Computer science <Emphasis>(CS)</Emphasis> in the compulsory education curriculum<Emphasis>:</Emphasis> Implications for future research

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective.     

Views of effective college faculty: a mixed analysis

A mixed analysis of the perceived characteristics of effective college faculty members was conducted through surveying 615 students, predominantly Hispanic, enrolled in courses at two southwest Hispanic‐serving universities. Beliefs were identified that led to 29 prevailing themes: Knowledgeable; Understanding; Communication; Teaches Well; Caring; Organised; Flexibility; Positive Attitude; Patience; Experience in the Classroom; Fair; Helping; Respectful; Open‐minded; Builds Relationships; Passion for the Job; Service; Makes Learning Interesting; Uses Different Modalities; Fun; Motivating; Intelligent; Involving Students; Being Available; Friendly; Connects with the Real World; Listening; Creativity; and Challenges Student. Of these themes, knowledgeable, Understanding, Communication and Teaches Well received the highest endorsements and are congruent with student evaluations that are components of promotion and tenure decisions.     

PROFESSORS OF COMMUNITY COLLEGE EDUCATION: CHANGES IN THEORETICAL AND PROFESSIONAL ORIENTATIONS

More than 80% of professors associated with the American Association of Community and Junior Colleges responded to a survey by the authors in 1980. The questionnaire was based on and the findings were compared with a 1972 study by Campbell and Newell. Trends in demographic data, career patterns, and professional orientations are documented and analyzed. University professors of community college education were 7.7 years older as a group in 1980 than they were in 1972; many other changes appear related to this trend. Fewer than 3% of faculty in this field remain at the level of assistant professor, while 61% have already achieved the rank of professor. As a whole, the group is more productive and somewhat more conservative. Some gains have been made in the representation of women (from 0 to 14%) and minorities (from 3 to 6%). With the maturing of this professional group has come related developments in professional orientations. Time invested in research and writing nearly doubled, and professors would like to do still more. Although they still wish to be remembered for having trained outstanding administrators, their desire to be remembered for writing a significant book has increased significantly. As the academic field of community education matures, its professorial members have turned increasingly to scholarly values.     

Beyond Compliance: Using Organizational Theory to Unleash the Potential of Assessment

This article illustrates how organizational theory can be used to support the development of authentic assessment practice among community college faculty, as well as guide research on implementation of assessment efforts. While many factors make implementing assessment difficult, the link between accreditation and assessment is a key element in distancing the practice from faculty. This dynamic arises not from the actions of accreditation agencies per se, but from the accountability narrative that has come to dominate both assessment and accreditation, the corresponding perception that assessment is “done to” faculty rather than by them, and a reliance among institutional leaders to echo this message in an effort to get assessment started. The result is implementation of assessment for compliance rather than meaningful program improvement. Understanding assessment as an innovation, and using organizational theory to guide implementation, may help community college leaders transcend this challenge and develop assessment practice that is more faculty-owned and meaningful. However, the current literature says little about how to use organizational theory to implement such assessment efforts. This article integrates Bolman and Deal’s (2008) framework on leadership and organizational change with actual examples of practice to illustrate how their model might be used to recapture the potential of assessment as well as guide research on effective implementation.     

ASSESSING THE FINANCIAL AND INSTITUTIONAL CONCERNS OF ARKANSAS COMMUNITY AND TECHNICAL COLLEGES: A MODEL APPROACH

We surveyed Arkansas community and technical colleges to determine the extent to which these institutions had been affected, during the past 3 years, by tight budgets, volatile enrollments, unstable state support, and other unfavorable forces. In addition, we requested information concerning methods used by these institutions to address such problems. The survey instrument collected data pertaining to institutional demographics, budgetary trends, tuition trends, faculty issues, expenditure control methods used, institutional advancement activities, projections as to future financial directions, and staff development needs. The findings indicate that enrollments at most Arkansas community and technical colleges are increasing and budgets are growing, but often in amounts inadequate to compensate for rising costs. Arkansas 2‐year institutions are responding to this challenge by raising tuition, increasing the use of part‐time faculty, and seeking new sources of revenue. Staff development needs were identified for those functional areas in which additional training and development will enhance staff members’ ability to respond to changing economic conditions. This survey can be replicated in other community college systems, thus serving as a model for assessing the financial and institutional concerns of community and technical colleges nationwide.     

