Evaluating Technology Curricula via Analysis of Stratified Keyword Embeddings
Anna Hardy, Booker Smith, Allison Hopkins, Claudia Krogmeier, David Whittinghill, Purdue University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
With technology and the industry surrounding it constantly changing, higher education institutions must constantly adapt their curriculum in order to produce employable graduates and productive scholars. This study assesses how universities teach students in computer science-related fields in order to serve as a benchmark for medium to large selective STEM universities. This was achieved by scoring core courses within similar programs at such universities, on a scale that represented teaching practical skills versus teaching theory. These scores suggested more courses were skills based than theory based, and nearly every program evaluated was skewed towards teaching skills-based classes. For further research, these findings should be considered with other variables, such as student outcomes like salary and job placement.
Hardy, A., Smith, B., Hopkins, A., Krogmeier, C. & Whittinghill, D. (2018). Evaluating Technology Curricula via Analysis of Stratified Keyword Embeddings. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 461-466). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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