EAGER: Transforming Attitudes via Best Practices CS1

热切：通过最佳实践转变态度几年来，计算机界一直担心，在全国对受过良好训练的计算机学生的需求不断增加的同时，计算机专业和课程的入学率却在下降。为了理解这场危机，我们研究了许多因素，包括计算机的形象、教学方法和入门课程中使用的材料。随着时间的推移，许多教师已经尝试了通过更有吸引力的应用程序和环境来教授基本计算结构和技能的课程。有一些轶事证据表明这种方法是有效的，一些研究已经在非专业学生中进行了。这个项目为测试这种方法提供了一个独特而及时的机会；在过去，找到可行的和显著大的比较组来支持这一假设一直是一个挑战。智力优势：这个EAGER项目利用了加州大学圣地亚哥分校两个学期相同的入门课程中现有的两个比较组，一个是传统的，一个是使用媒体计算的。在调查中，学生们支持这样一种假设，即通过媒体计算等更有吸引力的领域来教授计算机，将导致专业和选修计算机课程以补充专业的学生对计算机的更好态度。幸运的是，存在两个可行且显著较大的比较组，并为计算机科学教育研究界提供了感兴趣的结果。第一轮的数据有望支持这样的假设，即激励环境将改善学生对计算机课程的参与态度，以及学生继续学习计算机课程和专业的直接意图，从而使未来的项目能够检验对更持久的保留的影响。更广泛的影响：这是一项比较研究，展示了关键数据，这些数据将帮助其他计算机部门做出有关课程改革的决定，以提高招聘和留用率。具体来说，我们分析了使用媒体计算的CS1课程的学生的态度，并将其与不使用假设激励情境的传统CS1课程的学生进行了比较。这些结果对那些寻求更多学生申请他们的部门，更多学生在他们的项目中取得成功，以及总体上更积极地倾向于在他们的职业和社会中使用计算机价值的学生群体来说是有益的。

EAGER: Transforming Attitudes via Best Practices CS1Beth Simon, Computer Science and EngineeringUC San DiegoFor several years, the computing community has been concerned about dropping enrollments in computing majors and courses while the national need for well trained students in computing is increasing. To understand this crisis, many factors have been examined including the image of computing and the pedagogy and materials used in introductory classes. Over time, many instructors have experimented with classes that teach fundamental computing constructs and skills through more attractive applications and environments. There is some anecdotal evidence that this approach is effective and some studies that have been carried out with non-majors. This project presents a unique and timely opportunity to test this approach; in the past, finding viable and significantly large comparison groups to support the hypothesis has been a challenge.Intellectual merit: This EAGER project takes advantage of two existing comparison groups in introductory classes that are being taught the same two semesters at the University of California San Diego, one traditional and one using media computing. Students are surveyed to support the hypothesis that teaching computing through a more attractive domain such as media computing will result in better attitudes toward computing among both majors and students who take computing courses to complement their majors. The existence of two viable and significantly large comparison groups is fortunate and provides results of interest to the computer science education research community. This first round of data, expected to support the hypothesis that motivating context will improve attitudes toward engagement in computing classes and immediate intent of students to continue in computing classes and major, enables future projects that examine effects on more enduring retention.Broader impacts: This lays out a comparative study showing key data that will assist other computing departments in making decisions about curricular change to improve recruitment and retention. Specifically, the attitudes of students taking CS1 with media computation is analyzed and compared to students who are taking a traditional CS1 class absent the hypothesized motivating context. These results are informative to departments that seek an increased number of students applying to their departments, greater numbers of students succeeding in their programs, and overall a student body that is more engaged and positively inclined towards the value of computing in their career and in society.