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Articles 1 - 11 of 11
Full-Text Articles in Education
Informing Students About Academic Integrity In Programming., Simple Simon, Judy Sheard, Michael Morgan, Andrew Petersen, Amber Settle, Jane Sinclair
Informing Students About Academic Integrity In Programming., Simple Simon, Judy Sheard, Michael Morgan, Andrew Petersen, Amber Settle, Jane Sinclair
Amber Settle
In recent years academic integrity has come to be seen as a major concern across the full educational spectrum. The case has been made that in certain ways academic integrity is not the same in computing education as in education more generally, and that as a consequence it is the responsibility of computing educators to explicitly advise their students of the academic integrity requirements of their assessments. As part of a larger project, computing academics around the world were asked a number of questions regarding how they advise their students about academic integrity in programming assessments. Almost all respondents indicated …
Information Technology And Computer Science Programs: How Do We Relate?, Bonnie K. Mackellar, Gregory Hislop, Mihaela C. Sabin, Amber Settle
Information Technology And Computer Science Programs: How Do We Relate?, Bonnie K. Mackellar, Gregory Hislop, Mihaela C. Sabin, Amber Settle
Amber Settle
In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs.
A Computer Science Linked-Courses Learning Community, Amber Settle, John Lalor, Theresa Steinbach
A Computer Science Linked-Courses Learning Community, Amber Settle, John Lalor, Theresa Steinbach
Amber Settle
Previous work has shown that factors such as student engagement and involvement can impact progress for computer science majors. One promising approach for improving student engagement is learning communities, which have a long history in academia but are relatively uncommon in computing. In this article we describe a linked-courses learning community for women and men of color majoring in development-focused computing degrees. We provide logistical information about the first offering of the learning community and assess the effectiveness of the community via a student survey. Our results show that students in the learning community are more likely to report that …
Reconsidering The Impact Of Cs1 On Novice Attitudes, Amber Settle, John Lalor, Theresa Steinbach
Reconsidering The Impact Of Cs1 On Novice Attitudes, Amber Settle, John Lalor, Theresa Steinbach
Amber Settle
Student success in an introductory programing course is crucial, both because it influences retention and because student attitudes and habits in a first course can have a lasting impact on student success in computer science as a field. In this paper we present results about student attitudes and habits before and after a CS1 class. Statistically significant attitude differences were found in three areas: students were less likely to report they were good at programming, more likely to agree they are challenged by programming problems they can't understand immediately, and are less likely to report that computer science allows them …
Demographics Of Undergraduates Studying Games In The United States: A Comparison Of Computer Science Students And The General Population, Monica M. Mcgill, Amber Settle, Adrienne Decker
Demographics Of Undergraduates Studying Games In The United States: A Comparison Of Computer Science Students And The General Population, Monica M. Mcgill, Amber Settle, Adrienne Decker
Amber Settle
Our study gathered data to serve as a benchmark of demographics of undergraduate students in game degree programs. Due to the high number of programs that are cross-disciplinary with computer science programs or that are housed in computer science departments, the data is presented in comparison to data from computing students (where available) and the US population. Participants included students studying games at four nationally recognized postsecondary institutions. The results of the study indicate that there is no significant difference between the ratio of men to women studying in computing programs or in game degree programs, with women being severely …
Best Practices In Teaching Information Technology Development, Amber Settle, Deborah Labelle, Hazem Said, Sheila S. Sicilia
Best Practices In Teaching Information Technology Development, Amber Settle, Deborah Labelle, Hazem Said, Sheila S. Sicilia
Amber Settle
Programming is one of the most fundamental and central topics in the information technology curriculum. Because of its importance it is crucial to understand how to effectively teach development students. In this panel we share best practices for teaching programming to a variety of populations, including freshman, non-majors, and community college students. Various pedagogical approaches including pair programming, studiobased instruction, peer instruction, active learning, cooperative learning, project-based pedagogy, high-impact education practices, and CS Unplugged type activities are included.
Turning The Tables: Learning From Students About Teaching Cs1, Amber Settle
Turning The Tables: Learning From Students About Teaching Cs1, Amber Settle
Amber Settle
Programming has a central role in the computing curriculum, and introductory programming classes have been extensively studied in the computer science education literature. However, most of the studies focus on the effectiveness of various pedagogical approaches on student learning and engagement, and relative little attention is paid to faculty development. The gap in the literature puts CS1 faculty interested in effectively implementing innovative pedagogical approaches in a difficult situation. This article argues that taking a behaviorist approach to the CS1 classroom can provide much-needed feedback. Students provide instructors with one of the best sources of information about effective programming instruction, …
Infusing Computational Thinking Into The Middle- And High-School Curriculum, Amber Settle, Baker Franke, Ruth Hansen, Frances Spaltro, Cynthia Jurisson, Colin Rennert-May, Brian Wildeman
Infusing Computational Thinking Into The Middle- And High-School Curriculum, Amber Settle, Baker Franke, Ruth Hansen, Frances Spaltro, Cynthia Jurisson, Colin Rennert-May, Brian Wildeman
Amber Settle
In recent years there have been significant efforts to revamp undergraduate and K-12 curricula to emphasize computational thinking, a term popularized by Jeannette Wing in 2006. We describe work introducing and enhancing computational thinking activities and assessments in the middle- and high-school curriculum at the University of Chicago Lab Schools. In total six courses were altered as a part of the Computational Thinking across the Curriculum Project: middle-school and high-school computer science, and high-school Latin, graphic arts, English, and history. We detail the modifications to the curriculum and discuss the successes and challenges of the project.
Engaging Game Design Students Using Peer Evaluation, Amber Settle, Charles Wilcox, Chad Settle
Engaging Game Design Students Using Peer Evaluation, Amber Settle, Charles Wilcox, Chad Settle
Amber Settle
Many information technology educators have worked in recent years to develop courses to attract students to the field. As faculty achieve success with technical courses designed to be appeal to a broad audience, it can be hard to maintain the initial excitement particularly as multiple sections of the courses are taught on a continuing basis. In this article we describe a project that added peer evaluation to an assessment in a game design course with a large non-major audience. While controversial, peer evaluation has shown some promise in motivating students to work harder and in improving certain key skills. Consistent …
Course Mentoring: Toward Achieving Consistency In The Curriculum, Lucia Dettori, Amber Settle
Course Mentoring: Toward Achieving Consistency In The Curriculum, Lucia Dettori, Amber Settle
Amber Settle
One the main challenges in achieving consistency in the curriculum is the delivery and coordination of multi-section introductory courses. The mix of adjunct, new, and seasoned instructors, the frequent changes in course content and learning goals, and the non-homogeneous student body are some of the factors that makes successfully teaching such courses a challenge. In this paper we describe how the course mentoring project combines personal involvement with a technological solution to build an effective knowledge-sharing virtual community. Course mentoring has proven to be an efficient way to address and overcome the challenges of teaching introductory computer science courses.
Debating E-Commerce: Engaging Students In Current Events, Amber Settle, André Berthiaume
Debating E-Commerce: Engaging Students In Current Events, Amber Settle, André Berthiaume
Amber Settle
A fundamental task for information technology educators is to help students understand the basic ethical, social, and legal issues inherent in the discipline. We present a method for achieving this goal using in-class debates. Debates allow for a high-level of participation, demand that students conduct significant research, and provide an interactive environment. This encourages the development of communication skills and exposes students to alternative points of view. The debates were conducted in two courses that provide a survey of some aspect of e-commerce technology, one at the undergraduate level and the other at the Masters level.