Training Faculty for Diversity Infusion in the IT Curriculum

2011 ◽  
pp. 280-309
Author(s):  
Goran Trajkovski
Keyword(s):  
Information Technology ◽  
Major Part ◽  
Diversity Training ◽  
Classroom Experiences ◽  
Training Environment ◽  
Positive Experiences ◽  
Fourth Component ◽  
Information Technology Curriculum ◽  
Selection Of ◽  
Training Faculty

In this chapter we offer a flexible training environment and strategies for diversity infusion in the Information Technology curriculum. The chapter overviews “My First Diversity Workbook,” and the ways in which it may be used in diversity training for faculty. The major part of such workshops consists of four parts. In the first part, the trainer talks about his or her positive experiences of diversity infusion in the curriculum, and serves as a motivational component of the training. The second and third components explain how to get inspired for micro and macro infusion of topics in the curriculum from the outside and the inside. By using external examples and facts, or internal experiences and introspections, the instructors may successfully diversify a unit lesson or the whole curriculum. In the fourth component, the trainer talks about continuing to share classroom experiences after the workshop is done—usually online, within the framework of an e-group. We describe fitting these four components into two different contexts, and outline in detail the schedule and experiences of participants from those two workshops, custom-tailored to the needs of the institution that the training was designed for. These workshop patterns are fully replicable. The chapter not only describes the author’s strategies in covering the topics, but also provides a selection of sources that the trainer and the participants may use when replicating or modifying these trainings.

scholarly journals Analysis of the document of computer and information technology curriculum according to Saudi vision 2030

2019 ◽  
Vol 3 (5) ◽  
Author(s):  
Amal Bint Abdullah Al Ibrahim
Keyword(s):  
Information Technology ◽  
Educational Process ◽  
Analysis Tool ◽  
Process Data ◽  
Technology Curriculum ◽  
Strategic Objectives ◽  
Secondary Stage ◽  
Vision 2030 ◽  
Information Technology Curriculum ◽  
Curriculum Document

  The study aims to analyses the document of computer and information technology curriculum for the Secondary stage according to Saudi vision 2030. The study applied analytical descriptive approach, the sample of the study was “The Curriculum of Computer and Information Technology "urgent plan" in 2013 for the Secondary stage. The content was analysed using an analysis tool, which constructed based on the strategic objectives of Saudi Vision 2030. It is content of five main themes, divided on 29 sub-goals. Statistical methods were utilized to process data frequencies and percentages. The validity and consistency of the analysis was verified by agreement over time. The study found that, the Curriculum document included most of the strategic objectives of Saudi vision 2030. The highest theme found was fifth theme "strengthening the capacity of the education and training system to meet the requirements of development and the needs of the labour market". Furthermore, the computer curriculum document has neglected/ignore to include four sub-objectives in the curriculum. The most important of which was "considering individual differences and special needs" and "involve parents in the educational process". Finally, some recommendations were proposed for the development of Curriculum document in the light of the study’s results.  

scholarly journals A Quality Outcome Assessment of Learning Discrete Mathematics Course The Case of University Students

2007 ◽  
Vol 2 (1) ◽  
pp. 9-23
Author(s):  
Marn-Ling Shing ◽  
Chen-Chi Shing ◽  
Lee-Pin Shing ◽  
Lee-Hur Shing
Keyword(s):  
Information Technology ◽  
Outcome Assessment ◽  
Discrete Mathematics ◽  
Assessment Instruments ◽  
Quantitative Methodology ◽  
Teaching Techniques ◽  
Design Assessment ◽  
Assessment Of Learning ◽  
Information Technology Curriculum

Teaching a mathematics foundation course such as Discrete Mathematics for an information technology curriculum is always a challenge. The challenge may be identifying students  mathematical backgrounds early and then using different teaching techniques in the classroom. An even bigger challenge is that many topics have to be covered effectively in a short semester course. This paper provides a standard quantitative methodology for conducting an outcome assessment using Discrete Mathematics as a case study. It starts with creating an ABET accredited course outcome based on different learning levels. And then it shows how to design assessment instruments, how to determine the sample size, how to collect data and how to analyze and validate the data.

