In this paper, we describe a recent trend in the introductory computer science curriculum which advocates conceptualizing computation primarily as coordinated concurrent activities [8], [9], [10]. Consistent with this philosophy is the focus on the event-driven model of computation [7]. While one can utilize these approaches with any thread and/or event supporting object-oriented language (e.g. Java) in a desktop programming environment, they become particularly worthwhile when used in conjunction with physical robots. This paper argues the case for the benefits of this approach and provides sample exercises that illustrate the use of this pedagogy using Lego Mindstorms RCX bricks programmed in Java for use in introductory programming.
large, that endeavors to convey and reinforce computing's social relevance and potential for positive societal impact. Besides the obvious benefit to society, CSG-Ed endeavors to exploit the finding that students' desire to have a positive societal impact is a strong determinant regarding their selection of a major[14]. A side effect of incorporating CSG-Ed activities, particularly in the introductory curriculum, is that it could potentially broaden participation in computing. It is worth noting that this "positive societal impact" is considered an inclusive term: CSG-Ed therefore includes sustainability [57], ICT4D [42], ICT4Peace [44], HFOSS [84], value sensitive design [61] and so on.
The acceptance and integration of social issues into computing curricula is still a work in progress twenty years after it was first incorporated into the ACM Computing Curricula. Through an international survey of computing instructors, this paper corroborates prior work showing that most institutions include the societal impact of ICT in their programs. However, topics often concentrate on computer history, codes of ethics and intellectual property, while neglecting broader issues of societal impact. This paper explores how these neglected topics can be better developed through a subtle change of focus to the significant role that ICT plays in addressing the needs of the community. Drawing on the survey and a set of implementation cases, the paper provides guidance by means of examples and resources to empower teaching teams to engage students in the application of ICT to bring about positive social outcomes -- computing for the social good.
Most computing programs now have some form of integrative or capstone course in which students undertake a significant project under supervision. There are many different models for such courses and conducting these courses is a complex task. This report is intended to assist instructors of capstone courses, particularly those new to the model of teaching and learning inherent in the capstone course.This paper discusses important issues that must be addressed when conducting capstone courses. These issues are addressed through a series of questions, with answers reflecting the way that different institutions have chosen to handle them, and commentary on the impact of these different choices. These questions include: Goals of the Course;
The first step in designing a college level computer literacy course is to define what is meant by computer literacy. Unfortunately no consensus exists as to what the label "computer literate" should imply.The difficulty in both defining computer literacy and designing a satisfactory computer literacy course is evident by both the frequency of change and experimentation occurring at many institutions and by the forests of textbooks that exist for such a course. In this paper we present a definition of computer literacy that is independent of any specific application or application genre and introduce the notion of application literacy as distinct fmm that of computer literacy. Finally we describe a course implementation strategy commensurate with our philosophy.
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