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This paper reports on research into the field of computer security, and undergraduate degrees offered in that field. Research described in the paper reveals only one computer security program at the associate's degree level in the entire country. That program, at Texas State Technical College in Waco, is a 71-credit-hour program leading to an Associate of Applied Science in Network Technology degree and focuses heavily on computer networks and operating systems, containing courses that prepare individuals for careers on corporate security teams. The majority of computer security and information security training is offered in master's and doctoral-level programs. The paper proposes Norwalk Community College (NCC) in Norwalk, Connecticut, develop a new degree program at NCC. It also details the process of developing the degree program, starting with advisory committee members' development of a knowledge and skills list for entry-level computer security professionals, identification of the components that could be taught in a formal program of study, and the packaging of knowledge and skills components into logical course delivery units. The paper argues for development of similar programs at other community colleges. (NB)

This document provides an overview of the gender distribution of ICT and ICT-related employment in OECD countries, and ICT employment patterns are contrasted with overall employment to highlight differences. The authors discuss participation in ICT-related education and training, and differences in ICT access and use by gender. Overall, participation rates of women in employment tend to be significantly lower than those for men, although their labour market participation is increasing in most countries. In general, there is a lower share of women in managerial positions, but a higher share than men in many professional occupations, especially in health care and education. In contrast to these general patterns, the gender distribution of ICT employment is an outlier in terms of both women's participation and shifts in the share of women in ICT-related employment. Women have low shares of ICT-specialist employment and these shares rarely show an increase. Among ICT-using occupations women tend to have higher shares of office and secretarial occupations and lower shares in scientific and professional ones. Women have increased their share in higher education, across most areas of education, particularly in the arts, education and health-related education. However the share of women remains low in engineering and even lower in computer science. Although informal assistance from colleagues and learning-by-doing are important ways of acquiring computer skills for all, for women more formal types of training courses may be relatively more important than for men in some countries. ICT access by women tends to lag that of men: although gaps are generally declining, they remain large in older age groups, and in areas of newer technologies. There are also differences in from where men and women access the Internet. Men are more likely to access from both home and work in many countries; women are more likely to access from educational establishments. Women are more likely to engage in shopping and health-related activities; men are more likely to play games and visit sports pages. These differences are present for all age groups. This analysis suggests that for both equity and efficiency reasons gender differences in ICT occupations, education, access and use need to be addressed, that further, more detailed, analytical work on the evolution of ICT occupations, education and use should be undertaken and that the effects of policy on women and ICTs should be analysed in detail. (A bibliography is included. Contains 9 footnotes, 36 figures and 3 tables.)

The fourth session of IT@EDU98 consisted of five papers and was chaired by Dao Huu Chi (Van Lang University, Ho Chi Minh City, Vietnam). "Impacts of Information Technology in Education and Training" (Son Thanh Vuong) examines issues related to reengineering education infrastructure in the information society, including elements of effective computer science, how to partner with industry, the need for making educational structure more flexible, new possibilities in distance education, and some Web-based education experiences. "Management Changes in the Information Age" (Pattrick Tantribeau) looks at the effects on management of viewing information as a resource. "Restructuring the University for Technological Change" (Antony Bates) outlines 12 strategies for change and argues that if the new information technologies are to play a central role in university teaching, each institution needs to develop a set of strategies for change which will amount to no less than restructuring the university. "Interactive Multimedia Technology Contributing in Solving the Problem of National Education" (Tran Ha Nam) is abstracted, but the full text is not included in this proceedings volume. "Information Technology Will Transform the University" (Wm. A. Wulf) discusses changes that will occur in the university in scholarship, textbooks, libraries, teaching, the importance of place, and uncertainties. (Some papers contain references.) (SWC)

Course Management Systems are becoming increasingly accepted as an effective and efficient method of course delivery. Often they are used as the principal means of web-based course delivery. In addition, many institutions are utilizing CMSs to more economically handle large sections of particular courses. However, CMSs can also be used as a valuable tool for supplementing face-to-face course instruction. Although we have used a CMS extensively in large sections of lower-level courses, we have not, until now, made a concentrated effort at examining the effect of using a CMS in our upper-level computer science programming courses. This paper will focus on the pedagogical uses of a CMS and the specific aspects of a CMS that seem to either contribute to or detract from student learning. We also explore the features we would like to employ in the future that may increase student motivation and success for our computer science students. [For complete proceedings, see ED490093.]

