Turning liabilities into assets in a general education course

Townsend, Gloria Childress

doi:10.1145/273133.273162

Cited by 10 publications

(2 citation statements)

References 5 publications

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“…Some of these efforts include the "Fluency with IT" course conducted at the University of Washington [24]; a course that builds upon an initial survey course in computing for nonmajors using an interdisciplinary, case study approach at Temple University [2]; and computational approaches to science that afford an opportunity for science students to work with computers and programming, resulting in an increase in IT fluency as a positive side effect [23]. Other novel approaches exist to improve IT fluency [4,10,13,14,19,22,25,26].…”

Section: Computing Curricula 2001mentioning

confidence: 99%

Information technology fluency in practice

Dougherty¹,

Dececchi²,

Clear³

et al. 2002

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

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Recent work has stressed the importance of fluency with information technology (IT) in the modern world. This report presents a set of context profiles that detail courses and programs to realize increased IT fluency across a small sampling of academic institutions. The goal is to provide some representative examples for other schools interested in addressing the issues associated with IT fluency.

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Section: Computing Curricula 2001mentioning

confidence: 99%

Information technology fluency in practice

Dougherty¹,

Dececchi²,

Clear³

et al. 2002

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

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“…The articles classified as "applications" were. [4][5][6][7][8][9][10][11][12][13][14][15] 2. Management.…”

Section: Acm Literature Reviewmentioning

confidence: 99%

Do Non‐Computer Science Students Need to Program?*

Urban‐Lurain

Weinshank

2001

J of Engineering Edu

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Should non‐CS majors learn to program? While the 1999 National Academy of Sciences report “Being Fluent with Information Technology”1 advocates teaching programming as part of the CS‐0 experience, we challenge the assumptions upon which this recommendation rests. Our extensive review of the NECC and SIGCSE conference proceedings from 1979 to 1998 clearly shows a decline in the number of articles in which programming is taught in CS‐0 courses. Furthermore, based upon learning theory literature, we argue that conceptual understanding of computing can be acquired without learning to program. Finally, we describe our criterion‐referenced, mastery‐model course that currently enrolls approximately 2000 students per semester for a computing future that is constantly changing. Interpretation of the loadings of the discriminant analysis functions provides evidence that the students are developing conceptual understanding, rather than simply acquiring discrete skills.

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