Rebecca H. Rutherfoord

Using personality inventories to help form teams for software engineering class projects

As faculty create their teams for software engineering class projects various techniques may be used to create these teams. Random selection as well as structured assignments all have varied strengths and weaknesses. One method for selecting students involves using personality inventories to assess the various personality types of the students. This paper will discuss how the author used the Keirsey Temperament Sorter to select teams for a software engineering class and some of the results of this experiment.

Flipping the classroom: is it for you?

Technology is being used to enhance all types of educational experiences. Several new pedagogical methods have been developed that use technology to assist students in learning. This paper will discuss one of these methods - the flipped classroom. The flipped classroom is not necessarily a new idea, in fact, it developed from such things as hybrid or blended classrooms. But flipping the classroom does have different pedagogical implications for student learning. The paper will describe the history of the flipped classroom, mechanisms of flipping the classroom, pros and cons for this method, give examples of how this has worked, and discuss how to get started creating a flipped classroom environment.

Using personality inventories to form teams for class projects: a case study

Many Information Technology classes require some sort of team project. As part of research into using personality inventories to help form project teams, the author conducted a case study in a software engineering/systems analysis class using a control group methodology for group selection after giving a personality inventory to students. This paper will discuss concepts of personality inventories, how they can be used for group selection, the case study itself, and further discussion of how this can be applied in other classes. The primary personality inventory used is the Keirsey Temperament Sorter.

Ethical issues related to Internet development and research

This paper discusses ethical issues concerning Internet development, presentation and research. A brief overview of the major ethical issues related to computing is followed by a discussion of ethical issues specific to the use of the Internet. We will look at the implications of these issues for particular population groups such as children, women, disabled persons, and the low socio-economic class. Finally, we offer suggestions for how these issues can be brought into the computer or information science classroom in a way that stimulates critical thinking skills.This paper discusses ethical issues concerning Internet development, presentation and research. A brief overview of the major ethical issues related to computing is followed by a discussion of ethical issues specific to the use of the Internet. We will look at the implications of these issues for particular population groups such as children, women, disabled persons, and the low socio-economic class. Finally, we offer suggestions for how these issues can be brought into the computer or information science classroom in a way that stimulates critical thinking skills.

Exploring teaching methods for on-line course delivery-using universal instructional design

One of the challenging problems faced by faculty who teach on-line courses, is the ability to understand and accommodate various student learning styles. Many faculty are aware of different learning styles, and may apply different teaching methodologies in their face-to-face classes. However, faculty who teach on-line, or even hybrid (1/2 face-to-face, 1/2 on-line) courses may not know how to apply the same concepts. Universal Instructional Design is a method that incorporates knowledge of all types of learning styles, and how to apply them in any environment. This paper will examine the seven principles of Universal Instructional Design and how it can be applied to all types of learning styles. The paper will present practical suggestions and examples of how to apply UID to on-line and hybrid courses.

Creating a 2+2 information technology degree program: the bachelor of applied science in information technology

One of the tasks that most universities face is the problem of transfer credits for students coming from other schools. This is particularly problematic with students who attend accredited two year technical schools and receive an AAS or AAT degree. Our university has just completed an articulation agreement with technical two year colleges who offer AAS and AAT degrees. This paper will examine one of the 2+2 programs in the articulation - the BASIT (Bachelor of Applied Science in Information Technology).

Many cooks improve the broth: developing an inter-institutional, online, bachelor of science degree in information technology

Five state colleges and universities in the University of Georgia System are collaborating to develop an online B.S. IT degree, slated to open for enrollment in Fall 2004. The participating institutions range in size and mission from large regional universities to regional colleges. The process of jointly designing a degree to be offered either wholly or substantially online for a non-traditional audience has produced several noteworthy intermediate outcomes. The first peripheral but important outcome is the benefit of collaborative self-study, which has already affected participating programs. Second, online BSIT planning has informed the definition of state-level course requirements for Associate degree level concentrations in Information Technology. In terms of the program itself, intermediate outcomes include a curriculum developed by consensus in reference to emerging accreditation guidelines, closely examined program and course prerequisites, and a process for jointly planning, reviewing and certifying courses. This paper first describes the projects context, background and the needs assessment, then briefly describes the technological and administrative infrastructure required to deliver the degree collaboratively and at a distance. We focus on the programs impact to this point, curricular structure and rationale, and conclude with our expectations for the projects future.

The 2+2 bachelor of applied science in information technology follow-up 2 years later: dealing with challenges

One of the tasks that most universities face is the problem of transfer credits for students coming from other schools. This is particularly problematic with students who attend accredited two year technical schools and receive an AAS or AAT degree. Our university created an articulation agreement with technical two year colleges who offer AAS degrees in computing fields. This paper will examine the challenges, particularly credit evaluation and advising, that have occurred over the last two years. The paper discusses the challenges and how the department has solved them.

New educational learning environments: riding the wave of change instead of having it crash upon us

The environment of higher education is changing; we have new challenges and opportunities created by social media, streaming technology, access to learning materials, and pathways of acquiring and assessing knowledge and skills. This panel discusses forces of change and disruption to existing models of higher education and suggests means by which IT departments can leverage these changes. Each panel participant addresses a specific area, including technology-mediated learning, learning management systems, learning object repositories, ensuring quality control and accreditation, and how to successfully administer and manage these suggested changes.

The 2+2 bachelor of applied science in health information technology (BAS-HIT): continuation of the 2+2 BASIT program

The need for programs in Health Information Technology has led Southern Polytechnic State University Information Technology Department to start a Bachelor of Applied Science in Health Information Technology (BAS-HIT). The program will allow students who have earned an Associate of Applied Science degree in Health Information Technology from an accredited technical college to enroll at Southern Polytechnic State University and obtain a bachelors qualification with two years of additional study and no loss of credit. Students who graduate from this program should contribute in assisting the Atlanta Metro Area as the hub of Health Information Technology. This paper introduces the program development of a Bachelor of Applied Science in Health Information Technology. This follows the successful established 2+2 Bachelor of Applied Science in Information Technology (BASIT) program format, creates the credit to transfer evaluation credit and creates a tailored curriculum for the BAS-HIT students.