School Computing Education
School Computing Education
Leiden Lorentz Center September 2014
AgendaAgenda
Why? Terminology The scientific discipline Teachers – the corner stone A word on gender The Elements that made it!
Why? Terminology The scientific discipline Teachers – the corner stone A word on gender The Elements that made it!
Leiden Lorentz Center September 2014
Why?Why?
The importance of early computing educationThe importance of early computing education
Leiden Lorentz Center September 2014
Microsoft report 2006Microsoft report 2006
Leiden Lorentz Center September 2014
“Indeed, we believe computer science is poised to become as fundamental to biology as mathematics has become to physics. [….]
“Indeed, we believe computer science is poised to become as fundamental to biology as mathematics has become to physics. [….]
Leiden Lorentz Center September 2014
However, what this report uncovers, for the first time, is a fundamentally important shift from computers supporting scientists to 'do‘ traditional science, to computer science becoming embedded into the very fabric of science and how science is done, creating what we are prepared to go so far as to call 'new kinds' of science.”
However, what this report uncovers, for the first time, is a fundamentally important shift from computers supporting scientists to 'do‘ traditional science, to computer science becoming embedded into the very fabric of science and how science is done, creating what we are prepared to go so far as to call 'new kinds' of science.” Leiden Lorentz Center September
2014
Children:Children:
Take far bolder measures to interest children in science, and then retain their interest in it and its importance for society;
Urgently and dramatically improve the teaching of mathematics and science in schools;
Make teaching of computing more than just “IT” classes and how to use Power Point.
Take far bolder measures to interest children in science, and then retain their interest in it and its importance for society;
Urgently and dramatically improve the teaching of mathematics and science in schools;
Make teaching of computing more than just “IT” classes and how to use Power Point.
Leiden Lorentz Center September 2014
Science CurriculumScience Curriculum
Make basic principles of Computer Science, such as:
abstraction and codification, a core part of the science curriculum.
Make basic principles of Computer Science, such as:
abstraction and codification, a core part of the science curriculum.
Leiden Lorentz Center September 2014
Informatics EuropeInformatics Europe
Informatics education :
Europe cannot afford to miss the boat
Report of the joint
Informatics Europe & ACM Europe Working Group
on Informatics Education
April 2013
Informatics education :
Europe cannot afford to miss the boat
Report of the joint
Informatics Europe & ACM Europe Working Group
on Informatics Education
April 2013
Leiden Lorentz Center September 2014
From the Executive OverviewFrom the Executive Overview1. All of Europe’s citizens need to be educated in both digital
literacy and informatics.
2. Digital literacy covers fluency with computer tools and the Internet.
3. Informatics covers the science behind information technology. Informatics is a distinct science, characterized by its own concepts, methods, body of knowledge and open issues. It has emerged, in a role similar to that of mathematics, as a cross-discipline field underlying today’s scientific, engineering and economic progress.
4. Informatics is a major enabler of technology innovation, …….and
the key to the future of Europe’s economy.
1. All of Europe’s citizens need to be educated in both digital literacy and informatics.
2. Digital literacy covers fluency with computer tools and the Internet.
3. Informatics covers the science behind information technology. Informatics is a distinct science, characterized by its own concepts, methods, body of knowledge and open issues. It has emerged, in a role similar to that of mathematics, as a cross-discipline field underlying today’s scientific, engineering and economic progress.
4. Informatics is a major enabler of technology innovation, …….and
the key to the future of Europe’s economy. Leiden Lorentz Center September
2014
CSTA- CS Teachers
Association
CSTA- CS Teachers
Association
CSTA, A Model Curriculum for K-12 Computer Science
2003, 2011.
CSTA, A Model Curriculum for K-12 Computer Science
2003, 2011.
Leiden Lorentz Center September 2014
CS as a Core DisciplineCS as a Core Discipline
CS teaches Problem solving;
CS supports and links to other sciences;
CS is intellectually important;
CS leads to multiple career paths.
CS teaches Problem solving;
CS supports and links to other sciences;
CS is intellectually important;
CS leads to multiple career paths.
Leiden Lorentz Center September 2014
The Royal Society ReportThe Royal Society Report
Visionfor sciences and mathematics educationJune 2014
Visionfor sciences and mathematics educationJune 2014
Leiden Lorentz Center September 2014
3.2 Mathematics education to age18
3.2 Mathematics education to age 18
“It seems evident from the latest scientific and technological advances that the landscape of 2030 will require people to be highly adept at analyzing and handling data, including strong skills in computational thinking (problem solving using computer science techniques).”
