More Like this

1. Computing as a University Graduation Requirement

   Dodds, Zachary; Garcia, Yuan; Ojha, Vidushi; Guzdial, Mark; Nelson-Fromm, Tamara; Bar, Valerie; Matsumoto, Stephanos (March 2024, SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education)

   Computing is everywhere, and it's here to stay. Computing is crucial in many disciplines and influences every discipline. It’s unlikely we'll willingly return to a society unmediated by computing. How do our institutions proceed? This BoF asks, "Should computing be a requirement for all college and university students?" Some say yes, citing potential for improving equity-of-access, for expanding students' capabilities, for diversifying the people who understand and critique computing, and for increasing the diversity of computing participation. Some say no, citing the lack of equity-of-outcomes, the infeasibility of teaching all students equitably, and students' need for freedom in choosing what they study. Some say, "Let's consider the spectrum of possibilities... ." This session will discuss these possibilities, expressed and constrained by 2024's forces. Is computing's value saturated - or soon to be? Or is computing a meta-skill, whose practice in learning-to-learn amplifies individual efficacy along all paths? Is Computing1 too gate-kept to be as equitable a GenEd as Composition1? Or does requiring computing, in fact, help dismantle those gates? Can students adequately learn about core computing concepts via non-CS courses that use computing? What might required computing entail? We invite and welcome all with an interest in computing-as-degree-requirement, program-requirement, or GenEd offering. The session's seed materials will highlight evidence against the idea, for the idea, and across its vast, uncertain middle. Our BoF proposers include researchers and educators, both non-CS-requiring and CS-requiring, as well as non-CS-required and CS-required "educatees." Join us! 

   more » « less
2. Competitive Enrollment Policies in Computing Departments Negatively Predict First-Year Students' Sense of Belonging, Self-Efficacy, and Perception of Department

   https://doi.org/10.1145/3328778.3366805  

   Nguyen, An; Lewis, Colleen M. (February 2020, SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education)

   Enrollment in computing at the college level has skyrocketed, and many institutions have responded by enacting competitive enrollment processes. However, little is known about the effects of enrollment policies on students' experiences. To identify relationships between those policies and students' experiences, we linked survey data from 1245 first-year students in 80 CS departments to a dataset of department policies. We found that competitive enrollment negatively predicts first-year students' perception of the computing department as welcoming, their sense of belonging, and their self-efficacy in computing. Both belonging and self-efficacy are known predictors of student retention in CS. In addition, these relationships are stronger for students without pre-college computing experience. Our classification of institutions as competitive is conservative, and false positives are likely. This biases our results and suggests that the negative relationships we found are an underestimation of the effects of competitive enrollment. 

   more » « less
3. Taking management into our own hands: How computer departments promote inclusivity and empower students

   Thiry, H.; Hug, S. (April 2020, American Educational Research Association Annual Meeting)

   This study explores how underrepresented students in computing departments at Hispanic-Serving Institutions develop discipline-based identities and the departmental practices that support their retention and identity development. Departments were affiliated with the Computing Alliance of Hispanic-Serving Institutions (CAHSI) a cross-sector network dedicated to increasing Hispanic representation in computing through partnerships and inclusive practices. Interviews with students, faculty, and chairs illustrate the vital role of peer community in student retention and highlights the many ways that departments foster and support inclusive peer learning environments. 

   more » « less
4. X+CS: A Computing Pathway for Non-Computer Science Majors

   Mitchell, S; Cole, K; Joshi, A (March 2020, ASEE Mid Atlantic Section Spring Conference, 2020)

   With computing impacting most every professional field, it has become essential to provide pathways for students other than those majoring in computer science to acquire computing knowledge and skills. Virtually all employers and graduate and professional schools seek these skills in their employees or students, regardless of discipline. Academia currently leans towards approaches such as double majors or combined majors between computer science and other non-CS disciplines, commonly referred to as “CS+X” programs. These programs tend to require rigorous courses gleaned from the institutions’ courses for computer science majors. Thus, they may not meet the needs of majors in disciplines such as the social and biological sciences, humanities, and others. The University of Maryland, Baltimore County (UMBC) is taking an approach more suitably termed “X+CS” to fulfill the computing needs of non-CS majors. As part of a National Science Foundation (NSF) grant, we are developing a “computing” minor specifically to meet their needs. To date, we have piloted the first two of the minor’s approximately six courses. The first is a variation on the existing Computer Science I course required for majors but restricted to nonmajors. Both versions of the course use the Python language and cover the same programming content, but with the non-majors assigned projects with relevance to non-CS disciplines. We use the same student assessment measures of homework, projects, and examinations for both courses. After four semesters, results show that non-CS majors perform comparably to majors. Students also express increased interest in computing and satisfaction with being part of a non- CS major cohort. The second course was piloted in fall 2019. It is a new course intended to enhance and hone programming skills and introduce topics such as web scraping, HTML and CSS, web application development, data formats, and database use. Students again express increased interest in computing and were already beginning to apply the computing skills that they were learning to their non-CS courses. As a welcome side effect, we experienced a significant increase in the number of women and under-represented minorities (URMs) in these two courses when compared with CS-major specific courses. Overall, women comprised 52% of the population, with URMs following a similar upward trend. We are currently developing the third course in the computing minor and exploring options for the remaining three. Possibilities include electives from our Information Systems major. We will also be working with our science, social science, and humanities departments to utilize existing courses in those disciplines that apply computing. The student response that we have received thus far provides us with evidence that our computing minor will be popular among UMBC’s non-CS population, providing them with a more suitable and positive computing education than existing CS+X efforts. 

   more » « less
5. Intent and Extent: Computer Science Concepts and Practices in Integrated Computing

   https://doi.org/10.1145/3664825  

   Margulieux, Lauren E; Liao, Yin-Chan; Anderson, Erin; Parker, Miranda C; Calandra, Brendan D (September 2024, ACM Transactions on Computing Education)

   Integrated computing curricula combine learning objectives in computing with those in another discipline, like literacy, math, or science, to give all students experience with computing, typically before they must decide whether to take standalone CS courses. One goal of integrated computing curricula is to provide an accessible path to an introductory computing course by introducing computing concepts and practices in required courses. This study analyzed integrated computing curricula to determine which CS practices and concepts are taught, how extensively the curricula are taught, and, by extension, how they might prepare students for later computing courses. The authors conducted a content analysis to examine primary and lower secondary (i.e., K-8) curricula that are taught in non-CS classrooms, have explicit CS learning objectives (i.e., CS+X), and that took 5+ hours to complete. Lesson plans, descriptions, and resources were scored based on frameworks developed from the K-12 CS Framework, including programming concepts, non-programming CS concepts, and CS practices. The results found that curricula most extensively taught introductory concepts and practices, such as sequences, and rarely taught more advanced content, such as conditionals. Students who engage with most of these curricula would have no experience working with fundamental concepts, like variables, operators, data collection or storage, or abstraction in the context of a program. While this focus might be appropriate for integrated curricula, it has implications for the prior knowledge that students should be expected to have when starting standalone computing courses. 

   more » « less