Guy-Alain Amoussou

Ways to learn and teach creativity and design in computing science

The role of design and creativity is well established in many disciplines in science, engineering and art. However, in computing science disciplines, specifically in the development of software systems and information technology, the computing educational community is struggling to include creativity and design in their teaching and research. Existing curriculum in computing science lacks the foundation necessary to systematically include these concepts in the learning experience. At Humboldt State University (HSU), the authors have initiated a NSF funded educational and research project to build an interdisciplinary community with interest, experience and knowledge in teaching and learning creativity and design. During the fall of 2006, fifteen faculty from thirteen disciplines at HSU began to explore a variety of activities to facilitate the teaching and learning of creativity and design from an interdisciplinary perspective. This paper briefly presents our design process and overview of a five week course for teaching creativity and design to undergraduate computer science students.

Improving software quality from the requirements specification

The first stage of software development, functional requirements specification, is considered the most important stage in the software lifecycle. Requirements constructed in this stage affect all other stages of the lifecycle, and thus affect software quality. We provide a method for determining how functional requirements affect software quality. To do so, we utilize a functional modeling framework that includes a controlled language for requirements specification and assess software qualities. Then we apply an information entropy metric to measure the significance of each software requirement. Using this method the designer can identify which requirements, when implemented, will most affect software quality.

Toward a science of design for software-intensive systems

This research is intended as an initial step toward the development of a rigorous science of design for software-intensive systems. Our work, based on existing research, has provided new definitions for design, science of design, and software-intensive systems. By identifying design issues currently affecting the field, we will show why software-intensive systems require a science of design. We have also provided some functional requirements for a science of design, what it must address, and how it might do so. We anticipate that these definitions and ideas will be embraced within the research community, and be utilized as a foundation for continued investigation. This work is a starting point for future research toward a science of design with extensive references and ideas for further research.

Relevant real-world undergraduate research problems: lessons from the nsf-reu trenches

Projects funded by the National Science Foundation (NSF) Research Experiences for Undergraduates (REU) program aim to (a) enhance participation of students who otherwise might not have research opportunities, and (b) increase the number of students interested in graduate programs, thus expanding the pool of a well-trained scientific workforce. To provide meaningful experiences for these students, REU projects make use of a set of interesting, appropriate research problems that can be tackled in 8 to 10 weeks in summer. The panelists have all served as PIs or Co-PIs on NSF REU projects in computing. They will present their REU research problems, highlight challenges they encountered, and present their results. They will also discuss what they have done, or what can be done, to incorporate such research problems within the regular computing curriculum, for example, in capstone courses or senior projects. A significant amount of time will be set aside for audience participation and discussion.

Work in Progress: Assessing the Teaching of the Science of Design in Computer Science Programs

The science of design (SoD) for software intensive systems is a new National Science Foundation initiative. Developing a science of design is a challenging task. Establishment of a solid foundation for this field will require time and careful step by step planning. An essential first step requires us to assess and review the teaching of design to computer science students. This paper discusses essential elements for consideration during the training of software and computer system engineers and a new vision necessary for the field. We articulate our plan to survey the California State University Science programs to assess if and how essential design elements are integrated in their curricula

Assessing creativity practices in design

As part of a National Science Foundation initiative involving the Science of Design (SoD) and specifically the grant CNS-0614003, a survey was developed to measure the current level of the incorporation of creativity-promoting factors in computer science and engineering curricula in California institutions of higher learning. In some areas such as interdisciplinarity, evaluation of creative work goal setting or model creative behavior, faculty seem to be doing adequately in training the computer scientists and engineers of the future to be creative professionals. However, in other areas such as training in social-psychological processes that affect group creativity they are not. Several recommendations to faculty are provided and discussed.

Teaching and assessing an interdisciplinary science of design pilot course

The role of design and creativity is well established in many disciplines in science, engineering and art. However, in computing science disciplines, specifically in the development of software systems and information technology, the computing educational community is struggling to include creativity and design in their teaching and research. Existing curriculum in computing science lacks the foundation necessary to systematically include these concepts in the learning experience. At Humboldt State University (HSU), as part of the National Science Foundation Science of Design (SoD) initiative, the authors have initiated a NSF funded educational and research project CNS-0614003, to build an interdisciplinary community with interest, experience and knowledge in teaching and learning creativity and design. During the fall of 2006, fifteen faculty from thirteen disciplines explored a variety of activities to facilitate the teaching and learning of creativity and design from an interdisciplinary perspective. In this paper we share the interdisciplinary curriculum developed and the results of the independent evaluation of students self assessment of teaching the course for two consecutive years.

Workshop — Evaluation of education development projects

Evaluation is an old concept and, at least implicitly, all faculty members do it. So why should you attend a workshop on the subject? Here are a few reasons: (1) More NSF reviewers expect to see an evaluation plan in a proposal. (2) To ensure educational research progresses, we must know what works and how well it works. (3) Properly done, formative evaluation can direct you to more effective teaching. (4) Defendable data can help administrators make fair and quantifiable performance appraisals. This workshop will not make you an evaluation expert but it will enable you to collaborate more effectively with evaluation experts. You will be able to apply evaluation methods in your classroom and you will be able to read and comprehend evaluation plans for projects. After the session, you will be able to recognize basic terminology, list the importance of goals, outcomes and questions and describe how they comprise an evaluation plan. You will learn about several evaluation tools and be able to discuss some of their advantages, limitations and appropriateness. You will be able to list confounding factors in data interpretation and explain multiple interpretations.