Tom Wulf

Constructivist approaches for teaching computer programming

This paper discusses the application of constructivist pedagogical approaches to teaching computer programming in high school and undergraduate courses. It provides an overview of constructivist pedagogy and contrasts it with traditional objectivist pedagogy. The paper then describes how a variety of sources on constructivist educational practice from computer science educational literature can be combined to transform under-graduate courses in computer programming and information technology. The resulting courses are accessible to a wider range of students and incorporate active learning, collaborative group-based instruction, and cognitive apprenticeships. This pedagogical style focuses on the higher cognitive levels of Blooms taxonomy and addresses multiple student learning styles and intelligences. Course design, classroom activities, and assessment methods using this pedagogical approach for computer programming instruction will be covered in detail. The presentation relies heavily on the experiences of the presenter in adopting this style of instruction within undergraduate computer programming courses and will include a discussion of the some of the attitudinal issues they encountered in this process. The presentation will include coverage of resources for constructivist teaching of computer science and technology and some recommendations for instructors who may wish to adopt this style of instruction.

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.

Training faculty to create and use Web-based digital audio and video content for instruction

Multimedia based curriculum materials can provide powerful and effective tools for instruction particularly in distance learning contexts. Creating multimedia content can require advanced skills and resources which may be beyond the ability of individual faculty members, who ideally serve in the role of content area experts and specialists within their field of study. This paper discusses the factors that influence the use and creation of digital multimedia based curriculum materials (including audio, video, and animation) by individual faculty members. A variety of inexpensive software packages are discussed that enable faculty members with only an average level of technical skill to easily create their own multimedia curriculum materials, including narrated presentations, screen capture video for software demonstrations, simple animated simulations, and synchronized full video slide presentation lectures. Since it is not enough for faculty members to simply know how to create multimedia curriculum content, aspects of instructional design and pedagogy which are critical to the effective usage of multimedia curriculum materials are also explored. They must also know when and why to utilize it within their instructional practices. Several existing projects for disseminating multimedia production skills and knowledge to faculty members are reviewed in addition to programs for supporting the use of these skills within the institution. Further discussion addresses more complex multimedia curriculum development projects that require specialized support infrastructures at the institutional level

University of Cincinnati and Saint Ursula Academy Partnership: Introducing Female High School Students to the Field of Information Technology, Year 2

In this paper, we describe a partnership between the School of IT (SoIT), College of Education, Criminal Justice, and Human Services (CECH) at the University of Cincinnati (UC), and St. Ursulas Academy (SUA) to introduce Information Technology class sessions to their female student body. Students from UC taught courses to these high schoolers under the supervision of SoIT faculty in order to promote positive attitudes in young women towards the IT field. After the four sessions, the analyzed surveys showed a significant improvement in the young womens attitude towards IT. Moreover, enrollment in these voluntary after-school sessions increased from the first session to the final session--further evidence that positive attitudes were flourishing in these young women and their peers. Overall, the ultimate problem of the shortage of IT professionals and under-represented population of women in the field of IT [4] may be alleviated by increasing opportunities for young women to get involved in IT through sessions such as the tech sessions offered by UC.