# Teaching Computing

DOI link for Teaching Computing

Teaching Computing book

# Teaching Computing

DOI link for Teaching Computing

Teaching Computing book

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Teaching can be intimidating for beginning faculty. Some graduate schools and some computing faculty provide guidance and mentoring, but many do not. Often, a new faculty member is assigned to teach a course, with little guidance, input, or feedback. **Teaching Computing: A Practitioner’s Perspective **addresses such challenges by providing a solid resource for both new and experienced computing faculty. The book serves as a practical, easy-to-use resource, covering a wide range of topics in a collection of focused down-to-earth chapters.

Based on the authors’ extensive teaching experience and his teaching-oriented columns that span 20 years, and informed by computing-education research, the book provides numerous elements that are designed to connect with teaching practitioners, including:

- A wide range of teaching topics and basic elements of teaching, including tips and techniques
- Practical tone; the book serves as a down-to-earth practitioners’ guide
- Short, focused chapters
- Coherent and convenient organization
- Mix of general educational perspectives and computing-specific elements
- Connections between teaching in general and teaching computing
- Both historical and contemporary perspectives

This book presents practical approaches, tips, and techniques that provide a strong starting place for new computing faculty and perspectives for reflection by seasoned faculty wishing to freshen their own teaching.

## TABLE OF CONTENTS

part 1|12 pages

Introduction

part 2|36 pages

Curricular Development

part 3|50 pages

Courses and the Computing Curricula in Context

chapter 8|7 pages

#### Connecting computer science with other disciplines and the wider community

chapter 12|6 pages

#### Selected/annotated references for courses and curricula in context

part 4|30 pages

Curricular Issues

part 5|32 pages

Computing and Mathematics

chapter 20|6 pages

#### Beyond the cliche: mathematical fluency in the computing curriculum

chapter 24|2 pages

#### Selected/Annotated references for relationships between computing and mathematics

part 6|52 pages

In the Classroom: Basics, Lab-based, Active Learning, Flipped Classrooms

chapter 25|9 pages

#### Basic do’s and don’ts in the classroom: General environment and course suggestions

chapter 26|8 pages

#### Basic do’s and don’ts in the classroom: Combating bias, making presentations, and developing slides

chapter 28|7 pages

#### Lab-based courses with the 3 c’s: content, collaboration, and communication

chapter 30|6 pages

#### Combining technical depth, social/ethical issues, and active student involvement

part 7|46 pages

Preparing a Course

chapter 34|4 pages

#### Utilizing student class preparation to promote active learning in class

part 8|45 pages

Instructors’ Roles, Inside and Outside the Classroom

chapter 44|3 pages

#### Selected/annotated references for the role of teachers in the classroom

part 9|44 pages

Exercises and Assignments

chapter 50|6 pages

#### Exercise solutions: motivations, messages sent, and possible distribution

part 10|24 pages

tudent Progress in Courses

part 11|15 pages

Assessment and Grading

part 12|31 pages

Outreach and Public Relations

part 13|30 pages

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