This paper identifies factors that motivate students to pursue a vendor-endorsed ERP award by int... more This paper identifies factors that motivate students to pursue a vendor-endorsed ERP award by integrating concepts from motivation theory and constructs from technology acceptance literature. We developed a web-based survey with closed-and open-ended questions to collect both quantitative and qualitative data, respectively. Students in information systems courses were solicited to participate in the survey. We collected data from 2010 to 2014. Our analysis shows that Perceived Value and Social Influence are significant predictors of students' intentions to pursue a vendor-endorsed ERP award.
All curricula for any given academic discipline evolves over time. This is also true for the Info... more All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well ...
To create a learning experience which replicates the process by which consultants, systems develo... more To create a learning experience which replicates the process by which consultants, systems developers and business end users collaborate to design and implement a business application, a cross-functional student team project was developed and is described. The overall learning experience was distinguished by specific components and characteristics of the project, including: 1) a problem-based learning approach which presented students with an accounting auditing problem requiring the design and development of computer-based application from scratch; 2) the formation of cross-functional teams comprised of students across multiple sections of two different courses (the capstone courses for both Accounting and Information Systems); and 3) the contributions of individual students based on their respective backgrounds and roles in the project. The roles included domain/content experts (accounting students) as well as consultants, business analysts and developers (information systems stud...
The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journa... more The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Tho...
The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journa... more The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Tho...
The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journa... more The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Tho...
In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, wha... more In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported by mindfulness instruction to teach these skills, can make learning about emotional intelligence accessible and meaningful to undergraduate students. Using peer emotional intelligence assessment scores as a measure of emotional intelligence growth, the study showed a statistically significant impact on the growth of emotional intelligence skills from using a blended approach including direct instruction in mindfulness techniques. Supporting this finding, students clearly expressed a noticeable growth in their emotional intelligence and in that of their peers in interviews conducted at the end of the study. In light of these findings, we pr...
At the August 2017 ACM Education Council meeting, a task force was formed to add to the broad, in... more At the August 2017 ACM Education Council meeting, a task force was formed to add to the broad, interdisciplinary conversation on data science, with an articulation of the role of computing discipline-specific contributions to this emerging field. As an inherently interdisciplinary area, data science both draws from and generates interest within many fields, including computer science.
Computing has created new ways for people to connect, research, create, and express themselves, a... more Computing has created new ways for people to connect, research, create, and express themselves, and has changed the world in profound ways. However, simply being proficient in computer use often misses the greater power of computing. An empowering experience begins when one learns how to translate new ideas into computer code, thus becoming a producer of information or minimally a much more knowledgeable user of that information. Recent efforts to introduce non-computing majors to these concepts focused either on non-programming computer use skills, or straightforward computer programming languages. Previous research has shown many general education programs offer one of these choices, but few require any programming, nor introduce programming within the larger view of computing. Recent publications seek to stimulate discussion about whether computing courses for non-computing majors should have a programming component. This paper proposes what is most relevant are the big ideas of ...
All curricula for any given academic discipline evolves over time. This is also true for the Info... more All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well ...
The most recent Information Systems (IS) Model Curriculum recommendations is IS2010. While the go... more The most recent Information Systems (IS) Model Curriculum recommendations is IS2010. While the goal of this revision was to update the curriculum from IS2002, the end result was a change in curriculum design philosophy whereby a pre-requisite structure that fostered increasing depth of knowledge was flattened to make the curriculum easier to traverse for the student. At the same time, the number of core courses was reduced from ten to seven by either combining subject matter or eliminating content. This paper examines the usefulness of having perquisites to increase the student’s "depth of knowledge" and explores how to analyze the need for those pre-requisites. The data show that five years after the release of IS2010, ABET accredited IS Programs in business schools seem to be embracing the underlying philosophy of IS2010. On the other hand, ABET accredited IS Programs outside business schools continue to embrace the curriculum design philosophy of IS2002. The IS communit...
The Information System (IS) model curriculum has been advanced by the Association of Computing Ma... more The Information System (IS) model curriculum has been advanced by the Association of Computing Machinery (ACM), the Association for Information Systems (AIS), and other associations since the 1970s. The IS2002 and IS2010 curriculum models have been positively received by both academic institutions and industry alike. Each of these models used design principles to help guide the development process; these principles included concepts such as maximizing program flexibility or course sequencing to improve depth of knowledge. The most current undergraduate model (IS2010) that guides university curriculum is nearly 10 years old. In today’s IS field, a curriculum should address previous design concepts; plus the environment in which IS professionals work has become even more dynamic and multifaceted. Given these challenges, a new IS model curriculum would benefit by including more programming concepts along with course sequencing. The authors propose a two-course sequence in areas such as...
