Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

AN UNDERGRADUATE COMPUTER SCIENCE CURRICULUM FOR THE HEARING IMPAIRED

Volume 2, Numéro 3, 1995, pp. 141-149
DOI: 10.1615/JWomenMinorScienEng.v2.i3.20
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RÉSUMÉ

To compensate for some of the learning hurdles encountered by the hearing-impaired students at Gallaudet University, the computer science department curriculum committee developed an integrated curriculum that allowed the computer science department faculty to communicate educational goals more carefully and clearly amongst ourselves and to students. In this paper we present an example section from this computer science integrated curriculum that was originally based on the Association of Computing Machinery (ACM) 1978 curriculum. This integrated curriculum has been designed to allow both instructors and students to move away from teaching and learning facts and move towards teaching and learning how to build a comprehensive knowledge base. As a tool, an integrated curriculum can also be used to evaluate teaching effectiveness. The integrated curriculum organized our departmental teaching efforts sufficiently to be able to present them as one cohesive unit to our students. With such a curriculum in place we can justify to anyone why we teach what we teach where we teach it. Importantly, we can justify it to ourselves.

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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