Gaps and Issues
Current activities modest, underfunded
SIGCSE and other groups have interests in this area, but
very limited resources (time, money)
volunteers largely not coordinated)
Identify what to teach (curricula)
Determine appropriate pedagogy
Ideas not known by many faculty at many research-oriented universities
College/university faculty have little formal training in teaching
Periodically, a faculty member "discovers" teaching insights that others have researched, known, and implemented for years
Obtain/develop materials/resources (textbooks, labs, equipment, assignments, etc.)
Hone teaching skills
Conferences attended by few tenured/tenure-track faculty from research-oriented schools
When retention low, need implementation of solid/known techniques
Many good models to choose from, but schools/faculty must pay attention
Splinterization of computing community
Spotty communication among groups
Assumptions that experts in one field or for one level have insights for other fields or at other levels
Nature of high school or elementary school students different from college or graduate students
Comments of "what can be taught" different from "what should be taught"
Confusion regarding whether or not undergraduate education is a "professional degree"
Possibilities for hiring at undergraduate colleges rather different than for research-oriented universities with Ph.D. programs.
If educational activities not embraced by research-oriented universities and count little for tenure, can CRA be a credible agent for computing education?
CRA has image of research and graduate preparation, so it is well positioned to work on public image of computing.
Resources, particularly funding
Focus on public relations
Coordination; bringing groups together rather than splintering the community further
Sense of legitimacy/support/interest throughout the research community
created 3 January 2007
last revised 4 January 2007