http://www.bibsonomy.org/burst/user/marcoalvarez/ComputingEducationBibSonomy BuRST Feed for /user/marcoalvarez/ComputingEducation2008-09-07T19:38:49+02:00http://www.bibsonomy.org/bibtex/267a0413592fa1c64977ce459bec7e1a8/marcoalvarezmarcoalvarez2008-07-01T01:03:56+02:00ComputingEducation <span style="color:#555555;">Gary <a href="http://www.bibsonomy.org/author/Gereffi">Gereffi</a> und Vivek <a href="http://www.bibsonomy.org/author/Wadhwa">Wadhwa</a> und Ben <a href="http://www.bibsonomy.org/author/Rissing">Rissing</a> und Ryan <a href="http://www.bibsonomy.org/author/Ong">Ong</a> </span><em>Journal of Engineering Education</em><em>97(1):13--25</em>(<em>2008</em>)Tue Jul 01 01:03:56 CEST 2008Journal of Engineering Education113--25Getting the numbers right: International engineering education in the United States, China, and India972008ComputingEducation This article challenges the commonly cited statistics for engineering graduates in the United States, China, and India. Our research shows that the gap between the number of engineers and related technology specialists produced in the United States versus those in India and China is smaller than previously reported, and the United States remains a leading source of high-quality global engineering talent. Furthermore, engineering graduates in China and India face the prospect of substantial unemployment, despite high corporate demand for their services; this raises questions about the quality of recent graduates. The United States, however, also confronts problems in its continued ability to attract and retain top engineering talent from abroad because of visa uncertainties and growing economic opportunities in their countries of origin. We argue that the key issue in engineering education should be the quality of graduates, not just the quantity, since quality factors have the biggest impact on innovation and entrepreneurship. http://www.bibsonomy.org/bibtex/2b789f9f66c6ef9694ce3e17f34715bc8/marcoalvarezmarcoalvarez2008-06-07T10:47:42+02:00ComputingEducation <span style="color:#555555;">Lillian N. <a href="http://www.bibsonomy.org/author/Cassel">Cassel</a> </span><em>Innovation in Teaching And Learning in Information and Computer Sciences (ITALICS)</em><em>6(3):3--11</em>(<em>2007</em>)Sat Jun 07 10:47:42 CEST 2008Innovation in Teaching And Learning in Information and Computer Sciences (ITALICS)33--11Understanding the entirety of modern informatics62007ComputingEducation The field of informatics challenges our ability to classify and describe ourselves. It is both complex and ever changing. In recent years distinct sub areas have identified themselves and begun to specify their place independent of other areas. There are both advantages and disadvantages to this trend. This paper presents the rationale for an effort to keep a comprehensive view of the entirety of informatics, even while the various components continue to develop.http://www.bibsonomy.org/bibtex/2506ba76bd7bc5692b1aa7eb0658aa5f8/marcoalvarezmarcoalvarez2008-06-07T08:20:18+02:00ComputingEducation <span style="color:#555555;">Ursula <a href="http://www.bibsonomy.org/author/Fuller">Fuller</a> und Arnold <a href="http://www.bibsonomy.org/author/Pears">Pears</a> und June <a href="http://www.bibsonomy.org/author/Amillo">Amillo</a> und Chris <a href="http://www.bibsonomy.org/author/Avram">Avram</a> und Linda <a href="http://www.bibsonomy.org/author/Mannila">Mannila</a> </span><em>ACM SIGCSE Bulletin</em><em>38(4):115--131</em>(<em>2006</em>)Sat Jun 07 08:20:18 CEST 2008ACM SIGCSE Bulletin4115--131A computing perspective on the Bologna process382006ComputingEducation The Bologna process is intended to culminate in the formation of the European Higher Education Area (EHEA) by 2010. Its aim is to facilitate the mobility of people, the transparency and recognition of qualifications, quality and development of a European dimension to higher education, and the attractiveness of European institutions for third country students.This paper provides an overview of progress towards implementation in EHEA member states using official documents and interview data from faculty teaching computing in countries represented at the ITiCSE 2006 meeting. The key areas where the structures established by the Bologna process are problematic for computing education arise from the rapidly changing nature of the curriculum. It seems that the maturity and capability criteria, as well as the manner in which learning outcomes