Mel Chua

Towards a model of faculty development for FOSS in education

Free and Open Source Software (FOSS) has become an important segment of the computing industry and a source of innovation in software development. The open culture of FOSS projects where all project artifacts are accessible and communication is visible provides computing educators with an array of unique opportunities for student learning. However, FOSS projects can also present hurdles to instructors desiring to take advantage of these opportunities including the learning curve for FOSS culture, infrastructure and processes, difficulties in designing appropriate assignments, and more. This paper presents a model for faculty development based on experiences with prior academic and FOSS approaches to faculty development.

Making Design Pedagogical Content Knowledge Visible within Design Reviews

Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teachingas-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process management strategies to characterize CK. We identify and describe four patterns of design PCK: scaffolded articulation, driving for meaning and guidance, breaking the 4 th wall to create a teaching moment, and “suggest don’t tell”. Theoretical implications of this work include translating theories of social learning to the context of design reviews and showing design-specific teaching approaches design coaches use to support and instruct students as learners of design. We summarize practical implications for design students, new design coaches, and more experienced design coaches.

Work in progress: In their own words — How “changemakers” talk about change

We present preliminary work on “change knowledge” through a study investigating what exemplar “changemakers” understand about the process of undergraduate STEM education transformation.