Teaching Computing : A Practitioner's Perspective / Henry M. Walker.

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$a 9781315269108 $q (e-book : PDF)

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$a 10.1201/9781315269108 $2 doi

$a (OCoLC)1027754583

$a 9781315269108

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$a Walker, Henry M., $e author.

$a Teaching Computing : $b A Practitioner's Perspective / $c Henry M. Walker.

$a First edition.

$a Boca Raton, FL : $b CRC Press, $c 2018.

$a 1 online resource

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$t part, 1 Introduction / $r Henry M. Walker -- $t part, 2 Curricular Development / $r Henry M. Walker -- $t chapter 1 Eight principles of an undergraduate curriculum / $r Henry M. Walker -- $t chapter 2 Prerequisites: Shaping the computing curriculum / $r Henry M. Walker -- $t chapter 3 When is a computing curriculum bloated? / $r Henry M. Walker -- $t chapter 4 Hill-climbing with curricula and courses / $r Henry M. Walker -- $t chapter 5 Developing a useful curricular map / $r Henry M. Walker -- $t chapter 6 Selected/Annotated references for curricular development / $r Henry M. Walker -- $t part, 3 Courses and the Computing Curricula in Context / $r Henry M. Walker -- $t chapter 7 An historical view of computing curricula / $r Henry M. Walker -- $t chapter 8 Connecting computer science with other disciplines and the wider community / $r Henry M. Walker -- $t chapter 9 The role of programming in introductory computing courses / $r Henry M. Walker -- $t chapter 10 Motivating students and working with gifted students / $r Henry M. Walker -- $t chapter 11 Capstone-, research-, and project-experiences / $r Henry M. Walker -- $t chapter 12 Selected/annotated references for courses and curricula in context / $r Henry M. Walker -- $t part, 4 Curricular Issues / $r Henry M. Walker -- $t chapter 13 Staying connected with the big picture / $r Henry M. Walker -- $t chapter 14 Balancing the forest and the trees in courses / $r Henry M. Walker -- $t chapter 15 Guided reading and seminar issues / $r Henry M. Walker -- $t chapter 16 Writing with the computer science curriculum / $r Henry M. Walker -- $t chapter 17 College courses of varying credit / $r Henry M. Walker -- $t part, 5 Computing and Mathematics / $r Henry M. Walker -- $t chapter 18 Mathematics and compuitng topics in the classroom / $r Henry M. Walker -- $t chapter 19 An opportunity for computing-mathematics dialog / $r Henry M. Walker -- $t chapter 20 Beyond the cliche: mathematical fluency in the computing curriculum / $r Henry M. Walker -- $t chapter 21 Why a required course on theory? / $r Henry M. Walker -- $t chapter 22 Some strategies when teaching theory courses / $r Henry M. Walker -- $t chapter 23 Lessons from the CUPM / $r Henry M. Walker -- $t chapter 24 Selected/Annotated references for relationships between computing and mathematics / $r Henry M. Walker -- $t part, 6 In the Classroom: Basics, Lab-based, Active Learning, Flipped Classrooms / $r Henry M. Walker -- $t chapter 25 Basic do’s and don’ts in the classroom: General environment and course suggestions / $r Henry M. Walker -- $t chapter 26 Basic do’s and don’ts in the classroom: Combating bias, making presentations, and developing slides / $r Henry M. Walker -- $t chapter 27 Lab layouts for individual and collaborative class sessions / $r Henry M. Walker -- $t chapter 28 Lab-based courses with the 3 c’s: content, collaboration, and communication / $r Henry M. Walker -- $t chapter 29 Active learning and/or flipped classrooms / $r Henry M. Walker -- $t chapter 30 Combining technical depth, social/ethical issues, and active student involvement / $r Henry M. Walker -- $t chapter 31 Selected/annotated references for course formats / $r Henry M. Walker -- $t part, 7 Preparing a Course / $r Henry M. Walker -- $t chapter 32 Planning and organizing a course for the first time / $r Henry M. Walker -- $t chapter 33 Course planning: the day-to-day schedule / $r Henry M. Walker -- $t chapter 34 Utilizing student class preparation to promote active learning in class / $r Henry M. Walker -- $t chapter 35 What should be in a syllabus? / $r Henry M. Walker -- $t chapter 36 The role of textbooks and multimedia / $r Henry M. Walker -- $t chapter 37 Course development utilizing student-faculty collaboration / $r Henry M. Walker -- $t part, 8 Instructors’ Roles, Inside and Outside the Classroom / $r Henry M. Walker -- $t chapter 38 Teacher as coach, mentor, listener (part 