Computational thinking (CT) is a foundational skill of computer science that all elementary students should have equitable access to for learning and engaging in throughout their day. For the integration of CT into science instruction to be successful, teachers need to be able to communicate clearly what CT is and how it is defined through precise language. The intention of this poster is to explore the meaning of CT at the elementary level through a critical review of literature, analysis of standards, value-mapping across multiple stakeholders, analysis of written responses from elementary teachers on a CT survey, and deep discussions of a Design-Based Implementation Research Team (DBIR). The data collected and analyzed from these sources was combined to develop a definition of CT that would support implementation of CT for elementary teachers.
{"title":"How is Computational Thinking Defined in Elementary Science?","authors":"Jennifer Pietros, Sara Sweetman, Minsuk K. Shim","doi":"10.1145/3478432.3499120","DOIUrl":"https://doi.org/10.1145/3478432.3499120","url":null,"abstract":"Computational thinking (CT) is a foundational skill of computer science that all elementary students should have equitable access to for learning and engaging in throughout their day. For the integration of CT into science instruction to be successful, teachers need to be able to communicate clearly what CT is and how it is defined through precise language. The intention of this poster is to explore the meaning of CT at the elementary level through a critical review of literature, analysis of standards, value-mapping across multiple stakeholders, analysis of written responses from elementary teachers on a CT survey, and deep discussions of a Design-Based Implementation Research Team (DBIR). The data collected and analyzed from these sources was combined to develop a definition of CT that would support implementation of CT for elementary teachers.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133811400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beryl Hoffman, Florence R. Sullivan, D. Black, Jacob Bashista, R. Gary, Isabel Castellanos, M. Moriarty, Elisabeth Fein, Özkan Yildiz, Ali Söken, Andrew Pasquale
Girls Immersed in Robotics Learning engages middle school Latina girls in computer science and co-robotics with an immersive narrative of helping a Puerto Rico community recover from a hurricane. We are developing GaleForce, a Unity virtual robotics game where students can learn to code virtual robots and drones using a block-based programming language, and have collected data from a week-long workshop with a group of 9, mostly Latinx, 4th and 5th graders. Students showed gains from 13% - 50% in interest in pre/post surveys, and gains in scores ranging from 11% to 39% on content in pre/post assessments. Preliminary backend learning analytics results indicate that the students consistently used the 3D virtual world of San Juan as their point of reference for programming and wrote programs that focused on direction and distance, but did not use more advanced loops, conditionals and black boxed blocks. These results support a developmental approach to teaching programming, focusing first on concrete referents for program construction.
{"title":"Girls Immersed in Robotics Learning","authors":"Beryl Hoffman, Florence R. Sullivan, D. Black, Jacob Bashista, R. Gary, Isabel Castellanos, M. Moriarty, Elisabeth Fein, Özkan Yildiz, Ali Söken, Andrew Pasquale","doi":"10.1145/3478432.3499238","DOIUrl":"https://doi.org/10.1145/3478432.3499238","url":null,"abstract":"Girls Immersed in Robotics Learning engages middle school Latina girls in computer science and co-robotics with an immersive narrative of helping a Puerto Rico community recover from a hurricane. We are developing GaleForce, a Unity virtual robotics game where students can learn to code virtual robots and drones using a block-based programming language, and have collected data from a week-long workshop with a group of 9, mostly Latinx, 4th and 5th graders. Students showed gains from 13% - 50% in interest in pre/post surveys, and gains in scores ranging from 11% to 39% on content in pre/post assessments. Preliminary backend learning analytics results indicate that the students consistently used the 3D virtual world of San Juan as their point of reference for programming and wrote programs that focused on direction and distance, but did not use more advanced loops, conditionals and black boxed blocks. These results support a developmental approach to teaching programming, focusing first on concrete referents for program construction.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132041711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monika Akbar, Katherine S. Mortimer, Grecia Navarrete, Stephanie Galvan, G. Molina, Romelia Reyes, Cynthia Ontiveros, Scott Gray, S. Escandón, Monica Lyons, P. Delgado, V. Medrano, H. Kneedler, P. Benítez, Jacob Ramirez, Jesus Vazquez, Melissa Anderson
The Sol y Agua researcher-practitioner partnership (RPP) project introduces computational thinking (CT) in the middle school of the Paso del Norte region using a linguistically and culturally responsive approach. At the core of this RPP is the Sol y Agua game, a bilingual, culturally- and environmentally-relevant educational game developed at the University of Texas at El Paso to introduce computing and STEM topics in middle school. The Sol y Agua RPP includes some critical areas for a successful RPP, including partnership building and the focus on a linguistically and culturally-responsive pedagogy and content development. We describe our approach to build a sustainable RPP, incorporating bilingual pedagogy, and integrating CT through a culturally- and environmentally-relevant game as part of our RPP experience.
