New Directions for Computing Education [electronic resource] : Embedding Computing Across Disciplines / edited by Samuel B. Fee, Amanda M. Holland-Minkley, Thomas E. Lombardi.

Інтелектуальна відповідальність: Вид матеріалу: Текст Публікація: Cham : Springer International Publishing : Imprint: Springer, 2017Видання: 1st ed. 2017Опис: XI, 308 p. 11 illus. online resourceТип вмісту:
  • text
Тип засобу:
  • computer
Тип носія:
  • online resource
ISBN:
  • 9783319542263
Тематика(и): Додаткові фізичні формати: Printed edition:: Немає назви; Printed edition:: Немає назви; Printed edition:: Немає назвиДесяткова класифікація Дьюї:
  • 371.33 23
Класифікація Бібліотеки Конгресу:
  • LC8-6691
Електронне місцезнаходження та доступ:
Вміст:
Introduction. Re-envisioning Computing Across Disciplines (Samuel B. Fee, Amanda M. Holland-Minkley and Thomas E. Lombardi).- Part I. The Case for Interdisciplinary Computing Education.-Chapter 1. Good (and Bad) Reasons to Teach All Students Computer Science (Colleen M. Lewis) -- Chapter 2. Approaching Computer Science Education Through Making (Michael Eisenberg) -- Chapter 3. Computer Science and the Liberal Arts: Hidden Synergies and Boundless Opportunities (Gary R. Skuse, Daniel A. Walzer, Kathryn Tomasek, Douglas Baldwin and Mark Bailey) -- Chapter 4. Task-driven Programming Pedagogy in the Digital Humanities (David J. Birnbaum and Alison Langmead). Chapter 5. Macroanalysis in the Arts and Sciences (Thomas E. Lombardi).- Part II. Pedagogical & Curricular Approaches -- Chapter 6. An Unnamed Intersection: Where Computing Meets Liberal Arts (Enid Arbelo Bryant) -- Chapter 7. Adapting the Studio Based Learning Methodology to Computer Science Education (Paula Alexandra Silva, Blanca J. Polo, and Martha E. Crosby) -- Chapter 8. The Curricular Soundtrack: Designing Interdisciplinary Music Technology Degrees Through Cognitive Apprenticeship and Situated Learning (Daniel A. Walzer) -- Chapter 9. An Interdisciplinary Model for Liberal Arts Computing Curricula (Amanda M. Holland-Minkley and Samuel B. Fee) -- Part III. Case Studies and Examples -- Chapter 10. The Development of a B.A. in Computer Science and Computational Thinking (Kathie A. Yerion, Robert L. Bryant, and Shawn Bowers) -- Chapter 11. Disciplinary Thinking, Computational Doing: Collaborating for Mutual Enrichment (Valerie Barr) -- Chapter 12. A Capstone Experience in Information Technology (William H. Thomas, Loren K. Rhodes, and Gerald W. Kruse) -- Chapter 13. Trial by a Many-Colored Flame: A Multi-Disciplinary, Community-Centric Approach to Digital Media and Computing Education (Adrienne Decker, Andrew Phelps, and Christopher A. Egert) -- Chapter 14. A GitHub Garage for a Digital Humanities Course (Elisa E. Beshero-Bondar and Rebecca J. Parker) -- Chapter 15. Educators as Clinicians: Small Data for Education Research (Thomas E. Lombardi and Amanda M. Holland-Minkley) -- Chapter 16. Common Threads: Directions for Computing Education (Samuel B. Fee, Amanda M. Holland-Minkley and Thomas E. Lombardi).- About the Editors.- About the Authors.- Index.-.
У: Springer eBooksЗведення: Why should every student take a computing course? What should be the content of these courses? How should they be taught, and by whom? This book addresses these questions by identifying the broader reaches of computing education, problem-solving and critical thinking as a general approach to learning. The book discusses new approaches to computing education, and considers whether the modern ubiquity of computing requires an educational approach that is inherently interdisciplinary and distinct from the traditional computer science perspective. The alternative approach that the authors advocate derives its mission from an intent to embed itself within an interdisciplinary arts and science context. An interdisciplinary approach to computing is compellingly valuable for students and educational institutions alike. Its goal is to support the educational and intellectual needs of students with interests in the entire range of academic disciplines. It capitalizes on students’ focus on career development and employers’ demand for technical, while also engaging a diverse student body that may not possess a pre-existing interest in computing for computing’s sake. This approach makes directly evident the applicability of computer science topics to real-world interdisciplinary problems beyond computing and recognizes that technical and computational abilities are essential within every discipline. The book offers a valuable resource for computer science and computing education instructors who are presently re-thinking their curricula and pedagogical approaches and are actively trying new methods in the classroom. It will also benefit graduate students considering a future of teaching in the field, as well as administrators (in both higher education and high schools) interested in becoming conversant in the discourse surrounding the future of computing education.
