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检索条件"主题词=Contextualized computing"

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Open-Ended Assignments for Teaching contextualized computing 23

Open-Ended Assignments for Teaching Contextualized Computing

引用

Proceedings of the 2023 ACM Conference on International computing Education Research - Volume 2

作者： Tamara Nelson-Fromm University of Michigan United States of America

ISBN: (纸本)9781450399753

When undergraduate students studying disciplines other than computer science enroll in computing courses, they are likely seeking different skill sets than CS majors. One way to teach non-majors about computing in a way relevant to their fields of study is through contextualized computing courses where the programming instruction and activities focus on applications based in disciplines such as the humanities or arts. In an interview study of students in contextualized computing courses, I found that students wished to learn about computing for various professional and personal reasons, such as a desire to be conversational programmers or to create specific artifacts. One way that students are able to focus on their specific interest while in the courses is through creative, open-ended assignments where students can choose what they wish to create with programming. In my dissertation research, I will examine how students decide what to create in their assignments, how their plans for their final products change throughout their programming process, and in what ways students’ creations align with their reasons for enrolling in a computing course.

关键词： contextualized computing creativity interdisciplinary computing open-ended programming

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A Framework for Designing contextualized computing Curriculum

A Framework for Designing Contextualized Computing Curriculu...

引用

IEEE-STCBP Conference on Research on Equity and Sustained Participation in Engineering, computing, and Technology (RESPECT)

作者： Wolz, Ursula Carmichael, Gail Webber, Anne Marie RiverSound Solut Montclair NJ 07043 USA Lang Coll New York NY 10011 USA Shopify Ottawa ON Canada Goffstown High Sch Goffstown NH USA

ISBN: (纸本)9781728171722

contextualized computing is a two-decades-old approach to providing foundations in computer science. The intent has always been to promote a diversity of approaches and to cast a wide net through which to bring under-represented groups into the field. Much of the curriculum design is ad hoc. This experience paper presents a disciplined model for curriculum design that provides a structure and methodology for integrating computing with another discipline. A framework for analysis is presented that abstracts the curriculum development process. It is grounded in 50 years of scholarship on instructional design. It extends established practice to concurrently develop goals, objectives, activities, and assessments across at least two domains. The methodology is applied in two non-traditional domains: an industry-based work-integrated learning program at a 'software as a service' company, and in an alternative high school mathematics class for students at risk. This approach is unique in its emphasis on promoting a principled framework for curriculum design. It extends traditional instructional design by applying methodologies of agile development to identify, execute, and assess instructional computing.

关键词： contextualized computing interdisciplinary computing computing curriculum design high school computer science

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Understanding Non-CS Students' Motivations and Decision Making in a General Education computing Course 2025

Understanding Non-CS Students' Motivations and Decision Maki...

引用

Proceedings of the 56th ACM Technical Symposium on Computer Science Education V. 2

作者： Tamara Nelson-Fromm University of Michigan Ann Arbor MI USA

ISBN: (纸本)9798400705328

Undergraduate students are taking computer science (CS) courses, even if they are not planning to become computer science majors. However, recommendations for post-secondary computing curriculum presume that students are learning computer science for a career goal such as software engineering. Prior work about non-majors in introductory programming courses have revealed additional reasons why students learn programming: such as to become conversational programmers or computational scientists. These purposes are not well served by programming education built around the creation of software professionals, which can lead to students with non-technological career goals feeling unwelcome or uninterested in CS courses. At my institution, we have created new computing courses designed to meet the needs of liberal arts and humanities majors by teaching discipline-specific programming skills within an elective course. I conducted an interview study of 24 undergraduate students who enrolled in these elective, general education (not CS credit bearing) courses about computing and programming. I seek to understand why students not required to study computer science are motivated to learn about computing and programming, and why they chose to learn about computing through a general education elective which could not aid CS or technical degree progress. I additionally investigate how students in this context approach programming and debugging within their open-ended assignments. My findings build upon prior work to highlight additional reasons why non-CS majors might want to study computing, and how students' computing-related goals affect their decision-making when creating and refining programs.

关键词： contextualized computing

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Achieving Gender Balance through Creative Expression 19

Achieving Gender Balance through Creative Expression

引用

50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Bares, William H. Manaris, Bill McCauley, Renee Moore, Christine Coll Charleston Comp Sci Charleston SC 29401 USA

ISBN: (纸本)9781450358903

Increasing gender balance in computing is widely recognized by academic institutions, industry, and government agencies as an imperative. This paper describes how providing opportunities for creative expression early on and throughout the four years of an undergraduate computing degree achieves this goal. Prior studies have demonstrated that opportunity for creative expression has a positive effect on recruitment and retention of women, while conversely, lack of opportunity for creative expression has a negative effect. We describe our approach, integrated into a four-course sequence combining computing and the arts, so that other institutions may consider adopting it. Results of a six-year longitudinal study show that these courses attract, retain, and graduate 46% female students, while the corresponding number in our ABET-accredited Computer Science curriculum is approximately 20%. The paper concludes with general observations and suggests directions for future action in CS curricula design.

关键词： Creativity art contextualized computing broadening participation curriculum

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