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

\bibitem{asee_peer_36848}
  Azzouni, A., \& Parham-Mocello, J. (2021, July), \emph{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

Abdullah Azzouni and Jennifer Parham-Mocello.  "Continuous Improvement in Academic Computing Programs is Rarely Comprehensive".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36848 Internet.  10 Oct, 2024

\bibitem{asee_peer_36848}
  Abdullah Azzouni and Jennifer Parham-Mocello.
  "Continuous Improvement in Academic Computing Programs is Rarely Comprehensive".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36848 Internet.  10 Oct, 2024

@INPROCEEDINGS{asee_peer_36848
author = "Abdullah Azzouni and Jennifer Parham-Mocello"
title = "Continuous Improvement in Academic Computing Programs is Rarely Comprehensive"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36848}
number = {10.18260/1-2--36848}
}

TY  - CPAPER
AB  - 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.
AU  - Abdullah Azzouni
AU  - Jennifer Parham-Mocello
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Continuous Improvement in Academic Computing Programs is Rarely Comprehensive
UR  - https://peer.asee.org/36848
DO  - 10.18260/1-2--36848
ER  -