ACM Curriculum Reports: A Pedagogic Perspective

In this paper, we illuminate themes that emerged in interviews with participants in the major curriculum recommendation efforts: we characterize the way the computing community interacts with and influences these reports and introduce the term “pedagogic projection” to describe implicit assumptions of how these reports will be used in practice. We then illuminate how this perceived use has changed over time and may affect future reports

An investigation into the adoption of CDIO in distance learning

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in discipline focused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods. First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed. The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, on campus workshops, and the development of a virtual engineering enterprise

The Perpetual Challenge: Finding a Complementary Balance of Depth and Breadth in an Engineering Curriculum - Approach of the Electrical Engineering Faculty

The faculty of the School of Engineering conducted a thorough review of its ABET-accredited undergraduate degree programs to assess and evaluate possible changes to our curricula, both School-wide and ones specific to our programs.The aim of the intensive year-long study was to maintain the principal strengths of depth, yet allow more opportunities for students to gain additional breadth in preparation for success in a wide range of professional careers during the increasingly global nature of engineering in the 21st century. An engineering educators, we are certainly aware that finding such an appropriate balance between depth and breadth of education, especially one with complementary aspects, is an ongoing challenge.The balance point is not stagnant, but varies from time-to-time and place-to-place depending on societal needs and technological developments. The focus of this paper is to summarize our curricular changes, with their rationale, beginning with the ones that apply to all of our School\u27s curricula.The major changes include reinstituting a common first-year study to aid students in selecting a major, enhancing the capstone design sequence to encourage and facilitate more multidisciplinary projects, and designating nine semester hours of existing credits as professional electives that can be, for example, in engineering, business, or foreign languages.The specifics of these curricular changes as adopted and adapted for our Electrical Engineering program are highlighted in this paper

Computational Thinking and Its Mathematics Origins through Purposeful Music Mixing with African American High School Students

Computational thinking (CT) is being advocated as core knowledge needed by all students—particularly, students from underrepresented groups—to prepare for the 21st century (Georgia Department of Education, 2017; Smith, 2016, 2017; The White House, 2017; Wing, 2006, 2014). The K–12 Computer Science Frameworks (2016), written by a national steering committee, defines CT as “the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer” (p. 68). This project investigated current national introductory CT curricula and their related programming platforms used in high schools. In particular, the study documents the development, implementation, and quantitative outcomes of a purposeful introductory CT curriculum framed by an eclectic theoretical perspective (Stinson, 2009) that included culturally relevant pedagogy and critical play through a computational music remixing platform known as EarSketch. This purposeful introductory CT curriculum, designed toward engaging African American high school students, was implemented with a racially diverse set of high school students to quantitatively measure their engagement and CT content knowledge change. The goal of the project was to increase engagement and CT content knowledge of all student participants, acknowledging that what benefits African American students tends to benefit all students (Hilliard, 1992; Ladson-Billings, 2014). An analysis of the findings suggests that there was a significant increase in student cognitive engagement for racially diverse participants though not for the subset of African American students. Affective and conative engagement did not significantly change for racially diverse participants nor for the African American student subset. However, both the racially diverse set of students’ and their subset of African American students’ CT content knowledge significantly increased. As well, there was no significant difference between African American students and non-African American students post-survey engagement and CT content knowledge post-assessment means when adjusted for their pre-survey engagement and pre-assessment knowledge respectively. Hence, showing that purposeful music mixing using EarSketch designed toward African American students benefitted a racially diverse set of students in cognitive engagement and CT content knowledge and the African American subset of students in CT content knowledge. Implications and recommendations for further study are discussed

An investigation into the adoption of CDIO in distance education

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in disciplinefocused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods.First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed.The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, oncampus workshops, and the development of a virtual engineering enterprise.<br /

The Challenge for the 1990s: Transforming the University (Draft 1.5)

http://deepblue.lib.umich.edu/bitstream/2027.42/79557/1/1994_The_Challenge_for_the_1990s_Transforming_the_University_Draft_1.5.pd

Inside the Box: A Case Study of How Spatial Rhetoric in High School Computer Science Curricula Inhibited the Acquisition of Technology Competence

More rhetorical skills are now required to navigate critically and productively in technological spaces; that means that one must possess a specific type of literacy, called technology competence, which enables one to understand the evolution of technology, the nature and design of technology, and its rhetorical effects on people and society. Initially envisioned as a multi-case study across school districts, this project changed to a single case study pilot project because the COVID-19 pandemic restricted access to classrooms in multiple school districts for observations, thus significantly reducing the sample size in the data set. Through a mixed methods case study of an introductory course in a majority-minority urban high school, this dissertation explored how students’ acquisition of technology competence was supported by the technology curricula offered in high schools and how the rhetoric in this technological space, the introductory course, affected students’ abilities to acquire technological competence that would enable them to extend their knowledge beyond access, to actively producing technology. Data collection included publicly available curricula and syllabi from local school districts, the state’s information technology curriculum, surveys from teachers and students, classroom observations, samples of lesson plans, student work, and interviews with teachers and students. The computer science pathways in the curriculum, spaces in which students could acquire technology literacy and develop technology competence, were severely restricted due to geography and local school zones, the level and quality of the computer science curriculum offered by the school and district, staffing and master scheduling, and teacher effectiveness. These findings indicated a need for a more standardized curriculum and instructional units for one introductory class that feeds multiple information technology pathways or specialized introductory classes for each separate pathway. To promote equity in access to the curriculum for all students, districts and schools should prioritize the state’s computer science curriculum in staffing, scheduling, and funding, to ensure that students in all zoned schools in the district have access to more of the computer science courses in the state’s curriculum

Report of the President, Bowdoin College 1990-1991 supplement

https://digitalcommons.bowdoin.edu/presidents-reports/1100/thumbnail.jp