Characterizing Graduateness in Computing Education

In my research, I employ a highly qualitative, narrative methodology to explore the sense students make of their own educational experiences within their wider learning trajectories. By taking such a holistic perspective on a Computing Education, I hope to be able to identify and distil aspects of successful Computing programs, whose effects may only emerge over time

Then and Now: Past Experience Echoed in University Computing Teachers’ Current Practice

Individual experiences, and the sense we make of them, shape who we are. For educators, experiential narratives affect both their day-to-day practice – the way they teach – and also the kind and quality of changes they make to their practice. In this work, we draw on data collected as part of a longitudinal study for the Sharing Practice project to explore how teachers’ experiences are “echoed” in their current practice. We describe the concept of ‘pedagogic stance’ and propose ways in which it may be identified. We suggest that an understanding of pedagogic stance may enable researchers to affect educators’ practice more effectively

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

Examining Graduateness through Narratives

Graduateness as a concept describes attributes that all graduates should have developed by the time they leave university. In my work, I take a different view and explore graduateness as constructed through graduates’ individual narratives

Effects of food on bacterial community composition associated with the copepod Acartia tonsa Dana

The estuarine copepod Acartia tonsa naturally carried diverse strains of bacteria on its body. The bacterial community composition (BCC) remained very conservative even when the copepod was fed different axenic algal species, indicating that the food per se did not much affect BCC associated with the copepod. In xenic algal treatments, however, copepod-associated BCC differed with each alga fed, even though the same bacterial source was used to inoculate the algae. In addition, starved copepods taken at the same location but at different times significantly differed in their BCC. Algal species composition and copepod life history therefore serve to regulate BCC associated with copepods, and spatial and temporal variations in algal species composition and copepod origin would alter bacteria-copepod interactions

Characterising Graduateness in Computing Education: A Narrative Approach

This thesis examines the concept of graduateness in computing education. Graduateness is related to efforts to articulate the outcomes of a university education. It is commonly defined as the attributes all graduates should develop by the time they graduate regardless of university attended or discipline studied (Glover, Law and Youngman 2002). This work takes a different perspective grounded in disciplinary and institutional contexts. It aims to explore how graduates make sense of their experiences studying computing within their wider learning trajectories. The research presented here uses a narrative approach. Whilst narrative methodologies are not commonly used in computing education, people construct stories both to make sense of their experiences and to integrate the "past, present, and an anticipated future" (McAdams 1985, p.120). Stories are then a particularly appropriate way of examining the sense people make of their learning experiences. This work draws on narrative interviews with graduates from the School of Computing at the University of Kent and Olin College of Engineering in the United States. It contributes a new perspective about the effect of a computing education beyond short-term outcome measures and proposes several analytic constructs that expose significant aspects in participants' learning experiences. In this, it describes themes related to students' acquisition of disciplinary knowledge and examines the evolution of their stories of learning computing over time