Article

An innovative design and studio-based CS degree

Authors:

Michael Docherty,

Peter Sutton,

Margot Brereton,

Simon KaplanAuthors Info & Claims

SIGCSE '01: Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education

Pages 233 - 237

https://doi.org/10.1145/364447.364591

Published: 01 February 2001 Publication History

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Abstract

The University of Queensland has recently established a new design-focused, studio-based computer science degree. The Bachelor of Information Environments degree augments the core courses from the University's standard CS degree with a stream of design courses and integrative studio-based projects undertaken every semester. The studio projects integrate and reinforce learning by requiring students to apply the knowledge and skills gained in other courses to open-ended real-world design projects. The studio model is based on the architectural studio and involves teamwork, collaborative learning, interactive problem solving, presentations and peer review. This paper describes the degree program, its curriculum and rationale, and reports on experiences in the first year of delivery.

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Billingsley WFletcher P(2021)Employing Authentic Analytics for More Authentic TasksBig Data in Education: Pedagogy and Research10.1007/978-3-030-76841-6_7(141-162)Online publication date: 5-Oct-2021
https://doi.org/10.1007/978-3-030-76841-6_7
Billingsley WTorbay RFletcher PThomas RSteel JSüß J(2019)Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global CohortACM Transactions on Computing Education10.1145/321828419:2(1-27)Online publication date: 9-Jan-2019
https://dl.acm.org/doi/10.1145/3218284
Billingsley WBeecham SDamian D(2019)The case of the fragmented classroomProceedings of the 41st International Conference on Software Engineering: Software Engineering Education and Training10.1109/ICSE-SEET.2019.00016(74-83)Online publication date: 27-May-2019
https://dl.acm.org/doi/10.1109/ICSE-SEET.2019.00016
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Index Terms

An innovative design and studio-based CS degree
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information science education

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Published In

SIGCSE '01: Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education

February 2001

456 pages

ISBN:1581133294

DOI:10.1145/364447

Chairmen:
Henry Walker
Grinnell College
,
Renée McCauley
College of Charleston
,
Judith Gersting
Univ. of Hawaii at Hilo
,
Ingrid Russell
Univ. of Hartford

ACM SIGCSE Bulletin Volume 33, Issue 1
March 2001
432 pages
ISSN:0097-8418
DOI:10.1145/366413
Editor:
John Impagliazzo
103 Hofstra Univ., Hempstead, NY
Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

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Published: 01 February 2001

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SIGCSE01: 32nd SIGCSE Technical Symposium on Computer Science Education

North Carolina, Charlotte, USA

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SIGCSE '01 Paper Acceptance Rate 78 of 225 submissions, 35%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

View all

Billingsley WFletcher P(2021)Employing Authentic Analytics for More Authentic TasksBig Data in Education: Pedagogy and Research10.1007/978-3-030-76841-6_7(141-162)Online publication date: 5-Oct-2021
https://doi.org/10.1007/978-3-030-76841-6_7
Billingsley WTorbay RFletcher PThomas RSteel JSüß J(2019)Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global CohortACM Transactions on Computing Education10.1145/321828419:2(1-27)Online publication date: 9-Jan-2019
https://dl.acm.org/doi/10.1145/3218284
Billingsley WBeecham SDamian D(2019)The case of the fragmented classroomProceedings of the 41st International Conference on Software Engineering: Software Engineering Education and Training10.1109/ICSE-SEET.2019.00016(74-83)Online publication date: 27-May-2019
https://dl.acm.org/doi/10.1109/ICSE-SEET.2019.00016
Reardon STangney B(2014)Smartphones, Studio-Based Learning, and ScaffoldingACM Transactions on Computing Education10.1145/267708914:4(1-15)Online publication date: 23-Dec-2014
https://dl.acm.org/doi/10.1145/2677089
West R(2014)Communities of innovation: Individual, group, and organizational characteristics leading to greater potential for innovationTechTrends10.1007/s11528-014-0786-x58:5(53-61)Online publication date: 7-Aug-2014
https://doi.org/10.1007/s11528-014-0786-x
Petre M(2013)An online design studioACM Inroads10.1145/2505990.25059984:3(44-45)Online publication date: 1-Sep-2013
https://dl.acm.org/doi/10.1145/2505990.2505998
Hundhausen CAgrawal AAgarwal P(2013)Talking about codeACM Transactions on Computing Education10.1145/2499947.249995113:3(1-28)Online publication date: 16-Aug-2013
https://dl.acm.org/doi/10.1145/2499947.2499951
Hundhausen CFairbrother DPetre M(2012)An Empirical Study of the “Prototype Walkthrough”ACM Transactions on Computer-Human Interaction10.1145/2395131.239513319:4(1-36)Online publication date: 1-Dec-2012
https://dl.acm.org/doi/10.1145/2395131.2395133
Reimer YCennamo KDouglas SSmith King LMusicant DCamp TTymann P(2012)Emergent themes in a UI design hybrid-studio courseProceedings of the 43rd ACM technical symposium on Computer Science Education10.1145/2157136.2157315(625-630)Online publication date: 29-Feb-2012
https://dl.acm.org/doi/10.1145/2157136.2157315
Hundhausen CFairbrother DPetre MSanders KCaspersen MClear ASanders K(2011)The "prototype walkthrough"Proceedings of the seventh international workshop on Computing education research10.1145/2016911.2016935(117-124)Online publication date: 8-Aug-2011
https://dl.acm.org/doi/10.1145/2016911.2016935
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