Kevin Treu

To teach the unteachable class: an experimental course in web-based application design

In the current Web-dominated computing environment, it is increasingly important that students learn the principles of Web-based application design. But this topic is so broad and includes so many different technologies that it is virtually impossible to design an effective class around the traditional lecture-based model. This paper describes a successful approach to teaching the subject that uses a seminar format and features faithful simulation of real world development processes, meaningful case studies and flexibility in terms of coverage as its central themes.

Ten suggestions for a gender-equitable CS classroom

Though considerable attention has been paid to the creation of a nurturing environment for women in the field of computer science, proposed solutions have primarily focused on activities outside of the classroom. This paper presents a list of suggestions for modifications to both the pedagogy and content of CS courses designed to make the CS classroom environment more inviting for women students.

A learning object repository in support of introductory IT courses

The recently proposed IT model curriculum identifies a set of knowledge areas appropriate for undergraduate IT programs, each consisting of of knowledge units, which in turn consist of topics and learning outcomes indicating the depth to which the topics are to be covered. Because the discipline is so new, and also because of the flexibility in particular curricular design that is allowed by the learning outcomes approach adopted in the curriculum standards, textbooks supporting some of the knowledge areas in the body of knowledge may be slow to appear. Further, as textbooks often codify a particular way to teach a particular course, the absence of textbooks may actually complicate the design of IT programs. One way to alleviate these potential problems may be through the provision of online learning objects. The focus of this paper is the creation of one set of such materials, particularly a learning object repository to support components of the first year of an IT program.

Inquiry-based computer science instruction: some initial experiences

In computer science, as well as in other disciplines, it is critical to the success of the educational process that students become actively engaged with the material, rather than passive recipients of it. Ideally, this interaction will begin before the class meets on a particular topic, in a process known as inquiry-based learning. This paper describes some initial experiments with using technology to implement an inquiry-based learning paradigm.

Experiments with the use of popular press in the computer science curriculum

With the objective of encouraging and supporting more critical thinking about broad issues of computer science throughout the curriculum, we propose the widespread use of popular press (non-academic) books as supplemental texts for a variety of courses. Our hypothesis is that such books, which address topics including the history, current issues, and future implications of computing technology, as well as ethical issues, technical details and even fictional treatments, can greatly contribute to a students education in a variety of courses.

Computer Science Topics in First- and Second- Year Seminar Courses

Valerie Barr Union College 807 Union St. Schenectady, NY 12308 +1-518-388-8361 barrv@union.edu Bryan Catron Furman University 3300 Poinsett Hwy. Greenville, SC 29609 +1-864-294-2953 bryan.catron@furman.edu Christopher Healy Furman University 3300 Poinsett Hwy. Greenville, SC 29609 +1-864-294-2233 chris.healy@furman.edu Kate Lockwood St. Paul Academy 1712 Randolph Ave. St. Paul, MN 55105 +1-651-696-1589 klockwood@spa.edu

Simulation of Real-world Development Processes in Computer Science Classes

Educators have long recognised that learning takes place most effectively in an environment in which the student is engaged in the process of their own education. One method for doing so is to put more control over the teaching and learning of course material into the hands of the students themselves. This paper describes an approach to learner-centred learning that involves the simulation of industrial software development practices as the central teaching technique. Our initial experiences with two courses — Web programming and systems analysis — are discussed in this paper.