“The study of computer science should begin at an early age.”
“It seems evident from the latest scientific and technological advances that the landscape of 2030 will require people to be highly adept at analyzing and handling data, including strong skills in computational thinking (problem solving using computer science techniques).”
“The study of computer science should begin at an early age.”
Leiden Lorentz Center September 2014
K-12 Computing makes a difference!
High School as
a pipeline to higher education
K-12 Computing makes a difference!
High School as
a pipeline to higher education
Leiden Lorentz Center September 2014
From a future publicationFrom a future publication
Today many students are not familiar with the discipline of computer science, yet many have the wrong impression that they are familiar with it, and form misconceptions of the discipline and fixed attitudes towards it (many times, negative ones). Thus, their decisions whether or not to choose computer science in the future is often based on significant misconceptions.
Today many students are not familiar with the discipline of computer science, yet many have the wrong impression that they are familiar with it, and form misconceptions of the discipline and fixed attitudes towards it (many times, negative ones). Thus, their decisions whether or not to choose computer science in the future is often based on significant misconceptions.
Leiden Lorentz Center September 2014
Year of graduation
Level of exam
%of males who pursued higher computing education
%of females who pursued higher computing education
2004 0 2.6% 0.9%
1-3 4.0% 1.5%
5 19.9% 13.0%
2005 0 2.2% 1.1%
1-3 3.4% 2.1%
5 16%. 15.9%
2006 0 1.4% 0.9%
1-3 2.1% 2.0%
5 11.6% 15.2%Leiden Lorentz Center September 2014
CS paves the way to higher educationCS paves the way to higher education
“My” consequences : “My” consequences :
Computer Science is important (2020 ;2030)
It should be studied on the same par as:physics, biology, chemistry.
Mathematics provides the foundations(mother of all sciences – the queen)
Computer Science is important (2020 ;2030)
It should be studied on the same par as:physics, biology, chemistry.
Mathematics provides the foundations(mother of all sciences – the queen)
Leiden Lorentz Center September 2014
What?????What?????
Leiden Lorentz Center September 2014
TerminologyTerminology
Still confusing…..Still confusing…..
Leiden Lorentz Center September 2014
From: Shut down or restart? The Royal Society, January 2012
From: Shut down or restart? The Royal Society, January 2012
ComputingThe broad subject area; roughly equivalent
to what is called ICT in schools and IT in industry, as the term is generally used.
Computer ScienceThe rigorous academic discipline, encompassing programming languages, data structures, algorithms, etc.
ComputingThe broad subject area; roughly equivalent
to what is called ICT in schools and IT in industry, as the term is generally used.
Computer ScienceThe rigorous academic discipline, encompassing programming languages, data structures, algorithms, etc.
Leiden Lorentz Center September 2014
Continued..…Continued..… Information Technology
The use of computers, in industry, commerce, the arts and elsewhere,including aspects of IT systemsarchitecture, human factors, project management, etc.
ICTInformation and communication Technology
Digital literacy The general ability to use computers.
Information TechnologyThe use of computers, in industry, commerce, the arts and elsewhere,including aspects of IT systemsarchitecture, human factors, project management, etc.
ICTInformation and communication Technology
Digital literacy The general ability to use computers.
Leiden Lorentz Center September 2014
Computing Curricula 2005
Computing Curricula 2005
The Overview Report covering undergraduate degree programs in
Computer Engineering Computer Science
Information Systems Information Technology
Software Engineering
A volume of the Computing Curricula Series
The Joint Task Force for Computing Curricula 2005 A cooperative project of
The Association for Computing Machinery (ACM) The Association for Information Systems (AIS)
The Computer Society (IEEE-CS)
The Overview Report covering undergraduate degree programs in
Computer Engineering Computer Science
Information Systems Information Technology
Software Engineering
A volume of the Computing Curricula Series
The Joint Task Force for Computing Curricula 2005 A cooperative project of
The Association for Computing Machinery (ACM) The Association for Information Systems (AIS)
The Computer Society (IEEE-CS)
Leiden Lorentz Center September 2014
In the background section of the Lorentz Center workshop:
…..digital literacy (e.g., computational thinking)…..
In the background section of the Lorentz Center workshop:
…..digital literacy (e.g., computational thinking)…..
