Abstract
In this work, we describe our effort to develop, pilot, and evaluate a model for infusing computational thinking into undergraduate curricula across a variety of disciplines using multiple methods that previously have been individually tried and tested, including: (1) multiple pathways of computational thinking, (2) faculty professional development, (3) undergraduate peer mentors, and (4) formative assessment. We present pilot instantiations of computational thinking integration in three different disciplines including sociology, mathematics and music. We also present our professional development approach, which is based on faculty support rather than a co-teaching model. Further, we discuss formative assessment during the pilot implementation, including data focusing on undergraduate students' understanding and dispositions towards computational thinking. Finally, we reflect on what worked, what did not work and why, and identify lessons learned. Our work is relevant to higher education institutions across the nation interested in preparing students who can utilize computational principles to address discipline-specific problems.
Original language | English (US) |
---|---|
Title of host publication | SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education |
Publisher | Association for Computing Machinery |
Pages | 435-441 |
Number of pages | 7 |
ISBN (Electronic) | 9781450358903 |
DOIs | |
State | Published - Feb 22 2019 |
Externally published | Yes |
Event | 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019 - Minneapolis, United States Duration: Feb 27 2019 → Mar 2 2019 |
Conference
Conference | 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019 |
---|---|
Country/Territory | United States |
City | Minneapolis |
Period | 2/27/19 → 3/2/19 |
Keywords
- Computational thinking
- CS principles
- Undergraduate CS education
ASJC Scopus subject areas
- General Computer Science
- Education