scholarly journals Prior Experience and New IT Students

10.28945/2861 ◽  
2005 ◽  
Author(s):  
Edward Holden ◽  
Elissa Weeden
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Prior Experience ◽  
College Courses ◽  
Rochester Institute Of Technology ◽  
Core Courses ◽  
It Department ◽  
Subject Areas ◽  
Institute Of Technology ◽  
Programming Courses

The Information Technology (IT) Department of the Golisano College of Computing and Information Sciences (GCCIS) at Rochester Institute of Technology (RIT) offers core courses in four threads. These threads cover various subject areas of Information Technology. Increasingly, students enter the IT program with prior programming experience from high school or college courses, work, or from other activities. Several studies, including the authors’ own have indicated that students, who have prior experience, often perform better in the first programming course. Our earlier study verified that using 2002 data and found that after the first course, the experience did not have a significant impact on student performance in subsequent programming courses. In this study, we reexamined the results of our first study with data from 2003 and looked at beginning courses in other core threads to see if the prior experience had a significant impact on those courses.

Analysis of a Feedback Assessment Loop in Engineering Sciences Core Curriculum

2013 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Core Curriculum ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Engineering Department ◽  
Institute Of Technology ◽  
Behavioral Influences

A formal two-loop learning outcomes assessment process has been evaluated in the mechanical engineering department at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum (ESCC), provided systematic course learning outcomes and assessment data of student performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports detailed analyses with some important observations in the Statics-Dynamics sequence to determine obstacles in student performance. New data shows that students’ mastery of Dynamics is affected largely by incorrect interpretations and weak retention of fundamentals in Statics. Further evidence of students’ behavioral influences are discussed requiring a future focus in this area. This report completes the 5 year feedback loop designed to achieve the ESCC goals on the Statics-Dynamics sequence.

An Interpretive Assessment of Engineering Science Core Courses

2009 ◽  
Author(s):  
Amitabha Ghosh ◽  
Edward C. Hensel
Keyword(s):  
Student Performance ◽  
Engineering Science ◽  
Engineering Analysis ◽  
Multiple Choice Questions ◽  
Effective Evaluation ◽  
Student Comprehension ◽  
Core Courses ◽  
Subject Areas ◽  
The Subject ◽  
Conceptual Difficulties

This paper provides a mapping of common conceptual difficulties in learning fundamentals of engineering analysis from two different core courses in mechanical engineering—fluid mechanics and statics. For analysis, examples from actual test questions and student performance on them are presented with interpretations of the subject areas and source of difficulties. Properly designed multiple choice questions can provide an effective evaluation of student comprehension. The paper discusses the structure of good questions, and describes how improperly designed questions may hinder learning and accurate assessment.

Formative Assessment Using Multiple Choice Questions in Statics and Dynamics

2016 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Fluid Mechanics ◽  
Learning Outcomes ◽  
Student Performance ◽  
Core Curriculum ◽  
Assessment Process ◽  
Educational Goals ◽  
Multiple Choice Questions ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Institute Of Technology

A two-loop learning outcomes assessment process was followed to evaluate the core curriculum in Mechanical Engineering at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum, provided systematic course learning outcomes and assessment data of examination performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports longitudinal data and important observations in the Statics-Dynamics sequence to determine efficacy and obstacles in student performance. An earlier paper showed that students’ mastery of Dynamics is affected largely by weak retention of fundamentals of Statics and mathematics. New observations recorded in this report suggest the need for better instructional strategies to teach certain focal areas in Statics. Subsequesntly offered Dynamics and Fluid Mechanics classes further need reinforcement of some of these fundamental topics in Statics. This report completes a 9 year long broader feedback loop designed to achieve the educational goals in the Statics-Dynamics sequence.

scholarly journals What Makes Valuable Pre-experience for Students Entering Programming Courses?

10.28945/2989 ◽  
2006 ◽  
Author(s):  
Edward Holden ◽  
Elissa Weeden
Keyword(s):  
Information Technology ◽  
Prior Experience ◽  
Colleges And Universities ◽  
Index Formula ◽  
Point Scale ◽  
The Past ◽  
Incoming Freshmen ◽  
And Performance ◽  
The Impact ◽  
Programming Courses

For the past several years, the authors have been studying the impact of prior experience on performance in introductory Information Technology (IT) courses. Since 2002, data has been collected on all incoming freshmen and performance has been measured by the grade received in initial courses. The grades are expressed in the traditional four-point scale used at most US colleges and universities. Prior studies (Holden & Weeden, 2003, 2004, 2005) have used an experience index to determine the level of prior experience possessed by students entering the IT undergraduate program. The index has also been used to place students in appropriate classes. This study looks at the components of the formula used to calculate this index as well as some informal experience information that is collected as part of the survey. It concludes with a revised version of the experience index formula which will be used to place students into cohorts in the future.