Leiden Lorentz Center September 2014
Let’s try and make some orderLet’s try and make some order
Leiden Lorentz Center September 2014
Regarding School system:3 different aspects:
Regarding School system:3 different aspects:
Digital literacy (office etc…)
Applications: Using the potential of computers and the internet for the teaching and learning of other disciplines;
Computer Science – the scientific discipline.
Digital literacy (office etc…)
Applications: Using the potential of computers and the internet for the teaching and learning of other disciplines;
Computer Science – the scientific discipline.
Leiden Lorentz Center September 2014
The heart of the scientific
discipline
The heart of the scientific
disciplineAlgorithmic Thinking
vs.
Theoretical Mathematical Thinking
or Instrumental Thinking
Algorithmic Thinking
vs.
Theoretical Mathematical Thinking
or Instrumental Thinking
Leiden Lorentz Center September 2014
Theoretical Mathematical ThinkingTheoretical Mathematical Thinking
Proof that the problem has a solution;
Proof that the problem has a unique solution;
Possibly find a formula for the solution.
Proof that the problem has a solution;
Proof that the problem has a unique solution;
Possibly find a formula for the solution.
Leiden Lorentz Center September 2014
Instrumental ThinkingInstrumental Thinking
Find a formula for the solution;
Place the numbers – the data – in the formula;
Find the solution – the number…
Find a formula for the solution;
Place the numbers – the data – in the formula;
Find the solution – the number…
Leiden Lorentz Center September 2014
Algorithmic ThinkingAlgorithmic Thinking
State the problem clearly and unambiguously; Write an algorithmic solution that:
takes into account all boundary conditions (robustness);
determines that the algorithm produces eventually the right answer (correctness);
tests that the solution is efficient (complexity considerations).
Translate the algorithm into a programming language;
Run it on a computer.
State the problem clearly and unambiguously; Write an algorithmic solution that:
takes into account all boundary conditions (robustness);
determines that the algorithm produces eventually the right answer (correctness);
tests that the solution is efficient (complexity considerations).
Translate the algorithm into a programming language;
Run it on a computer.Leiden Lorentz Center September
2014
Definitions/DescriptionsDefinitions/Descriptions
Leiden Lorentz Center September 2014
CSTA K-12 StandardsCSTA K-12 Standards
“Computer science (CS) is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact onsociety.”
“Computer science (CS) is the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact onsociety.”
Leiden Lorentz Center September 2014
Peter DenningPeter Denning
CS is a mathematical discipline, a scientific discipline and an engineering discipline:Mathematics, the origins of Computer
Science, provides reason and logic.Science provides the methodology for
learning and refinement.Engineering provides the techniques for
building hardware and software.
CS is a mathematical discipline, a scientific discipline and an engineering discipline:Mathematics, the origins of Computer
Science, provides reason and logic.Science provides the methodology for
learning and refinement.Engineering provides the techniques for
building hardware and software.
Leiden Lorentz Center September 2014
David HarelDavid HarelDavid HarelDavid Harel
“The Spirit of Computing”Three complexities: Computational complexity; Behavioral complexity; Cognitive complexity.
“The Spirit of Computing”Three complexities: Computational complexity; Behavioral complexity; Cognitive complexity.
Leiden Lorentz Center September 2014
What should we teach?What should we teach?
Leiden Lorentz Center September 2014
CSTA K-12 standards (1st version 2003)CSTA K-12 standards (1st version 2003)
The curriculum should prepare students to understand the nature of computer science and its place in the modern world.
Students should understand that computer science interweaves concepts and skills.
Students should be able to use computer science skills (especially computational thinking) in their problem-solving activities in other subjects.
The computer science standards should complement Information Technology and Advanced Placement computer science curricula.
The curriculum should prepare students to understand the nature of computer science and its place in the modern world.
Students should understand that computer science interweaves concepts and skills.
Students should be able to use computer science skills (especially computational thinking) in their problem-solving activities in other subjects.
The computer science standards should complement Information Technology and Advanced Placement computer science curricula.
Leiden Lorentz Center September 2014
The Israeli curriculumThe Israeli curriculum
Computer Science should introduce students, even the younger ones, to its true nature.
Any program should concentrate on key concepts and foundation of the discipline;
Provide different ways of algorithmic thinking and different ways of solving problems.
Computer Science should introduce students, even the younger ones, to its true nature.
