Russell E. McMahon

An implementation of a core curriculum in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating the core curriculum for an information technology degree program to be started in the autumn quarter of 2004. By core, we are referring to coursework required by all information technology majors no matter their chosen area of specialization: networking, software development or web technologies. The work done creating this information technology groundwork for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the IT core was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed: objectives of the core and courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which the core curriculum can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

An implementation of secondary tracks in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating the secondary track curriculum for an information technology degree program to be started in the autumn quarter of 2004. By secondary track, we are referring to coursework required by all information technology majors in their secondary area of specialization. Five options are made available to students as their secondary area: database management, digital media, networking, software development or web technologies. The work done creating this secondary track for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the secondary track curriculum was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed; objectives of the secondary track courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which the secondary track curriculum can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

An implementation of a software development track in an information technology degree program

This paper will layout the University of Cincinnatis efforts in creating a software development track specialization for an information technology (IT) degree program to be started in the autumn quarter of 2004. The work done creating such an academic specialization for students is based on ACM SIGITEs initial implementation of IT curriculum guidelines. Input for the IT software development specialty was also obtained from faculty, students, and industry partners. Processes by which specific course offerings were chosen will be detailed; objectives of the track and courses, desired outcomes for students, content, and associated hands-on activities. In all, the paper will present a means by which a software development track can be successfully implemented in information technology programs at other universities that are interested in such an endeavor.

An Examination of information technology related users groups

Information Technology (IT) related users groups are an important way for IT professionals to continue their education, network with other like-minded peers, and to get involved in their IT community. These groups provide a tremendous resource for the community at large in terms of job growth and recruitment of new and young IT professionals. They also serve as a barometer to how the industry is doing and as to what subjects should be covered in the curriculum. This is a resource that has been largely untapped by the educational institutions in the Greater Cincinnati Area. This paper examines the various IT-related organizations at the local level and the value they provide. However, there is no reason as to why this would not apply to any metropolitan area.

A Comparison amongst Face-to-Face, Blended, and Mostly Online Course Options

This talk is based upon the authors observations in 4-secitons of a freshman database 1 course over a two-year period in which students were given the option of attending nearly every class, taking a blended version of the course, or taking it partially online. Attendance was kept for all classes and a comparison of the final grades were tabulated. Later, statistics were gathered on what format of class (online or face-to-face) students took for their second database course. This study only looks at Information Technology majors. This talk is designed to elicit discussion from the audience.

Teaching information technology using the perry stages

Teaching Information Technology (IT) is a very challenging endeavor because of the constant changes to the software and the hardware every eighteen months to two years and major paradigm shifts every ten years. It is very difficult, if not impossible, to stay up with the current and ever changing IT technology and teach our students with some air of authority. This challenge can lead to frustration for both the teacher and the student. In the 1960s William J Perry, Jr. established his Scheme of Intellectual Development with 9 stages[1]. This model can also be used by IT instructors as a way to lead students to realizing their learning potential and to allow instructors to grow as well. His ideas actually give us a chance to teach the latest technologies without having to be an expert. We professors are also life-long learners and this scheme helps us mature as well. By demonstrating how our own IT learning takes place, we actually encourage students to begin their own journey through the Perry stages.

How can you teach what you don't know?: a case study of learning and teaching microsoft .NET framework and C#

One of the biggest challenges in teaching of Information Technology is keeping up with the technology let alone any new concepts in pedagogy. Software goes through a change cycle of every 18 - 24 months with major revisions every 5 years and entire paradigm shifts every 10 years. As a professor of IT, I have often found that what I once knew is no longer of value other than interesting history. How does one stay up with the technology, what technology should be learned, what technology should be taught, and when should the switch-over to the new technology be made are questions that plague IT teachers. This paper will offer some possible ways of dealing with these issues.

Improv for Computer Scientists: (Abstract Only)

Improvisation is viewed by many people as jazz musicians jamming in the early morning hours or comedians ad-libbing to create a funny skit, but it is so much more. Improv is about listening and moving a conversation (or music) forward in a positive and supportive manner. Above all, it is about supporting all members of the team. These precepts can be found in the Agile, UX (user experience), and the AI worlds and companies are using improv methods as a way of creating more innovative and collaborative teams and which are so necessary for success in todays work environment. Dick Costolo, the former CEO of Twitter and a computer scientist, is an accomplished improviser and credits these techniques in advancing his professional life. The skills learned through using improv are as important as the technical skills for all computer scientists and they can help one to become better a learner, listener, and communicator. This workshop will cover some of the basics of improvisation and its rules as well as ideas on how it can be used in a classroom or a place of employment. Come and learn about improv and why organizations such as IDEO, Marriott, and NASA have embraced improv to create more than just teams, but ensembles of highly functioning creative and caring individuals. This workshop is interactive and attendees will have fun learning and practicing the skills within a safe and accepting environment.

The Roles of IT Education in IoT and Data Analytics

The recent growth of the Internet of Things (IoT) and the expanding use of Data Analytics have both had a tremendous impact on information technology companies. A combination of IoT and Data Analytics have been used to monitor physical infrastructures, manage performance evaluation of networks and systems, integrated into personalized healthcare systems, and many more. Many information technology related companies already have embraced the technology. This panel discusses how IT education should embrace and approach teaching IoT and data analytics to undergraduate and graduate students. The panel will also discuss how educators should prepare students to be ready to adapt to the IoT and data analytics workforce in the industry.

Reflections on Curriculating a South African Information Technology Degree

The South African Higher Education environment is highly regulated and has undergone significant restructurings during the last 15 years. New legislation provided the incentive to reconsider the offerings. This talk reflects on the process followed and design decisions made to create a Bachelor of Information Technology (BIT) degree for Nelson Mandela University.