Connecting With Industry in Computer Science Education

2020 ◽  
pp. 92-106
Author(s):  
Theresa A. Cullen
Keyword(s):  
Science Education ◽  
High Schools ◽  
Computer Science ◽  
Everyday Life ◽  
Role Models ◽  
Computer Science Education ◽  
Next Generation ◽  
Technology Workers ◽  
Computer Scientists ◽  
And Training

As technology becomes a more influential part of our everyday life the need for those skilled in computer science increases. With concerns over the diversity and representation of the computer science pipeline, companies and organizations are stepping up to support teachers in elementary, middle and high schools to help prepare the next generation of programmers and technology workers. This chapter will describe efforts from the tech industry to support teachers in teaching computer science including support of consortia like Code.org, and developing curricula and training. It will also outline efforts working with organizations to train and place computer science professionals in K12 classes to volunteer, teach and provide role models to future computer scientists.

A Comparative Study on Undergraduate Computer Science Education between China and the United States

2015 ◽  
pp. 918-933
Author(s):  
Eric P. Jiang
Keyword(s):  
United States ◽  
Science Education ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Science Education ◽  
Primary Source ◽  
The United States ◽  
Education Systems ◽  
Public And Private ◽  
Computer Scientists

With the rapid growth of the Internet and telecommunication networks, computer technology has been a driving force in global economic development and in advancing many areas in science, engineering, health care, business, and finance that carry significant impacts on people and society. As a primary source for producing the workforce of software engineers, computer scientists and information technology specialists, computer science education plays a particularly important role in modern economic growth and it has been invested heavily in many countries around the world. This chapter provides a comparative study of undergraduate computer science programs between China and the United States. The study focuses on the current curricula of computer science programs. It in part is based on the author's direct observation from his recent visits to several universities in China and the conversations he had with administrators and faculty of computer science programs at the universities. It is also based on the author's over two decades experience as a computer science educator at several public and private American institutions of higher educations. The education systems in China and the United States have different features and each of the systems has its strengths and weaknesses. This is likely also true for education systems in other countries. It would be an interesting and important task for us to explore an innovative computer science education program, which perhaps blends the best features of different systems and helps better prepare graduates for the challenges working in an increasingly globalized world. We hope the study presented in this chapter provides some useful insights in this direction.

Selfconscious or Unselfconscious Software Design?

1990 ◽  
Vol 5 (1) ◽  
pp. 33-36
Author(s):  
Martin Loomes
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Programming Language ◽  
Software Design ◽  
Computer Science Education ◽  
Computer Scientists ◽  
Science Community ◽  
To Come ◽  
Key Questions

Anyone who is involved in computer science education will be used to engaging in passionate debates over questions such as ‘What programming language should we be teaching'? Moreover, if these debates take place in front of colleagues from other disciplines, for example when joint schemes are being developed, then concern is often expressed about the inability of computer scientists to come to any generally accepted conclusions. In this paper the view is proposed that the key questions of computer science education are really manifestations of a much deeper issue in computing which has been alluded to in various publications, but never discussed to a generally accepted conclusion by the computer science community at large.

Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools

2016 ◽  
Vol 6 (3) ◽  
pp. 39-51
Author(s):  
Ebenezer Anohah
Keyword(s):  
Science Education ◽  
Online Learning ◽  
High Schools ◽  
Online Education ◽  
Learning Environment ◽  
Computer Science ◽  
Computer Science Education ◽  
Management Systems ◽  
Online Learning Environment ◽  
K 12

This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.

scholarly journals Adventures in data types : benefits of the comparative approach in computer science education.

2019 ◽  
Author(s):  
Camille Akmut
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Object Oriented ◽  
Comparative Approach ◽  
Data Types ◽  
Computer Science Curriculum ◽  
Computer Scientists

The transition from ’structured programming’ to ’object-oriented pro-gramming’ is a canon of the computer science curriculum; traditionallypresented, or tacitly acknowledged, as the transition from beginner tointermediate programmer, the passage from one programming languageto multiple ones (covering CS1 and CS2, in various ways). In this otheraddition to computer science education, we defend the benefits of a com-parative approach : knowledge in one language gains the student accessto a world of other languages, and ways to model reality. This goes con-trary to prevalent methods of focusing on one language to introduce thesetopics, as common with mainstream, ”pure” computer scientists.

A Comparative Study on Undergraduate Computer Science Education between China and the United States

2013 ◽  
pp. 208-223 ◽  
Author(s):  
Eric P. Jiang
Keyword(s):  
United States ◽  
Science Education ◽  
Comparative Study ◽  
Computer Science ◽  
Computer Science Education ◽  
Primary Source ◽  
The United States ◽  
Education Systems ◽  
Public And Private ◽  
Computer Scientists

With the rapid growth of the Internet and telecommunication networks, computer technology has been a driving force in global economic development and in advancing many areas in science, engineering, health care, business, and finance that carry significant impacts on people and society. As a primary source for producing the workforce of software engineers, computer scientists and information technology specialists, computer science education plays a particularly important role in modern economic growth and it has been invested heavily in many countries around the world. This chapter provides a comparative study of undergraduate computer science programs between China and the United States. The study focuses on the current curricula of computer science programs. It in part is based on the author’s direct observation from his recent visits to several universities in China and the conversations he had with administrators and faculty of computer science programs at the universities. It is also based on the author’s over two decades experience as a computer science educator at several public and private American institutions of higher educations. The education systems in China and the United States have different features and each of the systems has its strengths and weaknesses. This is likely also true for education systems in other countries. It would be an interesting and important task for us to explore an innovative computer science education program, which perhaps blends the best features of different systems and helps better prepare graduates for the challenges working in an increasingly globalized world. We hope the study presented in this chapter provides some useful insights in this direction.

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