1?) / $r Henry M. Walker -- $t chapter 39 What teachers should, can, and cannot do / $r Henry M. Walker -- $t chapter 40 Thoughts about lecturing / $r Henry M. Walker -- $t chapter 41 Teaching and a sense of the dramatic / $r Henry M. Walker -- $t chapter 42 Teaching and a sense of the dramatic, act ii / $r Henry M. Walker -- $t chapter 43 Thoughts on student feedback to help teaching / $r Henry M. Walker -- $t chapter 44 Selected/annotated references for the role of teachers in the classroom / $r Henry M. Walker -- $t part, 9 Exercises and Assignments / $r Henry M. Walker -- $t chapter 45 Homework assignments and Internet sources / $r Henry M. Walker -- $t chapter 46 A racquetball-volleyball simulation / $r Henry M. Walker -- $t chapter 47 The balance between programming and other assignments / $r Henry M. Walker -- $t chapter 48 Finding interesting examples and assignments for CS1 and CS2 / $r Henry M. Walker -- $t chapter 49 Academic honesty in the classroom / $r Henry M. Walker -- $t chapter 50 Exercise solutions: motivations, messages sent, and possible distribution / $r Henry M. Walker -- $t part, 10 tudent Progress in Courses / $r Henry M. Walker -- $t chapter 51 Structuring student work / $r Henry M. Walker -- $t chapter 52 Encouraging student preparation for class / $r Henry M. Walker -- $t chapter 53 Mid-course corrections / $r Henry M. Walker -- $t chapter 54 Recovering from disappointing test results / $r Henry M. Walker -- $t chapter 55 Selected/annotated references for student progress in courses / $r Henry M. Walker -- $t part, 11 Assessment and Grading / $r Henry M. Walker -- $t chapter 56 Notes on grading / $r Henry M. Walker -- $t chapter 57 Grading and the allocation of points / $r Henry M. Walker -- $t chapter 58 Selected/annotated references for assessment and grading / $r Henry M. Walker -- $t part, 12 Outreach and Public Relations / $r Henry M. Walker -- $t chapter 59 Advertising and recruiting / $r Henry M. Walker -- $t chapter 60 Course descriptions and public relations for computer science / $r Henry M. Walker -- $t chapter 61 Resolved: ban ‘programming’ from introductory computing courses / $r Henry M. Walker -- $t chapter 62 What image do CS1/CS2 present to our students? / $r Henry M. Walker -- $t chapter 63 Computing teaching labs can communicate negative messages / $r Henry M. Walker -- $t chapter 64 Do computer games have a role in the computing classroom? / $r Henry M. Walker -- $t part, 13 Additional Topics / $r Henry M. Walker -- $t chapter 65 Sorting algorithms: when the Internet gives out lemons, organize a course festival / $r Henry M. Walker -- $t chapter 66 1000 (binary) thoughts for developing and using examples / $r Henry M. Walker -- $t chapter 67 How to prepare students for lifelong learning / $r Henry M. Walker -- $t chapter 68 How to challenge students / $r Henry M. Walker -- $t chapter 69 Wellness and the classroom / $r Henry M. Walker -- $t chapter 70 Selected/annotated references for additional topics / $r Henry M. Walker.

$a "Teaching can be very 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 and then left on his or her own to put the course together. The new faculty may have to construct the course with little input, experience, or feedback. Teaching Computing: A Practitioners Perspective addresses these issues 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 the teaching-oriented columns he has written for the past 20 years, 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 techniquesPractical tone; the book serves as a down-to-earth practitioners guideShort, focused chaptersCoherent and convenient organizationMix of general educational perspectives and computing-specific elementsConnections between teaching in general and teaching computingBoth historical and contemporary perspectivesThis book will present practical approaches, tips, and techniques that will provide a strong starting place for new computing faculty, or seasoned faculty who wish to freshen up their own teaching.?"--Provided by publisher.

$a COMPUTER ENGINEERING.

$a Computer science $x Mathematics.

$a Information technology $x Management.

$a Computation

$a Computer Engineering

$a COMPUTERSCIENCEnetBASE

$a INFORMATIONSCIENCEnetBASE

$a ITECHnetBASE

$a Management of IT

$a SCI-TECHnetBASE

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$i Print version: $z 9781138549784

$u https://www.taylorfrancis.com/books/9781315269108 $z Click here to view.

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