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With increasingly technology-driven workplaces and high data volumes, instructors across STEM+C disciplines are integrating more data science topics into their course learning objectives. However, instructors face significant challenges in integrating additional data science concepts into their already full course schedules. Streamlined instructional modules that are integrated with course content, and cover relevant data science topics, such as data collection, uncertainty in data, visualization, and analysis using statistical and machine learning methods can benefit instructors across multiple disciplines. As part of a cross-university research program, we designed a systematic structural approach–based on shared instructional and assessment principles–to construct modules that are tailored to meet the needs of multiple instructional disciplines, academic levels, and pedagogies. Adopting a research-practice partnership approach, we have collectively developed twelve modules working closely with instructors and their teaching assistants for six undergraduate courses. We identified and coded primary data science concepts in the modules into five common themes: 1) data acquisition, 2) data quality issues, 3) data use and visualization, 4) advanced machine learning techniques, and 5) miscellaneous topics that may be unique to a particular discipline (e.g., how to analyze data streams collected by a special sensor). These themes were further subdivided to make it easier for instructors to contextualize the data science concepts in discipline-specific work. In this paper, we present as a case study the design and analysis of four of the modules, primarily so we can compare and contrast pairs of similar courses that were taught at different levels or at different universities. Preliminary analyses show the wide distribution of data science topics that are common among a number of environmental science and engineering courses. We identified commonalities and differences in the integration of data science instruction (through modules) into these courses. This analysis informs the development of a set of key considerations for integrating data science concepts into a variety of STEM + C courses.
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Instructor Perspectives on Prerequisite Courses in Computing
Recent research in computing has shown that student performance on prerequisite course content varies widely, even when students continue to progress further through the computing curriculum. Our work investigates instructors' perspectives on the purpose of prerequisite courses and whether that purpose is being fulfilled. In order to identify the range of instructor views, we interviewed twenty-one computer science instructors, at two institutions, that teach a variety of courses in their respective departments. We conducted a phenomenographic analysis on the interview transcripts, which revealed a wide variety of views on prerequisite courses. The responses shed light on various issues with prerequisite course knowledge, as well as issues around responsibility and conflicting pressures on instructors. These issues arise at the department level, as well as with individual course offerings.
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- PAR ID:
- 10428488
- Date Published:
- Journal Name:
- Proceedings of the 54th ACM Technical Symposium on Computer Science Education
- Volume:
- 1
- Page Range / eLocation ID:
- 277 to 283
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3545945.3569787
