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.
Computer Science Education is gradually emerging as a valid research focus within the wider computer science community. This paper presents an account of a successful subject that offers senior undergraduates experience of research using Computer Science Education as the focus. The paper is not itself a research paper, but advocates a role for CS Ed as an undergraduate research focus and offers a case study of a successful implementation of such a programme.
This paper describes a course that addresses two important issues: introducing interface design and programming at the same time as helping students develop life-long learning skills. Many computer science programmes could well be based on the assumption that the computing world is still oriented towards batch processing. Yet, interactive systems are central to information technology and the interface to a system is very important. Our courses introduces students to this area. At the same time, programming tools for building interfaces are an excellent example of very fast changing technology. Our course explicitly aims to help students learn to how to learn about such tools.The course is based on the approach called problem-based learning: the need to solve an authentic problem drives the definition of appropriate learning goals and strategies. An unusual feature of the course is the interweaving of the learning about programming tools and the classic skiIls of user interface design. We describe our course and its evaluation in a class of over 100 senior year undergraduate computer science students.
Mentor programs are a highly effective way of assisting students with the transition from high school to university. This paper documents the introduction of the mentor program in our department. In this program, higher year students volunteered to act as mentors to incoming freshmen. Mentors fulfilled technical and social roles assisting freshmen with the transition to university and with their studies in computer science.We explain the details of mentor selection and their activities during the semester. We evaluate the outcomes of mentoring for students, mentors and the department.
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