Governing Information Security

2013 ◽  
pp. 29-45
Author(s):  
Yu “Andy” Wu ◽  
Carol Stoak Saunders
Keyword(s):  
Information Technology ◽  
Information Security ◽  
Decision Rights ◽  
Security Governance ◽  
Level Information ◽  
Information Security Governance ◽  
Allocation Patterns ◽  
High Level ◽  
Decisional Authority ◽  
Selection Of

Governance of the information security function is critical to effective security. In this paper, the authors present a conceptual model for security governance from the perspective of decision rights allocation. Based on Da Veiga and Eloff’s (2007) framework for security governance and two high-level information security documents published by the National Institute of Standards and Technology (NIST), the authors present seven domains of information security governance. For each of the governance domains, they propose a main decision type, using the taxonomy of information technology decisions defined by Weill and Ross (2004). This framework recommends the selection of decision rights allocation patterns that are proper to those decision types to ensure good security decisions. As a result, a balance can be achieved between decisional authority and responsibility for information security.

Cloud Computing in Higher Education

2012 ◽  
pp. 1672-1685
Author(s):  
P. Sasikala
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Cloud Computing ◽  
Rural Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Computer Users ◽  
Classroom Experiences ◽  
Policy Makers ◽  
The Status

Cloud Computing promises novel and valuable capabilities for computer users and is explored in all possible areas of information technology dependant fields. However, the literature suffers from hype and divergent definitions and viewpoints. Cloud powered higher education can gain significant flexibility and agility. Higher education policy makers must assume activist roles in the shift towards cloud computing. Classroom experiences show it is a better tool for teaching and collaboration. As it is an emerging service technology, there is a need for standardization of services and customized implementation. Its evolution can change the facets of rural education. It is important as a possible means of driving down the capital and total costs of IT. This paper examines and discusses the concept of Cloud Computing from the perspectives of diverse technologists, cloud standards, services available today, the status of cloud particularly in higher education, and future implications.

Launching Diversity-Intelligent Strategies in Organizations

2021 ◽  
pp. 1-38
Author(s):  
Claretha Hughes
Keyword(s):  
Career Development ◽  
Training Programs ◽  
Diversity Training ◽  
Training And Development ◽  
Legal Issues ◽  
Career Goals ◽  
Effective Change ◽  
Ethical And Legal Issues ◽  
Positive Experiences ◽  
Hrd Professionals

The purpose of this chapter is to provide diversity intelligent strategies that can be used by leaders to eliminate ineffective diversity efforts, enhance effective diversity efforts, and provide new diversity intelligent strategies in organizations. Integrating DQ alongside emotional, cultural, and intellectual intelligences in the workplace can strengthen the effectiveness of leaders' people management efforts. Most employees enter organizations with the expectation of having positive experiences with their leaders and achieving success towards their career goals. Yet, many are marginalized or limited in their opportunities for advancement for reasons of which they have no control. The eradication of ineffective training and development of diversity must occur for effective change to occur. Credible DQ, ethical and legal issues, and workforce inter-personnel diversity training programs must be launched by HRD professionals and organization leaders so that leaders are developed to provide employees with fair and just treatment and successful career development will ensue.

Information Systems and Computer Science Model Curricula

2011 ◽  
pp. 146-158 ◽  
Author(s):  
Anthony Scime
Keyword(s):  
Information Technology ◽  
Information Systems ◽  
Computer Science ◽  
Professional Organizations ◽  
High Demand ◽  
Technology Curriculum ◽  
Fields Of Study ◽  
Functional Aspects ◽  
Information Technology Curriculum ◽  
It Departments

Computer science and information systems are interrelated disciplines that both cover the technical and functional aspects of computing. They are fields of study in high demand by students and employers. Yet, many colleges do not have the resources to offer multiple computing departments. So, professional organizations have developed model curriculums to help define the knowledge necessary for information technology majors. This chapter provides a discussion of model IS and CS curricula. It is hoped that IT departments will be able to develop an information technology curriculum, which suits their student’s needs.

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