Lynn Thackeray

Scrum is an agile project management methodology, founded on principles of a learning organization. The principles of a learning organization are systems thinking, personal mastery, mental models, shared vision, and team learning. However, if organizations follow the Scrum practices without understanding the underlying principles, Scrum does not work as well as intended. Ideally, the foundational principles should be learned together with the Scrum practices, but often teams learn the practices without the principles. We have successfully taught Scrum practices and principles together in a graduate course in software engineering, and found students were able to execute Scrum effectively. We propose how the principles can also be taught in an industrial setting where practitioners know Scrum practices but not the foundation.

Abstract The purpose of this study is to understand the meaning that women make of the social and cultural factors that influence their reasons for entering and remaining in study of computer science. The twenty-first century presents many new challenges in career development and workforce choices for both men and women. Information technology has become the driving force behind many areas of the economy. As this trend continues, it has become essential that U.S. citizens need to pursue a career in technologies, including the computing sciences. Although computer science is a very lucrative profession, many Americans, especially women, are not choosing it as a profession. Recent studies have shown no significant differences in math, technical and science competency between men and women. Therefore, other factors, such as social, cultural, and environmental influences seem to affect women’s decisions in choosing an area of study and career choices. A phenomenological method of qualitative research was used in this study, based on interviews of seven female students who are currently enrolled in a post-secondary computer science program. Their narratives provided meaning into the social and cultural environments that contribute to their persistence in their technical studies, as well as identifying barriers and challenges that are faced by female students who choose to study computer science. It is hoped that the data collected from this study may provide recommendations for the recruiting, retention and support for women in computer science departments of U.S. colleges and universities, and thereby increase the numbers of women computer scientists in industry. Keywords: gender access, self-efficacy, culture, stereotypes, computer education, diversity

Abstract
The purpose of this study is to understand the meaning that women make of the social and cultural factors that influence their reasons for entering and remaining in study of computer science.    The twenty-first century presents many new challenges in career development and workforce choices for both men and women.  Information technology has become the driving force behind many areas of the economy.  As this trend continues, it has become essential that U.S. citizens need to pursue a career in technologies, including the computing sciences. Although computer science is a very lucrative profession, many Americans, especially women, are not choosing it as a profession.  Recent studies have shown no significant differences in math, technical and science competency between men and women. Therefore, other factors, such as social, cultural, and environmental influences seem to affect women’s decisions in choosing an area of study and career choices. 
A phenomenological method of qualitative research was used in this study, based on interviews of seven female students who are currently enrolled in a post-secondary computer science program.  Their narratives provided meaning into the social and cultural environments that contribute to their persistence in their technical studies, as well as identifying barriers and challenges that are faced by female students who choose to study computer science.  It is hoped that the data collected from this study may provide recommendations for the recruiting, retention and support for women in computer science departments of U.S. colleges and universities, and thereby increase the numbers of women computer scientists in industry.
Keywords: gender access, self-efficacy, culture, stereotypes, computer education, diversity

This study will explore academic freedom issues that have caused Brigham Young University, which is a private, religious university, which was placed on the censure list of the American Association of University Professors for academic freedom violations.  Like many religiously affiliated schools, Brigham Young University imposes some censorship on many controversial subjects.  At Brigham Young University, there are limits on what students and faculty can say and publish.  Several faculty have been dismissed by the school because of things they have said and published.    This study will trace the history of academic freedom in higher education in this country, with a focus on academic freedom in the context of religious institutions.  This includes cases associated with Brigham Young University, and look at how these issues have affected the students and faculty, both past and present, of Brigham Young University.
Academic freedom is a set of principles that have evolved over the last half century. Some of these principles are legally enforceable, and some are not.  Often times it is not always clear where the principles of academic ends and the law begins.  Nowhere is the this line more blurred that with colleges and universities in the United States, who have established traditions and policies that influence the expectations and the conduct of their governance with regards to academic freedoms. This is most true with religious intuitions of higher education.
This study will review origins of academic freedom in America, trace its evolution over the course of the last two centuries, and look at how the current principles of academic freedom are interpreted and enforced by our court system.  Specifically this study will look at how academic freedom is perceived and applied at Brigham Young University, which is a private religious school that is owned and operated by the Church of Jesus Christ of Latter Day Saints.
This paper is organized through headings that review the history of higher education and the history of academic freedom in America.  This includes sections on the founding and importance of the American Association of University Professors, Scope of Academic Freedom, and the history of cases involving academic freedom at religiously affiliated universities.  A review of the history and background of Brigham Young University follows this which provides detail on the issues leading up to the university being censored by the American Association of University Professors. This paper concludes with sections discussing possible warranted actions.