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摘要： This paper presents an analysis of freshman retention data for Computer Science (CS) students over a period of seven years at a Midwestern medium-sized public university, with a particular focus on student demographics and the impact of the COVID-19 pandemic. The study examines demographic variables such as gender and ethnicity and compares data from pre-COVID and post-COVID times to explore changes in student retention and demographic *** results show that the retention rates were significantly higher within the CS department compared to the university overall. Although it also revealed significant differences among different demographic groups, highlighting the challenges faced by women and minority students within the CS department. The onset of COVID further complicated these trends, disproportionately affecting these *** a comprehensive analysis of the data, the study aims to identify the key factors affecting retention within the CS field. In the future we plan to determine actionable steps to improve diversity and support strategies for underrepresented groups.

摘要： Retention in computer science programs has been, and continues to be, a critical issue for most higher education institutions. With the coming of the so-called demographic cliff in the next few years, retention improvement is seen as vital to the long-term health of the institutions and their programs. Most computer science departments have been working on retention issues for many years and have had mixed results. At our university, a mid-sized regional university, historically the loss rate of students after taking the first programming course (typically called CS1) has ranged from a third to nearly 50%. Initiatives to improve student persistence have been many including changes in content delivery, having more widely available and free tutoring, instituting peer mentoring programs and embedding student supplemental instructors into the course sections. At times the retention rate has improved but reversion to the mean soon followed. Because of this, the computer science department created a new course, CS0, over a decade ago with the goal being to help prepare students to be successful in CS1. The course would provide a gentle introduction to basic programming concepts using a less complex programming language than what is used in CS1. The course would focus on problem solving and algorithm creation that would use real-world examples in hopes of sparking student interest and increasing their engagement. Sufficient time has now passed to allow for collection of years of data that can be used to make judgments on the success and shortcomings of this initiative. Fourteen years of results are analyzed to help determine the effectiveness of adding this new course in improving performance in CS1 and in increasing retention. Additionally, the allocation of departmental resources is discussed and used to consider the overall effectiveness of having added this course to the curriculum.

摘要： The domain of computer science (CS) education has seen many inclusions, exclusions, and transformations over the past decades. CS education has come a long way from its initial goal of offering training in core technology development including software programming in the commonly used software and hardware development to build better and faster computers. There was a point in time when CS education involved perspectives of computational learning, commensurate with the thinking that software and hardware could be used to solve problems in multiple knowledge domains (such as in library science). When faced with low enrollment and interest of women and minorities in CS education, there was an impetus on encouraging diversity in CS education, leading to diversity-inclusive CS instruction.

关键词： 大数据   人工智能   计算机科学与技术   专业转型   教育改革  

摘要： 随着大数据和人工智能技术的迅猛发展,计算机科学与技术专业正面临着前所未有的转型机遇与挑战。该文探讨这一背景下专业教育的转型策略与发展路径。首先,概述了大数据与人工智能技术的发展历程及其对现代社会的深远影响。其次,分析了计算机科学与技术专业在传统教育模式下所面临的局限性。并在此基础上,提出了一系列转型策略,包括课程设置的改革、教学方法的创新和加强实践教学,以适应新时代对计算机专业人才的要求。最后,探讨了教育模式和教学方法的变革,如翻转课堂、跨学科教育模式,这些变革对于提高教育质量和培养学生创新能力具有重要意义。

关键词： 校企合作   创新能力   实践应用能力   岗课赛证   双师型”教师  

摘要： 本研究利用鸿蒙开发者创新中心平台,深化校企合作与产教融合,采用“产、学、研、创、认证”五位一体模式,旨在增强高职计算机专业学生的创新能力和教师的实践应用能力。本研究围绕鸿蒙中心,构建了教育体系,实施了有针对性的教学活动和项目实践。结果显示,学生创新能力显著增强,并掌握了最新技术,展现出较强的创新思维和问题解决能力;教师实践能力增强,加深了对行业动态的理解,提高了技术研发和项目管理能力。本研究探索了一条有效的产教融合路径,对提高高职计算机专业人才培养质量具有重要意义。

摘要： This study investigates the efficacy of competency-based education (CBE) compared to traditional assessment methods in promoting student progress within the CS 1310 Foundations of Computer Science course, which focuses on discrete mathematics, at Western Michigan University. While traditional tools typically rely on standardized tests, grades, and fixed timelines, CBE prioritizes skill mastery and individualized learning pace. Through an analysis of student outcomes, this research demonstrates that CBE yields excellent advancement for students in this specific course. The findings illuminate the effectiveness of CBE in supporting deeper learning and skill acquisition within the context of computer science education at Western Michigan University.

关键词： 课程思政   思政教育   计算机科学概论  

摘要： 高校的思政教育是培养德才兼备人才的重要基础,如何在计算机科学概论课程中融入课程思政成为当务之急。本文以广东培正学院数据科学与计算机学院为例,在教学目标和教学内容中导入相关思政元素,旨在传授专业知识的同时,通过隐性的课程思政教育潜移默化地对学生起到正向的引导作用,培养学生严谨治学、科技报国、创新实践的精神,为相关专业课程思政教学提供参考。

关键词： 计算机专业   课程群   课程思政   专业建设   人才培养方案  

摘要： 在现代高校教育体系中,课程思政是教学活动中不可或缺的一环,在教学中融入思政元素有利于促进学生全面发展。为了用好课堂教学这个主渠道,使各类课程与思想政治理论课同向同行,形成协同效应,立足于计算机科学与技术专业,对其课程按群进行合理柔性的划分,从人才培养方案、理论教学、实践教学、课程群四个层次融入思政元素,利用工程教育认证理念,依托CG课程一体化实验平台,有效消除“思政孤岛”,提升计算机科学与技术专业课程的教学质量,最终实现计算机各类课程与思想政治理论课的相互促进,形成可推广、可示范的协同育人新模式。

关键词： Child–Computer Interaction   Teaching   Higher education  

摘要： This paper elaborates on a series of Child–Computer Interaction courses conducted at three universities in Germany. It emphasizes the integration of hands-on activities and a significant project development component, allowing students to practically apply and enhance their CCI knowledge. The article details the course structure, students’ engagement, and the evolution of content, underlining the importance of experiential learning in CCI education. Additionally, it offers reflections on the outcomes and lessons learned, serving as a resource for university lecturers looking to incorporate similar courses in their curriculum.