Computer science principles: analysis of a proposed advanced placement course

  • Authors:

  • Andrea Arpaci-Dusseau;Owen Astrachan;Dwight Barnett;Matthew Bauer;Marilyn Carrell;Rebecca Dovi;Baker Franke;Christina Gardner;Jeff Gray;Jean Griffin;Richard Kick;Andy Kuemmel;Ralph Morelli;Deepa Muralidhar;R Brook Osborne;Chinma Uche

  • Affiliations:

  • University of Wisconsin, Madison, Madison, WI, USA;Duke University, Durham, NC, USA;Virginia Tech, Blacksburg, VA, USA;Illinois Institute of Technology, Chicago, IL, USA;Springdale High School, Springdale, AR, USA;Patrick Henry High School, Ashland, VA, USA;Chicago Lab High School, Chicago, IL, USA;Georgia Tech, Atlanta, GA, USA;University of Alabama, Tuscaloosa, AL, USA;University of Pennsylvania, Philadelphia, PA, USA;Newbury Park High School, Thousand Oaks, CA, USA;West High School, Madison, WI, USA;Trinity College, Hartford, CT, USA;North Gwinnett High School, Gwinnett, GA, USA;Duke University, Durham, NC, USA;GHAMAS, Hartford, CT, USA

  • Venue:
  • Proceeding of the 44th ACM technical symposium on Computer science education
  • Year:
  • 2013

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Abstract

In this paper we analyze the CS Principles project, a proposed Advanced Placement course, by focusing on the second pilot that took place in 2011-2012. In a previous publication the first pilot of the course was explained, but not in a context related to relevant educational research and philosophy. In this paper we analyze the content and the pedagogical approaches used in the second pilot of the project. We include information about the third pilot being conducted in 2012-2013 and the portfolio exam that is part of that pilot. Both the second and third pilots provide evidence that the CS Principles course is succeeding in changing how computer science is taught and to whom it is taught.