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ISEDJ 3(26)
Volume 3, Number 25 |
August 4, 2005 |
|
Lucia Dettori
Amber Settle
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Abstract: 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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Recommended Citation: Dettori and Settle (2005). Course Mentoring: Toward Achieving Consistency in the Curriculum. Information Systems Education Journal, 3 (25). http://isedj.org/3/25/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2004: §2435. ISSN: 1542-7382.)
Published by EDSIG, the Education Special Interest Group
of AITP, the Association of Information Technology Professionals
(Chicago, Illinois).