C. Dierbach, H. Hochheiser, S. Collins, G. Jerome, C. Ariza, Tina Kelleher, W. Kleinsasser, J. Dehlinger, S. Kaza
Computational thinking has been identified as a necessary fundamental skill for all students. University curricula, however, are currently not designed to provide such knowledge to a broad student population. In this paper, we report on our experiences in the development of a model for incorporating computational thinking into the undergraduate, general education curriculum at Towson University. We discuss the model in terms of eliciting faculty interest, institutional support, and positive student response. In the first two years of this NSF-funded three-year project, we have developed, piloted and assessed five computational thinking general education courses - an Everyday Computational Thinking course, and four discipline-specific computational thinking general education courses. Initial assessments show promising and significant student, instructor and administration interest in computational thinking as a basis in courses covering multiple disciplines within the general education curriculum.
{"title":"A model for piloting pathways for computational thinking in a general education curriculum","authors":"C. Dierbach, H. Hochheiser, S. Collins, G. Jerome, C. Ariza, Tina Kelleher, W. Kleinsasser, J. Dehlinger, S. Kaza","doi":"10.1145/1953163.1953243","DOIUrl":"https://doi.org/10.1145/1953163.1953243","url":null,"abstract":"Computational thinking has been identified as a necessary fundamental skill for all students. University curricula, however, are currently not designed to provide such knowledge to a broad student population. In this paper, we report on our experiences in the development of a model for incorporating computational thinking into the undergraduate, general education curriculum at Towson University. We discuss the model in terms of eliciting faculty interest, institutional support, and positive student response. In the first two years of this NSF-funded three-year project, we have developed, piloted and assessed five computational thinking general education courses - an Everyday Computational Thinking course, and four discipline-specific computational thinking general education courses. Initial assessments show promising and significant student, instructor and administration interest in computational thinking as a basis in courses covering multiple disciplines within the general education curriculum.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126896537","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 the need for multidisciplinary computing education continues to increase, consideration for distributed expertise will become critical to implementing a successful curriculum. A model of cooperative expertise is presented in which faculty maintain responsibility for their own course, creating and evaluating assignments for their students that support learning in their colleagues' courses as well. We present outcomes of an experiment to implement this model at two geographically separated institutions through three courses (two at one institution, one at the other), by faculty in computer science, media and English. Results reported include faculty analysis of student achievement in each course and student surveys of attitudes toward multidisciplinary collaboration. Overall, it appears that student learning and attitudes are enhanced by the experience.
{"title":"Cooperative expertise for multidisciplinary computing","authors":"U. Wolz, L. Cassel, T. Way, Kim Pearson","doi":"10.1145/1953163.1953264","DOIUrl":"https://doi.org/10.1145/1953163.1953264","url":null,"abstract":"As the need for multidisciplinary computing education continues to increase, consideration for distributed expertise will become critical to implementing a successful curriculum. A model of cooperative expertise is presented in which faculty maintain responsibility for their own course, creating and evaluating assignments for their students that support learning in their colleagues' courses as well. We present outcomes of an experiment to implement this model at two geographically separated institutions through three courses (two at one institution, one at the other), by faculty in computer science, media and English. Results reported include faculty analysis of student achievement in each course and student surveys of attitudes toward multidisciplinary collaboration. Overall, it appears that student learning and attitudes are enhanced by the experience.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130620733","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}
The Fulbright Scholar Program is the flagship academic exchange program of the U.S. Department of State that provides the opportunity for U.S. Scholars to teach and/or conduct research at institutions abroad. Every year, approximately 1100 American scholars travel to approximately 125 countries to lecture, conduct research, and participate in a wide variety of academic and professional activities for one or more academic terms, up to one year. The Fulbright Scholar program is open to US Citizens with a Ph.D. or equivalent professional or terminal degree and university teaching experience [1]. In this panel, three computer science professors who have completed a total of five Fulbright grants in the last 12 years offer their experiences, anecdotes, and insights of the Fulbright Scholar program. The goal of the panel is to promote and inform the CS Education community about benefits of the Fulbright Scholar program, address questions or misconceptions regarding the program, and present realistic expectations for both the application process and the program itself. Each of the three panelists will present a 15 minute overview of their Fulbright experiences, leaving ample time for an interactive question and answer period.
{"title":"CS Fulbright experiences abroad","authors":"Joel C. Adams, Brent Baas, S. Buchele","doi":"10.1145/1953163.1953279","DOIUrl":"https://doi.org/10.1145/1953163.1953279","url":null,"abstract":"The Fulbright Scholar Program is the flagship academic exchange program of the U.S. Department of State that provides the opportunity for U.S. Scholars to teach and/or conduct research at institutions abroad. Every year, approximately 1100 American scholars travel to approximately 125 countries to lecture, conduct research, and participate in a wide variety of academic and professional activities for one or more academic terms, up to one year. The Fulbright Scholar program is open to US Citizens with a Ph.D. or equivalent professional or terminal degree and university teaching experience [1]. In this panel, three computer science professors who have completed a total of five Fulbright grants in the last 12 years offer their experiences, anecdotes, and insights of the Fulbright Scholar program. The goal of the panel is to promote and inform the CS Education community about benefits of the Fulbright Scholar program, address questions or misconceptions regarding the program, and present realistic expectations for both the application process and the program itself. Each of the three panelists will present a 15 minute overview of their Fulbright experiences, leaving ample time for an interactive question and answer period.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124377927","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}
Aman Yadav, Ninger Zhou, Chris Mayfield, Susanne E. Hambrusch, John T. Korb
As computational thinking becomes a fundamental skill for the 21st century, K-12 teachers should be exposed to computing principles. This paper describes the implementation and evaluation of a computational thinking module in a required course for elementary and secondary education majors. We summarize the results from open-ended and multiple-choice questionnaires given both before and after the module to assess the students' attitudes toward and understanding of computational thinking. The results suggest that given relevant information about computational thinking, education students' attitudes toward computer science becomes more favorable and they will be more likely to integrate computing principles in their future teaching.
