Interdisciplinary Approaches to Computer Science Education

• In Event: 25.014 - CS4All, but Why? Exploring How Different Visions, Motivations, and Ideologies of Computer Science Education Impact Implementation Contexts

Abstract

Implicit in "CS for All" initiatives is the belief that all students need computational literacy, not just those who intend to pursue careers within computer science. Our work presents a survey of recent interdisciplinary innovations in computing education. These interdisciplinary approaches each deviate from traditional CS curricula and are designed to support students who will be using computing within the context of other disciplines and careers, consistent with recent recommendations for a more cross-disciplinary view of CS education (ACM & IEEE, 2013). These curricula function within a constructivist and largely a problem-based learning (PBL) framework, focusing on analysis and problem solving not just tools and technical skills training. Within this framework, the interdisciplinary context provides a source for authentic problems where computing principles are central to developing robust solutions.

Hands-on learning, included as an essential component of the CS for All initiative, is inherent in this framework and the benefits of a PBL approach for developing problem-solving skills in general as well as in a computing-specific context has been well-documented (Garcia-Famoso, 2006; Kay et al., 2000; Savery, 2015). Interdisciplinary, problem-based approaches have also been found to be effective in reaching traditionally underrepresented groups in computing. This has led to a number of calls for greater inclusion of interdisciplinary computing in order to broaden participation (AAUW, 2000; Margolis & Fisher, 2001; Peckham et al., 2007).

A particular feature of the interdisciplinary approaches we study is that they need not be employed in a designated CS course. Rather, our survey shows that this work may effectively be carried out within courses in other subject areas, ranging from computational science embedded in a Biology course to digital humanities embedded in an English course. We have reviewed a number of initiatives at both K-12 and undergraduate institutions that follow this model; this flexibility in where computing is presented may be a particular advantage at the K-12 level where there is current a lack of dedicated computer science instructors.

By presenting a summary of the initiatives we have studied, we will illustrate how a broader perspective on computing education than is traditionally taken can be effectively employed in a variety of classroom settings. We will further illustrate how these initiatives consistently embody a constructivist pedagogy, despite the otherwise broad range of academic disciplines and type of institution engaging in these innovations. Thus we will argue that as CS for All initiatives press for greater access to computing education, a broad, interdisciplinary view of the scope of computing education should be employed.

Authors

• Amanda Holland-Minkley, Washington & Jefferson College

• Samuel Fee, Washington & Jefferson College

• Thomas Lombardi, Washington & Jefferson College