Samuel B. Fee

Teaching Computer Science through Problems, Not Solutions

Regardless of the course topic, every instructor in a computing field endeavors to engage their students in deep problem-solving and critical thinking. One of the specific learning outcomes throughout our computer science curriculum is the development of independent, capable problem solving – And we believe good pedagogy can bring such about. Our experiences indicate to us that students improve their ability to analyze and solve complex computational problems when we pursue pedagogies that support them in developing these skills incrementally. Specifically, we pursue a problem-based learning approach that we apply individually in each course as well as across the entire curriculum of our department, instead of solely considering our pedagogy on a course-by-course basis.

Understanding Criticism and Problem-Based Learning: An Introduction

This volume reflects upon how learners engage in the processes of problem solving and critical thinking by exploring the critical theories that undergird these processes; and this chapter introduces practitioners of educational technology to the contents of the book. The discourse of this text relates criticism and PBL to current trends in educational research. In addition to the broader context of the volume, this first chapter quickly summarizes the content of each remaining chapter. This text puts forward criticism as a lens for viewing the work that educators do, in terms of instructional design as well as the assessment of those activities. The result is learning that reflects more successfully the needs of our society: critical-thinking abilities and problem-solving skills.

Correlating Problems Throughout an Interdisciplinary Curriculum

The curriculum of the Information Technology Leadership program at Washington & Jefferson College addresses technical problems from content fields in the Arts, Humanities, Social Sciences, and Traditional Sciences. Despite our broad and in some ways disparate approach to the study of IT, we have identified common learning outcomes for the program. One of the learning outcomes targeted by the curriculum is the development of independent, proficient problem solving. Our experiences indicate us that students improve their ability to analyze and solve complex computational problems when we pursue pedagogies that support them in developing these skills incrementally. Specifically, we employ a problem-based learning approach that we apply individually in each course as well as across the entire curriculum of our department. This cohesive approach enables us to build on earlier problem-solving experiences throughout later courses and build upon that cognitive expertise.

Conclusion: Building on the Strengths of Interdisciplinarity

This chapter concludes The role of criticism in understanding problem solving. In it, the overall message of the book—that criticism and critical theories can serve to aid critical reading and synthesis of the educational technology research literature—is summarized. One of the strengths of the educational technology field is its interdisciplinarity. As students enter the field from many different academic disciplines, they should be encouraged to apply not just the content of their former disciplines but also the strategies of and frameworks for thinking about problems.

The effect of student self-described learning styles within two models of teaching in an introductory data mining course

This paper examines the roles of learning styles and models of teaching within a data mining educational program designed for undergraduate, non-computer science college students. The experimental design is framed by a discussion of data mining education to date and a vision for its future. Little research has been dedicated specifically to pedagogical approaches for teaching data mining, and educational programs have remained primarily within Computer Science departments, often targeting graduate students. This paper presents the findings of an examination into the teaching of data mining concepts to undergraduates. The research was conducted by delivering an Association Rules lesson to 86 student participants. The participants received the lesson through either a Direct Instruction or a Concept Attainment teaching approach. T-tests and ANOVA determined if significant differences existed between the scores generated under the two teaching models and within Kolbs four learning styles. The findings show that effectively teaching data mining concepts to the target audience is not as simple as choosing one teaching methodology over another or targeting a specific learning style group. The results also indicate that data mining concepts and techniques can be effectively taught to the target audience.

New Directions for Computing Education

This chapter introduces the volume New Directions for Computing Education: Embedding Computing Across Disciplines. In this text, ideas on how to prepare students to enter the fields of computer science and computing are under review. Specifically this book considers new approaches to computing education, and makes the case that institutions should consider whether computing requires an educational approach that is inherently interdisciplinary rather than that of the traditional computer science model. The argument extends to suggest that an interdisciplinary approach to computing education is valuable for students, faculty, and institutions. Structurally, this book considers the case for interdisciplinary computing education, reflects upon pedagogical and curricular approaches, and then presents case studies and examples to illustrate how such work is currently being conducted.

Re-envisioning Computing Across Disciplines

This chapter introduces the volume New Directions for Computing Education: Embedding Computing Across Disciplines. In this text, ideas on how to prepare students to enter the fields of computer science and computing are under review. Specifically this book considers new approaches to computing education, and makes the case that institutions should consider whether computing requires an educational approach that is inherently interdisciplinary rather than that of the traditional computer science model. The argument extends to suggest that an interdisciplinary approach to computing education is valuable for students, faculty, and institutions. Structurally, this book considers the case for interdisciplinary computing education, reflects upon pedagogical and curricular approaches, and then presents case studies and examples to illustrate how such work is currently being conducted.

Common Threads: Directions for Computing Education

This chapter concludes the volume New Directions for Computing Education: Embedding Computing Across Disciplines. In this text, the authors have raised and answered many questions regarding the future of interdisciplinary computing education, and presented ideas and examples for implementing appropriate pedagogies and curricula. Conclusions include recognizing the value of constructivist approaches, recognizing a difference between computer science education and computing education, and a realization that computing education should be guided by the broad educational mission of producing an educated citizenry rather than a mission of technical training or career preparation.

An Interdisciplinary Model for Liberal Arts Computing Curricula

Over the decades, significant work has gone into defining appropriate adaptations of formal computer science curricula for the philosophy and resource constraints of a liberal arts institution. We propose an alternate model for liberal arts computing curricula that prioritizes interdisciplinary approaches and content. This approach reflects both traditional and modern perspectives on the strength of liberal arts education. We illustrate how this interdisciplinary model for a computing curriculum has been implemented at our institution through a curriculum that prioritizes inherent interdisciplinarity, broad perspectives on computing, constructivist pedagogies embedded throughout the curriculum, support for inclusive computing education, and administrative flexibility. In particular, we take a broad view of the interdisciplinary potential of computing education, drawing not only on traditional connections to math and science, but also to psychology, art, philosophy, history, and other disciplines. Through this perspective, we are able to, with limited resources, offer numerous programs of study. These include both a major and minor in Computing and Information Studies as well as supporting concentrations for non-majors in Computational Science, Graphic Design, and Professional Writing. We also offer a wide variety of courses supporting other college programs and the college-wide curriculum.

Visual Archaeology: Cultural Change Reflected by the Covers of "Uncle Tom's Cabin".

Abstract In this paper, we describe the merits of “visual archaeology,” or understanding the past through the analysis of images, as a method for teaching historical context. We begin by articulating the typical archaeological process for studying and analyzing material artifacts, and then describe the possibilities this process offers for considering images that also represent change through time—in this case, cover art from several editions of Harriet Beecher Stowe’s Uncle Tom’s Cabin. We argue that this method of teaching this important text helps students engage with the text’s afterlife even when they possess little initial familiarity with the cultural contexts of its many editions.