Name
Abstract | ||
|---|---|---|
1. SUMMARY The nature of the SIGCSE Symposium has seemingly evolved over the past ten years. Ten years ago the typi- cal Symposium paper focused on the sharing of someone's interesting or innovative idea on some aspect of the teaching component of being an undergraduate CS instructor. This could be a pedagogic technique, a "nifty" assignment or even the use of a lecture prop. It was also a primary source for the dissemination of courseware to support CS education (CSEd). The annual gathering at the Symposium was in many respects a large idea swap meet. The most recent Symposia have become infused with the notion of assessment; not techniques for the assessment of students and learning outcomes, but the assessment of the ideas or techniques being presented at the conference. It is seemingly no longer sufficient to develop an interesting or innovative technique/courseware/pedagogic approach, it must also be, using the tools of CSEd research, formally assessed. This panel seeks to explore this phenomenon by examin- ing different perspectives on the question of the relationship between the SIGCSE community in general and the Sym- posium in particular and formal CSEd research. |
Year | DOI | Venue |
|---|---|---|
2004 | 10.1145/971300.971352 | Proceedings of the 39th SIGCSE technical symposium on Computer science education |
Keywords | Field | DocType |
cs education research | Computer science,Knowledge management,Mathematics education,Phenomenon,Swap (finance) | Conference |
Volume | Issue | ISSN |
36 | 1 | 0031-2037 |
ISBN | Citations | PageRank |
1-58113-798-2 | 1 | 0.39 |
References | Authors | |
1 | 4 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Michael Goldweber | 1 | 244 | 47.17 |
| Martyn Clark | 2 | 3 | 1.38 |
| Sally Fincher | 3 | 325 | 71.43 |
| Arnold Pears | 4 | 1 | 0.39 |