For the past several years, there has been an increase in the number of job opportunities in the ... more For the past several years, there has been an increase in the number of job opportunities in the computing field. As a result, many schools and universities are facing a significant increase in the number of students seeking to major in one of several computing disciplines. This increase in the numbers and variety of majors in the computing field poses challenges for higher education institutions in the areas of advising, retention, scheduling, and enrollment management. This paper builds upon prior research documenting the association of personality type and affinity for a computing career, and proposes using personality testing early in a student’s university experience by including it as one factor in the advising process. This study employs the Myers-Briggs Type Indicator (MBTI) as a tool to help students select an appropriate computing major better suited for their given personality. This initial exploratory study shows that there is a significant difference in personalities am...
International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship
Community engagement experiences in STEM fields are typically project-based, which introduces com... more Community engagement experiences in STEM fields are typically project-based, which introduces components and considerations not explicitly addressed by models commonly used in community-engaged learning more broadly. This paper is a narrative on how we reflected on current models, developed a new one designed for project-based community engagement experiences, and where we see it being useful into the future. While existing models can be useful for STEM-based project teams, project-based engagement raises further questions and presents additional features, such as the existence of the dual value generators of both the project deliverable and project process. We concentrated on providing a macroscopic view of project-based community engagement to organize aspects of a program and maximize positive features while managing resources. The visual model has been developed to facilitate reflection on program design, development, operation, and assessment. It can facilitate intentional ...
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
The model curriculum used to develop, update, and assess IS programs (IS2010) is now nearly a dec... more The model curriculum used to develop, update, and assess IS programs (IS2010) is now nearly a decade old, and an assessment of the curriculum itself indicates that its value is decreasing due to the changing technological and skills demands in the information systems environment. Therefore, the ACM and AIS established an Exploratory Task Force that assessed IS2010 and recommended a taskforce be created to update the content and structure for a new model curriculum. One recurring theme is that current graduates' technical skills do not appear to meet industry needs. The IS discipline must express its core in terms of a standard curriculum to provide a foundation upon which to develop and offer undergraduate IS programs that meet stakeholder demands. A taskforce on the Information Systems Model Curriculum (IS2020) was created following the report and recommendation of the Exploratory Taskforce. This panel seeks to introduce the work of this taskforce as well as engage the IS education community in this effort. Panelists will introduce key components of this process and seek input and feedback. This session should be of interest to all attendees, especially faculty developing college-level curricula in Information Systems.
Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
Prompted by the skyrocketing demand for data scientists, progress made by the ACM Data Science Ta... more Prompted by the skyrocketing demand for data scientists, progress made by the ACM Data Science Task Force on defining data science competencies, and inquiries about data science accreditation, ABET is in the process of developing accreditation criteria for undergraduate data science programs. The effort is led by members of a joint data science criteria subcommittee appointed by ABET's Computing Accreditation Commission (CAC) and CSAB (the lead society for computing accreditation). Establishing data science accreditation criteria is a notable milestone in the maturing data science discipline, indicating the presence of an accepted body of knowledge, standards of practice, and ethical codes for practitioners. This position paper motivates the effort and discusses prior work towards defining data science education requirements. It describes the ongoing process for creating and obtaining approval of the accreditation criteria, and how feedback was and will be solicited from the computing and statistical communities. The current draft data science criteria, which was approved in July 2020 by the relevant ABET bodies for a year of public review and comment, is presented. These criteria emphasize the three pillars of data science: computing foundations, mathematical/statistical foundations, and experience in at least one data application domain. This report thus serves both to inform and to stimulate the academic discussion needed to finalize appropriate data science accreditation by ABET.
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
The ACM Data Science Taskforce was established by the ACM Education Council and tasked with artic... more The ACM Data Science Taskforce was established by the ACM Education Council and tasked with articulating the role of computing discipline-specific contributions to this emerging field. This special session seeks to provide an update of the work of the ACM Data Science Taskforce as well as to engage the SIGCSE community in this effort. Members of the taskforce will report on version 2 of a draft report released Fall 2019, and the activities to-date, including a summary of data science curricular efforts to date, as well as the current articulation of computing competencies. This session should be of interest to all SIGCSE attendees, but especially faculty developing college-level curricula in Data Science.
This paper identifies factors that motivate students to pursue a vendor-endorsed ERP award by int... more This paper identifies factors that motivate students to pursue a vendor-endorsed ERP award by integrating concepts from motivation theory and constructs from technology acceptance literature. We developed a web-based survey with closed-and open-ended questions to collect both quantitative and qualitative data, respectively. Students in information systems courses were solicited to participate in the survey. We collected data from 2010 to 2014. Our analysis shows that Perceived Value and Social Influence are significant predictors of students' intentions to pursue a vendor-endorsed ERP award.
