1. Updating the Seidenberg CIS 101 Course Daniel Reicher & Mary Courtney

2. Introduction  Computers are permanently integrated into our society.  Undergraduates are expected to understand current technologies to a certain degree.  Pace University accomplishes this task by requiring (most) of its undergraduate students to enroll in a particular course.  CIS 101: Introduction to Computing  The Goal: To ensure the most appropriate information is being taught in the ‘Introduction to Computing’ course.

3. CIS 101: Introduction to Computing  Three credit course.  Two Hour Lecture (1x/Week) + Online Discussion Board  All undergraduates (except Computer Science Majors) must pass this course to fulfill their degree requirements.  Curriculum (as of May 1, 2015)  Microsoft Excel  HTML/JavaScript

4. Basis of Research  Two criteria  Outward: Inspecting the curricula of Pace University's “Benchmark Schools”  9 Different Schools in the Northeastern United States (7 of which are used).  Inward: Gathering opinions about CIS101 from within the Pace community  Student Surveys, Faculty Surveys, Personal Tutor Experience

5. I. Benchmark Schools  Nine Schools  Fordham University  Northeastern University  Drexel University  Seton Hall University  Hofstra University  DePaul University  Adelphi University  * The New School  * St. Johns University * These two schools provided me with no valuable information*

6. The Similar Courses  Four schools offered courses that are similar to CIS 101  Hofstra, DePaul, Adelphi & Seton Hall Universities  Offered courses for the general student body, areas of knowledge included:  Web Design (HTML/CSS/JavaScript)  Spreadsheet Analysis (Microsoft Excel)  Word Processing (Microsoft Word)  Database Systems (Microsoft Access)  Presentation Software (PowerPoint)  The Internet

7. The Dissimilar Courses  Three Schools Offered Courses that are not similar to CIS101  Fordham, Drexel & Northeastern Universities  Still related to Computing, less general, geared towards Computing majors.  Areas of knowledge included:  Algorithmic problem solving  Boolean algebra  Sets, functions, probability & logic.

8. II. Personal Accounts (at Pace University)  Three aspects 1. Surveys distributed to students 2. Surveys distributed to faculty/professors. 3. Personal tutoring experience.

9. The Students’ Opinion  Only gathered responses from one class  Rather small sample size (23 students).  Statistical information was rendered irrelevant for this reason.  Students seemed to enjoy the “follow-along” method of teaching.  This depends on a lab environment

10. Student Survey & Findings

11. The Faculties Opinion  Surveyed Seven faculty members in total.  Agreements  Lab environment is crucial.  Materials are fine (there is enough as is)  Concerns  Too much emphasis on Excel  8 out of 14 weeks are being devoted to one program.  “Introduction to Microsoft Excel?”  Discussion Board needs to be dissolved or reevaluated.

12. Faculty Survey & Findings

13. Personal Opinion (as a CIS Tutor)  Students need to learn how to use a computer before they are expected to learn software.  Use one class or even half a class to cover the following:  Keyboard/Mouse Skills  Hotkeys (CTRL-C, CTRL-V, CTRL-X, CTRL-Z, CTRL-Y, Alt-Tab)  Right Click vs. Left Click  Windows Environment  Using the start menu  Logging in/Logging out of Windows  File Management (Save vs. Save as, Copy vs. Cut, Renaming, File Properties)  Peripherals  USB Drive navigation

14. Example of ‘Basic Computer Skills’ http://www.unm.edu/~ssljacks/IT%20101%20Course%20Information.pdf

15. III. Collaborative Suggestions  Benchmark Schools  Confirm that we are teaching the right materials.  4/9 Schools offer courses that are nearly identical to our CIS101.  Students Feedback  Use a follow-along method, this depends on a lab environment.  Professor Feedback  Remove or re-structure the discussion board.  Keep the lab environment, lecture halls are inappropriate.  Cut back on Microsoft Excel, its over emphasized.  Focus on concepts instead of “hit this key”  Divide the course into sections, allow students to choose the technology they want to learn.  My Feedback  Introduce fundamental computer skills in the beginning of the course.

16. IV. Conclusion  These are only suggestions based on my findings over the past three months  I do not assert any of the suggestions/information as the best course of action.  Technology is in constant evolution, this course will be too.