June 24, 2017
June 24, 2017
June 28, 2017
Through the years we have observed that students are often unable to see a broader perspective of why they are studying various topics and required classes. Students seem to be less able to make the connections that they need to make between the different classes and disciplines. This paper discusses a computer technology curriculum and its weaknesses, subsequent changes that were implemented with a program overhaul, and an assessment plan that was devised to determine if those changes were effective towards meeting the learning goals.
The changing expectations of both students and their future employers motivated us to reexamine and overhaul the way we teach computer technology. We revised our student learning outcomes to better reflect industry needs and to make assessment more efficiently used as a tool for curricular decision making.
Central to the overhaul is the student portfolio. Every computer course in the new curriculum utilizes the portfolio for recording and reflecting on the experiential learning that occurred in the class projects. Not only does the portfolio provide data for assessment, but it demonstrates student abilities to potential employers.
Another key component of the new curriculum is the studio. Borrowing from a tradition in art and architectural programs, we included six credit hour studios for third and fourth year students. This allows us to introduce a variety of topics that can be applied to relevant projects and help students to make connections, giving them a broader perspective. First and second year students also take a one credit hour studio to help connect topics from their various required classes.
We are currently in the first year of a four-year longitudinal study of this new curriculum. The paper also presents survey data on the perceptions of students enrolled in the past curriculum, as well as those now beginning in the new curriculum.
Harding, T., & Mertz, T. E., & Genereux, W. E., & Guzek, S. A., & Bower, T. (2017, June), Reinventing a Computer Technology Curriculum to Meet the Needs of Students and Future Employers Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28790
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015