Lecture: Impact of Digital Scholarship on Research Libraries

ABSTRACT

The future of research libraries will be shaped by broader developments at research universities in the areas of creating, sharing, disseminating, and curating knowledge. Universities face fundamental policy choices in all of these areas that have been recast by developments in information technology. This article discusses trends in digital scholarship practices across the humanities, science, and social science disciplines and examines implications for academic institutions and their research libraries as a means of framing these policy choices.     

New books

PUBLIC SPEAKING: PRINCIPLES AND PRACTICE. By Giles Wilkeson Gray and Waldo W. Braden. New York: Harper and Brothers, 1951; pp. xiv + 581. $4.00.

THE FUNDAMENTALS OF SPEAKING. By Wilbur E. Gilman, Bower Aly, and Loren D. Reid. New York: The Macmillan Co., 1951; pp. vx + 608. $4.00.

BASIC EXPERIENCES IN SPEECH. By Seth A. Fessenden and Wayne N. Thompson. New York: Prentice‐Hall, Inc., 1951; pp. xii + 427. $3.75.

ARGUMENTATION AND DEBATE: TECHNIQUES OF A FREE SOCIETY. By James H. McBurney, James M. O'Neill, and Glen E. Mills. New York: The MacMillan Company, 1951; pp. vii + 336. $3.50.

GROUP LEADERSHIP AND DEMOCRATIC ACTION. By Franklyn S. Haiman. Boston: Houghton Mifflin Company, 1951; pp. vii + 309. $2.50.

DISCUSSION AND DEBATE. By Henry Lee Ewbank and J. Jeffry Auer. Second Edition. New York: Appleton‐Century‐Crofts, 1951; pp. x + 492. $3.50.

DISCUSSION METHODS: By J. V. Garland. Third Edition Revised. New York: H. W. Wilson Co., 1951; pp. 376. $3.00.

CREATIVE BROADCASTING With Twelve Scripts for Broadcast. By H. J. Skornia, Robert H. Lee, and Fred Brewer. New York: Prentice‐Hall, Inc., 1950; pp.x + 407. $4.50.

TEACHING SPEECH IN THE SECONDARY SCHOOL. By Karl F. Robinson. New York: Longmans, Green and Co., 1951; pp. vii + 438. $4.00.

GERRIT J. DIEKEMA, ORATOR. By William Schrier. Grand Rapids: Wm. B. Eerdmans Publishing Company, 1950; pp. xix + 269. $3.50.

A TREASURY OF THE THEATRE: From Agamemnon to A Month in the County. Edited by John Gassner. New York: Simon and Schuster, 1951; pp. xvii + 718. $4.50.     

Contrasting Usage of Web-Based Library Services among Postgraduate Students by Type of University within Malaysia

This article aims to describe the differences between research-focused and teaching-focused (non-research) universities in terms of usage of web-based library services, as discovered by way of questionnaires and statistical analyses. It was found that the type of university within the country of Malaysia correlates to significant differences in usage of e-journals and Web-based library services in general. Factors such as library budget allocations, research productivity, and extrinsic motivations for using Web-based library services are surmised to have influenced the usage. The results also suggest that library programs at both types of universities are ineffective in creating awareness of the services. This article discusses several aspects of usage in both types of university and makes several suggestions to remedy identified problems.     

Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention

Over the course of three years, an educational intervention was developed to teach information literacy (IL) skills, change perceptions of IL, and to recalibrate self views of the abilities of first year college students who demonstrate below proficient information literacy skills. The intervention is a modular workshop designed around the three-step analyze, search, evaluate (ASE) model of information literacy, which is easy to remember, easy to adapt to multiple instructional situations, and can provide a foundation for building information literacy skills. Summative evaluation of the intervention demonstrates that students who attend the workshop see an increase in skills and awareness of information literacy as a skill set. Increases in skills, however, were not sufficient to move participants into the proficient range. While workshop participants were able to reassess preworkshop skills, skills gained in the workshop did not result in recalibrated self-views of ability. Like the development of skills, the recalibration of self-assessments may require multiple exposures to information literacy instruction.