{"title":"Introducing computational thinking in education courses","authors":"Aman Yadav, Ninger Zhou, Chris Mayfield, Susanne E. Hambrusch, John T. Korb","doi":"10.1145/1953163.1953297","DOIUrl":"https://doi.org/10.1145/1953163.1953297","url":null,"abstract":"As computational thinking becomes a fundamental skill for the 21st century, K-12 teachers should be exposed to computing principles. This paper describes the implementation and evaluation of a computational thinking module in a required course for elementary and secondary education majors. We summarize the results from open-ended and multiple-choice questionnaires given both before and after the module to assess the students' attitudes toward and understanding of computational thinking. The results suggest that given relevant information about computational thinking, education students' attitudes toward computer science becomes more favorable and they will be more likely to integrate computing principles in their future teaching.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127706486","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}
K. Cennamo, S. Douglas, M. Vernon, Carol B. Brandt, B. Scott, Y. Reimer, Margarita McGrath
Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. In order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (ID), and human-computer interaction (HCI) classes. Our analysis of the activities conducted during studio critiques revealed that while the ID and architecture studios had a primary focus on experimentation, the primary emphasis of the HCI studios was on idea refinement. In this paper, we describe four barriers to creative thought observed in the HCI classrooms and identify ways that the architecture and ID instructors helped students to overcome similar challenges.
{"title":"Promoting creativity in the computer science design studio","authors":"K. Cennamo, S. Douglas, M. Vernon, Carol B. Brandt, B. Scott, Y. Reimer, Margarita McGrath","doi":"10.1145/1953163.1953344","DOIUrl":"https://doi.org/10.1145/1953163.1953344","url":null,"abstract":"Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. In order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (ID), and human-computer interaction (HCI) classes. Our analysis of the activities conducted during studio critiques revealed that while the ID and architecture studios had a primary focus on experimentation, the primary emphasis of the HCI studios was on idea refinement. In this paper, we describe four barriers to creative thought observed in the HCI classrooms and identify ways that the architecture and ID instructors helped students to overcome similar challenges.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"31 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126416804","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}
Nick Parlante, Julie Zelenski, K. Schwarz, Dave Feinberg, Michelle Craig, Stuart A. Hansen, Michael Scott, D. Malan
I worry over topics for the syllabus, fretting over demos and presentations. And yet, I always come back to the fact that most of what my students learn and remember from my course comes from the assignments. Great assignments are hard to dream up and time-consuming to develop. With that in mind, the Nifty Assignments session is all about promoting and sharing the ideas and concrete materials of successful assignments.
{"title":"Nifty assignments","authors":"Nick Parlante, Julie Zelenski, K. Schwarz, Dave Feinberg, Michelle Craig, Stuart A. Hansen, Michael Scott, D. Malan","doi":"10.1145/1953163.1953305","DOIUrl":"https://doi.org/10.1145/1953163.1953305","url":null,"abstract":"I worry over topics for the syllabus, fretting over demos and presentations. And yet, I always come back to the fact that most of what my students learn and remember from my course comes from the assignments. Great assignments are hard to dream up and time-consuming to develop. With that in mind, the Nifty Assignments session is all about promoting and sharing the ideas and concrete materials of successful assignments.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121764162","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}
Diana Franklin, Phill Conrad, Gerardo Aldana, S. Hough
A popular approach to introducing students to computer science is to involve middle-school students in engaging programming activities. One challenge in such a program is attracting students who are not already positively predisposed to computing. In order to attract a diverse audience, we developed a summer program based on culturally-relevant themes that appealed to our two target audiences, females and Latina/os. This paper describes our success in developing and implementing a computing curriculum and recruiting materials for a 2-week summer camp integrating two themes, animal conservation and Mayan culture. Scratch programming was used to engage students in creating animations about animals and Mayan culture, allowing them an interdisciplinary experience that combined programming, culture, biology, art, and storytelling. Our recruiting efforts resulted in an application pool that was 73% female and 67% Latina/o, with only 6.5% in neither group. We had 34 students complete the program. Pre- and post- surveys showed that the number of students citing computer science as their top choice for a career doubled and interest in computer science as a career more than tripled.
{"title":"Animal tlatoque: attracting middle school students to computing through culturally-relevant themes","authors":"Diana Franklin, Phill Conrad, Gerardo Aldana, S. Hough","doi":"10.1145/1953163.1953295","DOIUrl":"https://doi.org/10.1145/1953163.1953295","url":null,"abstract":"A popular approach to introducing students to computer science is to involve middle-school students in engaging programming activities. One challenge in such a program is attracting students who are not already positively predisposed to computing. In order to attract a diverse audience, we developed a summer program based on culturally-relevant themes that appealed to our two target audiences, females and Latina/os. This paper describes our success in developing and implementing a computing curriculum and recruiting materials for a 2-week summer camp integrating two themes, animal conservation and Mayan culture. Scratch programming was used to engage students in creating animations about animals and Mayan culture, allowing them an interdisciplinary experience that combined programming, culture, biology, art, and storytelling. Our recruiting efforts resulted in an application pool that was 73% female and 67% Latina/o, with only 6.5% in neither group. We had 34 students complete the program. Pre- and post- surveys showed that the number of students citing computer science as their top choice for a career doubled and interest in computer science as a career more than tripled.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129385552","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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