English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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.

Reinventing a Computer Technology Curriculum to Meet the Needs of Students and Future Employers