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Fri, Nov 5, 4:30 - 4:55, America's Cup Paper (refereed)

Recommended Citation: Dettori, L and A Settle. Course Mentoring: Toward Achieving Consistency in the Curriculum. In The Proceedings of the Information Systems Education Conference 2004, v 21 (Newport): §2435. ISSN: 1542-7382. (A later version appears in Information Systems Education Journal 3(25). ISSN: 1545-679X.)

Course Mentoring: Toward Achieving Consistency in the Curriculum

Refereed

6 pages

Lucia Dettori    [a1] [a2]
School of Computer Science, Telecommunications, and Information Systems
DePaul University    [u1] [u2]
Chicago, Illinois, USA    [c1] [c2]

Amber Settle    [a1] [a2]
School of Computer Science, Telecommunications, and Information Systems
DePaul University    [u1] [u2]
Chicago, Illinois, USA    [c1] [c2]

One the main challenges in achieving consistency in the curriculum is the delivery and coordination of multi-section introductory courses. The mix of adjunct, new, and seasoned instructors, the frequent changes in course content and learning goals, and the non-homogeneous student body are some of the factors that makes successfully teaching such courses a challenge. In this paper we describe how the course mentoring project combines personal involvement with a technological solution to build an effective knowledge-sharing virtual community. Course mentoring has proven to be an efficient way to address and overcome the challenges of teaching introductory computer science courses.

Keywords: faculty mentoring, knowledge-sharing community, curriculum development, introductory courses

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