Computer Science and related majors have seen a decrease in enrollment across the country in recent years. While there are several theories behind why this may be the case, as educators in many areas of computing and information technology, this is a trend we should attempt to reverse. While it is true that many children are "computer literate", their knowledge of subjects actually relating to the computing sciences is often limited. The authors feel that exposing younger children (those of elementary school age) to computing topics may help to increase their interest in these subjects as they mature. Thus, they may be more likely to choose computing majors when they go to college. At the start of the 2003-2004 academic year, the officers of the authors' local ACM (Association for Computing Machinery) student chapter "brain stormed" for ideas as to how they could expand the visibility of their organization on campus and in the surrounding community. Several of their group members had worked in the past with regional and national organizations that provide educational science camps for gifted youth. It was decided that a similar event could be conducted on the authors' campus for local elementary and middle school age children. This paper discusses the specifics of the camps, including the content of the courses and how they were advertised in the community. [For complete proceedings, see ED490093.]

At a time when demand for employees with information technology (IT) skills is booming, there is a decline not only in the number of females entering this field of study in most western countries but also in the number of females taking computer courses (Nielsen, von Hellens, Wong, 2000). Moreover, the gap in computer access and training for minorities is not declining (Hoffman and Novak, 2002). However, data from Australia indicate that under-representation of women and minorities is somewhat less pronounced in programs in IT or Software Engineering than in programs in Computer Science (CS) or Computer Engineering (von Hellens and Nielson, 2000). This paper examined whether there are similar differences in the state of Georgia in the U.S. Results indicate that in Georgia there is evidence that the gender gap exists.While 58% of all undergraduates in the state are female,females account for a much smaller percent of those selecting IT, IS, or CS as their major. It appears that there is also a difference among students seeking these degrees when comparing ethnicity of these students versus the undergraduate population as a whole. IT, IS, and CS majors appear to be more diverse than the student population as a whole. This diversity appears to be greater at institutions that are not classified as research institutions. Appended is a list of institutions responding to the survey on undergraduate enrollment data and institutions failing to respond. Includes 10 tables. (Contains 14 references.) (Author/AEF)

With the explosion in information resources being developed by computer scientists, subject specialists, librarians, and commercial companies, the challenge for the information professional is to keep abreast of the most significant developments and to distill the information for a wide range of users. This paper looks at some of the developments in electronic libraries on both sides of the Atlantic and the impact on the information professional. New projects involve multimedia, hypermedia, user interfaces, and other aspects of the integration of diverse libraries, and show that methods of research are also changing. Information professionals must continually keep aware of new techniques and sources if they are to contribute to their usefulness. Intelligent agents are beginning to replicate some of the tasks which are familiar to librarians, such as current awareness, but intelligent agents can also act as a tool for the librarian. The challenge for the researcher and developer, and also for the librarian, is to make an efficient transport system for the information superhighway. Knowledge robots and 3D visualization are tools to simplify the increasingly complex and diverse information world. However, pooling skills and resources between information professionals will become ever more essential. (Contains 41 references.) (Author/SWC)

This paper presents a newly-revised information technology curriculum and an interdisciplinary curriculum which couples information systems (IS) and computer science. Discussion includes changes in teaching and learning methods; technological developments; partnerships with businesses and educational institutions; a collaborative curriculum framework for computer science and information systems, which includes problem solving, organization and system theory, information technology (database, modeling, and IS development), and information technology (computer hardware, communications, and operating systems); and an outline of the MIS/Computer Science program at Duquesne University (Pittsburgh), which entails receiving dual degrees from the School of Business and College of Liberal Arts. (Contains eight references.) (AEF)

This paper describes a multimedia workshop at Worcester State College (Massachusetts) organized by computer science students to give their older classmates the opportunity to gain "hands on" experience with multimedia computers. A questionnaire on the effectiveness of multimedia systems was completed by 35 older students, whose average age was 70. Five tables depict responses to survey items for: attitudes toward multimedia; physical and cognitive issues; workshop organization; future use of multimedia technology; and self-reported experience level. Overall, the older students who participated in the workshop had positive experiences with the technology. (Contains 23 references.) (AEF)

The under-representation of females in Information and Communication Technology (ICT) fields of study and careers continues to attract considerable attention. This article discusses findings of a research that investigated interest in ICT studies and careers among female secondary school students from schools in three districts in the Central Region of Ghana. The article outlines the demographic background of the participating girls, their experiences with ICT, and their preferences for future studies and careers in ICT. Engineering was the least preferred career choice among female science students in coeducational schools whilst Computer Science/ICT and Nursing were the least preferred career choice among science students in female only schools. However, Medicine was the most preferred career choice among students of both types of schools. [This paper was published in the "Ghana Journal of Education and Teaching," No. 12 (2011).] (Contains 4 tables.)