scholarly journals Technology Transfer - The Human Side of IT

10.28945/2665 ◽  
2003 ◽  
Author(s):  
Edward P. Holden
Keyword(s):  
Information Technology ◽  
Technology Transfer ◽  
Professional Practice ◽  
Diffusion Of Innovations ◽  
Change Agents ◽  
Organizational Life ◽  
Integrating Technology ◽  
Rochester Institute Of Technology ◽  
Institute Of Technology ◽  
Human Side

Information Technology (IT) is fundamentally a people business that involves integrating technology into human processes in order to solve problems and create new capacities. These integration skills are not often taught in undergraduate computing curricula. The Galisano College of Computing and Information Sciences at Rochester Institute of Technology (RIT) has been offering a course in the diffusion of innovations for several years now and considers the communication needed to diffuse an innovation core to IT’s mission. The course, called Technology Transfer, is the study of the "flow" of technology from its creation through adoption to implementation and eventual effects. Our BS in Information Technology has one of the few courses that address these issues directly. Many students are skeptical of the reality of organizational life and fail to understand the way that change actually occurs. The course provides a framework by which students can interpret and understand their roles as change agents in the organization. This paper provides an overview of RIT's Technology Transfer course, explains its rationale within the curriculum and its contribution to professional practice. It also discusses some of the techniques used in teaching these skills. The paper concludes with feedback on the value of the course to our graduates.

The effects of learn units on student performance in two college courses.

2006 ◽  
Vol 2 (2) ◽  
pp. 246-264 ◽  
Author(s):  
Ara John Bahadourian ◽  
Kai Yung (Brian) Tam ◽  
R. Douglas Greer ◽  
Marilyn K. Rousseau
Keyword(s):  
Student Performance ◽  
College Courses ◽  
Learn Units

Final Outcomes Report: Rochester Institute of Technology: Advance RIT

2019 ◽  
Author(s):  
Margaret Bailey ◽  
Maureen Valentine ◽  
Elizabeth Dell ◽  
Carol Marchetti
Keyword(s):  
Rochester Institute Of Technology ◽  
Institute Of Technology ◽  
Technology Advance

A Multiple Case Study on the Nature and Management of Shadow Information Technology

2016 ◽  
Vol 31 (1) ◽  
pp. 79-101 ◽  
Author(s):  
Stephan Zimmermann ◽  
Christopher Rentrop ◽  
Carsten Felden
Keyword(s):  
Information Technology ◽  
Transaction Cost Economics ◽  
Multiple Case Study ◽  
End User ◽  
It Department ◽  
Multiple Case ◽  
It Departments ◽  
Shadow It

ABSTRACT In several organizations, business workgroups autonomously implement information technology (IT) outside the purview of the IT department. Shadow IT, evolving as a type of workaround from nontransparent and unapproved end-user computing (EUC), is a term used to refer to this phenomenon, which challenges norms relative to IT controllability. This report describes shadow IT based on case studies of three companies and investigates its management. In 62 percent of cases, companies decided to reengineer detected instances or reallocate related subtasks to their IT department. Considerations of risks and transaction cost economics with regard to specificity, uncertainty, and scope explain these actions and the resulting coordination of IT responsibilities between the business workgroups and IT departments. This turns shadow IT into controlled business-managed IT activities and enhances EUC management. The results contribute to the governance of IT task responsibilities and provide a way to formalize the role of workarounds in business workgroups.

The Different Aspects of Information Security Education

2018 ◽  
pp. 182-204
Author(s):  
Suchinthi Fernando
Keyword(s):  
Information Technology ◽  
Information Security ◽  
Communication Systems ◽  
Basic Education ◽  
Information Technology Professionals ◽  
Security Education ◽  
Information And Communication ◽  
Subject Areas ◽  
Information Assets ◽  
The Way

This chapter discusses the importance of information security education for everyone, ranging from organizations to professionals and students, all the way through to individual users of information and communication systems. It discusses the different subject areas in information security and shows how instead of being intimidated by it, different categories of users can obtain varying depths of information security education based on their cyber-activities and need for knowledge. Information security professionals would require an in-depth knowledge in all aspects of information security, and information technology professionals and students would require an overall education in these areas, while most users of information and communication systems would only require a basic education to help protect their information assets in cyberspace.

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