Where Do Student Outcomes Begin? Developing Professional and Personal Management Skills as a Strategy for Student Success in the First Computing Course and Beyond

Autor/inn/en	Humpherys, Sean; Babb, Jeffry; Abdullat, Amjad
Titel	Where Do Student Outcomes Begin? Developing Professional and Personal Management Skills as a Strategy for Student Success in the First Computing Course and Beyond
Quelle	In: Information Systems Education Journal, 13 (2015) 6, S.4-26 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-679X
Schlagwörter	Computer Science Education; Outcomes of Education; Skill Development; Business Administration Education; Business Schools; Barriers; Introductory Courses; College Freshmen; Curriculum Development; College Curriculum; Assignments; Scoring Rubrics; Job Skills; Case Studies; Behavioral Objectives; Texas + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Einführungskurs; Studienanfänger; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Assignment; Auftrag; Zuweisung; Scoring formulas; Auswertungsbogen; Produktive Fertigkeit; Case study; Fallstudie; Case Study
Abstract	Through the annual ABET assessment process, Computer Information Systems faculty in the College of Business at a regional institution were able to diagnose problems regarding students not satisfying our program's Student Outcomes. Often, the impediments to student success were not technical in nature and prompted faculty to consider non-technical solutions. A framework for the interaction and interdependency of the technical and non-technical skills, termed the "Blue and Green Curve" is presented that describes balancing emphasis on the technical curriculum (Blue Curve) and professional and personal management skills (Green Curve) that have the potential to accelerate students' acquisition of technical skills. The framework prescribes a foundation of effective habits to establish early in a student's academic career. Guided by this framework, changes to a freshman-level programming fundamentals course in the CIS program are described. Pedagogical tools with assignments and rubrics that support the curriculum changes are shared. These changes, among others factors, may have contributed to a 10% increase in the freshman persistence rate over a two semester period. (As Provided).
Anmerkungen	Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01