Any program should concentrate on key concepts and foundation of the discipline;
Provide different ways of algorithmic thinking and different ways of solving problems.
Leiden Lorentz Center September 2014
When??When??
Early – Junior High (Middle School)
Early – Junior High (Middle School)
Leiden Lorentz Center September 2014
Should computing be taught earlier than middle school?
Should computing be taughtearlier than middle school?
Abstraction is fundamental to computing. A deep and thorough research is needed:
How early can students – children handle abstraction?
If computing is taught working only with concrete objects – technical coding only – what is the effect of such and introduction to the image of computing?
Is this image fixed? Could it be changed at an older age?
Abstraction is fundamental to computing. A deep and thorough research is needed:
How early can students – children handle abstraction?
If computing is taught working only with concrete objects – technical coding only – what is the effect of such and introduction to the image of computing?
Is this image fixed? Could it be changed at an older age?
Leiden Lorentz Center September 2014
However…However…
Every junior-high student should be exposed o a broad introductory course;
Not every high-school student should take CS; CS should be an elective; Following the broad junior-high course,
students should be able to decide whether to take the discipline in high school;
High school will serve as pipe line to higher education.
Every junior-high student should be exposed o a broad introductory course;
Not every high-school student should take CS; CS should be an elective; Following the broad junior-high course,
students should be able to decide whether to take the discipline in high school;
High school will serve as pipe line to higher education.
Leiden Lorentz Center September 2014
Who should teach?Who should teach?
Leiden Lorentz Center September 2014
Teachers The Corner Stone
Teachers The Corner Stone
Leiden Lorentz Center September 2014
S.M. Scott, Peter Pauper Press, Inc., 1998.
S.M. Scott, Peter Pauper Press, Inc., 1998.
To Teach Is to Touch Lives Forever
To Teach Is to Touch Lives Forever
Leiden Lorentz Center September 2014
From the point of view of policy makersFrom the point of view of policy makers
Sandy Lenning,teacher in Denali Elmentary Fairbanks, AlaskaSandy Lenning,teacher in Denali Elmentary Fairbanks, Alaska
Leiden Lorentz Center September 2014
“If anything is going to happen
teachers have to make it happen”
From the point of From the point of view of an view of an educator:educator:
““Errata an examined life”
Yale University Press 1997.
From the point of From the point of view of an view of an educator:educator:
““Errata an examined life”
Yale University Press 1997.
Leiden Lorentz Center September 2014
Ideally, major scholarship and philosophy can arise out of the business of teaching. I am persuaded that they should. Teaching and the companionship of mutual provocation in a seminar have been my oxygen.
I cannot imagine my work – even, to a vivid extent, my fiction – without them.
If I struggle against retirement, it is because my students have been indispensable. This is good luck.”
Ideally, major scholarship and philosophy can arise out of the business of teaching. I am persuaded that they should. Teaching and the companionship of mutual provocation in a seminar have been my oxygen.
I cannot imagine my work – even, to a vivid extent, my fiction – without them.
If I struggle against retirement, it is because my students have been indispensable. This is good luck.”
Leiden Lorentz Center September 2014
Educators vs. Researchers:Educators vs. Researchers:
Researchers
Extensive knowledge in the field itself;
Research skills and methodologies of the field.
Researchers
Extensive knowledge in the field itself;
Research skills and methodologies of the field.
Educators
Extensive knowledge in the field itself; The ability to convey this knowledge correctly and reliably;Provide perspective;Infuse students with interest, curiosity, and enthusiasm.
Educators
Extensive knowledge in the field itself; The ability to convey this knowledge correctly and reliably;Provide perspective;Infuse students with interest, curiosity, and enthusiasm.
Leiden Lorentz Center September 2014
CS teachers face more challengesCS teachers face more challenges Trouble in defining computer science; Continuously change or development of
the field and thus the curriculum; Change of the technology; The “generation gap”;
Isolation: lack teachers community; The lack of professional literature;
Trouble in defining computer science; Continuously change or development of
the field and thus the curriculum; Change of the technology; The “generation gap”;
Isolation: lack teachers community; The lack of professional literature;
Leiden Lorentz Center September 2014
What should CS teachers know?(Knowledge)
What should CS teachers know?(Knowledge) The History of CS: theory as well as the
machines themselves;
The nature of the discipline (two different skills);
The relationship of the field to other disciplines;
Curricula and study programs on both the school and university levels;
The History of CS: theory as well as the machines themselves;
The nature of the discipline (two different skills);
The relationship of the field to other disciplines;
Curricula and study programs on both the school and university levels;
Leiden Lorentz Center September 2014
A variety of issues concerning problems in teaching theoretical and practical concepts
(abstraction, recursion, efficiency etc.. ;
Methodological and pedagogical issues, such as project-based, web-based, and technology-based learning.
