Name
Abstract | ||
|---|---|---|
As the need for multidisciplinary computing education continues to increase, consideration for distributed expertise will become critical to implementing a successful curriculum. A model of cooperative expertise is presented in which faculty maintain responsibility for their own course, creating and evaluating assignments for their students that support learning in their colleagues' courses as well. We present outcomes of an experiment to implement this model at two geographically separated institutions through three courses (two at one institution, one at the other), by faculty in computer science, media and English. Results reported include faculty analysis of student achievement in each course and student surveys of attitudes toward multidisciplinary collaboration. Overall, it appears that student learning and attitudes are enhanced by the experience. |
Year | DOI | Venue |
|---|---|---|
2011 | 10.1145/1953163.1953264 | technical symposium on computer science education |
Keywords | Field | DocType |
cooperative expertise,multidisciplinary computing education,cs education,student achievement,computer science,present outcome,faculty analysis,distributed expertise,student survey,writing and computing,own course,multidisciplinary collaboration,geographically separated institution,multidisciplinary computing | Multidisciplinary approach,Computer science,Knowledge management,Curriculum,Student achievement,Multimedia,Multidisciplinary Collaboration,Student learning | Conference |
Citations | PageRank | References |
1 | 0.36 | 5 |
Authors | ||
4 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Ursula Wolz | 1 | 155 | 36.57 |
| Lillian N. Cassel | 2 | 388 | 110.81 |
| Thomas Way | 3 | 6 | 1.61 |
| Kim Pearson | 4 | 41 | 5.71 |