Teaching computing: a practitioner's perspective
Combining over 20 years of articles written by the author for the SIGCSE Bulletin and Inroads, as well as new material, this comprehensive guidebook provides a wide range of teaching strategies, tips, and insights for computing educators. Designed for both new and experienced computing faculty at th...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boca Raton
CRC Press, Taylor & Francis Group
2018
|
| Schriftenreihe: | Chapman & Hall/CRC textbooks in computing
|
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Combining over 20 years of articles written by the author for the SIGCSE Bulletin and Inroads, as well as new material, this comprehensive guidebook provides a wide range of teaching strategies, tips, and insights for computing educators. Designed for both new and experienced computing faculty at the undergraduate and graduate level, the book will serve as a practical, easy-to-use resource, covering a wide range of topics in a collection of focused down-to-earth chapters... |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xvii, 481 Seiten Illustrationen 26 cm |
| ISBN: | 9781138034433 9781138549784 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804178822504906752 |
|---|---|
| adam_text | Contents
PART I Introduction
Part II Curricular Development
Chapter 1 ■ Eight principles of an undergraduate curriculum 15
Chapter 2 ■ Prerequisites: Shaping the computing curriculum 21
Chapter 3 ■ When is a computing curriculum bloated? 27
Chapter 4 ■ Hill-climbing with curricula and courses 33
Chapter 5 ■ Developing a useful curricular map 39
Chapter 6 ■ Selected/Annotated references for curricular development 45
Part III Courses and the Computing Curricula in Context
Chapter 7 ■ An historical view of computing curricula 51
Chapter 8 ■ Connecting computer science with other disciplines
and the wider community 63
Chapter 9 ■ The role of programming
in introductory computing courses 71
Chapter 10 ■ Motivating students and
working with gifted students 77
Chapter 11» Capstone-, research-, and project-experiences 83
Chapter 12 ■ Selected/An notated references for courses and
curricula in context 93
Vll
viii ■ Contents
Part IV Curricular Issues
Chapter 13» Staying connected with the big picture 101
Chapter 14» Balancing the forest and the trees in courses 109
Chapter 15 Guided reading and seminar issues 113
Chapter 16» Writing with the computer science curriculum 117
Chapter 17* College courses of varying credit 125
Part V Computing and Mathematics
Chapter 18« Mathematics and computing
topics in the classroom 131
Chapter 19 ■ An opportunity for computing-mathematics dialog 135
Chapter 20 ■ Beyond the cliche: mathematical fluency
in the computing curriculum 139
Chapter 21 ■ Why a required course on theory? 145
Chapter 22 ■ Some strategies when teaching theory courses 151
Chapter 23 ■ Lessons from the CUPM 155
Chapter 24 ■ Selected/Annotated references for relationship
between computing and mathematics 159
PART VI In the Classroom: Basics, Lab-based,
Active Learning, Flipped Classrooms
Chapter 25 ■ Basic do s and don ts in the classroom:
General environment and course suggestions 163
Chapter 26 ■ Basic do s and don ts in the classroom:
Combating bias, making presentations,
and developing slides 173
Contents ■ ix
Chapter 27 ■ Lab layouts for individual and
collaborative class sessions 181
Chapter 28 ■ Lab-based courses with the 3 c s:
content, collaboration, and communication 189
Chapter 29 ■ Active learning and/or flipped classrooms 197
Chapter 30 ■ Combining technical depth, social/ethical issues,
and active student involvement 203
Chapter 31 ■ Selected/annotated references for course formats 209
Part VII Preparing a Course
Chapter 32 ■ Planning and organizing a course for
the first time 215
Chapter 33 ■ Course planning: the day-to-day schedule 227
Chapter 34 ■ Utilizing student class preparation
to promote active learning 235
Chapter 35 ■ What should be in a syllabus? 239
Chapter 36 ■ The role of textbooks and multimedia 245
Chapter 37 ■ Course development utilizing
student-faculty collaboration 253
