The Disciplinary Commons for Computing Educators (DCCE) in Georgia is a new project funded by the NSF CISE Pathway to Revitalized Undergraduate Computing Education (CPATH) Community Building track. The DCCE is aimed at developing a statewide community of computing educators, who hold common interests in computing education and goals of making innovations in computing education.
We invite college or university instructors who teach introductory computer science, along with high school computer science teachers, especially Computer Science Advanced Placement (CS-AP) teachers to participate in the DCCE for a period of one year. During this year, teachers will discuss their own teaching practice through monthly meetings and an on-line forum, undertake peer observation and peer review, investigate their own classroom practice by collecting and analyzing data to answer a question of concern to them, or document their classroom teaching through shared production of course portfolios.
DCCE 2010 (the Third DCCE)
In DCCE 2010 , participants will have the opportunity to talk with one another and to work together to document, review and reflect on your own classroom teaching through the shared production of course portfolios. Participants will also work on developing best teaching practices for specific computing concepts. We will also invite college computing faculty to join with us for two meetings to enhance communication between these two levels of teachers.
The course portfolio, well known as a method for advancing teaching practice and improving student learning, is a set of documents that "focuses on the unfolding of a single course, from conception to results" (Hutchings, 1998). Course portfolios typically include a course's learning objectives, its contents and structure, a rationale for how this course design meets its objectives, and the course's role in a larger degree program. Importantly, the portfolio also includes evaluations of student work throughout the term, indicating the extent to which students are meeting course objectives and the type and quantity of feedback they are receiving. Each participant in the project will construct a course portfolio for a course that they teach.
We are expecting results to include a peer-reviewed course portfolio from each teacher, enhanced understanding of how high school and undergraduate computing education can work together, and ultimately better teaching and improved student learning.
We will meet Saturdays (every 4-6 weeks) on the Southern Polytechnic State University (SPSU) campus, starting in Sept 25, 2010 .