After the gold rush: toward sustainable scholarship in computing

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dc.contributor.author Lister, RF
dc.contributor.editor Simon
dc.contributor.editor Hamilton, M
dc.date.accessioned 2010-07-13T08:50:14Z
dc.date.issued 2008-01
dc.identifier.citation Tenth Australasian Computing Education Conference, 2008, pp. 3 - 18
dc.identifier.isbn 978-1-920682-59-0
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/12635
dc.description.abstract Abstract: In just thirty years, we have gone from punched cards to Second Life. But, as the American National Science Foundation (NSF) recently noted, âundergraduate computing education today often looks much as it did several decades agoâ (NSF, 2006). Consequently, todayâs âNintendo Generationâ have voted with their feet. We bore them. The contrast between the changes wrought via computer research over the last 30 years, and the failure of computing education to adapt to those changes, is because computing academics lead a double life. In our research lives we see ourselves as part of a community that reaches beyond our own university. We read literature, we attend conferences, we publish, and the cycle repeats, with community members building upon each otherâs work. But in our teaching lives we rarely discuss teaching beyond our own university, we are not guided by any teaching literature; instead we simply follow our instincts. Academics in computing, or in any other discipline, can approach their teaching as research into how novices become experts. Several recent multi-institutional research collaborations have studied the development of novice programmers. This paper describes some of the results from those collaborations. The separation of our teaching and research lives diminishes not just our teaching but also our research. The modern practice of stripping away all âdistractionsâ to maximize research output is like the practice of stripping away rainforest to grow beef â both practices appear to work, for a little while, but not indefinitely. Twenty-first century academia needs to bring teaching and research together, to form a scholarship of computing that is an integrated, sustainable, ecological whole.
dc.publisher Australian Computer Society
dc.title After the gold rush: toward sustainable scholarship in computing
dc.type Conference Proceeding
dc.parent Tenth Australasian Computing Education Conference
dc.journal.number en_US
dc.publocation Australia en_US
dc.identifier.startpage 3 en_US
dc.identifier.endpage 18 en_US
dc.cauo.name HCTD Research Strength Core en_US
dc.conference Verified OK en_US
dc.conference Australasian Computing Education Conference
dc.for 089999 Information and Computing Sciences Not Elsewhere Classified
dc.personcode 010292
dc.percentage 100 en_US
dc.classification.name Information and Computing Sciences not elsewhere classified en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom Australasian Computing Education Conference en_US
dc.date.activity 20080122 en_US
dc.date.activity 2008-01-22
dc.location.activity Wollongong, Australia en_US
dc.description.keywords discipline-based education research, scholarship of teaching and learning, action research. en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group /University of Technology Sydney/Faculty of Engineering and Information Technology/School of Software
pubs.organisational-group /University of Technology Sydney/Strength - Human Centred Technology Design
utslib.copyright.status Open Access
utslib.copyright.date 2015-04-15 12:23:47.074767+10
utslib.collection.history General (ID: 2)
utslib.collection.history School of Software (ID: 337)


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