Sol y Agua研究人员-实践者伙伴关系(RPP)项目在Paso del Norte地区的中学采用语言和文化响应方法引入计算思维(CT)。该RPP的核心是Sol y Agua游戏，这是一款由德克萨斯大学埃尔帕索分校开发的与文化和环境相关的双语教育游戏，旨在向中学介绍计算机和STEM主题。索伊阿瓜区域合作伙伴计划包括一些成功的区域合作伙伴计划的关键领域，包括建立伙伴关系，关注语言和文化响应教学法和内容开发。我们描述了我们建立可持续RPP的方法，结合双语教学法，并通过文化和环境相关的游戏将CT整合为我们RPP经验的一部分。
{"title":"The Sol y Agua RPP: A Bilingual and Culturally Responsive Approach to Introduce Computational Thinking in Middle School","authors":"Monika Akbar, Katherine S. Mortimer, Grecia Navarrete, Stephanie Galvan, G. Molina, Romelia Reyes, Cynthia Ontiveros, Scott Gray, S. Escandón, Monica Lyons, P. Delgado, V. Medrano, H. Kneedler, P. Benítez, Jacob Ramirez, Jesus Vazquez, Melissa Anderson","doi":"10.1145/3478432.3499050","DOIUrl":"https://doi.org/10.1145/3478432.3499050","url":null,"abstract":"The Sol y Agua researcher-practitioner partnership (RPP) project introduces computational thinking (CT) in the middle school of the Paso del Norte region using a linguistically and culturally responsive approach. At the core of this RPP is the Sol y Agua game, a bilingual, culturally- and environmentally-relevant educational game developed at the University of Texas at El Paso to introduce computing and STEM topics in middle school. The Sol y Agua RPP includes some critical areas for a successful RPP, including partnership building and the focus on a linguistically and culturally-responsive pedagogy and content development. We describe our approach to build a sustainable RPP, incorporating bilingual pedagogy, and integrating CT through a culturally- and environmentally-relevant game as part of our RPP experience.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133136339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Joint Task Force of the Association for Computing Machinery (ACM), the Institute of Electrical and Electronics Engineers~-~Computer Society (IEEE-CS), and Association for the Advancement of Artificial Intelligence (AAAI) was constituted in early 2021 to begin the decennial process of revising the Computer Science curricular guidelines, which were last released as Computer Science Curricula 2013 (CS2013). This special session will present the first draft of the revised curricular guidelines, currently referred to as CS202X, and solicit feedback. The CS202X draft will include revisions to CS2013 Knowledge Areas, a proposed competency model being incorporated into the curricular guidelines, and other updates. Targeted towards educators, administrators and others interested in Computer Science curricular issues, this session will be led by the co-chairs and members of the CS202X Steering Committee as part of their process to engage the community and solicit feedback.
{"title":"A First Look at the ACM/IEEE-CS/AAAI Computer Science Curricula (CS202X)","authors":"Amruth N. Kumar, R. Raj","doi":"10.1145/3478432.3499036","DOIUrl":"https://doi.org/10.1145/3478432.3499036","url":null,"abstract":"A Joint Task Force of the Association for Computing Machinery (ACM), the Institute of Electrical and Electronics Engineers~-~Computer Society (IEEE-CS), and Association for the Advancement of Artificial Intelligence (AAAI) was constituted in early 2021 to begin the decennial process of revising the Computer Science curricular guidelines, which were last released as Computer Science Curricula 2013 (CS2013). This special session will present the first draft of the revised curricular guidelines, currently referred to as CS202X, and solicit feedback. The CS202X draft will include revisions to CS2013 Knowledge Areas, a proposed competency model being incorporated into the curricular guidelines, and other updates. Targeted towards educators, administrators and others interested in Computer Science curricular issues, this session will be led by the co-chairs and members of the CS202X Steering Committee as part of their process to engage the community and solicit feedback.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"179 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133252158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community Question Answering (CQA) platforms like Stack Overflow enable gamified and moderated community-driven knowledge creation. We report on our experiences of introducing Stack Overflow in our Computer Science BSc programme and explore whether these platforms can (1) reduce the workload of lecturers in answering questions in large-scale classrooms, and (2) create a community of learners in the large-scale setting of ~1600 students.
