Improving secondary CS education

Ericson, Barbara; Guzdial, Mark; Biggers, Maureen

doi:10.1145/1227310.1227416

Cited by 27 publications

(11 citation statements)

References 2 publications

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“…We do not have comparison data to see if university students not in introductory computing had much high school computing, to see if there was a causal impact. Other indications suggest that relatively few high schools in Georgia offer high school computer science [8]. Thus, these results are consistent with a belief that high school computer science had an impact in drawing students into computing, despite a disinterest in middle school, but the results are not definitive.…”

Section: Discussionmentioning

confidence: 52%

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A statewide survey on computing education pathways and influences

Guzdial

Ericson

McKlin³

et al. 2012

Proceedings of the Ninth Annual International Conference on International Computing Education Research

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In computing education, we have only just started developing methods for accurately measuring a student's understanding of introductory computing, let alone characterizing a whole classroom, school, or university system. As part of evaluating the impact of "Georgia Computes!" we sought an understanding the factors influencing undergraduate enrollment in introductory computing for an entire state in the United States of America. We gathered surveys from over 1400 undergraduate students in introductory computing classes from 19 higher-education institutions in a single state. The analysis provided insight into the impact of "Georgia Computes!", into the connections between stages of the computing education pathways, and how factors that influence students' pursuit of computing differ between genders and majority/minority group students.

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Section: Discussionmentioning

confidence: 52%

“…28% of those were "computing applications" courses, but the other 69% had courses whose learning objectives include significant programming. The Georgia high school computer science curriculum defines four courses [8]:…”

Section: Description Of Pool: Demographics and Influencesmentioning

confidence: 99%

A statewide survey on computing education pathways and influences

Guzdial

Ericson

McKlin³

et al. 2012

Proceedings of the Ninth Annual International Conference on International Computing Education Research

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“…High school teachers have an increased need for community. They normally teach in isolation as the only computing teacher at their school [7]. In Georgia, as in most US states, high school computing teachers are placed in the business department [8].…”

Section: Introductionmentioning

confidence: 99%

Adapting the disciplinary commons model for high school teachers

Morrison

Guzdial

2012

Proceedings of the Ninth Annual International Conference on International Computing Education Research

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The Disciplinary Commons (DC) is a model of teacher professional development that encourages members of the group to reflect upon their teaching practices, develop a community, and, more broadly, to become more scholarly about their teaching. The DC involves a series of monthly meetings where university faculty members examine their course in detail while producing a course portfolio. Evaluation of the early DC's suggests that they successfully created a sense of community and sharing among the participants. We have adapted the original model to a new audience, high school computing teachers. The adapted model maintains the key aspects of the original model while adding two new, important goals for this new audience: improving recruitment and creating community. The high school teacher audience particularly needed strategies for recruiting students and was in greater need of community. We present evaluation evidence suggesting that we achieved the design goals in a replicable model, including a substantial increase (over 300%) in recruiting students.

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“…Some have reported success with summer camp instruction [6], though they tend to rely on Alice or a proprietary system. For this work we use a standard C/Linux environment for all coursework and assignments since this approach is consistent with our entry-level courses.…”

Section: Introductionmentioning

confidence: 99%

A summer science experience with computer graphics for secondary students

Davis

2012

Proceedings of the 43rd ACM Technical Symposium on Computer Science Education

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This paper describes the principles, implementation, and results of a weeklong summer science course for junior high and high school students interested in computer science. To motivate and foster interest and creativity in students, while providing adequate complexity to introduce programming concepts and techniques, we used programming projects in computer graphics as the main learning tool. Included in our discussion are experiences across three course offerings, as well as detailed course assignments.

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Improving secondary CS education

Cited by 27 publications

References 2 publications

A statewide survey on computing education pathways and influences

A statewide survey on computing education pathways and influences

Adapting the disciplinary commons model for high school teachers

A summer science experience with computer graphics for secondary students

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