All curricula for any given academic discipline evolves over time. This is also true for the Info... more All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well ...
To create a learning experience which replicates the process by which consultants, systems develo... more To create a learning experience which replicates the process by which consultants, systems developers and business end users collaborate to design and implement a business application, a cross-functional student team project was developed and is described. The overall learning experience was distinguished by specific components and characteristics of the project, including: 1) a problem-based learning approach which presented students with an accounting auditing problem requiring the design and development of computer-based application from scratch; 2) the formation of cross-functional teams comprised of students across multiple sections of two different courses (the capstone courses for both Accounting and Information Systems); and 3) the contributions of individual students based on their respective backgrounds and roles in the project. The roles included domain/content experts (accounting students) as well as consultants, business analysts and developers (information systems stud...
The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journa... more The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Tho...
The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journa... more The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Tho...
The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journa... more The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Tho...
In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, wha... more In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported by mindfulness instruction to teach these skills, can make learning about emotional intelligence accessible and meaningful to undergraduate students. Using peer emotional intelligence assessment scores as a measure of emotional intelligence growth, the study showed a statistically significant impact on the growth of emotional intelligence skills from using a blended approach including direct instruction in mindfulness techniques. Supporting this finding, students clearly expressed a noticeable growth in their emotional intelligence and in that of their peers in interviews conducted at the end of the study. In light of these findings, we pr...
At the August 2017 ACM Education Council meeting, a task force was formed to add to the broad, in... more At the August 2017 ACM Education Council meeting, a task force was formed to add to the broad, interdisciplinary conversation on data science, with an articulation of the role of computing discipline-specific contributions to this emerging field. As an inherently interdisciplinary area, data science both draws from and generates interest within many fields, including computer science.
Computing has created new ways for people to connect, research, create, and express themselves, a... more Computing has created new ways for people to connect, research, create, and express themselves, and has changed the world in profound ways. However, simply being proficient in computer use often misses the greater power of computing. An empowering experience begins when one learns how to translate new ideas into computer code, thus becoming a producer of information or minimally a much more knowledgeable user of that information. Recent efforts to introduce non-computing majors to these concepts focused either on non-programming computer use skills, or straightforward computer programming languages. Previous research has shown many general education programs offer one of these choices, but few require any programming, nor introduce programming within the larger view of computing. Recent publications seek to stimulate discussion about whether computing courses for non-computing majors should have a programming component. This paper proposes what is most relevant are the big ideas of ...
All curricula for any given academic discipline evolves over time. This is also true for the Info... more All curricula for any given academic discipline evolves over time. This is also true for the Information Systems (IS) model curriculum. Curriculum evolution is driven by several factors, such as changes in technologies, industry shifts to meet customer needs, and perceived student deficiencies. One outcome of such factors has been a change in the entry point into the IS major due to the perception that IS majors need a different method of entry from other computing majors (e.g., Computer Science (CS)). The current entry point for many IS majors is a programming course, often taken by a variety of majors. This paper addresses the question: is there a difference in performance in this initial programming course for students of different majors? More precisely, does major differentiate performance in the first programming course, such as CS1? The data clearly show this is not the case when there is a level playing field. The paper demonstrates that non-computing majors perform as well ...
The most recent Information Systems (IS) Model Curriculum recommendations is IS2010. While the go... more The most recent Information Systems (IS) Model Curriculum recommendations is IS2010. While the goal of this revision was to update the curriculum from IS2002, the end result was a change in curriculum design philosophy whereby a pre-requisite structure that fostered increasing depth of knowledge was flattened to make the curriculum easier to traverse for the student. At the same time, the number of core courses was reduced from ten to seven by either combining subject matter or eliminating content. This paper examines the usefulness of having perquisites to increase the student’s "depth of knowledge" and explores how to analyze the need for those pre-requisites. The data show that five years after the release of IS2010, ABET accredited IS Programs in business schools seem to be embracing the underlying philosophy of IS2010. On the other hand, ABET accredited IS Programs outside business schools continue to embrace the curriculum design philosophy of IS2002. The IS communit...