are specified, being developed within the Bologna process are too general. This endangers the properties of transparency and mobility that the process intends to promote.Progression and prerequisite knowledge in computing degrees can be very specific. For instance, generic learning outcomes for an introductory programming course quite rightly will not specify the programming language, or languages, used to implement algorithms. However, suppose a student intends to study an advanced algorithms and data structures course in which Java is the language of implementation which has an introductory course in programming as a prerequisite. If the introductory course language was Standard ML it is not clear that the prerequisite course actually provides the student with a suitable background. These types of complexities are typical of computing, where early subject curricula are not standardised nationally or internationally, and create significant hurdles for realising the Bologna objectives.http://www.bibsonomy.org/bibtex/2ec27e84a4b95329b9a8341461535c00b/marcoalvarezmarcoalvarez2008-06-07T08:05:00+02:00ComputingEducation <span style="color:#555555;">Li <a href="http://www.bibsonomy.org/author/Xiaoming">Xiaoming</a> und Barry M. <a href="http://www.bibsonomy.org/author/Lunt">Lunt</a> </span><em>7th Conference on Information Technology Education, </em><em>Seite35--38. </em>(<em>2006</em>)Sat Jun 07 08:05:00 CEST 20087th Conference on Information Technology Education35--38Undergraduate computing education in China: a brief status and perspective2006ComputingEducation Of all countries, China has perhaps the largest population of students who are studying computing as a 4-year university major program. Over the past few years, the Ministry of Education of China (MOEC) has been investigating the status of computing programs and looking for possible improvements to meet the needs of a country which is highly dynamic and is experiencing an informatization process. With an introduction of the general practice of Chinese computing education as a background, this article, as a brief version of a more detailed document [1], reports the outcome of the investigation along with an elaboration on future development.http://www.bibsonomy.org/bibtex/28d539454e5d7501b27aebb81586ec4fa/marcoalvarezmarcoalvarez2008-06-07T07:59:59+02:00ComputingEducation <span style="color:#555555;">David <a href="http://www.bibsonomy.org/author/Hemmendinger">Hemmendinger</a> </span><em>Communications of the ACM</em><em>50(5):46--53</em>(<em>2007</em>)Sat Jun 07 07:59:59 CEST 2008Communications of the ACM546--53The ACM and IEEE-CS guidelines for undergraduate CS education502007ComputingEducation ACM curriculum recommendations have been instrumental over the last 40 years in defining what is taught at educational institutions around the world.http://www.bibsonomy.org/bibtex/22c8059740d5925820e1efb7f553d4ec6/marcoalvarezmarcoalvarez2008-06-07T07:52:28+02:00ComputingEducation <span style="color:#555555;">Don <a href="http://www.bibsonomy.org/author/Hardaway">Hardaway</a> und Richard G. <a href="http://www.bibsonomy.org/author/Mathieu">Mathieu</a> und Richard <a href="http://www.bibsonomy.org/author/Will">Will</a> </span><em>Computer</em><em>41(5):81--83</em>(<em>2008</em>)Sat Jun 07 07:52:28 CEST 2008Computer581--83A new mission for the information systems discipline412008ComputingEducation A revised information systems discipline should require technology to be an integral component of every course.http://www.bibsonomy.org/bibtex/25e3ac022de30240a4d450ea86c34c9c4/marcoalvarezmarcoalvarez2008-06-07T07:44:42+02:00ComputingEducation <span style="color:#555555;">David G. <a href="http://www.bibsonomy.org/author/Kay">Kay</a> und Andr'e van der <a href="http://www.bibsonomy.org/author/Hoek">Hoek</a> und Debra J. <a href="http://www.bibsonomy.org/author/Richardson">Richardson</a> </span><em>36th SIGCSE Technical Symposium on Computer Science Education, </em><em>Seite551--555. </em>(<em>2005</em>)Sat Jun 07 07:44:42 CEST 200836th SIGCSE Technical Symposium on Computer Science Education551--555Informatics: a focus on computer science in context2005ComputingEducation Because the field of computer science has broadened so much in recent years, traditional degree programs are becoming crowded with new courses, each introducing its own "essential" topic. However, with more and more such courses, it is no longer possible to cover every topic in a