Exploring resilience for effective learning in computer science education

Background and context: Many factors have been shown to be important for supporting effective learning and teaching – and thus progression and success – in formal educational contexts. While factors such as key introductory-level computer science knowledge and skills, as well as pre-university learning and qualifications, have been extensively explored, the impact of measures of positive psychology are less well understood for the discipline of computer science. This preliminary work investigates the relationships between effective learning and success, and two measures of positive psychology, Grit (Duckworth’s 12-item Grit scale) [6] and the Nicolson McBride Resilience Quotient (NMRQ) [3], in success in first-year undergraduate computer science to provide insight into the factors that impact on the transition from secondary education into tertiary education

Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes

This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity — thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands — both at school-level, as well as at university — however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice — from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) — to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions

Computer Science Degree Accreditation in the UK: A Post-Shadbolt Review Update

The assurance of quality through degree accreditation by Professional, Statutory and Regulatory Bodies (PSRBs) is very much a feature of higher education in the UK. In this dynamic and emerging UK educational, economic and policy environment, there still remains a need for accreditation regimes to evolve in order to maximise the value they provide to higher education institutions, as well as to industry and society as a whole. The Shadbolt Review, an independent review of computer science degree accreditation and graduate employability conducted in 2016, focused on the purpose and role of degree accreditation, how the system can support the skills requirements of employers, and how the system can improve graduate employability. This paper provides an update in the context of one professional body -- BCS, The Chartered Institute for IT -- of what has happened in response to the recommendations of the Shadbolt Review, focusing on ongoing enhancement projects, as well as commentary and recommendations for future activities and initiatives

Becoming Professional A University Perspective

Examples of arguably unprofessional or unethical behaviour related to IT are fairly commonly reported events. For a number of years, BCS has been encouraging coverage of related issues within accredited higher education provision. Phil Brooke FBCS, Tom Prickett MBCS, Shelagh Keogh MBCS and David Bowers FBCS report on this issue

Integrating New Research Faculty into the UK Computer Science Education Community

A vibrant Computer Science Education (CSE) Communityof Practice is emerging in the United Kingdom and Ireland(UK&I), promoted by national and international professionalbody/learned society specialist interest groups and supportedthrough a number of CSE research and practice conferences.This workshop explores how this community of practiceaddresses the needs of new academics to UK&I higher education and what opportunities there are to bring togetherand develop new academics as part of this community.The complex and contested demands of learning and teaching in UK&I higher education make the early career of anacademic challenging [4] and potentially lonely [1], especially when balanced against their research aspirations, andwider professional service commitments. Learning and teaching development in the UK commonly involves working towards Fellowship of the Higher Education Academy [2] (nowknown as AdvanceHE), either by direct application or byan accredited university postgraduate course. Typically, thisis supported by mentoring from within a department. Thequality of learning provided will be promoted in part by thestrength of the community of practice operating within thedepartment [3] and the communities of practice that exist ata national and international level [4].At the workshop attendees will participate in a qualitative research exercise, to shape and develop a proposal tofurther promote the value of new academics engaging withCSE research to enhance their own learning and teachingactivities. In particular, addressing:1. What current and future opportunities are there toengage new CS faculty with the UK&I CSE communityof practice?2. What is the potential to supplement institutional academic/research development opportunities with national developmental opportunities?3. How can we continue to raise the profile and value ofnew CS research faculty engaging with CSE research?The workshop would consists of two hours, online remoteactivity. By attending, early-career computer science facultywould gain a better appreciation for the opportunities thereare to engage and obtain support from the UK&I CSE research community. Experienced academics, would gain abetter appreciation for the development needs of their colleagues and how this augments their research and learningand teaching roles. All participants will have the opportunity to help shape a proposal for enhanced support for newacademics

A preliminary study of peer assessment feedback within team software development projects

Team-based software development projects where teams of learners design and develop software artefacts are common in computing- related degree programmes in the UK and other jurisdictions. Peer assessment is a commonly used approach to ensure learners are fairly recognised and rewarded for their contributions to such projects. This poster presents a preliminary study analysing the relationship between peer marking using the Team-Q rubric and peer feedback from one cohort using open coding and sentiment analysis. The preliminary results from a UK institutional study (N=124) illustrate how learner behaviours within teams appear to impact upon peer scores and the sentiment and intensity of emotion expressed in peer feedback. Additionally, the results provide valuable insights into common behaviours within teams. Given the prominence of team projects in computing curricula, the insights offered from this UK institutional study can shape and inform future learning, teaching and assessment practice

A National Mentoring and Buddying Pilot Scheme for UK Early Career CS Academics

In the United Kingdom (UK), a thriving computer science education (CSE) community of practice is evolving, supported by national and international professional body/learned society specialist interest groups, and being developed through a number of CSE research and practice conferences. A key group within this emerging community of practice are early career academics who are required to overcoming significant obstacles in the early stages of their academic career, from developing an independent research career, delivering high quality learning and teaching, continuing their own professional development, alongside wider academic service commitments. Institutional-level, but generally subject-agnostic, support for early career colleagues in the UK is supplemented by nationwide developmental sessions and initiatives such as journal clubs. This poster reports on a pilot scheme to support early career CS academics through a mentoring scheme consisting of cross-institutional mentoring from experienced academics as well as buddying groups of similar career stage colleagues

Repositioning BCS Degree Accreditation

Professional body accreditation must better communicate its value to higher education institutions, industry and society as a whole. We explore the value of, and future enhancements to, BCS Accreditation