Use of laboratories in computer science education: guidelines for good practice

KnoxDeborah,; WolzUrsula,; JoyceDaniel,; KoffmanElliot,; KroneJoan,; LaribiAtika,; Paul, MyersJ.; ProulxViera, K; ReekKenneth, A

doi:10.1145/237477.237644

Cited by 12 publications

(3 citation statements)

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“…While activity (a) is often part of more traditional "open" or "closed" laboratory approaches [13] , activity (b) sets the studiobased approach apart from these more traditional approaches. In particular, in a studio-based course, several of the regularly scheduled laboratory periods are dedicated to "design crits" in which students present their work to the other students and instructor, and discuss, critique, and evaluate each other's work.…”

Section: Key Features Of the Studio-based Pedagogymentioning

confidence: 99%

Exploring studio-based instructional models for computing education

2008

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While the demand for college graduates with computing skills continues to rise, such skills no longer equate to mere programming skills. Modern day computing jobs demand design, communication, and collaborative work skills as well. Since traditional instructional methods in computing education tend to focus on programming skills, we believe that a fundamental rethinking of computing education is in order. We are exploring a new "studio-based" pedagogy that actively engages undergraduate students in collaborative, design-oriented learning. Adapted from architectural education, the studio-based instructional model emphasizes learning activities in which students (a) construct personalized solutions to assigned computing problems, and (b) present solutions to their instructors and peers for feedback and discussion within the context of "design crits." We describe and motivate the studio-based approach, review previous efforts to apply it to computer science education, and propose an agenda for multi-institutional research into the design and impact of studio-based instructional models. We invite educators to participate in a community of research and practice to advance studio-based learning in computing education.

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Section: Key Features Of the Studio-based Pedagogymentioning

confidence: 99%

Exploring studio-based instructional models for computing education

2008

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“…Sample items are listed in Table 1, which has been adapted from a number of sources, specifically [9] [ 14] [15]. Items in the table have been loosely grouped into three categories: personal characteristics, people/team competeneies, and problem-solving skills/attributes.…”

Section: Scalesmentioning

confidence: 99%

Evaluating individuals in team projects

Wilkins

Lawhead

2000

SIGCSE Bull.

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In 1999, most computer science students participate in at least one group project in some class prior to graduation. However, assessing individual student contributions to a group project is a difficult task faced by instructors of these classes. In this paper, we have compiled a wide range of assessment instruments, and identified situations where they can be effective. This paper is a compilation of potential evaluation strategies. No comparison is made among the many strategies nor are particular techniques ranked above or below others. The goal is simply to provide a wide range of potential team evaluation techniques. Since each technique evaluates a particular characteristic and different team project courses have different goals it is up to the instructor to choose the techniques that best evaluate the individual in light of the course goals.

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“…However, traditionally, only separate closed labs [6], [7] have been used to give students supervised, hands-on experience with conceptual material, and the typical closed lab does not involve any dynamic exchange among students or between teacher and student. In contrast, interactive lectures are common in other disciplines such as humanities.…”

Section: Introductionmentioning

confidence: 99%