A robust web programming and graphics course for non-majors

GousieMichael, B

doi:10.1145/1124706.1121367

Cited by 10 publications

(7 citation statements)

References 6 publications

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“…The majority of students viewed the assignments and the final project positively and specified that they "provided a good practice opportunity for web programming" (Wang, 2006, p. 220). Gousie (2006) designed an inter-departmental "Web Programming, Graphics and Design" course for non CS majors at Wheaton College. The first offering of the course included five projects, with the last one being assigned to groups of up to three students.…”

Section: Teaching Approachesmentioning

confidence: 99%

THE CHALLENGES OF TEACHING WEB PROGRAMMING - Literature Review and Proposed Guidelines

Xinogalos¹,

Kaskalis

2012

Proceedings of the 8th International Conference on Web Information Systems and Technologies

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The main concern of this paper is the exploration of current challenges, teaching techniques, course design methods and topics covered when attempting to teach a web programming course in technology-oriented higher education departments. The authors attempted a literature review of the subject in order to identify, compare and analyse the existing experience upon which one can establish solid guidelines towards a manageable, efficient and comprehensible course model. In the paper, the presentation of the value of teaching web programming is followed by an extensive listing of the underlying challenges. Consequently, the various teaching approaches are presented comparatively and comments are made as regards the topics covered and the tools used. The study and analysis of this gathered experience naturally leads to certain outcomes. An extensive list of questions is summed in a list view and this list aims to help educators of the field to prepare the respective structure, content, methodology and tools of a web programming course that will serve their needs in a productive way. The authors' intention is to build upon this knowledge towards a web-based comprehensible web programming environment that will aid the process of teaching this challenging subject.

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Section: Teaching Approachesmentioning

confidence: 99%

THE CHALLENGES OF TEACHING WEB PROGRAMMING - Literature Review and Proposed Guidelines

Xinogalos¹,

Kaskalis

2012

Proceedings of the 8th International Conference on Web Information Systems and Technologies

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“…While we do teach how to use tools such as Dreamweaver and Fireworks in the course entitled "Web Programming, Graphics, and Design" (COMP 161), we reach much further: we teach basic graphic design principles, delve into graphics issues, such as choosing between GIF and JPEG formats, and devote about half of the semester to cover Flash movie creation. The latter includes significant programming in ActionScript, which enables students to incorporate non-trivial interactivity and custom computations to their Web site projects [4,11].…”

Section: Connecting With the Artsmentioning

confidence: 99%

Connecting across campus

LeBlanc

Armstrong

Gousie

2010

Proceedings of the 41st ACM Technical Symposium on Computer Science Education

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Computer science holds a unique position to craft multidisciplinary curricula for the new generation of faculty and students across the academy who increasingly rely on computing for their scholarship. We propose that computer science programs cease curricula models that begin with a two-course sequence that emulates the natural sciences and mathematics. We report on an aggressive strategy to work with faculty from across the disciplines of arts, humanities, and the social and life sciences to help design and deliver sets of multidisciplinary, applied, and "connected" pairs of introductory courses. Preliminary results at our small liberal arts college include an increase in the percentage of women enrolling in our connected courses, more students taking an additional course in computing, a faculty energized with sharing their research early on, and new interdisciplinary research opportunities for computer science faculty and students.

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“…As time passed, the course curriculum for this CS0 has settled into the teaching of CS concepts though a variety of settings: HTML to introduce syntax, a spreadsheet to introduce the concepts of variables, conditionals, iteration and binary, and JavaScript to introduce the concept of functions, as well as to revisit key programming control structures: assignment, conditionals, and looping, a programmatic structure which is fairly typical for CS0 courses using JavaScript [4,8,12].…”

Section: Cs0: Introduction To Csmentioning

confidence: 99%

The funnel that grew our cis major in the cs desert

Pearce

Nakazawa

2008

Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education

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Across the US, plummeting CS enrollments and disappointing student retention have caused serious concern in recent years. Yet, in the Spring of 2007, the Berea College faculty unanimously adopted a CIS major in response to the rise in enrollment in CS0 and retention into CS1. This paper details how using a funnel approach to attract students into the discipline via multiple CS0-level courses resulted in the exception to the trend.

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A robust web programming and graphics course for non-majors

Cited by 10 publications

References 6 publications

THE CHALLENGES OF TEACHING WEB PROGRAMMING - Literature Review and Proposed Guidelines

THE CHALLENGES OF TEACHING WEB PROGRAMMING - Literature Review and Proposed Guidelines

Connecting across campus

The funnel that grew our cis major in the cs desert

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