The Information System (IS) model curriculum has been advanced by the Association of Computing Ma... more The Information System (IS) model curriculum has been advanced by the Association of Computing Machinery (ACM), the Association for Information Systems (AIS), and other associations since the 1970s. The IS2002 and IS2010 curriculum models have been positively received by both academic institutions and industry alike. Each of these models used design principles to help guide the development process; these principles included concepts such as maximizing program flexibility or course sequencing to improve depth of knowledge. The most current undergraduate model (IS2010) that guides university curriculum is nearly 10 years old. In today’s IS field, a curriculum should address previous design concepts; plus the environment in which IS professionals work has become even more dynamic and multifaceted. Given these challenges, a new IS model curriculum would benefit by including more programming concepts along with course sequencing. The authors propose a two-course sequence in areas such as...
For the past several years, there has been an increase in the number of job opportunities in the ... more For the past several years, there has been an increase in the number of job opportunities in the computing field. As a result, many schools and universities are facing a significant increase in the number of students seeking to major in one of several computing disciplines. This increase in the numbers and variety of majors in the computing field poses challenges for higher education institutions in the areas of advising, retention, scheduling, and enrollment management. This paper builds upon prior research documenting the association of personality type and affinity for a computing career, and proposes using personality testing early in a student’s university experience by including it as one factor in the advising process. This study employs the Myers-Briggs Type Indicator (MBTI) as a tool to help students select an appropriate computing major better suited for their given personality. This initial exploratory study shows that there is a significant difference in personalities am...
International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship
Community engagement experiences in STEM fields are typically project-based, which introduces com... more Community engagement experiences in STEM fields are typically project-based, which introduces components and considerations not explicitly addressed by models commonly used in community-engaged learning more broadly. This paper is a narrative on how we reflected on current models, developed a new one designed for project-based community engagement experiences, and where we see it being useful into the future. While existing models can be useful for STEM-based project teams, project-based engagement raises further questions and presents additional features, such as the existence of the dual value generators of both the project deliverable and project process. We concentrated on providing a macroscopic view of project-based community engagement to organize aspects of a program and maximize positive features while managing resources. The visual model has been developed to facilitate reflection on program design, development, operation, and assessment. It can facilitate intentional ...
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
The model curriculum used to develop, update, and assess IS programs (IS2010) is now nearly a dec... more The model curriculum used to develop, update, and assess IS programs (IS2010) is now nearly a decade old, and an assessment of the curriculum itself indicates that its value is decreasing due to the changing technological and skills demands in the information systems environment. Therefore, the ACM and AIS established an Exploratory Task Force that assessed IS2010 and recommended a taskforce be created to update the content and structure for a new model curriculum. One recurring theme is that current graduates' technical skills do not appear to meet industry needs. The IS discipline must express its core in terms of a standard curriculum to provide a foundation upon which to develop and offer undergraduate IS programs that meet stakeholder demands. A taskforce on the Information Systems Model Curriculum (IS2020) was created following the report and recommendation of the Exploratory Taskforce. This panel seeks to introduce the work of this taskforce as well as engage the IS education community in this effort. Panelists will introduce key components of this process and seek input and feedback. This session should be of interest to all attendees, especially faculty developing college-level curricula in Information Systems.
Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
Prompted by the skyrocketing demand for data scientists, progress made by the ACM Data Science Ta... more Prompted by the skyrocketing demand for data scientists, progress made by the ACM Data Science Task Force on defining data science competencies, and inquiries about data science accreditation, ABET is in the process of developing accreditation criteria for undergraduate data science programs. The effort is led by members of a joint data science criteria subcommittee appointed by ABET's Computing Accreditation Commission (CAC) and CSAB (the lead society for computing accreditation). Establishing data science accreditation criteria is a notable milestone in the maturing data science discipline, indicating the presence of an accepted body of knowledge, standards of practice, and ethical codes for practitioners. This position paper motivates the effort and discusses prior work towards defining data science education requirements. It describes the ongoing process for creating and obtaining approval of the accreditation criteria, and how feedback was and will be solicited from the computing and statistical communities. The current draft data science criteria, which was approved in July 2020 by the relevant ABET bodies for a year of public review and comment, is presented. These criteria emphasize the three pillars of data science: computing foundations, mathematical/statistical foundations, and experience in at least one data application domain. This report thus serves both to inform and to stimulate the academic discussion needed to finalize appropriate data science accreditation by ABET.
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
The ACM Data Science Taskforce was established by the ACM Education Council and tasked with artic... more The ACM Data Science Taskforce was established by the ACM Education Council and tasked with articulating the role of computing discipline-specific contributions to this emerging field. This special session seeks to provide an update of the work of the ACM Data Science Taskforce as well as to engage the SIGCSE community in this effort. Members of the taskforce will report on version 2 of a draft report released Fall 2019, and the activities to-date, including a summary of data science curricular efforts to date, as well as the current articulation of computing competencies. This session should be of interest to all SIGCSE attendees, but especially faculty developing college-level curricula in Data Science.
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