-based
In this paper, we present a preliminary inquiry into the designing of support interventions
for single fathers. We hope that a potential intervention would help them cope with
the daily stressors of parenting. Currently, support solutions specifically designed
for single fathers are scarce. This research uses the Human-centered design methodology
to engaged single fathers in multiple research activities to gain insight into their
support needs to inform potential designs for support interventions.
Students from the Technology Ambassadors Program (TAP) at Georgia Gwinnett College
introduce basic programming concepts to online workshop participants by demonstrating
and creating an interactive racing game using the Scratch programming language. The
workshop encourages interest in the STEM fields, while teaching basic programming
skills to control the game’s logic. Our study results showed that our workshops were
successful and engaging.
Science, Technology, Engineering, and Math (STEM) remains one of the fastest-growing
and one of the most segregated professions in the United States. Predominately white
and male, opportunities in STEM continue to grow exponentially. Areas such as the
Internet of Things (IoT) and Artificial Intelligence (AI) for example are expected
to become $11 trillion industries by 2025. As employers struggle to find skilled candidates,
we face the reality that African Americans are too often left behind. African Americans
make up less than 5% of the IT workforce and a small percentage of IT graduates. Although
there is acknowledgment and some investment by both industry and educational institutions,
there has been minimal success in changing the demographic landscape. This study focuses
on how AI can be used to better understand barriers, personalize student experiences,
and provide pathways of attainment for an increasingly diverse student body.
Robotic Process Automation (RPA) is changing the way we work, by automating mundane
and repetitive tasks. RPA leverages software robots to interact with web and desktop
applications just like humans do, through the user interface. In this workshop, UiPath
will provide an overview of RPA and industry use cases, as well as hands-on exercises
and knowledge on how to teach RPA to students.
The inventors of the term “computer science” meant for it to be something that was
taught to everyone, to facilitate learning other subjects, and to help people understand
the risks of technology in their lives. Alan Perlis (with Newell and Simon) published
the first definition of “computer science” in Science in 1967 . In 1961, he argued
at MIT that everyone at the academia should learn to program, to give them a new way
to understand their world . At the same event, C.P. Snow (author of The Two Cultures
) argued that we should teach everyone about computing so that they would understand
the dangers in our new computerized society . He wrote: “A handful of people,
having no relation to the will of society, having no communication with the rest of
society, will be taking decisions in secret which are going to affect our lives in
the deepest sense.”
The world today relies on information technology but, we mostly teach IT to people
who will become professionals. This leaves us with only a privileged class that understands
a critical part of our world. If we want to reach the original and more general goal,
we will have to change how we teach about computing. With my students and collaborators,
I have been identifying the barriers to giving everyone an understanding of the computing
technology in their world.We have explored how socioeconomic status influences success
in computing , and how increasing access to high school computing courses has not
led to a commensurate increase in the number or diversity fo students taking those
courses [7, 8]. We have been studying why students reject computer science , and
how to invent new forms of computing education that meet the needs of students who
have not succeeded in traditional computing courses . In our most recent work,
we ask questions like “What are fundamental ideas of computing that everyone needs
to reason about and use the computational technologies in their world?” and “How can
we re-design computation to make it more approachable, accessible, and adoptable?”
When we are designing IT education and degree programs, knowledge about what graduates
need to succeed is important. One source of such knowledge are employers. This paper
presents a survey of Norwegian employers asking what they are looking for in a recently
graduated IT candidate. We confirm that the so called soft skills are highly prized.
Among these, we identify a less reported concept of fitting into company or team culture
as the most important. Another somewhat unexpected result is that employers do not
expect to see a portfolio from graduates. Among technologies mentioned, Java is at
often. Our study suggests that soft skills should be a focus throughout IT education
It is important for universities to track alumni careers after graduation for both
program quality improvement and accreditation requirements. The most common way of
collecting such data is through alumni surveys, but historically these surveys had
low response rates. LinkedIn, a social network site that targets working professionals,
provides a great platform for academic programs to connect with alumni and collect
their career information. Current approaches for career analysis using LinkedIn data
often require a labor-intensive manual process that is not scalable and sustainable.
In this paper, we propose a system for the automated retrieval and classification
of LinkedIn job titles for alumni career analysis. Our research prototype and experiment
results show that the proposed system can effectively crawl LinkedIn profiles and
classify job titles based on Standard Occupational Classification (SOC) job categories
. Our approach is the first of its kind in career analysis using LinkedIn and can
be easily adopted by other universities or programs to develop career analysis systems
for their alumni.
