Jody Paul

Games: good/evil

In this special session we present arguments for and against a game-centric computing curriculum. To highlight the issues and ensure equal time for arguments on either side, our session is staged as a debate with three speakers on each side. Our audience is educators and educational researchers interested in the role of game development in the CS curriculum.

The first five computer science principles pilots: summary and comparisons

Attracting Diverse Students As indicated in other articles in this issue, a major goal of the CS Principles effort was to attract a population of students that includes many who are not predisposed to study computing. The field not only battles negative stereotypes, but its labor pool must be enlarged both to meet expected demand, but also to introduce more diverse opinions, especially considering the importance of social media. The results are very encouraging.

Living in a computing world: a step towards making knowledge of computing accessible to every student

The new CS Principles course provides an opportunity to advance the goal of making knowledge of computing and computer science accessible to every student. A pilot course used to inform the development of the CS Principles curriculum framework enabled its instructor to explore alternative pedagogical practices in pursuit of that goal. This article presents observations and reflections of the instructor with respect to these attempted practices.

The pledge of the computing professional: recognizing and promoting ethics in the computing professions

All of us in the computing community understand the importance of recognizing and promoting ethical behavior in our profession. Instruction in ethics is rapidly becoming a part of most computing-related curricula, whether as a stand-alone course or infused into existing courses. Both Computing Curricula 2005 and the current discussions on Computing Curricula 2013 recognize the significance of ethics, generally considering it a core topic across the various computing disciplines. Additionally, in their criteria for the accreditation of computing programs, ABET specifies that a student must attain by the time of graduation an understanding of ethical issues and responsibilities. What has been missing is a formal rite-of-passage ceremony to prompt student recognition and self-reflection on the transition from being a student to a computing professional. In 2009, seventeen faculty members and industry representatives from a wide range of institutions began to address this open problem by forming The Pledge of the Computing Professional [1], [2]. The Pledge exists to promote and recognize the ethical and moral behavior and responsibilities in graduates of computing-related degree programs as they transition to careers of service to society. The Pledge does not seek to define or enforce ethics --- this is the role of other organizations. Specifically, The Pledge is modeled after the Order of the Engineer [3] and provides a rite-of-passage ceremony at the time of graduation.

Teaching track faculty in CS (abstract only)

Many computer science departments have chosen to hire faculty to teach in a teaching-track position that parallels the standard tenure-track position, providing the possibility of promotion, longer-term contracts, and higher pay for excellence in teaching and service. This birds-of-a-feather is designed to gather educators who are currently in such a position to share their experiences as members of the faculty of their departments and schools, and to provide opportunities for schools considering such positions to gather information.