Updated: 1 hour 47 min ago
Robert Pastel, Marika Seigel, Wei Zhang, Alex Mayer
Experience working in multidisciplinary teams is important both to prepare Computer Science (CS) students for industry and to improve their communication with teammates from disciplines other than their own. This article describes the evolution and results of collaborations among three courses: an undergraduate CS course about user interface design and implementation, an undergraduate Scientific and Technical Communication (STC) course about usability and instructions writing, and a graduate CS/Human Factors course about user-interface evaluation and usability testing. Students from all three courses work with scientists to complete the scientist-sponsored citizen science Android applications (apps). Students from the undergraduate CS and STC courses form multidisciplinary teams to design and implement apps, while the graduate students consult with the teams by evaluating and user-testing the apps.
Josh Tenenberg, Robert McCartney
This editorial marks the end of our tenure as founding co-editors-in-chief of the ACM Transactions on Computing Education (TOCE). We have three goals in this editorial. First, we provide a retrospective on how we positioned TOCE, both in terms of how it embodies our conception of Computing Education Research (CER) as a field, as well as the journal's role in the larger computing education community and the ACM. We focus on the process by which we determined what constitutes publishability for a manuscript submitted to TOCE, describing what is best understood as a living process negotiated among the authors, reviewers, associate editors, and editors-in-chief in interaction with manuscripts and one another.
Svetlana V. Drachova, Jason O. Hallstrom, Joseph E. Hollingsworth, Joan Krone, Rich Pak, Murali Sitaraman
Undergraduate computer science students need to learn analytical reasoning skills to develop high-quality software and to understand why the software they develop works as specified. To accomplish this central educational objective, this article describes a systematic process of introducing reasoning skills into the curriculum and assessing how well students have learned those skills. To facilitate assessment, a comprehensive inventory of principles for reasoning about correctness that captures the finer details of basic skills that students need to learn has been defined and used. The principles can be taught at various levels of depth across the curriculum in a variety of courses.