00110001001110010011011000110111 computer science department of 16 october 2012 creating a...
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0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012
Creating a Progression ofWriting, Speaking & Teaming
Learning Outcomes in Undergraduate Computer Science/Software Engineering
Curricula
Dr. Mike CarterDr. Robert FornaroDr. Sarah Heckman
Ms. Margaret Heil, Presenter
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012 WEEF 2012
Presentation Overview
A Global Concern Genres in CS/SE Students as Apprentices Situational Complexity Creating a Learning Progression (An Example)
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
A Strategy to Overcome A Global Concern Communication Skills of CS/SE Grads Lacking
Writing Speaking Teaming
Taught in General Way Outside of Discipline
Can We Integrate Learning About Writing, Speaking & Teaming When Teaching Concepts of Discipline?
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012 WEEF 2012
To Explore This Question
Examined Communication LiteratureGenre Theory
Certain Categories of Communication Develop in Response to Situations that Frequently Recur
Notion of Apprenticeships Legitimate Peripheral Participation
Situational Complexity
Let’s Take A Closer Look
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012 WEEF 2012
Examples of Genres Specific to CS/SE
Problem Definition Software Requirement Specifications (SRS) Design Expression Code & Comments in Code Test Plan & Testing Developer & User Guides Installation & Maintenance Guide
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
Students As Apprentices Freshman are Novice Communicators How Do We Teach Them to Communicate as Software
Developers?First Master Requirements, then Master Design, then
Implementation, then Testing? ORExpose them to Suitable Examples of all Genres at all Levels?
Our Answer
Teach Via Progressive DevelopmentApply Concepts of Situational Complexity
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012 WEEF 2012
Five Dimensions of Situational Complexity
1. Longer Responses2. More Complicated Responses3. Responses Using Multiple Genres4. Students are More Independent5. More Students to Complete Project
More Complex Situations Are Characterized By
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
How Do We Create A Communication Learning Progression?
1. Identify Program Learning Outcomes
a. Define Ways of Thinkingb. Forms of Communication (Genres!)
2. Analyze & Revise Curriculum – Top to Bottom
a. Align Capstone with Program Outcomesb. Analyze Capstone Assignments for Genre Complexityc. Assess Present Curriculum: Are Students Ready for Capstone?d. Revise Curriculum For Better Capstone Preparedness
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
How Do We Create A Communication Learning Progression?
1. Identify Program Learning Outcomes
a. Ways of Thinkingb. Forms of Communication (Genres!)
2. Analyze & Revise Curriculum – Top to Bottom
a. Align Capstone with Program Outcomesb. Analyze Capstone Assignments for Genre Complexityc. Assess Present Curriculum: Are Students Ready for Capstone?d. Revise Curriculum For Better Capstone Preparedness
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
Creating a Learning Progression: Outcomes
Identify Program Learning Outcome Students should be able to create & express a design for an underlying abstract model of computation that accommodates
defined system requirements.
Identify Related Communication OutcomesStudents should be able to write a design that accommodates the defined system requirement so that a developer can implement
the application.
Students should be able to read a design for various purposes, such as to ensure it can accomplish the requirements, & where it
does not, redesign until it meets the requirements & can be translated into code.
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
How Do We Create A Communication Learning Progression?
1. Identify Program Learning Outcomes
a. Ways of Thinkingb. Forms of Communication (Genres!)
2. Analyze & Revise Curriculum – Top to Bottom
a. Align Capstone with Program Outcomesb. Analyze Capstone Assignments for Genre Complexityc. Assess Present Curriculum: Are Students Ready for Capstone?d. Revise Curriculum For Better Capstone Preparedness
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
Our Capstone: Senior Design Center
Provide a Capstone Project Experience Real-World Problem Real-World Setting
Integration of Software Development Process Writing & Speaking Teamwork
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
Creating a Learning Progression: Capstone
Capstone Course Alignment Focuses on Software Development Encompasses Defined Ways of Thinking & Communicating
Capstone Course Genre Complexity Analysis Begin with Problem Statement Work in Teams Iteratively Explore Requirements, Design, Code & Testing Solve Original Problem
.
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
How Do We Create A Communication Learning Progression?
1. Identify Program Learning Outcomes
a. Ways of Thinkingb. Forms of Communication (Genres!)
2. Analyze & Revise Curriculum – Top to Bottom
a. Align Capstone with Program Outcomesb. Analyze Capstone Assignments for Genre Complexityc. Assess Present Curriculum: Are Students Ready for Capstone?d. Revise Curriculum For Better Capstone Preparedness
WEEF 201216 October 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
Creating a Learning Progression: Preparation
Are Students Ready for Capstone? Administered Survey
Sufficient Experience with Genres in Jr. Level Course Lower Level Courses Need More Attention
Exposure to Communication Genres
.
WEEF 201216 October 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
How Do We Create A Communication Learning Progression?
1. Identify Program Learning Outcomes
a. Ways of Thinkingb. Forms of Communication (Genres!)
2. Analyze & Revise Curriculum – Top to Bottom
a. Align Capstone with Program Outcomesb. Analyze Capstone Assignments for Genre Complexityc. Assess Present Curriculum: Are Students Ready for Capstone?d. Revise Curriculum For Better Capstone Preparedness
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
Creating a Learning Progression: CS1 & CS2
Modifying CS1 & CS2 per NSF Study Learning Progression is Realized CS1: Intro to Programming – Java
Integrated Lecture/Lab; 33 Students/Section CS2: Programming Concepts - Java
75-Minute Lectures; 80-150 Students/Section.
16 October 2012 WEEF 2012
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012
Creating A Learning ProgressionAn Example: Design Expression Genre
Responses are… CS1 CS2 Capstone
Increasingly Longer
More Complicated
Expressed Using Multiple Genres
Created Independently
Created By Team
Instructor Design Doc also outlines Req, Imp, Test
Must Follow Instructor Design
Must Follow Instructor Design
Must Follow Instructor Design
Students work independently outside of class
Create Own Design – Justify Decisions, Do Not Code; When Code, Given Design
Students Must CreateDesign IndependentlyOf Mentors, DefendDesign & TestingRationale
Must Justify Design Decisions via a Design Inspection
Create Design Based on Provided Requirements
Design Must Accommodate Given SRS; Write Reflection, but Coding Follows Instructor Design
Option to WorkIn Teams
Design Processedby Entire Team
Derive SRS from Prob. Statement & User Interviews, Design Accommodates SRS
Refine Throughout Development for Efficiency
Involves SRS, Design, Coding & Testing
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012 WEEF 2012
Conclusions
Communicating in Genres of Discipline Promotes Learning Technical Skills Learning Communication Skills
Learn From Experts in Discipline Reconceive Key Courses in Curricula to Achieve A Learning
Progression Stress Social Interaction to Change Perception of CS/SE Applicable to Other Disciplines
.
A Process for Enhanced Learning
0011000100111001001101100011011100110001001110010011011000110111Computer ScienceComputer ScienceDepartment ofDepartment of
16 October 2012
Thank You To & Supported ByNational Science Foundation
Grant No. CCF-0939122
Questions?