Encouraging CS students to compute for social good through collaborative, community-engaged projects
Encouraging CS students to compute for social good through collaborative, community-engaged projects
复制标题
鼓励计算机科学学生通过协作、社区参与的项目进行计算以实现社会公益
DOI：
10.1145/3447892.3447900
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Bates, Diane
中科院分区：
文献类型：
--
作者：
Pulimood, S. Monisha;Pearson, Kim;Bates, Diane
哪种教学技术更好地吸引计算机科学（CS）学生为社会利益进行计算？我们研究这个问题与学生报名参加使用跨边界协作，让本科生参与计算思维（CABECT）教学模型，对CS和非CS课程与社区合作伙伴提出解决方案，以当地问题。在为期三年的教学实验中，对五个CS课程与五个新闻课程进行了配对，对学生进行了关于公民责任、全球责任和地方公民效能的自我评估关注的前测和后测。虽然CS学生在社会和全球责任的预测试措施中与他们的新闻同行没有统计学差异，但他们在本地效能方面落后。在后测中，CS学生显着增加了他们的地方效能感的程度，他们是统计学上无法区分的新闻专业的学生。社区参与的学习项目，如CABECT模式中的项目，显示出吸引学生为社会利益而计算的巨大潜力。
Which pedagogical techniques better engage computer science (CS) students in computing for social good? We examine this question with students enrolled in classes using the Collaborating Across Boundaries to Engage Undergraduates in Computational Thinking (CABECT) pedagogical model, that pairs CS and non-CS courses with a community partner to propose solutions to a local problem. Pre- and post-tests of self-assessed concerns about civic responsibility, global responsibility, and local civic efficacy were administered to the students in a three-year long pedagogical experiment, which paired five CS courses with five journalism courses. While CS students were not statistically different from their journalism peers in pre-test measures of social and global responsibility, they lagged behind in local efficacy. In the posttest, CS students had significantly increased their sense of local efficacy to the extent that they were statistically indistinguishable from journalism students. Community-engaged learning projects, such as the one in the CABECT model, show great potential for attracting students to computing for social good.