Department of Computer Science
People
CWSEI Deptartment Director: Rachel Pottinger, Ian Mitchell, Paul Carter
STLFs:
Alice Campbell – involved in CPSC 100, 103, 110, 210
Jessica Dawson – involved in CPSC 100, 103, 110, 210, 320, 344, 444, 430
Hassan Khosravi – APSC 160, CPSC 259, 304
Allison Elliott Tew – involved in CPSC 110, 210, 211, 260, 310, and 317
Ryan Golbeck - involved in CPSC 110 and 210
Ben Yu - involved in CPSC , 111, 121, 211, 213, 221, 304, 310, 322, 404, and APSC 160
Raymond Lister - involved in CPSC 111, CPSC 260, and APSC 160
Beth Simon - involved in the early work of CPSC 101, 111, 121, 211, 213, and 221
Part-time Faculty STLFs (roughly 20% appointments for two years):
Don Acton – involved in CPSC 213, 313, 317
Ed Knorr – involved in CPSC 259, 304, 404
Steve Wolfman– involved in developing a concept inventory for the “foundations of computing” stream (CPSC 121, 221, 320)
Faculty: D. Acton, M. Allen, P. Belleville, G. Carenini, P. Carter, C. Conati, A. Condon, M. Dulat, K. Eiselt, M. Feeley, M. Friedlander, W. Heidrich, H. Hoos, N. Hutchinson, G. Kiczales, E. Knorr, K. Leyton-Brown, J. Luk, K. Maclean, J. McGrenere, I. Mitchell, G. Murphy, R. Ng, R. Pottinger, D. Poole, G. Tsiknis, K. Voll, S. Wolfman
Post-docs: Frank Hutter, Gabriel Murray
Activity
Activity summary report for the Computer Science CWSEI group (course and curriculum projects, research, development of assessment tools) - PDF download
Poster from CWSEI End-of-Year 2012: Computer Science SEI: An Overview - PDF download
Learning goals for lower-division courses (2008) includes CPSC 111, 121, 211, 213, 221 - zip file download
Course Materials
Overview
Computer Science received seed funding from CWSEI in 2007 and began the efforts listed below in the Fall. The department moved to full funding starting in mid-2008.
Computer Science plans to use CWSEI's scientific approach to improve student learning throughout our curriculum as an iterative process including:
- articulating clear learning goals for our individual courses and our program as a whole,
- developing both formative assessments to guide teaching and learning techniques and summative assessments (i.e., exams) that evaluate those learning goals,
- revising our teaching techniques in response to assessments,
- and establishing administrative structures to sustain these efforts.