Computing Curricula 2020

Clear, Alison; Parrish, Allen; Impagliazzo, John; Ming, Zhang

doi:10.1145/3287324.3287517

Cited by 40 publications

(22 citation statements)

References 2 publications

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“…The ACM Computing Curricula (2020) [7] identifies the competencies that should be developed by students during a Bachelor and a Master in various Computer Science disciplines (e.g., software engineering, data science, cybersecurity, etc.). It formally structures competencies by clarifying which knowledge (the know-what), which skills (the know-how) and which dispositions (the know-why) are observable for accomplishing a given task [7]. For each discipline, a curriculum defines the list of competencies that it will develop with students.…”

Section: Contextmentioning

confidence: 99%

“…Typically, Computer Science curricula [7] are decomposed into a Bachelor, that focuses on fundamental topics for programming (algorithms and data structures, imperative and object-oriented programming, databases, etc.) and on acquiring general-purpose knowledge (mathematics, economy, etc.…”

Section: Introductionmentioning

confidence: 99%

“…Computing, foundational and professional knowledge[7] covered by the courses with the corresponding skill level. A ⋆ indicates that the knowledge element and skill level are emphasised in the course's project.…”

mentioning

confidence: 99%

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Experience report on soft and project skills building through repetition

Devroey

Amrani

Vanderose

2021

Proceedings of the 3rd International Workshop on Education Through Advanced Software Engineering and Artificial Intelligence

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Acquiring soft and project skills during their studies is of paramount importance for computer science students to integrate large development teams after graduating. Project-oriented learning offers interesting opportunities for teachers to tutor students, and allows them to acquire and train those skills in addition to the core topics of the course. However, since most existing curricula require courses to be as independent as possible (for organizational reasons for instance), some topics are covered in different courses in slightly different ways. This repetition is interesting for understanding difficult notions appropriately, but may also hamper students' understanding when closely related concepts are embedded in different ways. We report here on our teaching approach: we propose a series of projects that share a common theme, in order to (i) provide a transversal understanding of common notions seen in separate courses, and (ii) introduce soft and project skills in a progressive way, enabling students to iteratively experience and learn skills that are necessary for professional life. We report on the results of interviews conducted with the students and extract valuable lessons for reproducing this approach in different curricula. CCS CONCEPTS• Social and professional topics → Software engineering education.

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Section: Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experience report on soft and project skills building through repetition

Devroey

Amrani

Vanderose

2021

Proceedings of the 3rd International Workshop on Education Through Advanced Software Engineering and Artificial Intelligence

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“…The importance of communicative skills, and more specifically, writing skills in STEM studies has often been stressed in the literature, for instance [3][4][5][6][7][8]. Communicative competence, both oral and written, is crucial to practitioners in the scientific areas just mentioned, to the extent that a study carried out by Sageev [9] reveals that "the average 64 percent time they spend on various types of communication validates industry's requests that engineering schools urgently address this major "competency gap".…”

Section: The Written Skills In Engineering Educationmentioning

confidence: 99%

A Rubric to Assess and Improve Technical Writing in Undergraduate Engineering Courses

et al. 2021

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Although there is consensus in the literature that writing skills are important in STEM (Science, Technology, Engineering, and Mathematics) studies, they are often neglected. However, some efforts have been made to correct this deficiency, one of them being the development of assessment rubrics. This study seeks to contribute to the discussion by presenting the results of the application of a rubric designed to assess the writing skills of a group of 3rd year engineering students. This rubric, which includes linguistic and rhetorical-organizational criteria alongside the mathematical and technical, was used to assess a number of written exercises and essays submitted by students in a 15-week course. The main interest of this study was to test the efficacy of the rubric as a diagnostic tool, conceived to detect the areas of improvement in the students’ written performance and, ultimately, to also help them to achieve higher levels of competence. This goal was achieved, as one of the main conclusions of the study is that, although students usually master the technical aspects of the course, they must improve the linguistic and rhetorical aspects of their written communication. It can likewise be said that all the participants involved in the study profited in one way or another from the application of the rubric and contributed to identifying the ways in which the rubric itself can be improved for future application.

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“…Similar approaches for higher education are still less popular or fail due to the lack of participation of the many different actors, or a conventional (sometimes contradicting) understanding of freedom of teaching, or a lack of uniform educational plans and competence goals. As a result, competence measurements in higher education are understudied with few examples, such as Bröker, Kastens, & Magenheim, 2015;Clear, Parrish, Impagliazzo, & Zhang, 2019;Frezza et al, 2018;Leutner et al, 2017a;2017b. On the other hand, with the Bologna Agreement and the associated Bologna Process, a basis was created that enables the respective educational plans and study programs to be compared (see for example Consolidating Higher Education Experience of Reform 2018, accessed 1 Dec. 2021 http://www.processodibologna.it).…”

Section: Introductionmentioning

confidence: 99%

Self-Assessment of Competencies by Bachelor Students in Computer Science

Berkling¹,

Saller

Winter³

2021

Form@re

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Competency achievements in a Computer Science Bachelor are studied using self-assessment by graduating students at Baden-Württemberg Cooperative State University. Changes across the two ‘pandemic’ years 2020 and 2021 with respect to subsidiary, satisfaction and competencies are analysed. One goal was to identify which competencies may have suffered due to the different number of online semesters. The data shows very few significant differences by type of competencies. Larger differences may be due to a change in lecturer. Difference in satisfaction in some subsidiaries is found. Students from the 2021 group feel that their grades reflect their actual knowledge less than the 2020 group. The methodology presented here provides a valid tool for long-term quality assessment based on student feedback. There are limitations based on the data elicitation. Students are not required to take the survey. Self-assessment is not considered to be sufficient for a validation of achieved competencies. However, it reflects satisfaction and perceived quality. Autovalutazione delle competenze da parte degli studenti di laurea in informatica. I risultati di apprendimento in un Corso di Laurea di primo livello di informatica sono analizzati nel presente contributo utilizzando l’autovalutazione degli studenti laureati all’Università della Cooperative State University del Baden-Württemberg (Germania). Vengono analizzati i cambiamenti nella progressione di competenze acquisite nei due anni di pandemia (2020 e 2021) in ordine a sede universitaria, livello di soddisfazione e risultati di apprendimento. Un obiettivo era quello di identificare le competenze maggiormente influenzate dall’utilizzo della didattica a distanza. I dati mostrano scarse differenze in ordine al tipo di competenze acquisite. Le differenze più significative sono correlate al cambio di docente. In alcune sedi si rilevano differenze nella soddisfazione degli studenti. Gli studenti del cluster 2021 ritengono che la loro valutazione rifletta le loro conoscenze realmente acquisite, a differenza del cluster di studenti del 2020. La metodologia illustrata nel presente contributo fa riferimento ad uno strumento utile per la valutazione della qualità degli apprendimenti basata sul feedback degli studenti. Le limitazioni connesse allo studio riguardano le modalità di rilevazione dei dati. Gli studenti non sono tenuti a partecipare allo studio. L’autovalutazione non è sufficiente per convalidare le competenze acquisite, consente però di rilevare la soddisfazione e la qualità percepita dagli studenti.

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Computing Curricula 2020

Cited by 40 publications

References 2 publications

Experience report on soft and project skills building through repetition

Experience report on soft and project skills building through repetition

A Rubric to Assess and Improve Technical Writing in Undergraduate Engineering Courses

Self-Assessment of Competencies by Bachelor Students in Computer Science

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