{"title":"First Impressions of Using Stack Overflow for Education in a Computer Science Bachelor Programme","authors":"Stefan Hugtenburg, A. Zaidman","doi":"10.1145/3478432.3499046","DOIUrl":"https://doi.org/10.1145/3478432.3499046","url":null,"abstract":"Community Question Answering (CQA) platforms like Stack Overflow enable gamified and moderated community-driven knowledge creation. We report on our experiences of introducing Stack Overflow in our Computer Science BSc programme and explore whether these platforms can (1) reduce the workload of lecturers in answering questions in large-scale classrooms, and (2) create a community of learners in the large-scale setting of ~1600 students.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114497361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael A. Ball, Lauren Mock, D. Garcia, T. Barnes, Marnie Hill, Mary Fries, Pamela Fox, Yuan Garcia
The Beauty and Joy of Computing (BJC) is a CS Principles (CSP) course created at UC Berkeley to reach high school and university nonmajors in computer science. It was chosen for the CSP pilot and endorsed by the College Board as an AP CSP curriculum and PD provider since the first AP CSP exam sitting in 2017. This past year, BJC developed a new course for middle school and early high school that teaches a functional approach to programming, emphasizing iteration and commands, and including exciting projects in graphics, data, and media. In this workshop, we will provide an overview of the BJC middle school and high school curriculum including course materials, teacher resources, and an introduction to Snap!, the chosen visual programming language of BJC. We will not only cover curriculum updates, Snap! updates, BJC for middle school, BJC in other languages, but also dive into labs with hands-on programming. Laptop is required.
{"title":"Beauty and Joy of Computing: AP CS Principles & Middle School Curriculum","authors":"Michael A. Ball, Lauren Mock, D. Garcia, T. Barnes, Marnie Hill, Mary Fries, Pamela Fox, Yuan Garcia","doi":"10.1145/3478432.3499145","DOIUrl":"https://doi.org/10.1145/3478432.3499145","url":null,"abstract":"The Beauty and Joy of Computing (BJC) is a CS Principles (CSP) course created at UC Berkeley to reach high school and university nonmajors in computer science. It was chosen for the CSP pilot and endorsed by the College Board as an AP CSP curriculum and PD provider since the first AP CSP exam sitting in 2017. This past year, BJC developed a new course for middle school and early high school that teaches a functional approach to programming, emphasizing iteration and commands, and including exciting projects in graphics, data, and media. In this workshop, we will provide an overview of the BJC middle school and high school curriculum including course materials, teacher resources, and an introduction to Snap!, the chosen visual programming language of BJC. We will not only cover curriculum updates, Snap! updates, BJC for middle school, BJC in other languages, but also dive into labs with hands-on programming. Laptop is required.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114567797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Dicheva, Keith Irwin, Christo Dichev, L. Cassel, Rita Ismailova
Gamification, the use of game elements in non-game contexts, is already widely used to enhance learner engagement and motivation. Gamification motivates by adding gamefulness to the learning tasks. It is largely agreed that the success of applying gamification to educational contexts strongly depends on the way the gamification is designed & implemented. The goal of this BOF will be to provide a platform for discussing and brainstorming of different ways in which Computer Science courses could be gamified. BOF participants will form groups which will be tasked with developing scenarios of gamification design for a CS course. The groups will be led by the BOF organizers & other participating colleagues who are experienced in applying gamification in their courses. The guiding questions will include: What should be the steps in the gamification design process, where do we start? What are the goals? Which learning activities are suited for gamifying? Which game elements - the building blocks that are used for creating gameful experiences - could be used in the selected contexts? What gamification platforms or tools can be used to implement the designed gamification? At the end, the groups will be invited to present their gamification scenarios. We hope that in this BOF we will collectively identify new and interesting strategies for creating successful and sustainable gameful experiences in CS courses which will contribute to learners' engagement & motivation.
