Teaching Programming Competencies: A Role for Craft Computing?

Crick, Tom; Davenport, James H.; Hayes, Alan; Prickett, Tom

doi:10.1145/3610969.3611140

Cited by 2 publications

(1 citation statement)

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“…Regarding the "training for software development" perspective, we refer to Tomayko's review [118] since in that case, the topic is how to train software engineers, not how to prepare educators. However, more recent work has started to think more broadly about software engineering education and skills (encompassing "software carpentry" and "codemanship") [25,26], for example major national skills initiatives such as the UK's Institute of Coding [31], as well as in the wider framing of sustainability [124,125].…”

Section: Early Steps Along the Road To Ce Instructionmentioning

confidence: 99%

Arguments for and Approaches to Computing Education in Undergraduate Computer Science Programmes

Cutts,

Kallia,

Anderson

et al. 2023

Proceedings of the 2023 Working Group Reports on Innovation and Technology in Computer Science Education

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Computing education (CE), the scientific foundation of the teaching and learning of subject matter specific to computing, has matured into a field with its own research journals and conferences as well as graduate programmes. Yet, and unlike other mature subfields of computer science (CS), it is rarely taught as part of undergraduate CS programmes. In this report, we present a gap analysis resulting from semi-structured interviews with various types of stakeholders and derive a set of arguments for teaching CE courses in undergraduate CS programmes. This analysis and the arguments highlight a number of opportunities for the discipline of CS at large, in academia, in industry, and in school education, that would be opened up with undergraduate CE courses, as well as potential barriers to implementation that will need to be overcome. We also report on the results of a Delphi process performed to elicit topics for such a course with various audiences in mind. The Delphi process yielded 19 high-level categories that encompass the subject matter CE courses should incorporate, tailored to the specific needs of their intended student audiences. This outcome underscores the extensive range of content that can be integrated into a comprehensive CE programme. Based on these two stakeholder interactions as * Working group co-leaders

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