| 1. |
- Clear, Alison, et al.
(författare)
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Developing Competency Statements for Computer Science Curricula : The Way Ahead
- 2020
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Ingår i: ITiCSE '20: Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 515-516
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Konferensbidrag (refereegranskat)abstract
- This Working Group aims to take the current approved Computer Science curricula document, CS2013, and redevelop it into competency statements. The CC2020 project has designed and built a prototype of a visualization tool to compare and contrast current computing curricula. Three basic approaches were taken to portray the base data that will be used for the tool: the first being expert-defined competencies, the second based on mining, and the third based on expert-defined knowledge areas. The visualization tool takes competency statements from each of the current approved computing curricula and visually represents them. Using competency to frame curricula and describe educational outcomes in computing is not new. Since the CC2005 report was published several additional curricula have appeared and the information technology, information systems, and software engineering communities have developed three approaches to defining computing competency in the context of developing their curricula reports. In future the CC2020 report advocates that all new curricula will be written as competency statements. Currently the CS2013 curricula is expressed in learning outcomes rather than the competency statements, so it is essential to be able to demonstrate Computer Science curricula in these new terms to accommodate the new direction and demonstrate Computer Science in the new visualization tool.
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| 2. |
- Jónsson, Björn Þór, et al.
(författare)
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Aligning quality assurance at the course unit and educational program levels
- 2016
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Ingår i: Proc. 46th ASEE/IEEE Frontiers in Education Conference. - Piscataway, NJ : IEEE Press. - 9781509017904
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Konferensbidrag (refereegranskat)abstract
- Quality assurance is a subject that has grown dramatically in importance in recent times. In previous work, we have described how the ACM Curricula can be used to support the Quality Assurance process of educational programs, using the Computer Science program at Reykjavik University as an example. Faculty members and employers of graduates participated in the process, that resulted in providing both detailed quantitative data and qualitative information. The assessment also raised awareness of how abstract topics and learning outcomes from an international standard can be used when revising the curricula of a particular course in a CS program. Quality assurance is indeed a continuous process, where the results of evaluations should be used to drive improvements. In this paper we focus on how a Database course was re-structured based on a recent quality assurance process.
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| 3. |
- Grande, Virginia, 1987-
(författare)
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That's How We Role! A Framework for Role Modeling in Computing and Engineering Education : A Focus on the Who, What, How, and Why
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Role model is a term used in everyday language and literature on education, particularly on diversity, equity, inclusion, and access, describing topics such as motivation and inspiration. However, role model, as a loosely defined concept, is understood and used in different ways. This shows the need for a shared vocabulary and structure to scaffold nuanced reflections and discussions on the who, what, how, and why of role modeling. This thesis describes the development of a framework for role modeling in computing and engineering education. It is focused on the role model’s perspective and is of particular use for educators as role models for students, although it can be used for others in this context.Educators were interviewed and surveyed, and the analysis comprised a phenomenographic approach, thematic coding analysis, argumentation, descriptive statistics, and group comparisons.The framework includes the dimensions of awareness and intention of role modeling. All educators are potential role models, regardless of whether we are aware of what we are role modeling and whether we intend for this to be emulated.What can be modeled is presented as achievements and aspects. As lenses to reflect on which ones a teacher should role model, we bring virtue ethics, care ethics, and ethics of freedom. Context and norms matter in role modeling, such as in who is a role model, as we argue for using research on identity and the history of computing. We provide examples of how and why educators role model (or not) care, emotions, and professional competencies outside norms in the disciplines. This thesis broadens how we understand and discuss role modeling in research and practice, including what can be modeled and obstacles to it. Practical examples (including reflection prompts) of how to use the framework are included for educators and other practitioners.
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