Skip to main content
Course Mentoring: Toward Achieving Consistency in the Curriculum
Information Systems Education Journal (2005)
  • Lucia Dettori, DePaul University
  • Amber Settle, DePaul University
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.
  • Course consistency,
  • mentoring,
  • knowledge-sharing community
Publication Date
Publisher Statement
Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. 
Citation Information
Dettori and Settle (2005). Course Mentoring: Toward Achieving Consistency in the Curriculum. Information Systems Education Journal, 3 (25). ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2004: §2435. ISSN: 1542-7382.)