A variety of issues concerning problems in teaching theoretical and practical concepts
(abstraction, recursion, efficiency etc.. ;
Methodological and pedagogical issues, such as project-based, web-based, and technology-based learning.
Leiden Lorentz Center September 2014
Skills (Pedagogical, methodological):Skills (Pedagogical, methodological):
self-study of professional scientific literature;
scientific research skills; skills required for preparing and delivering
a lesson; Skills required for writing assignments and
exams; presentation skills .
self-study of professional scientific literature;
scientific research skills; skills required for preparing and delivering
a lesson; Skills required for writing assignments and
exams; presentation skills .
Leiden Lorentz Center September 2014
ReferencesReferences
J. Gal-Ezer & D. Harel:"What (else) should CS educators know?" Communications of the ACM, 1998, 41, 9,pp. 77-84.
J. Gal-Ezer and E. Zur:"What (else) should CS educators know? -
revisited" ; WiPSCE2013 Proceedings.
J. Gal-Ezer & D. Harel:"What (else) should CS educators know?" Communications of the ACM, 1998, 41, 9,pp. 77-84.
J. Gal-Ezer and E. Zur:"What (else) should CS educators know? -
revisited" ; WiPSCE2013 Proceedings.
Leiden Lorentz Center September 2014
How???How???
Leiden Lorentz Center September 2014
Teachers from different backgrounds:Teachers from different backgrounds:
Ericson, B. et al. 2008, Ericson, B. et al. 2008,
Ensuring exemplary teaching in an essential Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science discipline: Addressing the crisis in computer science teachers,teachers,
describe four different groups of teachers of CS: describe four different groups of teachers of CS:
- New teachers; - New teachers;
- Veteran teachers with computer science experience;- Veteran teachers with computer science experience;
-Veteran teachers with NO computer science; -Veteran teachers with NO computer science;
-Experience; individuals coming from industry with a -Experience; individuals coming from industry with a computer science background (of whom there are computer science background (of whom there are many in Israel). many in Israel).
Ericson, B. et al. 2008, Ericson, B. et al. 2008,
Ensuring exemplary teaching in an essential Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science discipline: Addressing the crisis in computer science teachers,teachers,
describe four different groups of teachers of CS: describe four different groups of teachers of CS:
- New teachers; - New teachers;
- Veteran teachers with computer science experience;- Veteran teachers with computer science experience;
-Veteran teachers with NO computer science; -Veteran teachers with NO computer science;
-Experience; individuals coming from industry with a -Experience; individuals coming from industry with a computer science background (of whom there are computer science background (of whom there are many in Israel). many in Israel).
Leiden Lorentz Center September 2014
Teacher certification programsTeacher certification programs
In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop.
Courses:1. A seminar course (based on the ’98 paper);
2. A methods course.
In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop.
Courses:1. A seminar course (based on the ’98 paper);
2. A methods course. Leiden Lorentz Center September
2014
The Methods courseThe Methods course
Teaching a specific CS subjects; Preparation and evaluation of exams; Different programming environments; Guiding high school students in lab
projects participants;
For a detailed description of the course, see:
Teaching a specific CS subjects; Preparation and evaluation of exams; Different programming environments; Guiding high school students in lab
projects participants;
For a detailed description of the course, see:
Leiden Lorentz Center September 2014
References:References:
Lapidot, T. and Hazzan, O. (2003), Methods of Teaching Computer Science Course for Prospective Teachers, Inroads – the SIGCSE Bulletin, 35(4), pp. 29-34.
Hazzan, O. and Lapidot, T. (2004). The practicum in computer science education: Bridging gaps between theoretical knowledge and actual performance, inroads – the SIGCSE Bulletin 36(4), 47-51.
Hazzan, O., Lapidot, T. & Ragonis, N. 2011. Guide to teaching computer science. London: Springer-Verlag.
Lapidot, T. and Hazzan, O. (2003), Methods of Teaching Computer Science Course for Prospective Teachers, Inroads – the SIGCSE Bulletin, 35(4), pp. 29-34.
