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An Initial Report On The Impact Of Multiple Technical Degree Programs On Undergraduate Recruitment, Amber Settle, Liz Friedman
An Initial Report On The Impact Of Multiple Technical Degree Programs On Undergraduate Recruitment, Amber Settle, Liz Friedman
Amber Settle
In this paper, we describe initial results of a survey taken by freshman and first-year transfer students at DePaul University during the 2009-2010 academic year. While DePaul is unusual in offering a large number of technically-oriented degree programs and this information is prominent in promotional literature, no study of the impact of multiple degree programs on the recruitment of first-year students had been conducted. The results of this initial study show that while a large majority of students indicate that the number of degree programs is a positive factor for application and enrollment at DePaul, more important factors include the …
What’S Motivation Got To Do With It? A Survey Of Recursion In The Computing Education Literature, Amber Settle
What’S Motivation Got To Do With It? A Survey Of Recursion In The Computing Education Literature, Amber Settle
Amber Settle
One of the most challenging topics for both computing educators and students is recursion. Pedagogical approaches for teaching recursion have appeared in the computing education literature for over 30 years, and the topic has generated a significant body of work. Given its persistence, relatively little attention has been paid to student motivation. This article summarizes results on teaching and learning recursion explored by the computing education community, noting the relative lack of interest in motivation. It concludes by briefly discussing an approach to teaching recursion is appealing for students interested in web development.
Computational Thinking Across The Curriculum: A Conceptual Framework, Amber Settle, Ljubomir Perkovic
Computational Thinking Across The Curriculum: A Conceptual Framework, Amber Settle, Ljubomir Perkovic
Amber Settle
We describe a framework for implementing computational thinking in a broad variety of general education courses. The framework is designed to be used by faculty without formal training in information technology in order to understand and integrate computational thinking into their own general education courses. The framework includes examples of computational thinking in a variety of general education courses, as well as sample in-class activities, assignments, and other assessments for the courses. The examples in the different courses are related and differentiated using categories taken from Peter Denning’s Great Principles of Computing, so that similar types of computational thinking appearing …