{"title":"How to Gamify Computer Science Courses?","authors":"D. Dicheva, Keith Irwin, Christo Dichev, L. Cassel, Rita Ismailova","doi":"10.1145/3478432.3499192","DOIUrl":"https://doi.org/10.1145/3478432.3499192","url":null,"abstract":"Gamification, the use of game elements in non-game contexts, is already widely used to enhance learner engagement and motivation. Gamification motivates by adding gamefulness to the learning tasks. It is largely agreed that the success of applying gamification to educational contexts strongly depends on the way the gamification is designed & implemented. The goal of this BOF will be to provide a platform for discussing and brainstorming of different ways in which Computer Science courses could be gamified. BOF participants will form groups which will be tasked with developing scenarios of gamification design for a CS course. The groups will be led by the BOF organizers & other participating colleagues who are experienced in applying gamification in their courses. The guiding questions will include: What should be the steps in the gamification design process, where do we start? What are the goals? Which learning activities are suited for gamifying? Which game elements - the building blocks that are used for creating gameful experiences - could be used in the selected contexts? What gamification platforms or tools can be used to implement the designed gamification? At the end, the groups will be invited to present their gamification scenarios. We hope that in this BOF we will collectively identify new and interesting strategies for creating successful and sustainable gameful experiences in CS courses which will contribute to learners' engagement & motivation.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114749066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Callan J. Noak, Jennifer L. Tsan, Sujing Wang, Stefan Andrei
Our poster covers the organization, curriculum design, and assessment of two summer camps we organized in Summer 2021 to teach middle school students fundamental programming concepts to increase their knowledge and interests in computer science. We designed several hands-on projects using the SparkFun Inventor's Kit, Scratch, and Makers Empire 3D Design Software. Scratch was used to teach fundamental programming concepts such as arithmetic operations, strings, conditional statements, and loops. The SparkFun Inventor's Kit provides a powerful and in-depth programming experience for middle school students. The Mission to Mars Design Challenge Activity utilized Makers Empire 3D Design Software and Scratch and allowed students to explore and determine the specific needs of a mission to Mars while challenging them to brainstorm, design, and create an invention or new tool. Those hands-on programming experiences helped students to develop and build creative confidence, design thinking skills, and problem-solving skills. Our program assessment results showed that camp participants increased their knowledge and interests in subjects related to programming and computer science. Our poster provides detailed information about organizing similar summer camps at other institutions to increase general participation in computer science.
{"title":"Introducing Programming to Middle School Students to Increase Knowledge and Interest in Computer Science","authors":"Callan J. Noak, Jennifer L. Tsan, Sujing Wang, Stefan Andrei","doi":"10.1145/3478432.3499056","DOIUrl":"https://doi.org/10.1145/3478432.3499056","url":null,"abstract":"Our poster covers the organization, curriculum design, and assessment of two summer camps we organized in Summer 2021 to teach middle school students fundamental programming concepts to increase their knowledge and interests in computer science. We designed several hands-on projects using the SparkFun Inventor's Kit, Scratch, and Makers Empire 3D Design Software. Scratch was used to teach fundamental programming concepts such as arithmetic operations, strings, conditional statements, and loops. The SparkFun Inventor's Kit provides a powerful and in-depth programming experience for middle school students. The Mission to Mars Design Challenge Activity utilized Makers Empire 3D Design Software and Scratch and allowed students to explore and determine the specific needs of a mission to Mars while challenging them to brainstorm, design, and create an invention or new tool. Those hands-on programming experiences helped students to develop and build creative confidence, design thinking skills, and problem-solving skills. Our program assessment results showed that camp participants increased their knowledge and interests in subjects related to programming and computer science. Our poster provides detailed information about organizing similar summer camps at other institutions to increase general participation in computer science.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128233947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Culturally responsive pedagogy (CRP) has gained prominence in computer science education since it can effectively reach traditionally marginalized populations, which has led to new efforts toward broadening participation in computer science (CS). The CS Pathways Researcher-Practitioner Partnership (RPP) project developed and delivered a community-centered professional development (PD) model to build middle school teachers' capacity in teaching computer science and digital literacy (CSDL) and eventually have students make apps for social good. The study examined how the project utilized professional learning activities and community support to achieve two goals: 1) build middle school teachers' capacity of teaching CS curriculum by using culturally responsive pedagogy (CRP), and 2) support the implementation of CRP in their CS classrooms. Qualitative data were collected through the year-long bi-weekly PD meetings including answers to prompt questions and discussion, along with end-of-year interviews with the teachers. The results demonstrated that by utilizing a community-centered PD model, the project was able to 1) enhance teachers' cognitive development of CRP; 2) facilitate teachers' interaction, sharing of knowledge and resources, as well as exchange of best practices; 3) successfully collaborate with teachers to implement a CRP and address their questions along the way. This paper discussed the potential model for a community-centered professional development to prepare and support teachers' culturally responsive teaching in CS education, aiming to contribute to PD research.
