ro essiona ou s an ssues From Awareness to Responsible Action (Part 1): Defining Learning Objectives and Necessary Skills C. Dianne Martin EECS Department The George Washington University Washington, DC 20052 diannem@sead.gwu.edu http://www.seas.gwu.edu/faculty/diannem/ " computer science education should not drive a wedge between the social and the technical" [5, p. 69]." All aspects of the work of the ImpactCS Project rest upon theoretical constructs and empirical evidence, and each subsequent report built upon the foundation of the previous report(s). In this column, I will focus on the recommendations of the second ImpactCS report, but to provide context, a brief description of the purpose of each report follows: 1) The first report provides a formal, theoretical framework as the foundation for a tenth subject area in computer science. [7,15] The framework used to define the core content presented in the first report was derived from applied ethics and social analysis theories. 2) The second report instantiates the theoretical framework from the first report by articulating the essential core of knowledge in this new area with the same rigor and formalism used to define the other nine subject areas through knowledge units and learning objectives. [8, 15] The knowledge units,
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From awareness to responsible action (part 1): defining learning objectives and necessary skills
Martin, C. Dianne
Follow ACM SIGCSE Bulletin
, Volume 31 (2)
Association for Computing Machinery – Jun 1, 1999
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