CHI TIẾT NGHIÊN CỨU …
Tiêu đề
An interdisciplinary model for liberal arts computing curricula
Tác giả
Holland-Minkley A.M.; Fee S.B.
Năm xuất bản
2017
Source title
New Directions for Computing Education: Embedding Computing Across Disciplines
Số trích dẫn
2
DOI
10.1007/978-3-319-54226-3_10
Liên kết
Tóm tắt
Over the decades, significant work has gone into defining appropriate adaptations of formal computer science curricula for the philosophy and resource constraints of a liberal arts institution. We propose an alternate model for liberal arts computing curricula that prioritizes interdisciplinary approaches and content. This approach reflects both traditional and modern perspectives on the strength of liberal arts education. We illustrate how this interdisciplinary model for a computing curriculum has been implemented at our institution through a curriculum that prioritizes inherent interdisciplinarity, broad perspectives on computing, constructivist pedagogies embedded throughout the curriculum, support for inclusive computing education, and administrative flexibility. In particular, we take a broad view of the interdisciplinary potential of computing education, drawing not only on traditional connections to math and science, but also to psychology, art, philosophy, history, and other disciplines. Through this perspective, we are able to, with limited resources, offer numerous programs of study. These include both a major and minor in Computing and Information Studies as well as supporting concentrations for non-majors in Computational Science, Graphic Design, and Professional Writing. We also offer a wide variety of courses supporting other college programs and the college-wide curriculum. © Springer International Publishing AG 2017. All rights reserved.
Từ khóa
Computer science; Computing; Curriculum; Education; Interdisciplinary; Liberal arts; Pedagogy
Tài liệu tham khảo
Tech-Savvy: Educating girls in the new computer age. From AAUW Educational Foundation Commission on Technology, (2000); Austing R.H., Engel G.L., A computer science course program for small colleges, Communications of the ACM, 16, 3, pp. 139-147, (1973); Baldwin D., Brady A., Guest editor's introduction: Computer science in the liberal arts, ACM Transactions on Computing Education, 10, 1, (2010); Baldwin D., Brady A., Danyluk A., Adams J., Lawrence A., Case studies of liberal arts computer science programs, Transactions on Computing Education, 10, 1, (2010); Barr V., Disciplinary thinking, computational doing: Promoting interdisciplinary computing while transforming computer science enrollments, ACM Inroads, 7, 2, pp. 48-57, (2016); Blumenfeld P., Soloway E., Marx R., Krajcik J., Guzdial M., Palinscar A., Motivating project-based learning: Sustaining the doing, supporting the learning, Educational Psychologist, 26, 3-4, pp. 369-398, (1991); Bonwell C., Eison J., Active learning: Creating excitement in the classroom, (1991); Boud D., Feletti G., The challenge of problem-based learning, (1997); Bruce K.B., Cupper R.D., Drysdale R.L.S., A history of the liberal arts computer science consortium and its model curricula, Transactions on Computing Education, 10, 1, (2010); Cunningham E., Computers and society: A liberal arts perspective, SIGCSE Bulletin, 18, 1, pp. 249-252, (1986); Dinerstein N.T., Does computer science belong in a liberal arts college?, ACM SIGCSE Bulletin, 7, 2, pp. 55-64, (1975); Dooley J.F., Moving to CC2001 at a small college, pp. 196-198, (2004); Fee S.B., Holland-Minkley A.M., Correlating problems throughout an interdisciplinary curriculum, (2012); Gibbs N.E., Tucker A.B., A model curriculum for a liberal arts degree in computer science, Communications of the ACM, 29, 3, pp. 202-210, (1986); Hannon C., Service-learning and project management: The capstone course in information technology leadership, Service-learning in the computer and information sciences: Practical applications in engineering education, (2012); Holland-Minkley A.M., Fee S.B., Enabling innovative coursework through incremental problem-based learning, Issues in Information Systems, 13, 1, (2012); Computer science curriculum 2008: An interim revision of CS 2001, (2008); Izmirli O., Baird B., A Model for integrating arts and technology in a liberal arts college, Journal of Computing Sciences in Colleges, 17, 6, pp. 102-109, (2002); (2001); Computer science curricula 2013: Curriculum guidelines for undergraduate degree programs in computer science, (2013); Koo S.G.M., Computer science curriculum in a liberal arts setting: Case studies at the University of San Diego, (2012); A 2007 model curriculum for a liberal arts degree in computer science, Journal on Educational Resources in Computing, 7, 2, (2007); Lopez A.A., Raymond R., Tardiff R., A survey of computer science offerings in small liberal arts colleges, Communications of the ACM, 20, 12, pp. 902-906, (1977); Margolis J., Fisher A., Unlocking the clubhouse: Women in computing, (2001); North M., Holland-Minkley A.M., Innovation in the IT curriculum: A case study in information technology leadership, Issues in Information Systems, 7, 1, pp. 294-298, (2006); Peckham J., Harlow L., Stuart D., Silver B., Mederer H., Stephenson P., Broadening participation in computing: Issues and challenges, SIGCSE Bulletin, 39, 3, pp. 9-13, (2007); Roth R.W., Computer science for liberal arts colleges a report of a workshop held at Wheaton College, Wheaton, Illinois July 12-14, 1972, SIGCSE Bulletin, 5, 1, pp. 70-76, (1973); Savery J., Overview of problem-based learning: Definitions and distinctions, Essential readings in problem-based learning, (2015); Savery J., Duffy T., Problem-based learning: An instructional model and its constructivist framework, Constructivist learning environments: Case studies in instructional design, pp. 135-148, (2005); Sonnier D.L., Computer science in a liberal arts school: Convincing the skeptic, Journal of Computing Sciences in Colleges, 28, 5, pp. 115-121, (2013); Van de Pol J., Volman M., Beishuizen J., Scaffolding in teacher-student interaction: A decade of research, Educational Psychology Review, 22, pp. 271-296, (2010); Walker H.M., Kelemen C., Computer science and the liberal arts: A philosophical examination, Transactions on Computing Education, 10, 1, (2010); Walker H.M., Schneider G.M., A revised model curriculum for a liberal arts degree in computer science, Communications of the ACM, 39, 12, pp. 85-95, (1996); Wing J.M., Computational thinking, Communications of the ACM, 49, 3, pp. 33-35, (2006); Worland P.B., Using the ACM computer science curriculum recommendations in a liberal arts college, SIGCSE Bulletin, 10, 4, pp. 16-19, (1978)
Nơi xuất bản
Springer International Publishing
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus