Forging a Path: Faculty Interviews on the Present and Future of Computer Science Education in the United States

Stephanie J. Lunn, Maíra Marques Samary, Susanne E. Hambrusch, Aman Yadav
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引用次数: 2

Abstract

Computer science education (CSEd) is a growing interdisciplinary area that continues to gain momentum from students, researchers, and educators. Yet, there are few formal programs or degree options for students interested in pursuing graduate work in CSEd. This article explores the existing state of CSEd in the United States (U.S.) through semi-structured interviews with (n = 15) faculty engaged in CSEd research. Thematic coding of the transcripts revealed the complexities involved in the development of formal programs, the distinct considerations for faculty, and the value of having strong ties to both computer science and education. The themes described positive aspects of support and cohesion within the larger community and opportunities to expand knowledge across fields. Applying Cornell and Parker’s principles of interdisciplinary science to the field of CSEd, we provide recommendations for ways forward and discuss the potential impact on institutional structures, research capacity, individual and group identities, and teaching and learning. The findings from this investigation not only inform on the present state of CSEd in the U.S., but also offer guidance for CSEd-focused graduate programs.
锻造一条道路:美国计算机科学教育的现在和未来的教师访谈
计算机科学教育(CSEd)是一个不断发展的跨学科领域,继续从学生、研究人员和教育工作者那里获得动力。然而,很少有正式的课程或学位选择,为学生感兴趣的追求研究生cse工作。本文通过对从事CSEd研究的教师(n = 15)进行半结构化访谈,探讨了CSEd在美国的现状。成绩单的主题编码揭示了正式程序开发的复杂性,对教师的独特考虑,以及与计算机科学和教育紧密联系的价值。这些主题描述了在更大的社区内支持和凝聚力的积极方面,以及跨领域扩展知识的机会。我们将康奈尔和帕克的跨学科科学原理应用于CSEd领域,提出了未来的建议,并讨论了对制度结构、研究能力、个人和群体身份以及教与学的潜在影响。调查结果不仅反映了美国人文科学研究的现状,也为以人文科学研究为重点的研究生项目提供了指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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