A series of activities have been undertaken to increase the participation of veterans with disabilities in computing and information technology (IT) postsecondary education and career fields. These activities were coordinated by the Alliance for Access to Computing Careers ("AccessComputing"), led by the Department of Computer Science and Engineering, and DO-IT (Disabilities, Opportunities, Internetworking, and Technology) at the University of Washington (UW). "AccessComputing" collaborates with project partners in a variety of ways: (1) Conducting a "Capacity-Building Institute" ("CBI") focused on increasing the participation of veterans with disabilities in computing and IT academic programs and careers; (2) Sharing the results of the "CBI" with other institutions and individuals who serve veterans; (3) Providing an electronic forum to continue discussion of veterans issues and increase services and supports for veterans; and (4) Extending resources to other programs and promising practices via an online searchable Knowledge Base. The "AccessComputing: Building Capacity for Veterans with Disabilities CBI" took place February 10-13, 2009, in Seattle. Its overall purpose was to explore ways to increase the participation and success of veterans with disabilities in computing and information technology postsecondary studies and careers. Participants in this two-and-one-half day event included student services leaders, administrators, and teaching faculty from institutions around the county. Hosted by the UW, the "CBI" provided a forum for comparing recruitment and access challenges, sharing successful practices, developing collaborations, and identifying systemic change initiatives for increasing the capacity of institutions to serve veterans with disabilities. Specific goals of this "CBI" were to: (1) gain information about recruiting, serving, and retaining veterans on postsecondary campuses; (2) brainstorm ideas for bridging the gap between computing faculty, disability services faculty, and veterans services; (3) share information about best practices for serving veterans, funding opportunities, and resources; and (4) network. The agenda for the "CBI," summaries of the presentations and panels, and reports from the working group discussions are presented.

The educational, social, and familial influences that lead women to choose information technology (IT) careers were examined in an online survey. Of the 2,500 women who were employed in IT careers in 38 countries and who belonged to the IT professional organization, Systers, 275 responded to the online survey (11% response rate). The respondents ranged in age from 22 to 64 years (38 years mean age) and they had spent a mean of 10.5 years in the IT field. School experiences were an important influence on the respondents. Many respondents were first introduced to computers in school, and they took seriously the encouragement or discouragement of their teachers in high school and college. A significant number of respondents cited male friends and colleagues as powerful influences in their career decisions. Only half the successful IT women had majored in traditional technical fields as undergraduates. Nearly one-third of the women entered the "IT pipeline" directly by majoring in computer science or information systems as an undergraduate; however, nearly one-third had majored in the arts, social sciences, or humanities and entered the IT field in "little increments" through on-the-job experiences and encouragement from mentors or close male friends. Others switched to computer science at the graduate level. (Contains 26 references.) (MN)

Franklin Pierce College (New Hampshire) has established an information technology (IT) major which combines courses from the computer science, graphic communications, and mass communication disciplines to conform more closely to the reality of technology in the late 1990s. Information technology brings together tools from these disciplines for the implementation of well designed, robust electronic communication and represents the continuing convergence of technology in the communications and computing fields. The IT major includes computer literacy, graphic design, data communications, media policy, and economics to provide technical as well as conceptual and managerial expertise. The IT major is interested in the rich implementation of emerging technology. Notable features of the IT major include: (1) the dominance of the set of core courses allows tight control over subject matter for students in the major; (2) IT bridges the gap between existing majors; (3) the program is built on existing, popular programs and therefore can be introduced with little extra expenditure; (4) the major will provide the basis for a respectable application to graduate school; (5) the minor provides exposure to different aspects of information technology; and (6) the program is based on a new concept of education in information technology, so comparison with programs at other schools is not possible. (SWC)

