Evaluating a breadth-first cs 1 for scientists

DoddsZachary,; Libeskind-HadasRan,; AlvaradoChristine,; Kuenning, Geoff

doi:10.1145/1352322.1352229

Cited by 17 publications

(13 citation statements)

References 31 publications

(14 reference statements)

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“…Experiences with offering this course to a cohort of specific health-science majors as well as with other non-majors will be discussed. Such research aligns with other works ( [5], [9]) which stress the importance of computational principles to science and engineering students.…”

Section: Introductionsupporting

confidence: 86%

“…As computing has become more ubiquitous, there has arisen a defined need to offer a more interdisciplinary Computer Science (CS) curriculum, including Computer Science 1 (CS1) courses oriented towards specific majors or groups ( [5], [9]). These courses present special challenges for curriculum design and instruction, as they often are made up of students who are both uninformed about CS and suspicious of the course's relevance to their studies.…”

Section: Introductionmentioning

confidence: 99%

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Experiences with a CS1 for the health sciences

2009

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Computer Science (CS) educators are increasingly being tasked to design courses for specific groups of nonmajors. This paper reports on an experiment with a CS1-style course for the health sciences. Experiences with offering this course to a cohort of specific health-science majors and with other non-majors are discussed. The results suggest that tailoring a course around a discipline-specific theme may make the course more attractive to students outside rather than inside of the specific discipline. The results also point to the persistent gender gap in CS, as well as the difficulty in translating student success into self-confidence.

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Section: Introductionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Experiences with a CS1 for the health sciences

2009

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“…[10,8,13,7,6]. Our department has a strong commitment to introductory computing: the introductory courses are kept relatively small with about 35 students per section, each section includes equal lab and lecture time, and the department runs a free tutoring center.…”

Section: Related Workmentioning

confidence: 99%

Building Worlds

Wood

Keen

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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When teaching introductory computing courses, we are often guilty of writing rudimentary programming assignments -those meant to illustrate one simple language feature, comprised mostly of code that will never be used beyond the assignment. Admittedly, first-year computing students must navigate a myriad of challenges, sometimes learning both imperative and object-oriented programming, in addition to mastering syntax, logic, debugging, and testing. To tackle the difficulties of developing CS 1 and CS 2 courses that engage students in learning while addressing the numerous course objectives, we chose to challenge students to create virtual worlds in one large comprehensive two-quarter long programming project. Students were granted creative freedom within a framework that gradually introduced many programming skills and that required the mastery of objectoriented programming and some engaging algorithms. We present the curriculum, performance comparisons, and observations. Overall, we consider the experimental courses a success that will have an impact on our department's future curricular offerings.

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“…Related efforts include work at Carnegie-Mellon, Harvey Mudd, Princeton, and Winona State [3,4,13,14,17,19]. Our effort is strongly influenced by the concept of computational thinking advocated by Wing et al [5,6,18].…”

Section: Introductionmentioning

confidence: 99%

A multidisciplinary approach towards computational thinking for science majors

Hambrusch

Hoffmann

Korb

et al. 2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

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This paper describes the development and initial evaluation of a new course "Introduction to Computational Thinking" taken by science majors to fulfill a college computing requirement. The course was developed by computer science faculty in collaboration with science faculty and it focuses on the role of computing and computational principles in scientific inquiry. It uses Python and Python libraries to teach computational thinking via basic programming concepts, data management concepts, simulation, and visualization. Problems with a computational aspect are drawn from different scientific disciplines and are complemented with lectures from faculty in those areas. Our initial evaluation indicates that the problem-driven approach focused on scientific discovery and computational principles increases the student's interest in computing.

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Evaluating a breadth-first cs 1 for scientists

Cited by 17 publications

References 31 publications

Experiences with a CS1 for the health sciences

Experiences with a CS1 for the health sciences

Building Worlds

A multidisciplinary approach towards computational thinking for science majors

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