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 examination of implementing this new curriculum. This paper summarizes what has been accomplished prior to and during the first year of implementation.
This research paper examines the use of a video project for technical communication in a computer networking course. Communication skills are of critical importance in science, technology, engineering and math (STEM) areas. However, communication is often a topic not directly emphasized by STEM educators in the courses they teach. One form of communication that is increasing in significance due to advances in digital technology is digital video. Video is now a primary source of information, yet most people are only consumers not creators of video. In essence, they are not literate in a common form of communication.In this study, we explored the impact of requiring a video term-paper project to address the desired educational goals of increasing student ownership of learning, learning course-related concepts, and providing evidence of communication skills and media literacy skills. Study participants came from convenience samples drawn from a computer networking course and from a general education writing course offered on a small branch campus of a large research university. The participants were college students having varying levels of familiarity with the skills examined.The study design used mixed methodologies, including a quasi-experimental, two-group control/intervention, student surveys, and qualitative interviews. The quasi-experiment consisted of pre-and post-test measurements of media literacy for the two groups, and an intervention of a video term-paper research project completed by the intervention group. Additional data were gathered from student surveys and interviews conducted with the intervention group.The quasi-experiment did not provide evidence that the video project intervention increased knowledge of media-literacy concepts. However, other data indicated that the video project did demonstrate communication skills and that the project was a relevant challenge that engaged students in active participation in their learning.
Technologists are required to perform a variety of communication methods after graduation. Industry has begun producing videos as a communication method for marketing and also requiring videos as part of the employment process. Videos have become prevalent in the workplace and at home. As many students have access to video cameras in their mobile phones and access to inexpensive video-editing software, uploading videos has become a normal activity. This research builds on previous research about YouTube videos as a student assignment. The video project incorporates the student-as-teacher approach for a research presentation. Further, the video project utilizes experiential learning to encourage students to enter new areas of social media, specifically YouTube. Instead of an in-class presentation, students were asked to create instructional videos like those they view online. The students were asked to present Engineering Technology related research topics. The research topics were in addition or to expound upon topics identified in the course. Students not only had to communicate technical content but communicate it to a layperson in an easily understood manner. This is one of the most valuable traits of a technologist, to communicate between the theoretical/technical side to an audience with little expertise on the subject. Non-technical faculty also reviewed the videos to validate whether technology students have mastered this important communication skill. Two groups of students were given the same video project framework: construction management technology and computer technology. The combined dataset of the students will be used to determine similarities and disparities in communication, interest, and project format of the two groups.
Campus, in the School of Integrated Studies. He received his M.S. in Computer Science from the University of Kansas in 1981 and subsequently attended the Ph.D. program at Temple University. He has taught computer science since 1977 as well as working as an independent software developer for a variety of companies. He is currently the program option coordinator for the computer systems, web development and digital media technology programs.
Implementing a new student information system is complicated and costly, whether it is for a large university or a small community college. Computerized student information systems have evolved over time beyond simply record keeping systems into extremely complex enterprise management systems that institutions are dependent upon for their very existence. With ever tightening budgets a reality, higher education institutions are always on the lookout for new ways of stretching dollars. Consolidation of data management systems is an approach some institutions are using for savings on information technology expenditures. While examples of centralized data systems exist elsewhere, in Kansas each public institution is left to find its own way when it comes to implementing this technology. However, one private-school consortium in Kansas has had success in sharing a system among six independent institutions for nearly 40 years. The implication of pooling resources and utilizing a shared administrative system among Kansas community colleges is enormous. The potential annual cost savings are in the millions. The benefit of sharing a standardized system results in reduced strain on IT departments and an aggregation of expertise that increases productivity at all levels. However, the development and implementation of such a system will require overcoming the tremendous resistive forces that have built the current status quo.
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