opinions, findings, and recommendations expressed in thispaper are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References 1. Utah Code and Board of Regent’s Policy Statements Regarding UVU’s Mission and Role: Planning, Budget, and Human Resources, UVU Planning, Budget, and Human Resources, September 21, 2018. 2. Information and statistics provided by the UVU Office of Institutional Research and Information – IRI. 3. U.S. Census Bureau, 2011, http://www.census.gov/popest/data/historical/2010s/vintage_2011/ , accessed on 3-14-2016. 4. Utah Department of Workforce Services, “College to career: Projected job openings in occupations that typically require a
, rather than having to immediately solvein a more “public” fashion. Also, candidates may prefer explaining problems with a pencil on thepaper or on a computer using an integrated development environment. Next, they suggested usingproblems actually encountered at the company, since many puzzles are not reflective of real-worldsituations. Such tasks are seen as giving an unfair advantage to candidates just out of school.Finally, they propose problem solving “as colleagues, not as examiners” a recommendation whichhighlights that rather than an intense interrogation the process should be balanced, and shouldinvolve working together to solve issues, and that this could even be accomplished with other“potential teammates.”In addition to the two
. Additionally,because each platform implements rapid development methodologies differently, there can beinconsistencies and some expected feature sets do not always come out-of-the-box (OOTB) [11].RAD is most prevalently used in commercial applications because projects are “schedule intenseand require amalgamate set of team members” [9]. These requirements are the same for capstonedesign courses [2], [3] and research-centric projects. Further research suggests that whenpresented with the same set of independent software variables to examine, student developers’analysis is statistically similar to that of professional industry developers [12], indicating thatstudent behavior is reflective of developer behavior in industry. These parallelisms suggest
detailed exploration of student perceptions of the questionsacross the two instruments. We will continue to administer both instruments annually tounderstand students’ long-term trajectories and identify which factors have the greatest impact ondevelopment of identity. By better understanding identity development, we can work to improvepersistence in computing programs.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1833718. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References [1] G. Kena, L. Musu-Gillette, J. Robinson, X. Wang, A. Rathbun, J
ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’18. New York, NY, USA: Association for Computing Machinery, 2018, p. 922–927. [Online]. Available: https://doi.org/10.1145/3159450.3159585 [9] D. Horton, M. Craig, J. Campbell, P. Gries, and D. Zingaro, “Comparing outcomes in inverted and traditional cs1,” in Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education, ser. ITiCSE ’14. New York, NY, USA: Association for Computing Machinery, 2014, p. 261–266. [Online]. Available: https: //doi.org/10.1145/2591708.2591752[10] M. N. Giannakos, J. Krogstie, and N. Chrisochoides, “Reviewing the flipped classroom research: Reflections for computer science education,” in
or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of NSF.References[1] L. Farrell, “Science DMZ: The fast path for science data,” Sci. Node, May 2016. [Online]. Available: https://sciencenode.org/feature/sciencedmz-a-data-highway-system.php[2] E. Dart, L. Rotman, B. Tierney, M. Hester, J. Zurawski, “The science dmz: a network design pattern for data-intensive science,” in Proceedings of the International Conference on High Performance Computing, Networking, Storage and Analysis, Nov. 2013.[3] “NSF 2017 PI Workshop CI Engineer Breakout Survey.” [Online]. Available: http://www.thequilt.net/wp-content/uploads/NSF-2017-PI-Workshop-CI-Engineer- Survey_v4.pdf[4
subsequent sections detail the technology and design choices for this platform.4. Target MetricsTraditional IT organizations are currently siloed around aspects of service delivery: network and transport,data center, applications, security, etc [8]. This segmentation was driven by increasingly complextechnologies in each of these service delivery domains. While in smaller organizations these siloed arereflected in domains of expertise mastered by members of the staff, in medium and large organizations,5IT organizational charts identify specific teams for each of the domains mentioned. This segmentation isnaturally reflected in the skills developed by respective teams, the operating processes they develop, andthe tools used to manage the scope of the
primary goals of ourworkshops. Confidence and motivation promote community building, a significant focus area ofThe Carpentries.The final survey instrument included 26 questions. Figure 1 provides a select few questions fromthe survey. The entire survey, data set, and code used to prepare this paper can be found on ourGitHub repository at https://github.com/kariljordan/ASEE. The statements below reflect ways in which completing a Carpentry workshop may have impacted you. Please indicate your level of agreement with the statements ● I have been motivated to seek more knowledge about the tools I learned at the workshop. ● I have made my analyses
Foundation [CollaborativeResearch: Florida IT Pathways to Success (Flit-Path) NSF# 1643965, 1643931, 1643835]. Anyfindings, conclusions, and recommendations expressed in this work do not necessarily reflect theviews of the National Science Foundation.References[1] A. Hogan and B. Roberts, “Occupational employment projections to 2024,” Mon. Labor Rev., 2017.[2] “Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Computer Programmers, on the Internet at https://www.bls.gov/ooh/computer-and- information-technology/computer-programmers.htm (visited January 29, 2019).” .[3] X. Chen, Stem Attrition: College Students & apos Paths into and Out of StemFields. Statistical Analysis Report
eight schools, while they would be electives in most U.S. schools.Such is also the case for the compiler course. This reflects an emphasis on the engineering orapplication nature of the curriculum.6. Math, sciences, and engineering course requirementsWe follow a similar pattern to examine the math, sciences, and engineering course requirementfor the computer science programs in these eight schools. We first look at the math requirement.Table 4 lists math hours, as well as course count, credits, and total math hours required of theeight computer science programs. Table 4: Math requirement (semester hours) Tsinghua SJTU SEU PKU BUPT HIT USTC BUAA Calculus I
’ Satisfaction and Academic Performance (GPA)? The Case of a Mid-Sized Public University,” Int. J. Bus. Adm., vol. 5, no. 2, pp. 1–10, 2014.[12] R. Darolia, “Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students,” Econ. Educ. Rev., vol. 38, pp. 38–50, 2014.[13] M. E. Canabal, “College student degree of participation in the labor force: Determinants and relationship to school performance.,” Coll. Stud. J., vol. 32, no. 4, pp. 597–605, 1998.[14] M. N. Giannakos, J. Krogstie, and N. Chrisochoides, “Reviewing the flipped classroom research: Reflections for computer science education,” Proc. - CSERC 2014 Comput. Sci. Educ. Res. Conf., pp
thinking, data modeling, communication, reproducibility and ethics [11]. In a similar study [13], researchers monitored trends across Europe in order to assess thedemands for particular Data Science skills and expertise. They [13] used automated tools for theextraction of Data Science job posts as well as interviews with Data Science practitioners. Thegoal of the study [13] was to find the best practices for designing Data Science curriculum whichinclude; industry aligned, use of industry standard tools, use of real data, transferable skill set,and concise learning goals. The best practices for delivery of Data Science Curriculum includemultimodality, multi-platform, reusable, cutting-edge quality, reflective and quantified, andhands-on. In