A model for piloting pathways for computational thinking in a general education curriculum

Charles Dierbach, Harry Hochheiser, Samuel Collins, Gerald Jerome, Christopher Ariza, Tina Kelleher, William Kleinsasser, Josh Dehlinger, Siddharth Kaza

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Computational thinking has been identified as a necessary fundamental skill for all students. University curricula, however, are currently not designed to provide such knowledge to a broad student population. In this paper, we report on our experiences in the development of a model for incorporating computational thinking into the undergraduate, general education curriculum at Towson University. We discuss the model in terms of eliciting faculty interest, institutional support, and positive student response. In the first two years of this NSF-funded three-year project, we have developed, piloted and assessed five computational thinking general education courses - an Everyday Computational Thinking course, and four discipline-specific computational thinking general education courses. Initial assessments show promising and significant student, instructor and administration interest in computational thinking as a basis in courses covering multiple disciplines within the general education curriculum.

Original languageEnglish (US)
Title of host publicationSIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium on Computer Science Education
Pages257-262
Number of pages6
DOIs
StatePublished - 2011
Externally publishedYes
Event42nd ACM Technical Symposium on Computer Science Education, SIGCSE 2011 - Dallas, TX, United States
Duration: Mar 9 2011Mar 12 2011

Other

Other42nd ACM Technical Symposium on Computer Science Education, SIGCSE 2011
CountryUnited States
CityDallas, TX
Period3/9/113/12/11

Keywords

  • Computational thinking
  • Curriculum design

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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