Hazzan, O. and Lapidot, T. (2004). The practicum in computer science education: Bridging gaps between theoretical knowledge and actual performance, inroads – the SIGCSE Bulletin 36(4), 47-51.
Hazzan, O., Lapidot, T. & Ragonis, N. 2011. Guide to teaching computer science. London: Springer-Verlag.
Leiden Lorentz Center September 2014
Establishing a CS Teacher Preparation WorkshopEstablishing a CS Teacher Preparation WorkshopO. Hazzan, J. Gal-Ezer, & N. Ragonis,
How to establish a Computer Science Teacher Preparation Program at your University, The ECSTPP Workshop, ACM Inroads Magazine, 2010, 1, 1, pp. 35-39.
O. Hazzan, J. Gal-Ezer, & N. Ragonis,
How to establish a Computer Science Teacher Preparation Program at your University, The ECSTPP Workshop, ACM Inroads Magazine, 2010, 1, 1, pp. 35-39.
Leiden Lorentz Center September 2014
GenderGender
Leiden Lorentz Center September 2014
CSCS Awards: Awards:CSCS Awards: Awards:Turing Awards: 3 out of 61(Shafi, Barbara Liskov, Frances Allen)Karl Karlstrom Outstanding Educators: 3 out of 24(Susan rodger, Barbara Ericson, Nell Dale)Outstanding Contribution to CS Education: 4 out of 33…(Sally Fincher, Judith Gal-Ezer, Nell Dale, Grace Hopper )This workshop….
Turing Awards: 3 out of 61(Shafi, Barbara Liskov, Frances Allen)Karl Karlstrom Outstanding Educators: 3 out of 24(Susan rodger, Barbara Ericson, Nell Dale)Outstanding Contribution to CS Education: 4 out of 33…(Sally Fincher, Judith Gal-Ezer, Nell Dale, Grace Hopper )This workshop….
Leiden Lorentz Center September 2014
High School Graduates who took advanced level sciencesHigh School Graduates who took advanced level sciences
Leiden Lorentz Center September 2014
CS Matriculation Exams’ Achievements CS Matriculation Exams’ Achievements
Year Male Achievements Female Achievements
5 units 1-3 units 5 units 1-3 units
2005 88.2 80.1 88.6 82.6
2006 88.9 81.6 89.2 83.6
2007 89.1 81.9 88.9 83.4
2008 89.0 78.1 88.9 80.9
2009 89.2 80.4 89.5 82.8
2010 90.1 81.1 90.5 82.9
2010 89.8 81.2 90.0 82.5
Leiden Lorentz Center September 2014
Why?????Why?????
CS courses have reputation for being boring;
CS students suffer from the “nerd” image;
Before entering school women have less hands-on experience;
Women do not receive the same level of support from the social environment (home and school).
CS courses have reputation for being boring;
CS students suffer from the “nerd” image;
Before entering school women have less hands-on experience;
Women do not receive the same level of support from the social environment (home and school).
Leiden Lorentz Center September 2014
Pedagogical “solutions”:Pedagogical “solutions”:
Developing courses that are motivating and reflect the relevance of CS to real life;
Develop courses that allow creative freedom;
Combating the asocial reputation of computing;
Designing assignments, lecture examples and laboratories that have relevance to the students’ lives;
Developing courses that are motivating and reflect the relevance of CS to real life;
Develop courses that allow creative freedom;
Combating the asocial reputation of computing;
Designing assignments, lecture examples and laboratories that have relevance to the students’ lives;
Leiden Lorentz Center September 2014
Social Recommendations:Social Recommendations:
Recognizing the importance of female role models by hiring more women as lecturers and TAs;
Actively recruiting women to CS programs;
Bringing about cultural and environmental change;
And more………
Recognizing the importance of female role models by hiring more women as lecturers and TAs;
Actively recruiting women to CS programs;
Bringing about cultural and environmental change;
And more………
Leiden Lorentz Center September 2014
The Four Elements that
make it
The Four Elements that
make it
Leiden Lorentz Center September 2014
The Five Elements that make itThe Five Elements that make it
CS
Curriculum and Syllabus
CS Teachers’ Preparation/
Certification Programs
Mandatory CS Teaching License
CS Education Researchers Community
Leiden Lorentz Center September 2014
CS Teachers Community
Thank youThank you
Leiden Lorentz Center September 2014