CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Holistic approaches to computer science
Tác giả
Erkan A.; Barr J.; Barr V.; Goldweber M.; Kumar D.
Năm xuất bản
2018
Source title
SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education
Số trích dẫn
0
DOI
10.1145/3159450.3159614
Liên kết
Tóm tắt
Computer science curricula has been well defined for many years through the publication of the Computer Science Curricula reports developed jointly by the two major professional societies, the Association for Computing Machinery (ACM) and the IEEE Computer Society. These documents define computer science curricula by providing knowledge areas and course exemplars. The most recent curriculum report, the Computer Science Curricula 2013 (CSC13 [1]), provides 18 knowledge areas (KAs). Though it stresses that KAs do not necessary represent courses, computer science departments have traditionally created courses around the KAs. Indeed, the course exemplars presented in the CSC13 report, for the most part, center around KAs. This separation of concepts into courses introduces a number of deficiencies in a student's education. In particular, fields within computer science end up appearing to be silo-ed and students lack an understanding of interrelationship between sub-fields. For example, without a comprehension of interrelationships, students may fail to find or modify algorithms to meet efficiency constraints in real-world software. We can say that this deficiency is likely to be addressed after years of experience (or graduate school) but, as educators, it is important for us to address it in a more deliberate and timely fashion. A deliberate approach, for example, could be taken in a capstone course or project that requires students to draw upon concepts from several fields. Such a course, however, would come late in a student's development and would therefore be unlikely to fundamentally change a student's understanding of computer science. This panel will present holistic approaches to the cross-disciplinary problem that introduce students to the concept before their final year. Some of the approaches are integrated throughout the curriculum and some involve stand-alone courses, but every approach requires students to draw upon concepts from multiple KAs to solve problems. The panelists are from liberal arts institutions where cross-disciplinarity is prized and a natural part of the culture. Each panelist represents a different curricula approach that she or he will briefly describe before we engage the audience in a discussion of the problems, approaches, and experiences with providing holistic learning to students. © 2018 Copyright held by the owner/author(s).
Từ khóa
ACM guidelines; Algorithms; Education; Holistic; Networks; Operating systems
Tài liệu tham khảo
Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, (2013); Blank D., Kumar D., Patterns of curriculum design, Informatics Curricula and Teaching Methods, (2003); Erkan A., Barr J., Algorithms + organization = systems, Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 65-70, (2016)
Nơi xuất bản
Association for Computing Machinery, Inc
Hình thức xuất bản
Conference paper
Open Access
Nguồn
Scopus