Educational theory suggests that student learning is enhanced when students pay attention to their own learning. In this paper, we describe a range of innovative techniques that we use to encourage students to reflect on the state of their knowledge, and on the process by which they acquire it. Examples include providing web-based arrangements for students to practice assessing material based on the criteria we use in marking, and allocating marks in assessment for reflective writing.
Transaction management is an important topic in the database course. This remains true whether the subject has an application focus or a systems internals focus. All the standard textbooks use "toy" examples of transactions, expressed as sequences of simple operations such as reading or writing data items. In this paper we argue that the teacher should choose examples which are closer to the students' experiences in other topics of the course, that is, the transactions should be like programs with SQL statements. We discuss the requirements that must be considered in choosing useful examples, and we give a set of examples that we have constructed to meet many of these requirements.
This paper presents a curriculum consisting of a collection of subjects to prepare students for a career in "software development" while remaining within the scope normal for a major in a broad liberal arts degree. We describe the principles behind the construction of the curriculum, and contrast it with the more extensive "Software Engineering Body of Knowledge" appropriate in a professional Engineering degree.
Traditional curricula have concentrated on teaching students the content of a subject; however, it has recently become apparent that effective education needs to include explicit instruction in many of the auxiliary skills and attitudes needed for the content to be useful. This applies just as much at advanced levels as at introductory ones, though the impact on teaching practice is not yet widespread. This paper describes an innovative module taught to students who are about to commence research, in which these students are given explicit guidance on how to judge the work of others (or their own work). The module is provided to undergraduates intending to perform an "Honours" research project in their final year; however, the material would also be relevant to students in a graduate program or senior seminar.
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