single, coherent, four-year program. Many alternative approaches are available to address this situation. At UC Irvine, we have chosen a solution in which we offer four coordinated degree programs: a B.S. in Computer Science & Engineering, a conventional B.S. in Computer Science, a new B.S. in Informatics, and a broad overview B.S. in Information and Computer Science. Of these, the B.S. in Informatics is the most innovative, focusing on software and information design. Context plays a particularly strong role in our B.S. in Informatics: Placing software development in context is critical to the delivery of successful solutions, and we educate our students accordingly. We present our definition of informatics, detail our curriculum, describe its pedagogical characteristics and objectives, and conclude with some critical observations regarding informatics and its place in computer science education.http://www.bibsonomy.org/bibtex/2e33d78cb348ad8b79055ff8f0a4d3d62/marcoalvarezmarcoalvarez2008-06-07T07:19:39+02:00ComputingEducation <span style="color:#555555;">Jerry R. <a href="http://www.bibsonomy.org/author/Yeargan">Yeargan</a> </span><em>45(2):111--117</em>(<em>2002</em>)Sat Jun 07 07:19:39 CEST 2008IEEE Transactions on Education2111--117The integration of ABET and CSAB452002ComputingEducation On November 3, 2001, the Accreditation Board for Engineering and Technology (ABET) and the Computing Sciences Accreditation Board (CSAB), two US-based accreditation agencies, were officially integrated into a single agency. This action is the result of many dedicated professionals' engaged in many hours of work and discussions over a period of eight years. It has happened because these professionals and the two organizations share the fundamental belief that students, faculty, educational institutions, the professions, industry, and the global community will be better served by a single organization having accreditation responsibility for educational programs in engineering, technology, computing, and applied sciences. This article discusses the historical background of engineering accreditation and the activities leading to the proposal for the integration of ABET and CSAB. The integration transition period from 1998-2001 is discussed and future directions outlined.http://www.bibsonomy.org/bibtex/28e5719ec85ee86240db81652d21600b4/marcoalvarezmarcoalvarez2008-06-03T13:13:50+02:00ComputingEducation <span style="color:#555555;">Donald E. <a href="http://www.bibsonomy.org/author/Brown">Brown</a> und William T. <a href="http://www.bibsonomy.org/author/Scherer">Scherer</a> </span><em>30(2):204--212</em>(<em>2000</em>)Tue Jun 03 13:13:50 CEST 2008IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews2204--212A comparison of systems engineering programs in the united states302000ComputingEducation Given the length of time systems engineering has been taught in the US, it is now appropriate to examine the types of programs being offered and to compare and contrast these programs. The paper provides this comparison with a view toward the future of systems engineering education in the US. In particular, we first examine the US undergraduate and graduate programs in systems engineering in order to understand what is taught and how it is taught. Using cluster analysis, we identify four distinct types of systems engineering undergraduate programs, and an informal analysis examines the directions in the systems engineering graduate programs. Next we look at issues in systems engineering education, which have shaped the development of the curricula over the last thirty years. These include the definition of systems engineering, associated professional societies, similar degree types, the role of an undergraduate systems engineering degree, and the role of information technology in systems engineering. We conclude with opportunities for systems engineering education within the US with regard to curricula directions and job opportunities.http://www.bibsonomy.org/bibtex/2134b2855ed36b2943976da5ec6b53e52/marcoalvarezmarcoalvarez2008-06-03T11:44:52+02:00ComputingEducation <span style="color:#555555;">Walter F. <a href="http://www.bibsonomy.org/author/Bauer">Bauer</a> </span><em>29(1):85--89</em>(<em>2007</em>)Tue Jun 03 11:44:52 CEST 2008IEEE Annals of the History of Computing185--89Computer recollections: events, humor, and happenings292007ComputingEducation Recollections of Walter Bauer's career, which he began as operations director at