About CIS150 | What is CIS 150? | Why take CIS 150? | Course Topics | Course Objectives | Research Rationale |
|Module 1||Module 2||Module 3|
Hands-on experience and skills development with Microsoft Word:
Hands-on experience and skills development with Microsoft Excel spreadsheets.
Hands-on experience and skills development with Microsoft Access Databases:
|Computer Concepts||Application Tools|
Demonstrate comprehensive understanding of computers with emphasis on the personal computer including:
Digital Devices: hardware components, input, output, storage, memory
Software: operating systems and applications
The Web: basics, browsers, security
Stereotype threat in adoption of technology
Networks: Internet control, file sharing, architecture, topology
Information Systems: enterprise, e-commerce, system analysis and development
Digital Security: authentication, malware, online intrusions, ethics
Databases: application data tools, big data, design
Programming: basics, tools, types of programming
Demonstrate computer skills performing
word processing, spreadsheet analysis, and database development.
Design and create a web site.
As the academic world and the workplace slowly come to terms with the myth of the digital natives, studies warn about negative consequences in assuming students have digital skills simply because they are of a younger generation (Kirschner & Bruyckere, 2017). A global research in 33 developed countries reported that only 5% of general population possesses high computer-related skills and only 30% can address medium-complexity tasks (OECD, 2016). In another study, while 83% of millennials report sleeping with their smartphones, 58% have poor skills in solving problems with technology and out of 19 countries examined in the study the U.S. millennials ranked last.
The ability to use technology across all disciplines is a vital 21st century skill. Even simple technology skills, such as use of Microsoft Excel, are in great demand in most middle-skill jobs. "Effectively, entire segments of the U.S. economy are off-limits to people who don't have basic digital skills" (Soergel, 2015). In addition, some companies doing research in the job market conclude that basic knowledge of computer coding will be required across many industries. "To land a good job in the 21st century job market you need to learn how to code" (Risen, 2016).
The STEM industry is booming and qualified candidates are needed. The 2016 U.S. News/Raytheon STEM Index reported a 28% growth since 2000 in STEM jobs compared to 6% in other fields (Neuhauser & Cook, 2016). However, at the academic level only 33% of U.S. students in the fourth grade and 26% of students in eighth grade met the learning objectives in mathematics (National Research Council, 2012). Other reports indicated that well-qualified students, with some estimated potential to be leaders in STEM industries, purposely abstained from careers in STEM (Chen & Soldner, 2013). In addition, while 28% of students initially chose a STEM major in four-year schools, 48% of bachelor's degree candidates left the STEM major within the first two years and 69% of associate's degree candidates.
While faculty are often focused on producing high-quality graduates, they also contributed to a high level of attrition in STEM fields in academically weaker students (Christe, 2013). Faculty sometimes viewed student withdrawal from STEM majors as a sign of successful instruction. The STEM introductory courses were viewed as a gatekeeping process to spare unfit students from the rigors of scientific work.
Students leave STEM majors for many reasons. Problems such as low achievement, student boredom, and alienation, along with high dropout rates were linked to engagement (Fredricks, Blumenfeld, & Paris, 2004; Swap & Walter, 2015). Other reasons mentioned in a White House report included experiencing an uninviting atmosphere, participating in weed-out classes, and discovering that courses demonstrated no relevancy (Lander & Gates, 2010). Student engagement was shown to be linked statistically to the rate of student graduation (Price & Tovar, 2014).
Therefore, this introductory course into the field of technology will help students explore computing principles by the use of active learning, gamification (Machajewski, 2017), or modern lectures to engage students and improve retention. Students will develop computational thinking skills, such as using computational tools to analyze and study data. The instructional design of the course was recognized with Blackboard Exemplary Course Award and publicized in a number of articles in 2016, 2017, 2018.
Chen, X., & Soldner, M. (2013). STEM attrition: College students' paths into and out of STEM fields: Statistical analysis report. (NCES 2014-001). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from http://nces.ed.gov/pubs2014/2014001rev.pdf
Christe, B. (2013). The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review. Journal Of STEM Education: Innovations And Research, 14(3), 22-26.
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. (2004). School engagement: potential of the concept: state of the evidence. Review of Educational Research, 74, 59-119.
Kirschner, P., Bruyckere, P. (2017). The myths of the digital native and the multitasker, Teaching and Teacher Education, Volume 67, 2017, Pages 135-142, ISSN 0742-051X, http://dx.doi.org/10.1016/j.tate.2017.06.001. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X16306692
Lander, E. S., & Gates, S. J. (2010). Prepare and inspire. Science (New York, N.Y.), 330(October), 151. http://doi.org/10.1126/science.1198062
Machajewski, S. (2017). Gamification Strategies in a Hybrid Exemplary College Course.International Journal Of Educational Technology, 4(3), 1-16. Retrieved from https://educationaltechnology.net/ijet/index.php/ijet/article/view/20
National Research Council NRC. (2012). Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? Washington, DC: National Academies Press.
Neuhauser, A., Cook, L. (2016). U.S. News/Raytheon Annual STEM Index. U. S, News and World Report.
OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264258051-en
Price, D. V. and Tovar, E. (2014) Student Engagement and Institutional Graduation Rates: Identifying High-Impact Educational Practices for Community Colleges, Community College Journal of Research and Practice, Vol 38, No 9, pp 766-782.
Risen, T. (2016). "Coding Isn't Just for Coders Anymore." U.S. News. Retrieved from https://www.usnews.com/news/articles/2016-06-08/coding-isnt-just-for-coders-anymore
Soergel, A. (2015). "Want a Better Job? Master Microsoft Excel." U.S. News. Retrieved from https://www.usnews.com/news/blogs/data-mine/2015/03/05/want-a-better-job-master-microsoft-word-excel
Swap, R. J., & Walter, J. A. (2015). An Approach to Engaging Students in a Large-Enrollment, Introductory STEM College Course. Journal Of The Scholarship Of Teaching And Learning, 15(5), 1-21.