Programming in the IS Curriculum: Are Requirements Changing for the Right Reason?
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| Title: | Programming in the IS Curriculum: Are Requirements Changing for the Right Reason? |
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| Language: | English |
| Authors: | Reynolds, John H., Adams, D. Robert, Ferguson, Roger C., Leidig, Paul M. |
| Source: | Information Systems Education Journal. Jan 2017 15(1):80-85. |
| Availability: | Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Systems, Programming, Curriculum Development, Computer Science Education, Majors (Students), Statistical Analysis, Pilot Projects, Introductory Courses, Information Technology, College Students, Student Surveys |
| ISSN: | 1545-679X |
| Abstract: | 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 as computing majors given equal preparation. It is a misconception that changes to the IS curriculum are necessary when based on the belief that IS majors, as compared to other computing majors, need a different entry point. The data presented in this paper suggest the underlying presuppositions for IS curricular changes are misguided--supporting the need for preparation prior to a first programming course. |
| Abstractor: | As Provided |
| Number of References: | 14 |
| Entry Date: | 2017 |
| Accession Number: | EJ1135737 |
| Database: | ERIC |
| Abstract: | 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 as computing majors given equal preparation. It is a misconception that changes to the IS curriculum are necessary when based on the belief that IS majors, as compared to other computing majors, need a different entry point. The data presented in this paper suggest the underlying presuppositions for IS curricular changes are misguided--supporting the need for preparation prior to a first programming course. |
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| ISSN: | 1545-679X |