Cloud computing deployment and demand has increased year over year during the prior
decade and has only accelerated during the COVID-19 pandemic. The rapid increase in
cloud technology has also increased the need for higher education institutions to
train students and re-skill or up-skill working professionals. This paper discusses
the application of high impact training methodologies and their impact on student
Evaluating courses and how well they are taught is an essential task for every educational
institution. Evaluations support improvement of instruction and course content. They
are also often an important input to annual reviews and tenure and promotion decisions.
In spite of these important uses, many institutions do not feel that their course
evaluations are meeting these needs as well as they would like. And faculty, students,
and administrators all seem to have some level of complaint and frustration related
to evaluations. This panel will focus on course evaluation for computing degree programs.
Panelists will identify problems and discuss helpful ideas for making course evaluations
This study attempted to develop a model that characterized the perceived academic
performance of computing students (subsequently referred to as students) in an online
learning environment. It was hypothesized that students’ academic performance in online
learning could be modeled through their online learning capabilities, attitudes towards
online learning, and online learning academic self-concept. Toward this goal, 264
students answered a validated survey form. Multinomial logistic regression analyses
showed that perceived academic performance in terms of perceived grade attainment
and perceived learning achievements had different sets of predictors. This finding
indicates that perceived academic performance in an online learning environment has
two distinct measures with distinct sets of predictors. Additional analyses revealed
that the students are further distinguished when the predictors were categorized by
levels of academic performance. Implications to online teaching and recommendations
Misinformation is not new; however, the proliferation of social media has resulted
in a much broader reach and instantaneous impact. Results from such proliferation
were seen during the 2016 and 2020 elections in the United States. The reach of false
information in the context of a U.S. Presidential election would not be the pinnacle
of the harm it can cause. In the current context, the spread of false information
in the middle of a pandemic and related to causes, cures, and conspiracies, has the
potential to do real harm, if it has not already. Now that vaccines are widely available
in some countries, this harm may result in lives being lost that did not have to be.
In this paper, we explore vaccination status in the context of information sources
used by individuals. The results suggest that a lack of trust and engagement in traditional
news outlets is associated with lower levels of COVID-19 vaccination initiation or
completion. Higher levels of engagement with sources that have been used in the past
to propagate conspiracy theories, such as YouTube, are also associated with lower
levels of vaccination initiation or completion. Public health implications and the
need for greater information literacy are discussed.
Social distancing guidelines put in place to combat COVID-19 resulted in a general
education introductory information technology course being taught in a dual teaching
environment. Each lesson, some students attended in-person while simultaneously others
attended remotely. Students alternated each lesson between in-person and remote attendance.
We examined whether there was any difference in performance between in-person and
remote attendance using an end-of-lesson quiz. For some students the quiz was announced
and for others it was unannounced. Additionally, we measured the subjective experience
of students via a survey. We found that students attending class in-person performed
better on end of class quizzes; the difference was small but statistically significant.
In-person students also reported paying more attention, being more engaged, and understanding
the lesson material better than remote students. Announcing the quiz did not statistically
affect performance, although it did improve the subjective experience of in-person
students. Finally, when it comes to dual teaching, both students and instructors prefer
in-person or remote teaching. Nevertheless, dual teaching may be an effective approach;
there was little difference in final course grades between in-person teaching and
During peer-led intensive events (such as hackathons and coding camps), students actively
assist others to learn and, in turn, benefit from an effective learning environment.
In this paper, we present the results of an observational study, having as a working
setting a coding camp based on Computational Thinking (CT), to explore how peer-led
coding camps can create a seed effect in young students. In particular, we analyze
how a practical approach to convey CT skills motivates and effectively prepares student
tutors. Moreover, we compare the previous and next edition of the camp to identify
the specific contribution of the tutors. We observed that students benefit in particular
from CT perspectives and develop the necessary motivation to eventually serve as tutors,
creating a multiplier effect that benefits a larger number of students of future cohorts.
Moreover, our results show that student tutors contributed positively to the facilitation
of the subsequent edition of the coding camp.
In this study, we present our findings with regard to the effectiveness of teaching
computing concepts online via interactive outreach projects. These outreach activities
were facilitated through our service-based learning course, the Technology Ambassador
Program (TAP). The goal is to determine how effective these online outreach activities
are and how we can improve upon them. The results of this study show that online outreach
activities can be effective using already known teaching strategies such as repetition
and hands-on activities. Surprisingly, we also found that these strategies work whether
the participants are STEM or non-STEM students. Another important finding was the
limitation of self-reported knowledge of understanding compared to the objectively
assessed ability to implement the knowledge.
