Computer Science Degree Accreditation in the UK

Crick, Tom; Davenport, James H.; Hanna, Philip; Irons, Alastair; Prickett, Tom

doi:10.1145/3372356.3372362

Cited by 20 publications

(15 citation statements)

References 8 publications

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“…Additionally, positive psychology measures (and more specifically NMRQ) are candidates for inclusion in learning analytic models related to student success. Finally, we recognise that there is a specific UK context to some of these computer science education challenges -both with substantial national (school-level) curriculum and qualifications reform [6], as well as a significant socio-economic push to produce more graduates with "high-value" digital, data and cyber skills [11,12,14,41]. However, aspects of these reforms (with similar policy drivers) are being replicated internationally e.g.…”

Section: Discussionmentioning

confidence: 99%

Resilience and Effective Learning in First-Year Undergraduate Computer Science

Prickett

Walters

Yang

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Many factors have been shown to be important for supporting effective learning and teaching-and thus progression and success-in higher education. While factors such as key introductory-level (CS1) knowledge and skills, as well as pre-university learning and qualifications, have been extensively explored, the impact of measures of positive psychology are less well understood for the discipline of computer science. University study can be a period of significant transition for many students; therefore an individual's positive psychology may have considerable impact upon their response to these challenges. This work investigates the relationships between effective learning and success (first-year performance and attendance) and two measures of positive psychology: Grit and the Nicolson McBride Resilience Quotient (NMRQ). Data was captured by integrating Grit (N=58) and Resilience (N=50) questionnaires and related coaching into the first-year of the undergraduate computer science programme at a single UK university. Analyses demonstrate that NMRQ is significantly linked to attendance and performance for individual subjects and year average marks; however, this was not the case for Grit. This suggests that development of targeted interventions to support students in further developing their resilience could support their learning, as well as progression and retention. Resilience could be used, in concert with other factors such as learning analytics, to augment a range of existing models to predict future student success, allowing targeted academic and pastoral support. CCS CONCEPTS • Social and professional topics → Computing education.

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Section: Discussionmentioning

confidence: 99%

Resilience and Effective Learning in First-Year Undergraduate Computer Science

Prickett

Walters

Yang

et al. 2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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“…to support the UK's post-COVID economic renewal [33]. We have also seen the announcement of a review of academic accreditation of computer science degrees [12,14] launched at the start of July, to "ensure that computing graduates have the skills needed to drive economic recovery as data science and AI change the industry post COVID-19" 3 .…”

Section: Conclusion and Looking Aheadmentioning

confidence: 99%

The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community

Crick

Knight

Watermeyer

et al. 2020

United Kingdom &Amp; Ireland Computing Education Research Conference.

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116

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The COVID-19 pandemic has imposed "emergency remote teaching" across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the discipline of computer science in the UK. Drawing on the quantitative and qualitative findings from a largescale survey of the educational workforce (N=2,197) conducted in the immediate aftermath of institutional closures in March 2020 and the shift to online delivery, we report how those teaching computer science in various UK settings (n=214) show significantly more positive attitudes towards the move to online learning, teaching and assessment than those working in other disciplines; these perceptions were consistent across schools, colleges and higher education institutions. However, whilst practitioners noted the opportunities of these changes for their respective sector-especially a renewed focus on the importance of digital skills-they raised a number of generalisable concerns on the impact of this shift to online on their roles, their institutions and their sectors as a whole; for example, the impact on workload, effective pedagogy and job fragility. More specifically for computer science practitioners, curricula and qualifications, there were concerns raised regarding the ability to meaningfully deliver certain core topics such as mathematical foundations and programming, as well as the impact on various types of formal examinations and assessment. Based on the data obtained from this rapid response survey, we offer informed commentary, evaluation and recommendations for emerging learning and teaching policy and practice in the UK computer science community as we move into the 2020-2021 academic year and beyond.

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“…Dissemination of good practice is also low: a 2016 national survey [36] was the first of its kind in the UK, despite the fact that they had been running for many years elsewhere [37]. This has also prompted a renewed look at how professional body accreditation can help foster and disseminate good practice [51].…”

Section: F Theme 5: "Knowledge Sharing and Sustainability"mentioning

confidence: 99%

“…in programming and software engineering [36]), cybersecurity education (e.g. [60], [61]) and degree accreditation [51], [62]. When establishing a model for viewing computer science education initiatives, it is apparent that there is substantial diversity between education systems -from formal school curricula through to tertiary education, as well as wider education policy and funding -and this can create obstacles when trying to understand progress made in one country and potentially replicate it in another [63], [64].…”

Section: Future Work and Replicabilitymentioning

confidence: 99%