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Creating a Progression of Writing, Speaking & Teaming

Creating a Progression of Writing, Speaking & Teaming Learning Outcomes in Undergraduate Computer Science/Software Engineering Curricula Dr. Mike Carter Dr. Robert Fornaro Dr. Sarah Heckman Ms. Margaret Heil, Presenter. A Global Concern Genres in CS/SE Students as Apprentices

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Creating a Progression of Writing, Speaking & Teaming

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  1. Creating a Progression of Writing, Speaking & Teaming Learning Outcomes in Undergraduate Computer Science/Software Engineering Curricula Dr. Mike Carter Dr. Robert Fornaro Dr. Sarah Heckman Ms. Margaret Heil, Presenter

  2. A Global Concern Genres in CS/SE Students as Apprentices Situational Complexity Creating a Learning Progression (An Example) Presentation Overview WEEF 2012

  3. 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? A Strategy to Overcome A Global Concern 16 October 2012 WEEF 2012

  4. Examined Communication Literature Genre Theory Certain Categories of Communication Develop in Response to Situations that Frequently Recur Notion of Apprenticeships Legitimate Peripheral Participation Situational Complexity To Explore This Question Let’s Take A Closer Look WEEF 2012

  5. Problem Definition Software Requirement Specifications (SRS) Design Expression Code & Comments in Code Test Plan & Testing Developer & User Guides Installation & Maintenance Guide Examples of Genres Specific to CS/SE WEEF 2012

  6. Freshman are Novice Communicators How Do We Teach Them to Communicate as Software Developers? First Master Requirements, then Master Design, then Implementation, then Testing? OR Expose them to Suitable Examples of all Genres at all Levels? StudentsAs Apprentices Our Answer Teach Via Progressive Development Apply Concepts of Situational Complexity

  7. Longer Responses More Complicated Responses Responses Using Multiple Genres Students are More Independent More Students to Complete Project Five Dimensions of Situational Complexity More Complex Situations Are Characterized By WEEF 2012

  8. Identify Program Learning Outcomes Define Ways of Thinking Forms of Communication (Genres!) Analyze & Revise Curriculum – Top to Bottom Align Capstone with Program Outcomes Analyze Capstone Assignments for Genre Complexity Assess Present Curriculum: Are Students Ready for Capstone? Revise Curriculum For Better Capstone Preparedness How Do We Create A Communication Learning Progression? 16 October 2012 WEEF 2012

  9. Identify Program Learning Outcomes Ways of Thinking Forms of Communication (Genres!) Analyze & Revise Curriculum – Top to Bottom Align Capstone with Program Outcomes Analyze Capstone Assignments for Genre Complexity Assess Present Curriculum: Are Students Ready for Capstone? Revise Curriculum For Better Capstone Preparedness How Do We Create A Communication Learning Progression? 16 October 2012 WEEF 2012

  10. 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 Outcomes Students 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. Creating a Learning Progression: Outcomes 16 October 2012 WEEF 2012

  11. Identify Program Learning Outcomes Ways of Thinking Forms of Communication (Genres!) Analyze & Revise Curriculum – Top to Bottom Align Capstone with Program Outcomes Analyze Capstone Assignments for Genre Complexity Assess Present Curriculum: Are Students Ready for Capstone? Revise Curriculum For Better Capstone Preparedness How Do We Create A Communication Learning Progression? 16 October 2012 WEEF 2012

  12. Provide a Capstone Project Experience Real-World Problem Real-World Setting Integration of Software Development Process Writing & Speaking Teamwork Our Capstone: Senior Design Center 16 October 2012 WEEF 2012

  13. 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 . Creating a Learning Progression: Capstone 16 October 2012 WEEF 2012

  14. Identify Program Learning Outcomes Ways of Thinking Forms of Communication (Genres!) Analyze & Revise Curriculum – Top to Bottom Align Capstone with Program Outcomes Analyze Capstone Assignments for Genre Complexity Assess Present Curriculum: Are Students Ready for Capstone? Revise Curriculum For Better Capstone Preparedness How Do We Create A Communication Learning Progression? 16 October 2012 WEEF 2012

  15. 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 . Creating a Learning Progression: Preparation WEEF 2012 16 October 2012

  16. Identify Program Learning Outcomes Ways of Thinking Forms of Communication (Genres!) Analyze & Revise Curriculum – Top to Bottom Align Capstone with Program Outcomes Analyze Capstone Assignments for Genre Complexity Assess Present Curriculum: Are Students Ready for Capstone? Revise Curriculum For Better Capstone Preparedness How Do We Create A Communication Learning Progression? WEEF 2012 16 October 2012

  17. 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 . Creating a Learning Progression: CS1 & CS2 16 October 2012 WEEF 2012

  18. Creating A Learning Progression An Example: Design Expression Genre

  19. Derive SRS from Prob. Statement & User Interviews, Design Accommodates SRS Create Own Design – Justify Decisions, Do Not Code; When Code, Given Design Must Follow Instructor Design Must Justify Design Decisions via a Design Inspection Refine Throughout Development for Efficiency Must Follow Instructor Design Create Design Based on Provided Requirements Instructor Design Doc also outlines Req, Imp, Test Involves SRS, Design, Coding & Testing Design Must Accommodate Given SRS; Write Reflection, but Coding Follows Instructor Design Students Must Create Design Independently Of Mentors, Defend Design & Testing Rationale Must Follow Instructor Design Students work independently outside of class Option to Work In Teams Design Processed by Entire Team

  20. 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 . Conclusions A Process for Enhanced Learning WEEF 2012

  21. Questions? Thank You To & Supported By National Science Foundation Grant No. CCF-0939122

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