Teaching Computing: A Practitioner’s Perspective

Teaching Computing: A Practitioner’s Perspective
by: Henry M. Walker
ISBN-10: 1138034436
ISBN-13: 9781138034433
Edition 版本:‏ 1
Released: 2018-04-13
Pages: 514

Teaching can be intimidating for beginning faculty. Some graduate schools and some computing faculty provide guidance and mentoring,but many do not. Often,a new faculty member is assigned to teach a course,with little guidance,input,or feedback. Teaching Computing: A Practitioner’s Perspective addresses such challenges by providing a solid resource for both new and experienced computing faculty. The book serves as a practical,easy-to-use resource,covering a wide range of topics in a collection of focused down-to-earth chapters.
Based on the authors’ extensive teaching experience and his teaching-oriented columns that span 20 years,and informed by computing-education research,the book provides numerous elements that are designed to connect with teaching practitioners,including:
A wide range of teaching topics and basic elements of teaching,including tips and techniques
Practical tone; the book serves as a down-to-earth practitioners’ guide
Short,focused chapters
Coherent and convenient organization
Mix of general educational perspectives and computing-specific elements
Connections between teaching in general and teaching computing
Both historical and contemporary perspectives
This book presents practical approaches,tips,and techniques that provide a strong starting place for new computing faculty and perspectives for reflection by seasoned faculty wishing to freshen their own teaching.
Contents
Preface
Part I Introduction
Part ll Curricular Development
Chapter 1 Eight principles of an undergraduate
curriculum
Chapter 2 Prerequisites: Shaping the computing
curriculum
Chapter 3 When is a computing curriculum
bloated?
Chapter 4 Hill-climbing with curricula and courses
Chapter 5 Developing a useful curricular map
Chapter 6 Selected/Annotated references for
curricular development
Part ll Courses and the Computing Curricula in
Context
Chapter 7 An historical view of computing curricula
Chapter 8 Connecting computer science with other
disciplines and the wider community
Chapter 9 The role of programming in introductory
computing courses
Chapter 10 Motivating students and working with
gifted students
Chapter 11 Capstone-,research-,and
project-experiences
Chapter 12 Selected/Annotated references for
courses and curricula in context
Part IV Curricular lssues
Chapter 13 Staying connected with the big picture
Chapter 14 Balancing the forest and the trees in
courses
Chapter 15 Guided reading and seminar issues
Chapter 16 Writing with the computer science
curriculum
Chapter 17 College courses of varying credit
Part V Computing and Mathematics
Chapter 18 Mathematics and computing topics in
the classroom
Chapter 19 An opportunity for
computing-mathematics dialog
Chapter 20 Beyond the cliche: mathematical
fluency in the computing curriculum
Chapter 21 Why a required course on theory?
Chapter 22 Some strategies when teaching theory
courses
Chapter 23 Lessons from the CUPM
Chapter 24 Selected/Annotated references for
relationship between computing and mathematics
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
Chapter 26 Basic do’s and don’ts in the classroom:
Combating bias,making presentations,and
developing slides
Chapter 27 Lab layouts for individual and
collaborative class sessions
Chapter 28 Lab-based courses with the 3c’s:
content,collaboration,and communication
Chapter 29 Active learning and/or flipped
classrooms
Chapter 30 Combining technical depth,
social/ethical issues,and active student
involvement
Chapter 31 Selected/annotated references for
course formats
Part Vll Preparing a Course
Chapter 32 Planning and organizing a course for
the first time
Chapter 33 Course planning: the day-to-day
schedule
Chapter 34 Utilizing student class preparation to
promote active learning
Chapter 35 What should be in a syllabus?
Chapter 36 The role of textbooks and multimedia
Chapter 37 Course development utilizing
student-faculty collaboration
Part Vll Instructors’Roles,Inside and Outside the
Classroom
Chapter 38 Teacher as coach,mentor,listener(part
Chapter 39 What teachers should,can,and cannot
Chapter 40 Thoughts about lecturing
Chapter 41 Teaching and a sense of the dramatic
Chapter 42 Teaching and a sense of the dramatic,
act ii
Chapter 43 Thoughts on student feedback to help
teaching
Chapter 44 Selected/annotated references for the
role of teachers in the classroom
Part IX Exercises and Assignments
Chapter 45 Homework assignments and Internet
sources
Chapter 46A racquetball-volleyball simulation
Chapter 47 The balance between programming
and other assignments
Chapter 48 Finding interesting examples and
assignments for CS1 and CS2
Chapter 49 Academic honesty in the clasroom
Chapter 50Exercise solutions: motivations,
messages sent,and possible distribution
Part X Student Progress in Courses
Chapter 51 Structuring student work
Chapter 52 Encouraging student preparation for
class
Chapter 53 Mid-course corrections
Chapter 54 Recovering from disappointing test
results
Chapter 55 Selected/annotated references for
student progress in courses
Part XI Assessment and Grading
Chapter 56 Notes on grading
Chapter 57 Grading and the allocation of points
Chapter 58 Selected/annotated references for
assessment and grading
Part XIl Outreach and Public Relations
Chapter 59 Advertising and recruiting
Chapter 60 Course descriptions and public
relations for computer science
Chapter 61 Resolved: ban ‘programming’ from
introductory computing courses
Chapter 62 What image do CS1/CS2 present to our
students?
Chapter 63 Computing teaching labs can
communicate negative messages
Chapter 64 Do computer games have a role in the
computing classroom?
Part XIll Additional Topics
Chapter 65 Sorting algorithms: when the Internet
gives out lemons,organize a course festival
Chapter 66 1000(binary)thoughts for developing
and using examples
Chapter 67 How to prepare students for lifelong
learning
Chapter 68 How to challenge students
Chapter 69 Wellness and the classroom
Chapter 70 Selected/annotated references for