An official website of the United States government
Competency-based learning has been a successful pedagogical approach for centuries, but only recently has it gained traction within computing. Competencies, as defined in Computing Curricula 2020, comprise knowledge, skills, and professional dispositions. Building on recent developments in competency and computing education, this working group examined relevant pedagogical theories, investigates various skill frameworks, reviewed competencies and standard practices in other professional disciplines such as medicine and law. It also investigated the integrative nature of content knowledge, skills, and professional dispositions in defining professional competencies in computing education. In addition, the group explored appropriate pedagogies and competency assessment approaches. It also developed guidelines for evaluating student achievement against relevant professional competency frameworks and explores partnering with employers to offer students genuine professional experience. Finally, possible challenges and opportunities in moving from traditional knowledge-based to competency-based education were also examined. This report makes recommendations to inspire educators of future computing professionals and smooth students’ transition from academia to employment.
more »
« less
Toward Practical Computing Competencies
Competency-based learning has been a successful pedagogical approach for centuries, but only recently has it gained traction within computing education. Building on recent developments in the field, this working group will explore competency-based learning from practical considerations and show how it benefits computing. In particular, the group will identify existing computing competencies and provide a pathway to generate competencies usable in the field. The working group will also investigate appropriate assessment approaches, provide guidelines for evaluating student attainment, and show how accrediting agencies can use these techniques to assess the level of competence reflected in their standards and criteria. Recommendations from the working group report are intended to help practical computing education writ large.
more »
« less
- Award ID(s):
- 1922169
- PAR ID:
- 10259951
- Date Published:
- Journal Name:
- 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 (ITiCSE 2021)
- Page Range / eLocation ID:
- 603 to 604
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Competencies are knowledge, skills, and dispositions that enable professionals to successfully perform a goal-oriented task. A traditional education model focuses primarily on presenting and assessing knowledge, with student performance represented by grades. The Competency-Based Education (CBE) model focuses on each student developing and demonstrating knowledge, skills, and dispositions. This implies a difference in the approach towards curriculum (content), pedagogy (teaching methods), and assessment. This workshop will introduce basic concepts of competencies and CBE. We will present a competency list derived from research on computing professionals' experiences. Participants will develop a spiral curriculum and (re)design a course to purposefully integrate cross-disciplinary skills (e.g., communication) and dispositions (e.g., perseverance), along with computing skills. Takeaways will include: (1) an understanding of what competencies and CBE are, and what pedagogical and assessment approaches may align with CBE; (2) a document that integrates competencies across a spiral curriculum; and (3) a plan for (re)designing one of their courses. Collaborative ideation will be used to help generate ideas for each participant's unique context and goals. Higher education faculty/instructors and administrators who would like to learn more about competencies and apply CBE practices to their own program/course will find the most benefit from this workshop. Multiple people from the same program are encouraged to attend, allowing them to consider how they can plan for integrating competencies across their program-level curriculum. Please bring internet-enabled laptops/comparably sized devices, choose a course to (re)design, and have access to relevant course materials.more » « less
-
Competencies are knowledge, skills, and dispositions that enable professionals to successfully perform a goal-oriented task. A traditional education model focuses primarily on presenting and assessing knowledge, with student performance represented by grades. The Competency-Based Education (CBE) model focuses on each student developing and demonstrating knowledge, skills, and dispositions. This implies a difference in the approach towards curriculum (content), pedagogy (teaching methods), and assessment. This workshop will introduce basic concepts of competencies and CBE. We will present a competency list derived from research on computing professionals' experiences. Participants will develop a spiral curriculum and (re)design a course to purposefully integrate cross-disciplinary skills (e.g., communication) and dispositions (e.g., perseverance), along with computing skills. Takeaways will include: (1) an understanding of what competencies and CBE are, and what pedagogical and assessment approaches may align with CBE; (2) a document that integrates competencies across a spiral curriculum; and (3) a plan for (re)designing one of their courses. Collaborative ideation will be used to help generate ideas for each participant's unique context and goals. Higher education faculty/instructors and administrators who would like to learn more about competencies and apply CBE practices to their own program/course will find the most benefit from this workshop. Multiple people from the same program are encouraged to attend, allowing them to consider how they can plan for integrating competencies across their program-level curriculum. Please bring internet-enabled laptops/comparably sized devices, choose a course to (re)design, and have access to relevant course materials.more » « less
-
Program accreditation in medical or religious professions has existed since the 1800s while accreditation of business and engineering programs started in the early twentieth century. With this long history, these disciplines have focused on ensuring the competence of their graduates, as modern society demands appropriate expertise from doctors and engineers before letting them practice their profession. In computing, however, professional accreditation started in the last decades of the twentieth century only after computer science, informatics, and information systems programs became widespread. At the same time, although competency-based learning has existed for centuries, its growth in computing is relatively new, resulting from recent curricular reports such as Computing Curricula 2020, which have defined competency comprising knowledge, skills, and dispositions. In addition, demands are being placed on university programs to ensure their graduates are ready to enter and sustain employment in the computing profession. This work explores the role of accreditation in forming and developing professional competency in non-computing disciplines worldwide, building on this understanding to see how computing accreditation bodies could play a similar role in computing. This work explores the role of accreditation in forming and developing professional competency in non-computing disciplines worldwide, building on this understanding to see how computing accreditation bodies could play a similar role in computing. Its recommendations are to incorporate competencies in all computing programs and future curricular guidelines; create competency-based models for computing programs; involve industry in identifying workplace competencies, and ensure accreditation bodies include competencies and the assessment in their standards.more » « less
-
Since the early 21st century, ABET’s accreditation criteria have focused on learning outcomes (what students learn) rather than what professors teach. Such accreditation criteria bring to bear the need for programs to establish clear learning objectives and assessment processes that ensure that program graduates have the requisite technical and professional preparation. To this end, ABET defines student outcomes as “what students are expected to know and be able to do by the time of graduation,” further noting that these outcomes “relate to the knowledge, skills, and behaviors that students acquire as they progress through the program.” With the recent release of Computing Curricula 2020 (CC2020), the competencies of computing program graduates have received additional attention. CC2020 describes competency as “comprising knowledge, skills, and dispositions that are observable in accomplishing a task within a work context.” ABET’s student outcomes thus largely correspond to the CC2020 competencies of program graduates. This paper is a first attempt to reconcile the two notions in the context of computer science. It presents the relevant background and discusses student competencies and their assessments that focus on competency-based learning in computer science. The contributions of this paper are (1) forging an improved shared understanding of computing competencies and (2) an interpretation of ABET’s student outcomes to improve the competency, including dispositions, expectations of computer science graduates.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3456565.3461442