The information-based technologies and the accompanying managerial sciences have come to symbolize the ideology of progress and operate as a material instrumentality in social governance systems. Developing countries have incorporated the technologies, but have lacked a developed knowledge or service sector; the linkage of knowledge-informatization-economic development has been incomplete. Social and institutional mechanisms to produce and utilize scientific and technological knowledge must be developed if this linkage is to be completed. This paper presents: (1) a model of technology and science policy in Argentina and Brazil which argues that anti-dependency scientific and intellectual elites form an epistemic community capable of intervening in national policy-making processes; (2) an alternative model for a national study of informatics technologies based on the Colombian experience which emphasizes the anchoring of informatics technology policy within concrete social conflicts, needs, and demands; (3) a conceptual model of the role of universities and research centers in the process of Colombia's informatization; and (4) an interpretation of the Colombian experience within the framework of compensatory legitimation and conflict management. It is concluded that informatics technologies play an important role within the political, economic, and social development of Latin American countries, but the extent to which these technologies are becoming tools for progress or instruments of control are yet to be determined. (35 references) (ALL)

An overview of the current status of new information technologies (NIT) in teaching, training, research, and administration of higher education internationally includes 25 papers: "The Impact of NITS of Higher Education" (C. Calude and M. Malitza); "Educational Implications of Artificial Intelligence" (M.A. Boden); "On Theory of Knowledge" (L. Iliev); "Computer Technology and Education" (L. P. Steier); "New Information Technologies: The Role of Artificial Intelligence" (G. S. Pospelov); and "The Challenges of Cognitive Science and Information Technology to Human Rights and Values in University Life" (M. Pellery); "Computers at Stanford: An Overview" (P. Suppes); "The Use of the Personal Computer in Education at the University of Buckingham" (J. E. Galletly); "End User Computing--A Challenge for University Organization" (P. Baumgartner and S. Payr); "The Influence of Informatics and the Use of Computers in the Content and Methodology of Higher Education" (H. Mohle); and "Informatics in Higher Education in Switzerland" (excerpt from a report on informatics issued by the Federal Ministry for Education and Science); "Searching for Patterns of Knowledge in Science Education" (A. Kornhauser); "Medical Educational Computing" (D. Ingram); "Patient Simulation by Computer--C.A.S.E.S., Software for the Construction of Computer Patients" (H. A. Verbeek); "Microcomputers in Statistical Education: the Buckingham Experience" (E. Shoesmith); "Courses in Computer Graphics in Faculties of Mechanical Engineering in Czechoslovakia" (J. Novak); "On the Way to Chaos--An Analysis of a Family of Logistic Models" (T. Kinnunen); "Educational Technology and the New Technologies" (P. W. Verhagen and T. Plomp); "A Knowledge-Base for Instructional Design" (F. C. Roberts); "Facilities Concerning the Infrastructure for Development of CAI in Advanced, Further, and Higher Vocational Education in the Netherlands" (R. van Asselt); "Some Thoughts on Structures, Objectives, and Management of Centres for Computation Sciences and Software Technology" (D. Bjorner); and "The Social Impact of Technology: An Issue for Engineering Education" (A. Bitzer and R. Sell); and "The Emergence of Institutional Research and the Use of Microcomputers: New Roles for Institutional Researchers in Western Europe Higher Education Institutions" (E. Frackmann); "The Student Information System of the University of Helsinki" (A. Heiskanen); "The Impact of Information Technologies on University Administration" (R. Bouchet); and "An International Centre for Computers and Informatics (ICCI) to Promote Third World Development" (M. Munasinghe). (SM)

This document is an interim report of a project funded by the Manpower Services Commission in Great Britain. The main aim of the project is to investigate how information technology (IT) may support the British Further Education Unit's proven curriculum development model. The report is structured around the five curriculum development processes in the model: values and needs, course design, implementation, evaluation and review, and support. Each of these elements is discussed in terms of a five-part classification of IT systems: information centers, information networks, computer-assisted learning, information processing, and image processing. The report contains introductory descriptions of various IT systems and explains how IT can apply to each of the five curriculum processes. Long-term and short-term aims are distinguished, and priorities for action are suggested. The report highlights management issues, staff development, and resources and provides an outline of phase 2 of the project. Finally, it offers detailed appendixes on computer-assisted learning, desktop publishing, expert systems, and interactive video, as well as a glossary and list of further reading. (KC)