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An innovative design and studio-based CS degree

Authors:

Michael Docherty,

Peter Sutton,

Margot Brereton,

Simon KaplanAuthors Info & Claims

ACM SIGCSE Bulletin, Volume 33, Issue 1

Pages 233 - 237

https://doi.org/10.1145/366413.364591

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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Nisser MGaetz MFishberg ASoicher RFaruqi FLong J(2024)From Prisons to Programming: Fostering Self-Efficacy via Virtual Web Design Curricula in Prisons and JailsProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642717(1-13)Online publication date: 11-May-2024
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Billingsley W(2024)The Practical Epistemologies of Design and Artificial IntelligenceScience & Education10.1007/s11191-024-00517-zOnline publication date: 18-Apr-2024
https://doi.org/10.1007/s11191-024-00517-z
Ott CLiesaputra V(2022)Using Affective Learning Analytics in Industry-focused Projects: Experiences and ChallengesProceedings of the 24th Australasian Computing Education Conference10.1145/3511861.3511878(153-162)Online publication date: 14-Feb-2022
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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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Information & Contributors

Information

Published In

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

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

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]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 February 2001

Published in SIGCSE Volume 33, Issue 1

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Cited By

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Nisser MGaetz MFishberg ASoicher RFaruqi FLong J(2024)From Prisons to Programming: Fostering Self-Efficacy via Virtual Web Design Curricula in Prisons and JailsProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642717(1-13)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642717
Billingsley W(2024)The Practical Epistemologies of Design and Artificial IntelligenceScience & Education10.1007/s11191-024-00517-zOnline publication date: 18-Apr-2024
https://doi.org/10.1007/s11191-024-00517-z
Ott CLiesaputra V(2022)Using Affective Learning Analytics in Industry-focused Projects: Experiences and ChallengesProceedings of the 24th Australasian Computing Education Conference10.1145/3511861.3511878(153-162)Online publication date: 14-Feb-2022
https://dl.acm.org/doi/10.1145/3511861.3511878
Ott CLiesaputra VLuxton-Reilly ASzabo C(2020)Industry-Focused Projects in an Intense One-Year ICT ProgrammeProceedings of the Twenty-Second Australasian Computing Education Conference10.1145/3373165.3373180(132-141)Online publication date: 3-Feb-2020
https://dl.acm.org/doi/10.1145/3373165.3373180
Venn-Wycherley MBennett CKharrufa AZhang JSherriff MHeckman SCutter PMonge A(2020)Design Studios for K-12 Computing EducationProceedings of the 51st ACM Technical Symposium on Computer Science Education10.1145/3328778.3366923(1227-1233)Online publication date: 26-Feb-2020
https://dl.acm.org/doi/10.1145/3328778.3366923
Braun RBrookes WHadgraft RChaczko ZSimon Luxton-Reilly A(2019)Assessment Design for Studio-Based LearningProceedings of the Twenty-First Australasian Computing Education Conference10.1145/3286960.3286973(106-111)Online publication date: 29-Jan-2019
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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
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Simon BHundhausen CMcDowell CWerner LHu HKussmaul C(2019)Students As Teachers and CommunicatorsThe Cambridge Handbook of Computing Education Research10.1017/9781108654555.030(827-858)Online publication date: 15-Feb-2019
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Rosca D(2018)Acquiring Professional Software Engineering Skills through Studio-based Learning2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET)10.1109/ITHET.2018.8424773(1-6)Online publication date: Apr-2018
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