computer concepts

As a consolidated institution, the University of North Georgia has been moving towards a more perfect union by seeking to combine the institutional strengths of the former North Georgia College and State University and Gainesville State College into an ideal type entity that would serve the tertiary education needs of its region and the state of Georgia. This paper argues that there is a utopian element in this consolidation concept which serves as an aspirational guide for policy makers and the university community. Differences in the cultures of the consolidating institutions have led to perceptions of dystopia among its faculty, staff and administrators seized with apprehensions over fundamental changes to their very professional existence and futures. This paper integrates the constructs of the dialectic, utopia, dystopia, creativity and institutional anomie into a theoretical framework. Published documents and a survey of employees provide empirical grist for the emergent theoretical perspective.

This study uses the Entrepreneurial Attitudes Orientation (EAO) survey to determine whether students enrolled in a small business consulting course changed their attitude towards entrepreneurship. The EAO survey was used in a pre-test at the beginning of the semester and a post-test at the end of the semester, and four other key factors (age, intention to own a business, hours worked, and semesters as full-time students) are also used to search for an explanation of change in students' attitude towards entrepreneurship. The EAO survey was administered to students in a small business consulting class as well as marketing classes, used as a control group, for seven consecutive semesters. No significant attitude change was found for the small business consulting course in the overall EAO. However, the EAO measure did find a significant change in attitude among students who aspired to own a business and who possessed a strong work ethic.

This study uses the Entrepreneurial Attitudes Orientation (EAO) survey to determine whether students enrolled in a small business consulting course changed their attitude towards entrepreneurship. The EAO survey was used in a pre-test at the beginning of the semester and a post-test at the end of the semester, and four other key factors (age, intention to own a business, hours worked, and semesters as full-time students) are also used to search for an explanation of change in students' attitude towards entrepreneurship. The EAO survey was administered to students in a small business consulting class as well as marketing classes, used as a control group, for seven consecutive semesters. No significant attitude change was found for the small business consulting course in the overall EAO. However, the EAO measure did find a significant change in attitude among students who aspired to own a business and who possessed a strong work ethic.

In this paper parallelism on the algorithmic, architectural, and arithmetic levels is exploited in the design of a Residue Number System (RNS) based architecture. The architecture is based on modulo processors. Each modulo processor is implemented by two dimensional systolic array composed of very simple cells. The decoding stage is implemented using a 2-0 array, too. The decoding bottleneck is eliminated. The whole architecture is pipelined which leads to high throughput rate.

A computer concepts test was used to assess student computing concepts knowledge levels in traditional face- to- face and online sections of an introductory computing course. This assessment was conducted during the first semester of the course in order to measure the depth and breadth of student knowledge of computing when they first enter the course. More specific objectives of this study were to investigate whether there is a difference in the level of computer concepts knowledge between (1) students enrolled in online classes and students enrolled in traditional face-to-face classes and (2) male and female students. The results of this study indicate that students with higher computer concepts knowledge levels are more likely than students with lower levels of computer concepts to enroll in an online section. This paper provides an overview of the major computer concepts areas on which students were tested and includes summary of the analyses performed to test the investigation’...

This material is brought to you by the Americas Conference on Information Systems (AMCIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in AMCIS 2004 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, ...

Many high school graduates today have had experience with smart phones, iPads and social media. Many university administrators have suggested that high school graduates already know everything about computers so there is no need for a university to offer an introductory computer course. University faculty who teach introductory computer courses know that many first year students have a very limited knowledge about computers. This paper will provide some data to establish what high school graduates know about computer concepts. This paper provides the results of 10 years of testing about computer concepts and shows that most students still know very little about computer concepts

There has been recent discussion regarding the need to teach introductory computer concepts courses at the university level, assuming that students graduating from high school already possess a broad base of knowledge about computers. This paper focuses on a program of research aimed at measuring student knowledge before taking a concepts course, and assessing the value of the introductory computing course in the IS/IT curricula. The first phase of this research stream involves the assessment of prior mastery of computing concepts by students entering the introductory computing concepts course, in 2004 and again in 2013. While considerable variation in the knowledge of entering students is observed, the average student failed to demonstrate acceptable “proficiency” levels in any of 15 computing content area. These results suggest that there is ample opportunity for an introductory course to enhance student knowledge of computing concepts. The second phase of this investigation asses...

This material is brought to you by the Americas Conference on Information Systems (AMCIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in AMCIS 2004 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, ...

This material is brought to you by the Southern (SAIS) at AIS Electronic Library (AISeL). It has been accepted for inclusion in SAIS 2004 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact elibrary@aisnet.org.

Best Paper Award InSite 2018-
The digital divide and educational inequalities remain a problem impacting low income, first-generation, and minority learners and higher education is challenged to meet the needs of students with varying levels of technological readiness.

The UMES School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and digital literacy of new freshmen in order to examine whether students have the minimal skills necessary for college success, followed by a computer concepts course designed to prepare them for workforce entry, and finally including the availability of advanced course work and professional certifications in order to provide them with the opportunity to develop enhanced skills.

The University of Maryland Eastern Shore School of Business and Technology in collaboration with the Center for Student Technology Certification and Training has initiated an innovative three-prong program that uses the IC3 test to evaluate the information and
digital literacy of new freshmen in order to examine whether students have the minimal skills necessary for college success, followed by a
computer concepts course designed to prepare them for workforce entry, and finally including the availability of advanced course work and
professional certifications in order to provide them with the opportunity to develop enhanced skills.

 Increases the accessibility of STEM programs for ALL students  Indentifies and builds upon principles and elements of universal design that can be exported to other districts  Utilizes the potential of cross-institutional partnerships (business, technology, and academic) Fairmont Heights High School is located on the eastern boarder of Washington, D.C. The surrounding community is primarily African American and of low socio-economic status. The school had a history of low academic performance and had been identified as being "in need of improvement". The current story is radically different. The presence of the IT Academy and improved instruction on the part of the faculty has resulted in dramatically increased student academic performance. Increases in student learning have propelled the school's ranking and changed the internal culture to one of optimism and high expectations for student achievement and post secondary opportunity. The IT Academy has further contributed to the school's success, generating a stronger sense of community and success.