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Introduction. Re-envisioning Computing Across Disciplines (Samuel B. Fee, Amanda M. Holland-Minkley and Thomas E. Lombardi).- Part I. The Case for Interdisciplinary Computing Education.-Chapter 1. Good (and Bad) Reasons to Teach All Students Computer Science (Colleen M. Lewis) -- Chapter 2. Approaching Computer Science Education Through Making (Michael Eisenberg) -- Chapter 3. Computer Science and the Liberal Arts: Hidden Synergies and Boundless Opportunities (Gary R. Skuse, Daniel A. Walzer, Kathryn Tomasek, Douglas Baldwin and Mark Bailey) -- Chapter 4. Task-driven Programming Pedagogy in the Digital Humanities (David J. Birnbaum and Alison Langmead). Chapter 5. Macroanalysis in the Arts and Sciences (Thomas E. Lombardi).- Part II. Pedagogical & Curricular Approaches -- Chapter 6. An Unnamed Intersection: Where Computing Meets Liberal Arts (Enid Arbelo Bryant) -- Chapter 7. Adapting the Studio Based Learning Methodology to Computer Science Education (Paula Alexandra Silva, Blanca J. Polo, and Martha E. Crosby) -- Chapter 8. The Curricular Soundtrack: Designing Interdisciplinary Music Technology Degrees Through Cognitive Apprenticeship and Situated Learning (Daniel A. Walzer) -- Chapter 9. An Interdisciplinary Model for Liberal Arts Computing Curricula (Amanda M. Holland-Minkley and Samuel B. Fee) -- Part III. Case Studies and Examples -- Chapter 10. The Development of a B.A. in Computer Science and Computational Thinking (Kathie A. Yerion, Robert L. Bryant, and Shawn Bowers) -- Chapter 11. Disciplinary Thinking, Computational Doing: Collaborating for Mutual Enrichment (Valerie Barr) -- Chapter 12. A Capstone Experience in Information Technology (William H. Thomas, Loren K. Rhodes, and Gerald W. Kruse) -- Chapter 13. Trial by a Many-Colored Flame: A Multi-Disciplinary, Community-Centric Approach to Digital Media and Computing Education (Adrienne Decker, Andrew Phelps, and Christopher A. Egert) -- Chapter 14. A GitHub Garage for a Digital Humanities Course (Elisa E. Beshero-Bondar and Rebecca J. Parker) -- Chapter 15. Educators as Clinicians: Small Data for Education Research (Thomas E. Lombardi and Amanda M. Holland-Minkley) -- Chapter 16. Common Threads: Directions for Computing Education (Samuel B. Fee, Amanda M. Holland-Minkley and Thomas E. Lombardi).- About the Editors.- About the Authors.- Index.-.

Why should every student take a computing course? What should be the content of these courses? How should they be taught, and by whom? This book addresses these questions by identifying the broader reaches of computing education, problem-solving and critical thinking as a general approach to learning. The book discusses new approaches to computing education, and considers whether the modern ubiquity of computing requires an educational approach that is inherently interdisciplinary and distinct from the traditional computer science perspective. The alternative approach that the authors advocate derives its mission from an intent to embed itself within an interdisciplinary arts and science context. An interdisciplinary approach to computing is compellingly valuable for students and educational institutions alike. Its goal is to support the educational and intellectual needs of students with interests in the entire range of academic disciplines. It capitalizes on students’ focus on career development and employers’ demand for technical, while also engaging a diverse student body that may not possess a pre-existing interest in computing for computing’s sake. This approach makes directly evident the applicability of computer science topics to real-world interdisciplinary problems beyond computing and recognizes that technical and computational abilities are essential within every discipline. The book offers a valuable resource for computer science and computing education instructors who are presently re-thinking their curricula and pedagogical approaches and are actively trying new methods in the classroom. It will also benefit graduate students considering a future of teaching in the field, as well as administrators (in both higher education and high schools) interested in becoming conversant in the discourse surrounding the future of computing education.

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