Undergraduate research has been shown to enrich education, increase retention and
promote critical thinking. Research projects involving extending an already mature
and relatively large code base have special value for students, as they mimic industry
experience. Students have to understand the existing code structure and figure out
where to add their code to extend the functionality of the system. There are obvious
challenges for undergraduate students to take on such projects, including lack of
knowledge at the onset of the project, limited time span (normally a semester), and
limited time availability during a semester. Undergraduate institutions have additional
challenges, such as high teaching load for faculty advisors and lack of graduate students
who could act as mentors. In this paper, we report our experience with a relatively
large project that lasted for several semesters and involved several teams of students.
We managed the challenges by being flexible and carving out many mini-projects from
this umbrella project, which required that the faculty advisor work closely with students.
The project has successfully produced a teaching/learning tool for auto-gradable full
tracing exercises. The tool has been prototyped in classrooms and helped students
learn various programming constructs. We hope that our experience could encourage
larger scale projects in undergraduate institutions.
Aviation training is a rigorous process requiring the student pilot to learn the theoretical
underpinnings of multiple subjects, risk management and decision making under stress,
and, of course, the skills necessary to fly a plane. The educational process is rooted
in learning theory, but it utilizes several approaches more fully than in typical
academic classrooms resulting in a significantly greater level of engagement. This
paper documents the results of a pilot study to apply three of these approaches in
an information technology programming course-the Master/Apprentice approach, a focus
on task mastery vs. time on task, and shared responsibility for achieving goals. While
these three approaches were implemented to a limited degree during the pilot, the
successful results suggest a more complete implementation of these approaches which
is also outlined in this paper.
Research have shown that introductory programming sequence have a significant impact
in the retention of students in computing and engineering majors. There has been extensive
research about the CS1 course . Much less has been written about the CS1.5 and
CS2 course, which are often gateway courses for computing and engineering majors.
CS2 classes often reflect a second semester course in programming, yet when studying
this course many universities have different purposes for this course. Currently,
there is a wide range of variation in CS courses. Some of these are used to expose
students to a wider range of languages; in other cases, a new language is used to
introduce concepts such as object-oriented programming, instead of the language used
in CS1. However, even though CS2 is one of the fundamental courses in computing or
CS major curriculum, the impacts of the different prep pathways leading to CS2 course
is not well studied [2, 3]. Due to the critical nature of the CS2 course and its importance
in CS major curriculum, in many institutions, CS2 or data structure course is recognized
as an attrition point for CS Majors . Understanding the impacts of the different
prep pathways in CS2 course performance and the CS2 curriculum itself could give insights
into the attrition behaviors. This paper presents a study which is conducted to understand
the impact how student performance in CS2 course gets impacted by different programming
languages used in CS1.5 course.
Gamification, or the use of game mechanics in non-game applications, allows students
to learn by doing. In this paper we present our experience in implementing a gamification
platform in our entrepreneurship course to encourage students on investing in their
peers’ projects and provide them with feedback. The platform involved the interaction
of 106 undergraduate female students during a semester long entrepreneurship course.
We also report the results obtained after using the platform in terms of students’
feedback and final remarks.
One of the largest expenses for university students is the cost of textbooks. This
is particularly true in the STEM areas. Data shows that course textbooks cost more
and more every year. Textbook costs have risen 812% since 1978 and 73% since 2006
– which is four times the rate of inflation. The College Board recommends that students
budget at least $1200 per year for textbook costs. Over 1/3 of students use their
financial aid for textbook costs. The average computer science/IT textbook costs $180.
In order to help alleviate some of these textbook costs, the State of Georgia has
been offering to faculty Affordable Learning Grants across all majors. Several faculty
in the Information Technology Department of Kennesaw State University were awarded
an ALG grant during the Summer-Fall 2018 for redevelopment of four undergraduate IT
courses using no textbook. In the past three years several IT faculty members have
been awarded these ALG grants for redevelopment of information security courses, database
courses, and an ethics course. The results of the redevelopment of the database courses
and information security courses have been very positive for the students. The panel
will discuss the current re-development of IT courses, and report on the positive
results of prior re-development of no-textbook courses.
This paper describes the workshop titled “Design Thinking For Technology Design.”
Design thinking is a collaborative design process that keeps the user’s needs at the
center. This workshop will introduce design thinking methodology to the participants
through hands-on activities. The workshop participants will work on a problem and
design a low fidelity prototype of a potential solution. This workshop is open to
SIGITE is the Association for Computing Machinery’s Special Interest Group on Information Technology Education. Our members include information technology faculty (teachers and researchers), students, and industry professionals.
With over 400 members worldwide, SIGITE drives the creation and dissemination of the computing discipline of information technology. The organization has created a model undergraduate curriculum and helped create accreditation guidelines for IT programs, and is now defining and promoting IT research.