Computer Science Department of 16 October 2012 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

Computer Science Department of 16 October 2012WEEF 2012 Presentation Overview  A Global Concern  Genres in CS/SE  Students as Apprentices  Situational Complexity  Creating a Learning Progression (An Example)

Computer Science Department of A Strategy to Overcome A Global Concern  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? 16 October 2012 WEEF 2012

Computer Science Department of 16 October 2012WEEF 2012 To Explore This Question  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 Let’s Take A Closer Look

Computer Science Department of 16 October 2012WEEF 2012 Examples of Genres Specific to CS/SE  Problem Definition  Software Requirement Specifications (SRS)  Design Expression  Code & Comments in Code  Test Plan & Testing  Developer & User Guides  Installation & Maintenance Guide

Computer Science Department of Students As Apprentices  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? Our Answer Teach Via Progressive Development Apply Concepts of Situational Complexity

Computer Science Department of 16 October 2012WEEF 2012 Five Dimensions of Situational Complexity 1. Longer Responses 2. More Complicated Responses 3. Responses Using Multiple Genres 4. Students are More Independent 5. More Students to Complete Project More Complex Situations Are Characterized By

Computer Science Department of How Do We Create A Communication Learning Progression? 1.Identify Program Learning Outcomes a.Define Ways of Thinking b.Forms of Communication (Genres!) 2.Analyze & Revise Curriculum – Top to Bottom a.Align Capstone with Program Outcomes b.Analyze Capstone Assignments for Genre Complexity c.Assess Present Curriculum: Are Students Ready for Capstone? d.Revise Curriculum For Better Capstone Preparedness 16 October 2012WEEF 2012

Computer Science Department of How Do We Create A Communication Learning Progression? 1.Identify Program Learning Outcomes a.Ways of Thinking b.Forms of Communication (Genres!) 2.Analyze & Revise Curriculum – Top to Bottom a.Align Capstone with Program Outcomes b.Analyze Capstone Assignments for Genre Complexity c.Assess Present Curriculum: Are Students Ready for Capstone? d.Revise Curriculum For Better Capstone Preparedness 16 October 2012WEEF 2012

Computer Science Department of Creating a Learning Progression: Outcomes 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. 16 October 2012 WEEF 2012

Computer Science Department of How Do We Create A Communication Learning Progression? 1.Identify Program Learning Outcomes a.Ways of Thinking b.Forms of Communication (Genres!) 2.Analyze & Revise Curriculum – Top to Bottom a.Align Capstone with Program Outcomes b.Analyze Capstone Assignments for Genre Complexity c.Assess Present Curriculum: Are Students Ready for Capstone? d.Revise Curriculum For Better Capstone Preparedness 16 October 2012 WEEF 2012

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

Computer Science Department of Creating a Learning Progression: Capstone 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. 16 October 2012WEEF 2012

Computer Science Department of How Do We Create A Communication Learning Progression? 1.Identify Program Learning Outcomes a.Ways of Thinking b.Forms of Communication (Genres!) 2.Analyze & Revise Curriculum – Top to Bottom a.Align Capstone with Program Outcomes b.Analyze Capstone Assignments for Genre Complexity c.Assess Present Curriculum: Are Students Ready for Capstone? d.Revise Curriculum For Better Capstone Preparedness WEEF October 2012

Computer Science Department of Creating a Learning Progression: Preparation 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. WEEF October 2012

Computer Science Department of How Do We Create A Communication Learning Progression? 1.Identify Program Learning Outcomes a.Ways of Thinking b.Forms of Communication (Genres!) 2.Analyze & Revise Curriculum – Top to Bottom a.Align Capstone with Program Outcomes b.Analyze Capstone Assignments for Genre Complexity c.Assess Present Curriculum: Are Students Ready for Capstone? d.Revise Curriculum For Better Capstone Preparedness 16 October 2012 WEEF 2012

Computer Science Department of Creating a Learning Progression: CS1 & CS2 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; Students/Section. 16 October 2012WEEF 2012

Computer Science Department of 16 October 2012 Creating A Learning Progression An Example: Design Expression Genre

Responses are…CS1CS2Capstone Increasingly Longer More Complicated Expressed Using Multiple Genres Created Independently Created By Team Instructor Design Doc also outlines Req, Imp, Test Must Follow Instructor Design Students work independently outside of class Create Own Design – Justify Decisions, Do Not Code; When Code, Given Design Students Must Create Design Independently Of Mentors, Defend Design & Testing Rationale Must Justify Design Decisions via a Design Inspection Create Design Based on Provided Requirements Design Must Accommodate Given SRS; Write Reflection, but Coding Follows Instructor Design Option to Work In Teams Design Processed by Entire Team Derive SRS from Prob. Statement & User Interviews, Design Accommodates SRS Refine Throughout Development for Efficiency Involves SRS, Design, Coding & Testing

Computer Science Department of 16 October 2012WEEF 2012 Conclusions 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. A Process for Enhanced Learning

Computer Science Department of 16 October 2012 Thank You To & Supported By National Science Foundation Grant No. CCF Questions?