Communications of the ACM - Special issue on information filtering
Object-oriented concept mapping using UML class diagrams
Journal of Computing Sciences in Colleges
Research challenges in embedded and hybrid systems
ACM SIGBED Review
Putting threshold concepts into context in computer science education
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
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Our experience in designing and teaching a cross-disciplinary freshman design class has led us to believe that students entering design fields (e.g., computer science or engineering) are saddled with naïve or (mis)conceptions about design and design activity. It is our belief that for students to become effective designers, they must be helped to recognize and overcome these misconceptions through appropriate educational interventions. To better understand the nature and substance of these misconceptions, we conducted a descriptive survey study of 290 freshman in a technological institute. Our findings begin to suggest a consistent profile of misconceptions across declared majors that start to explain observations we have made of naïve designers in our freshman design class. This paper reports on those findings.