Part VIII Instructors’ Roles, Inside and Outside the Classroom
Chapter 38 ■ Teacher as coach, mentor, listener (part 1 ?) 261
Chapter 39 ■ What teachers should, can, and cannot do 273
Chapter 40 ■ Thoughts about lecturing 279
Chapter 41 ■ Teaching and a sense of the dramatic 285
x ■ Contents
Chapter 42 ■ Teaching and a sense of the dramatic, act ii 289
Chapter 43 ■ Thoughts on student feedback to help teaching 295
Chapter 44 ■ Selected/annotated references
for the role of teachers in the classroom 301
Part IX Exercises and Assignments
Chapter 45 ■ Homework assignments and Internet sources 307
Chapter 46 ■ A racquetball-volleyball simulation 313
Chapter 47 ■ The balance between programming and
other assignments 319
Chapter 48 ■ Finding interesting examples and assignments
for CS1 and CS2 327
Chapter 49 ■ Academic honesty in the classroom 335
Chapter 50 ■ Exercise solutions: motivations,
messages sent, and possible distribution 343
Part X Student Progress in Courses
Chapter 51 ■ Structuring student work 351
Chapter 52 ■ Encouraging student preparation for class 357
Chapter 53 ■ Mid-course corrections 361
Chapter 54 ■ Recovering from disappointing test results 365
Chapter 55 ■ Selected/annotated references for student progress
in courses 371
Part XI Assessment and Grading
Chapter 56 ■ Notes on grading 375
Contents ■ xi
Chapter 57 ■ Grading and the allocation of points 381
Chapter 58 ■ Selected/annotated references for assessment and grading 385
Part XII Outreach and Public Relations
Chapter 59 ■ Advertising and recruiting 391
Chapter 60 ■ Course descriptions and public relations
for computer science 397
Chapter 61 ■ Resolved: ban programming
from introductory computing courses 401
Chapter 62 ■ What image do CS1/CS2 present
to our students? 405
Chapter 63 ■ Computing teaching labs can communicate
negative messages 411
Chapter 64 ■ Do computer games have a role
in the computing classroom? 415
Part XIII Additional Topics
Chapter 65 ■ Sorting algorithms: when the Internet gives out lemons,
organize a course festival 423
Chapter 66 ■ 1000(^narj,) thoughts for developing and using examples 427
Chapter 67 ■ How to prepare students for lifelong learning 431
Chapter 68 ■ How to challenge students 435
Chapter 69 ■ Wellness and the classroom 439
Chapter 70 ■ Selected/annotated references for additional topics 447
Bibliography 451
Index 471
|
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| isbn | 9781138034433 9781138549784 |
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| spelling | Walker, Henry M. 1947- Verfasser (DE-588)1169701558 aut Teaching computing a practitioner's perspective Henry M. Walker Boca Raton CRC Press, Taylor & Francis Group 2018 xvii, 481 Seiten Illustrationen 26 cm txt rdacontent n rdamedia nc rdacarrier Chapman & Hall/CRC textbooks in computing Includes bibliographical references and index Combining over 20 years of articles written by the author for the SIGCSE Bulletin and Inroads, as well as new material, this comprehensive guidebook provides a wide range of teaching strategies, tips, and insights for computing educators. Designed for both new and experienced computing faculty at the undergraduate and graduate level, the book will serve as a practical, easy-to-use resource, covering a wide range of topics in a collection of focused down-to-earth chapters... Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030540528&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Walker, Henry M. 1947- Teaching computing a practitioner's perspective |
| title | Teaching computing a practitioner's perspective |
| title_auth | Teaching computing a practitioner's perspective |
| title_exact_search | Teaching computing a practitioner's perspective |
| title_full | Teaching computing a practitioner's perspective Henry M. Walker |
| title_fullStr | Teaching computing a practitioner's perspective Henry M. Walker |
| title_full_unstemmed | Teaching computing a practitioner's perspective Henry M. Walker |
| title_short | Teaching computing |
| title_sort | teaching computing a practitioner s perspective |
| title_sub | a practitioner's perspective |
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