Charles Riedesel, Alison Clear, G. Cross, J. Hughes, Simon, H. Walker
Academic integrity policies embody widely accepted principles of ethics and behaviour, instantiating in their codes the standards and processes that apply to the institutions enacting them. Application of these principles to the field of computing, which has a variety of distinguishing practices and characteristics, is a non-trivial endeavour. Indeed, a number of computing departments have created their own policies that extend, replace, or interpret their institutional policies in the context of computing education and research. The emphases, development, implementation, and dissemination of institutional, departmental, and even class-level policies vary dramatically among universities and colleges. This paper is offered as a practical guide for computing academics and administrators to better understand their existing policies, how to apply them, and what is involved in crafting and revising them. Included are numerous examples of application of the principles and of policy options that span the needs of a wide range of institutions.
{"title":"Academic integrity policies in a computing education context","authors":"Charles Riedesel, Alison Clear, G. Cross, J. Hughes, Simon, H. Walker","doi":"10.1145/2426636.2426638","DOIUrl":"https://doi.org/10.1145/2426636.2426638","url":null,"abstract":"Academic integrity policies embody widely accepted principles of ethics and behaviour, instantiating in their codes the standards and processes that apply to the institutions enacting them. Application of these principles to the field of computing, which has a variety of distinguishing practices and characteristics, is a non-trivial endeavour. Indeed, a number of computing departments have created their own policies that extend, replace, or interpret their institutional policies in the context of computing education and research. The emphases, development, implementation, and dissemination of institutional, departmental, and even class-level policies vary dramatically among universities and colleges. This paper is offered as a practical guide for computing academics and administrators to better understand their existing policies, how to apply them, and what is involved in crafting and revising them. Included are numerous examples of application of the principles and of policy options that span the needs of a wide range of institutions.","PeriodicalId":354089,"journal":{"name":"ITiCSE-WGR '12","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127850321","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}
J. Börstler, Ludwik Kuzniarz, Carl Alphonce, William B. Sanders, M. Smialek
Modeling is a key skill in software development. The ability to develop, manipulate and understand models for software is therefore an important learning objective in many CS/SE courses. In this working group, we investigated how and when (software) modeling is taught to help us better understand the key issues in teaching (software) modeling. Several shortcomings were found in common curricula, both in their understanding of the term modeling" and in how they address its teaching. This WG report summarizes the findings and formulates recommendations on the inclusion of software modeling courses in future CS/SE curricula.
{"title":"Teaching software modeling in computing curricula","authors":"J. Börstler, Ludwik Kuzniarz, Carl Alphonce, William B. Sanders, M. Smialek","doi":"10.1145/2426636.2426640","DOIUrl":"https://doi.org/10.1145/2426636.2426640","url":null,"abstract":"Modeling is a key skill in software development. The ability to develop, manipulate and understand models for software is therefore an important learning objective in many CS/SE courses. In this working group, we investigated how and when (software) modeling is taught to help us better understand the key issues in teaching (software) modeling. Several shortcomings were found in common curricula, both in their understanding of the term modeling\" and in how they address its teaching. This WG report summarizes the findings and formulates recommendations on the inclusion of software modeling courses in future CS/SE curricula.","PeriodicalId":354089,"journal":{"name":"ITiCSE-WGR '12","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116671587","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}
Barry Burd, J. Barros, Chris Johnson, S. Kurkovsky, A. Rosenbloom, N. Tillmann
Computers that once filled rooms now fit in our pockets, and unlike their predecessors, mobile computers abound. The mobile industry is surging, with more smartphones being sold to consumers than PCs [17]. But does the rise of mobility impact computer science education? We claim that computer science educators must seriously consider mobility as they examine their curriculum. In this working group report, we offer a brief defense of why mobile computing belongs in our courses, summarize our survey of several hundred courses which already incorporate it, and discuss how educators might adopt it in their own courses. We hope that this work will help computer science educators make informed decisions about incorporating mobile computing into their courses and provide examples of such integration on different levels, ranging from individual projects or lecture topics to mobile computing as a learning context for an entire course.
{"title":"Educating for mobile computing: addressing the new challenges","authors":"Barry Burd, J. Barros, Chris Johnson, S. Kurkovsky, A. Rosenbloom, N. Tillmann","doi":"10.1145/2426636.2426641","DOIUrl":"https://doi.org/10.1145/2426636.2426641","url":null,"abstract":"Computers that once filled rooms now fit in our pockets, and unlike their predecessors, mobile computers abound. The mobile industry is surging, with more smartphones being sold to consumers than PCs [17]. But does the rise of mobility impact computer science education? We claim that computer science educators must seriously consider mobility as they examine their curriculum. In this working group report, we offer a brief defense of why mobile computing belongs in our courses, summarize our survey of several hundred courses which already incorporate it, and discuss how educators might adopt it in their own courses. We hope that this work will help computer science educators make informed decisions about incorporating mobile computing into their courses and provide examples of such integration on different levels, ranging from individual projects or lecture topics to mobile computing as a learning context for an entire course.","PeriodicalId":354089,"journal":{"name":"ITiCSE-WGR '12","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129601467","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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