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Continuous Improvement in Academic Computing Programs is Rarely Comprehensive

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Computing and Information Technology Division Technical Session 1

Tagged Division

Computing and Information Technology

Page Count

16

DOI

10.18260/1-2--36848

Permanent URL

https://peer.asee.org/36848

Download Count

200

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Paper Authors

biography

Abdullah Azzouni Oregon State University

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Abdullah Azzouni is a PhD student at Oregon State University. His research interests are Computing Education, Software Engineering, and Enterprise Software.

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biography

Jennifer Parham-Mocello Oregon State University

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I am interested in computer science education research related to K-12 curriculum, diversity in computer science, undergraduate computer science learning, and adult and teacher training.

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Abstract

Rapid advancements in computing require academic computing departments to continually improve. Many of those departments claim to have instituted comprehensive Continues Improvement (CI) plans by building their own or using externally developed tools to handle the process. This paper provides an examination of the “comprehensiveness” of those comprehensive CI plans and whether all components of CI (360-CI) are addressed. We identify eight unique CI components, but we do not find any documentation of implementing all of them in a single program. The components identified in this paper include curriculum, faculty, course, administration, research, advising, facilities, and support staff, and from the reviewed papers, the largest number of components covered in a single comprehensive CI plan was six. To highlight the disparity of coverage of these CI components within the contexts of academic computing programs, we use a literature review to present the documented interactions among components, frequency of interactions, and sharing of data between those components. Curriculum, faculty, and course CI are discussed the most and are the most tightly integrated by either being studied together or by sharing data. In contrast, facilities, research, advising, and support staff are covered the least in the literature, and thus, weakly integrated with little discussion about the details of the required data. Therefore, we conclude that most academic computing programs do not have a comprehensive CI plan and propose additional research to further explore areas of integration among CI components.

Azzouni, A., & Parham-Mocello, J. (2021, July), Continuous Improvement in Academic Computing Programs is Rarely Comprehensive Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36848

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