1. Ken Goldman CCSCNE April 2008
Building Bridges to the Unknown Supporting Interdisciplinary Study in Computer Science
Ken Goldman
CCSCNE
April 2008
Computer Science and Engineering

2. 2 Computer Science and Engineering
Computational X
Computational Art
Computational Biology
Computational Chemistry
Computational Design
Computational Economics
Computational Fluid Mechanics
Computational Geology
Computational History
Computational Intelligence
Computational Journalism
Computational Knowledge
Computational Linguistics
Computational Music
Computational Neoclassicism
Computational Organisms
Computational Physics
Computational Quantum Mechanics
Computational Research
Computational Social Networks
Computational Theater
Computational Understanding
Computational Virtual Reality
Computational Weather Forecasting
Computational X…
Computational Yoyos
Computational Zoology
Computer Science and Engineering

3. “Soft” Skills Matter CSE Summer Retreat 2006 – Educational Priorities
Prepare students for leadership roles.
Emphasize creative innovation and design.
Maintain consistency in core courses.
Increase discussions, design critiques, and design clinics.
Add tutorial sections, particularly for theory courses.
Co-teach classes.
Standardize mechanisms for grading team projects.
Develop a cross-cutting curriculum with milestones for student proficiencies so instructors can assume certain skills.
Provide help-desk technical support for standard tools.
Improve mentoring from instructors to TAs.
Computer Science and Engineering

4. Traditional CSE Experience
Topic-driven
Sequential presentation of technical content
Prerequisite chains support CS and CoE majors
Typical course: Traditional lecture + homework/projects
Capstone course with a large team project
Interaction mainly outside the classroom
Office hours
Some students join research groups
Computer Science and Engineering

5. The Case for Active Learning
Computer Science and Engineering

6. Education Research and Practice
Active Learning –
“learning by doing”
Problem-Based Learning
Inquiry-Based Learning
Motivation and Discovery are Key
Design Studios:
Individual and Team Projects
Emphasis on Process
Critique and Refinement
Keith Sawyer, Education
Peter MacKeith, Architecture
Computer Science and Engineering

7. 7 Computer Science and Engineering
CPATH Project Vision
Active learning as a foundation for life-long learning
Strong conceptual foundation supporting practical design experience
Customization of curricula for individual student needs
Documented proficiency in foundations areas
Portfolio-based evidence of design skills
Consistent meaningful interaction among students and faculty
Development of teamwork and leadership skills
A culture of critique, with frequent student presentations
Students perceive the faculty as part of a community of experts
Significant multidisciplinary collaboration
Computer Science and Engineering

8. Implementation Plan active learning in foundations and studio courses
Foundations Courses
Divided into modules with specified prerequisite modules.
Meet 3 hours/week
Students prepare for class by reading, watching videotaped lectures, etc.
Class time is devoted to problem-based learning, with guidance from the instructor.
Traditional lectures occur, but are not the routine mode of operation.
Standard homework and exams
Studio Courses
Based on a design theme
Meet 6 hours/week
Mix of structured/unstructured time
Students work on projects in (possibly interdisciplinary) teams
Teams span freshman to senior
Team members have roles
Design reviews and critiques
Real-world problems are used where possible
Draw in module content as needed
A high-stakes culminating event
Computer Science and Engineering

9. Implementation Plan Modularize Foundations Courses
Break existing courses into modules (1 or 2 weeks of content)
Expose dependencies between modules
Within courses
Across courses
Support self-directed study of technical content
Lecture notes and slides
Indexed video
Exercises
Provide tools for curriculum planning, navigation and tracking
Access to module content
Customized curricula for interdisciplinary participation
Certification of mastery for individual concept areas
Student portfolios (curriculum planning, certification, etc.)
Computer Science and Engineering

10. Implementation Plan support top-down studios
Modules from foundations courses provide background for studio courses on a just-in-time basis to develop life long learning skills.
Computer Science and Engineering

11. 11 Computer Science and Engineering
Studio Courses
Existing studios:
Computer Science II
Software Development Studio
User Interface Design Studio
Rapid Prototyping
Planned studios:
Educational Computing Environments (with Sawyer)
Design of Virtual Spaces (with MacKeith)
Computer Science and Engineering

12. Course Management System
Computer Science and Engineering

13. Software Studio Space Notes Partitions divide room into quadrants
Each module of 4 has individual screens, plus one large one.
Large groups are formed within quadrants.
White boards in each quad for sketching, brainstorming.
Large central display placed organized diagonally
driven from instructors PC
Requires 44’x44’ square

14. Software Studio Space (Elevation)

15. 15 Computer Science and Engineering
Summary
Computational X
Soft Skills Matter
Active Learning
Doing is Everything
Vision for Active Learning
Synergistic Foundations and Studio Courses
Accessible Curricula
Customizable and Just-in-time
Technology Support and Studio Spaces
Computer Science and Engineering

16. Ken Goldman CCSCNE April 2008
Building Bridges to the Unknown Supporting Interdisciplinary Study in Computer Science
Ken Goldman
CCSCNE
April 2008
Computer Science and Engineering

17. Course Management System
▽ Comp Sci & Eng
▷ OOA/OOD
▽ Design Patterns
▫ Creational Patterns
▫ Structural Patterns
▫ Behavioral Patterns
▷ Distributed Design
▷ Remote Method Invocation
▷ Client/Server Architecture
Help Summary Content Team
General Content / Resources:
Session Content / Resources:
Related Topics Module 101: Design Patterns
About Content View
Dynamic Help
Provides for uploading of module and session content by dragging files or folders into the provided categories.
- Manage module/session content
- Add/Remove sessions
Course Modules
Syllabus
Advising
Courses Modules CSE 132 [Fall 08]
<CSE 131>
Computer Science I
▹ Show
<CSE 132>
Computer Science II
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<MOD 100>
OOA / OOD
<MOD 101>
Design Patterns
<MOD 103>
Remote Methods
<MOD 102>
Distributed Design
<MOD 104>
Client / Server Architecture
Required
Alternate
Computer Science and Engineering

18. Interdisciplinary Course Models
Customer Model
Course has CSE students.
Problem is drawn from outside.
“Customers” are not enrolled in the course.
Specialized Collaborator Model
Interdisciplinary teams work on projects.
Students work in different capacities.
May be co-taught under different course numbers.
Equal Partner Model
All students work on the development, so non-majors need to have some CSE background.
Computer Science and Engineering

19. What do Non-Majors Gain?
Systematic ways of thinking about process.
Describing processes precisely and abstractly.
Reasoning about the correctness of processes.
Analyzing the efficiency of processes.
Systematic ways of thinking about data and relationships.
Types: hierarchies, containment, composition…
Structures: arrays, trees, directed graphs, mappings…
Patterns: delegation, data flow, publish/subscribe…
An accessible understanding of how software is built.
The key to innovation in almost every field.
Computer Science and Engineering