{"title":"Equipping Middle School Teachers with Culturally Responsive Pedagogy for Computer Science Through Community-centered Professional Development","authors":"Gillian Bausch","doi":"10.1145/3478432.3499213","DOIUrl":"https://doi.org/10.1145/3478432.3499213","url":null,"abstract":"Culturally responsive pedagogy (CRP) has gained prominence in computer science education since it can effectively reach traditionally marginalized populations, which has led to new efforts toward broadening participation in computer science (CS). The CS Pathways Researcher-Practitioner Partnership (RPP) project developed and delivered a community-centered professional development (PD) model to build middle school teachers' capacity in teaching computer science and digital literacy (CSDL) and eventually have students make apps for social good. The study examined how the project utilized professional learning activities and community support to achieve two goals: 1) build middle school teachers' capacity of teaching CS curriculum by using culturally responsive pedagogy (CRP), and 2) support the implementation of CRP in their CS classrooms. Qualitative data were collected through the year-long bi-weekly PD meetings including answers to prompt questions and discussion, along with end-of-year interviews with the teachers. The results demonstrated that by utilizing a community-centered PD model, the project was able to 1) enhance teachers' cognitive development of CRP; 2) facilitate teachers' interaction, sharing of knowledge and resources, as well as exchange of best practices; 3) successfully collaborate with teachers to implement a CRP and address their questions along the way. This paper discussed the potential model for a community-centered professional development to prepare and support teachers' culturally responsive teaching in CS education, aiming to contribute to PD research.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134434037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As computing becomes increasingly relevant to all disciplines, interdisciplinary computing degrees become increasingly important. These interdisciplinary majors: 1) address the increasing need for computing knowledge across all disciplines; 2) have the potential to increase a student's employability; 3) give employers the opportunity to hire students who are trained in two fields relevant to the company; 4) by reducing the number of requirements for the computing degree, can alleviate some of the pressure faced by CS departments from booming enrollments ; and 5) broaden participation in computing - in particular, to increase the percentage of women. Despite these opportunities, as of 2022 there are only a few schools that have embraced this mission. There are significant implementation challenges to interdisciplinary majors: 1) university/college budget models often financially discourage interdisciplinary degrees; 2) difficulty determining the "unit" that will administer the combined degree; 3) already large demands on CS faculty time; 4) advisors/faculty must be trained to advise interdisciplinary majors; and 5) both disciplines have to agree to reduce their major course requirements. In this BoF session we will discuss these and other obstacles identified at the range of institutions represented at SIGCSE and how to overcome these implementation challenges.
{"title":"Interdisciplinary Computing Majors (CS+X): Making it work at your University","authors":"Carla E. Brodley, Valerie Barr","doi":"10.1145/3478432.3499174","DOIUrl":"https://doi.org/10.1145/3478432.3499174","url":null,"abstract":"As computing becomes increasingly relevant to all disciplines, interdisciplinary computing degrees become increasingly important. These interdisciplinary majors: 1) address the increasing need for computing knowledge across all disciplines; 2) have the potential to increase a student's employability; 3) give employers the opportunity to hire students who are trained in two fields relevant to the company; 4) by reducing the number of requirements for the computing degree, can alleviate some of the pressure faced by CS departments from booming enrollments ; and 5) broaden participation in computing - in particular, to increase the percentage of women. Despite these opportunities, as of 2022 there are only a few schools that have embraced this mission. There are significant implementation challenges to interdisciplinary majors: 1) university/college budget models often financially discourage interdisciplinary degrees; 2) difficulty determining the \"unit\" that will administer the combined degree; 3) already large demands on CS faculty time; 4) advisors/faculty must be trained to advise interdisciplinary majors; and 5) both disciplines have to agree to reduce their major course requirements. In this BoF session we will discuss these and other obstacles identified at the range of institutions represented at SIGCSE and how to overcome these implementation challenges.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133803025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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