Ramo-Woolridge, and which primarily involved Informatics, which he cofounded. Numerous anecdotes about early computers, notably involving IBM, CDC, and Univac, are recounted.http://www.bibsonomy.org/bibtex/27509acf5cfc614ceadf4c812b6035f79/marcoalvarezmarcoalvarez2008-06-01T11:39:59+02:00ComputingEducation <span style="color:#555555;"> <a href="http://www.bibsonomy.org/author/CEEInf">CEEInf</a> </span><em>Sociedade Brasileira de Computac&#227;o, </em>(<em>1999</em>)Sun Jun 01 11:39:59 CEST 2008Diretrizes curriculares de cursos da área de computação e informática1999ComputingEducation http://www.bibsonomy.org/bibtex/214b11da02ccc062a78e98a80b427f475/marcoalvarezmarcoalvarez2008-06-01T10:17:32+02:00ComputingEducation <span style="color:#555555;">Peter J. <a href="http://www.bibsonomy.org/author/Denning">Denning</a> </span><em>Communications of the ACM</em><em>50(7):13--18</em>(<em>2007</em>)Sun Jun 01 10:17:32 CEST 2008Communications of the ACM713--18Computing is a natural science502007ComputingEducation Information processes and computation continue to be found abundantly in the deep structures of many fields. Computing is not---in fact, never was---a science only of the artificial.http://www.bibsonomy.org/bibtex/24cc51d2a1c4134eb0e05b0190ec129a6/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Maarten van <a href="http://www.bibsonomy.org/author/Veen">Veen</a> und Fred <a href="http://www.bibsonomy.org/author/Mulder">Mulder</a> und Karel <a href="http://www.bibsonomy.org/author/Lemmen">Lemmen</a> </span><em>Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, </em><em>Seite186--190. </em>(<em>2004</em>)Wed May 14 10:25:13 CEST 2008Annual SIGCSE Conference on Innovation and Technology in Computer Science Education186--190What is lacking in curriculum schemes for computing/informatics?2004ComputingEducation In this paper we elaborate on the work done by IFIP Working Group 3.2 in 1997 and 2002 on various curriculum schemes for computing/informatics. It is the aim of this paper to contribute to this work by bringing in concepts and insights from curriculum research and curriculum theory. This offers an additional view on the curriculum schemes besides the more disciplinary content driven approach that mostly dominates the curriculum work. We analyze three curriculum schemes: Computing Curricula 2001 (CC2001), Informatics Curriculum Framework 2000 (ICF-2000) and Career Space (CSP) with two confronting exercises. The first exercise introduces the concepts of planned, enacted, experienced, and hidden curriculum and applies these to the process of development and implementation of curriculum schemes in general. The second exercise positions the three curriculum schemes in a generic set of curriculum components that is being used frequently in, for example, secondary education as well as in other disciplines. It appears that quite a few components are not included. The paper concludes with some suggestions for improving the development process of curriculum schemes.http://www.bibsonomy.org/bibtex/2632d3c41d9d3fb8f677302a477de4a2c/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Paul S. <a href="http://www.bibsonomy.org/author/Rosenbloom">Rosenbloom</a> </span><em>Computer</em><em>37(11):23--28</em><em>November2004. </em>Wed May 14 10:25:13 CEST 2008ComputerNovember1123--28A new framework for computer science and engineering372004ComputingEducation Traditionally, computing studies occupy two partitions--science and engineering--separated by a line roughly at the computer architecture level. A more effective organization for computer science and engineering requires an intrinsically interdisciplinary framework that combines academic andsystems-oriented computing perspectives. Researchers at the University of Southern California have been developing such a framework, which reaggregates computer science and computer engineering, then repartitions the resulting single field into analysis and synthesis components.The framework is based on the notion that science is foremostabout dissecting and understanding, and engineering is mostly about envisioning and building.http://www.bibsonomy.org/bibtex/2706de30cd73eb62d08ce56c799c981b7/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Fred <a href="http://www.bibsonomy.org/author/Mulder">Mulder</a> und Tom van <a href="http://www.bibsonomy.org/author/Weert">Weert</a> </span><em>IFIP, UNESCO, </em>(<em>2000</em>)Wed May 14 10:25:13 CEST 2008Ifip/unesco's