Developing Collaborative Skills Early in the CS Curriculum in a Laboratory Environment

ABSTRACT The research on teaching and learning over the past 50 years suggests that the early use of collaborative learning leads to higher interest, higher retention, and higher academic performance in students. Early use of these techniques can also increase the sense of belonging for students and can lead to the early development of collaborative skills to prepare students for team experiences in subsequent courses and future careers. During the weekly lab sessions of a second semester introduction to programming course students engaged in collaborative learning experiences through team-based problem solving, project planning, pair programming, and other agile software development practices. Course objectives provided specific goals and criteria for assessment relative to these skills. The assessment in the authors' prior work identified several problem areas which led to specific initiatives to address those problems: (a) instructor-chosen teams, (b) early instruction and reflection on team skills, (c) feedback on team performance, and (d) the use of an IDE that incorporates an automated testdriven development tool. This paper describes the implementation and assessment of these efforts. A significant increase in student team skills from the middle of the semester to the end of the semester was observed

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

A collaborative approach to learning programming: a hybrid learning model

The use of cooperative working as a means of developing collaborative skills has been recognised as vital in programming education. This paper presents results obtained from preliminary work to investigate the effectiveness of Pair Programming as a collaborative learning strategy and also its value towards improving programming skills within the laboratory. The potential of Problem Based Learning as a means of further developing cooperative working skills along with problem solving skills is also examined and a hybrid model encompassing both strategies outlined

Designing graduate training programs in conservation medicine-producing the right professionals with the right tools.

New challenges to human, animal, and ecosystem health demand novel solutions: New diseases are emerging from new configurations of humans, their domestic animals and wildlife; new pressures on once robust and resilient ecosystems are compromising their integrity; synthetic compounds and engineered organisms, new to the natural world, are spreading unpredictably around the globe. Globalization provides opportunities for infectious organisms to gain access to new hosts, changing in distribution and virulence. What type of training should be developed to provide professionals with the right tools to meet these challenges? In this article, we offer recommendations for developing academic programs in conservation medicine. We discuss the need for, and the advantages to, using a conservation medicine approach to address real world situations and present illustrations of how this is applied today. We suggest a core set of skills that are needed in a conservation medicine practitioner, and recommend key considerations for designing new conservation medicine training programs. We review existing programs that offer conservation medicine content, and provide examples of where opportunities exist for those interested in pursuing a conservation medicine career

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Skills and Knowledge for Data-Intensive Environmental Research.

The scale and magnitude of complex and pressing environmental issues lend urgency to the need for integrative and reproducible analysis and synthesis, facilitated by data-intensive research approaches. However, the recent pace of technological change has been such that appropriate skills to accomplish data-intensive research are lacking among environmental scientists, who more than ever need greater access to training and mentorship in computational skills. Here, we provide a roadmap for raising data competencies of current and next-generation environmental researchers by describing the concepts and skills needed for effectively engaging with the heterogeneous, distributed, and rapidly growing volumes of available data. We articulate five key skills: (1) data management and processing, (2) analysis, (3) software skills for science, (4) visualization, and (5) communication methods for collaboration and dissemination. We provide an overview of the current suite of training initiatives available to environmental scientists and models for closing the skill-transfer gap