informatics curriculum framework 2000 for higher education2000ComputingEducation Informatics is a new discipline. As a result informatics education is in a situation of constant topical and organisational change. What may start as just a credit course in informatics may well develop into a Minor or a Major informatics programme. What a few enthusiasts originally teach, may later require a staff formally educated in informatics. These rapid developments are difficult to manage for Ministries of Education and educational managers. And also publishers and teaching staff are confronted with a situation of constant change. The Informatics Curriculum Framework 2000 (ICF-2000) has been designed to help cope with these developments and situations of change: ICF-2000 offers a framework for controlled topical and organisational change. It helps Ministries of Education to develop a systematic and controlled higher education informatics policy. It helps institutions to systematically and effectively develop their educational informatics programmes, if need be from scratch. Because of the fact that ICF-2000 graduate profiles build one upon the other earlier investments keep their value when a programme is extended.http://www.bibsonomy.org/bibtex/262b77c60a1b449b6bb8820539294c642/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Fred <a href="http://www.bibsonomy.org/author/Mulder">Mulder</a> und Karel <a href="http://www.bibsonomy.org/author/Lemmen">Lemmen</a> und Maarten van <a href="http://www.bibsonomy.org/author/Veen">Veen</a> </span><em>Informatics Curricula and Teaching Methods, IFIP TC3 / WG3.2 Conference on Informatics Curricula, Teaching Methods and Best Practics, </em><em>245, </em><em>Seite97--111. </em><em>July2002. </em>Wed May 14 10:25:13 CEST 2008Informatics Curricula and Teaching Methods, IFIP TC3 / WG3.2 Conference on Informatics Curricula, Teaching Methods and Best PracticsJuly97--111Variety in views of university curriculum schemes for informatics/computing/ict2452002ComputingEducation Various recognized international professional organizations have recently developed university curricula concepts and models for the broad field which is referred to as computing, informatics or I(C)T (= Information and Communication Technology). The outcomes show a significant diversity, a little maybe because of the difference in terminology but much more so because of a variety in views and approaches. If one would assume a strongly grown maturity of the field paralleled by paradigmatic convergence, after so many decades of development, this is a surprising result. In order to gain more insight in this matter this paper presents an assessment exercise for three of such curriculum schemes. They are compared on a series of characteristic features as well as judged against a set of general guiding principles. The assessed schemes are ICF-2000 (by IFIP in commission of UNESCO), CC2001 (by ACM and IEEE-CS) and Career Space (by a European consortium of ICT industry in partnership with the European Commission).http://www.bibsonomy.org/bibtex/243bdb3416058790e88270124e0ae698c/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">David <a href="http://www.bibsonomy.org/author/Kay">Kay</a> und Debra J. <a href="http://www.bibsonomy.org/author/Richardson">Richardson</a> und Andr&#65533; van der <a href="http://www.bibsonomy.org/author/Hoek">Hoek</a> </span><em>International Conference on Software Engineering, </em><em>Seite641--642. </em>(<em>2005</em>)Wed May 14 10:25:13 CEST 2008International Conference on Software Engineering641--642A b.s. degree in informatics: contextualizing software engineering education2005ComputingEducation Software engineering (SE) is very different in focus from traditional computer science: it is not just about computers and software, but as much about the context in which they are used. This means we must teach about software and information, development and design, technical and social issues, while creating solutions as well as understanding and analyzing them. In effect, we must teach a discipline broader than SE or CS alone for SE education to be effective. At UC Irvine, we designed and now offer a program doing just this -- a four-year B.S. degree in Informatics. The major brings topics in SE together with human-computer interaction, computer-supported collaborative work, social analysis, and management, along with other application disciplines. Here, we discuss the philosophy behind the major, its structure, and the questions concerning SE education that the new major raises.http://www.bibsonomy.org/bibtex/202348ad1f41bdb429ab4112b6044c78d/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Curriculum Guidelines Working <a href="http://www.bibsonomy.org/author/Group">Group</a> </span><em>Career Space, </em>(<em>2001</em>)Wed May 14 10:25:13 CEST 2008Curriculum development guidelines - new ict curricula for the 21st century: designing tomorrow's education2001ComputingEducation Career Space is a consortium of major information and communications technology (ICT) companies working in partnership with the European Commission to encourage and enable more people to join and benefit from a dynamic e-Europe and to narrow the current skills gap. It believes the way in which engineering and computer studies students are educated should change to meet ICT industry needs in the 21st century and offers information and suggestions about ICT sector needs and ways to narrow the skills gap. ICT graduates need a solid foundation in technical skills from the engineering and informatics cultures, with a particular emphasis on a broad systems perspective. They need training in team working, with real experience of team projects where several activities are undertaken in parallel; a basic understanding of economics, market, and business issues; and good personal skills. Career Space recommends ICT curricula consist of these core elements: scientific base (30 percent), technology base (30 percent), application base and systems thinking (25 percent), and personal and business skills element (up to 15 percent). It urges European universities to implement the new ICT curricula and Bologna agreement to help solve Europe's ICT skills gap. Career Space suggests a ICT curriculum should consist of hierarchically organized modules consisting of sets of core modules, sets of area-specific core modules, and sets of optional modules.http://www.bibsonomy.org/bibtex/2b6b2c9811f941794a242a3a702fce9fd/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Cristina <a href="http://www.bibsonomy.org/author/Gonz\&#039;alez">Gonz'alez</a> </span><em>Science</em><em>293(5535):1624--1626</em><em>August2001. </em>Wed May 14 10:25:13 CEST 2008ScienceAugust55351624--1626Undergraduate research, graduate mentoring, and the university's mission2932001ComputingEducation Undergraduate research and graduate mentoring have received a great deal of attention in recent times. What do these activities have in common? They both speak to the primary mission of the research university, which is not merely carrying out research but training students to do research. The knowledge-based global economy, with its wealth of information and opportunities, has increased undergraduate students' need for research skills as well as graduate students' desire for personal guidance. As the research university matures, the boundaries between graduate and undergraduate education are blurring. Indeed, if we focus on the learning process, we find not two but five levels of learning at the research university: lower division, upper division, master's, doctoral, and postdoctoral. All five levels form a continuum, a series of gradual steps. The mission of the university is to introduce students to research, to inspire in them a passion for discovery at each of these levels.http://www.bibsonomy.org/bibtex/2e149228ab47f131e068e99ebe38680f2/marcoalvarezmarcoalvarez2008-05-14T10:25:13+02:00ComputingEducation <span style="color:#555555;">Peter J. <a href="http://www.bibsonomy.org/author/Denning">Denning</a> und Douglas E. <a href="http://www.bibsonomy.org/author/Comer">Comer</a> und David <a href="http://www.bibsonomy.org/author/Gries">Gries</a> und Michael C. <a href="http://www.bibsonomy.org/author/Mulder">Mulder</a> und Allen <a href="http://www.bibsonomy.org/author/Tucker">Tucker</a> und A. <a href="http://www.bibsonomy.org/author/Joe Turner">Joe Turner</a> und Paul R. <a href="http://www.bibsonomy.org/author/Young">Young</a> </span><em>Communications of the ACM</em><em>32(1):9--23</em>(<em>1989</em>)Wed May 14 10:25:13 CEST 2008Communications of the ACM19--23Computing as a discipline321989ComputingEducation The final report of the Task Force on the Core of Computer Science presents a new intellectual framework for the discipline of computing and a new basis for computing curricula. This report has been endorsed and approved for release by the ACM Education Board.