Contrasting CS student and academic perspectives and experiences of student engagement

Michael Morgan; Matthew Butler; Jane Sinclair; Christabel Gonsalvez; Neena Thota

doi:10.1145/3197091.3205839

Contrasting CS student and academic perspectives and experiences of student engagement

Michael Morgan, Matthew Butler, Jane Sinclair, Christabel Gonsalvez, Neena Thota

Department of Human Centred Computing

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review

1 Citation (Scopus)

Abstract

The performance of Computer Science (CS) on a range of international student engagement benchmarks, including the North American National Survey of Student Engagement (NSSE) in the USA and Canada, Student Experience Survey (SES) in Australia, and the Student Engagement Survey (SES) in the UK, has generally been poor over a number of years and unfortunately shows little sign of improvement. In this ITiCSE Working Group we propose to carry out an in-depth analysis of student perspectives and experiences regarding student engagement in their CS courses and to contrast these with the perspectives and experiences of CS academics. We hope this will allow us to better understand the alignment between CS student and CS academic perspectives on student engagement and obtain insight into possible reasons for the reported poor engagement performance.

Original language	English
Title of host publication	ITiCSE’18 - Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education
Subtitle of host publication	July 2–4, 2018 Larnaca, Cyprus
Editors	Irene Polycarpou, Janet C. Read, Panayiotis Andreou, Michal Armoni
Place of Publication	New York NY USA
Publisher	Association for Computing Machinery (ACM)
Pages	338-339
Number of pages	2
ISBN (Electronic)	9781450357074
DOIs	https://doi.org/10.1145/3197091.3205839
Publication status	Published - 2018
Event	Annual Conference on Innovation and Technology in Computer Science Education 2018 - Larnaca, Cyprus Duration: 2 Jul 2018 → 4 Jul 2018 Conference number: 23rd https://iticse.acm.org/ITiCSE2018/ https://dl.acm.org/doi/proceedings/10.1145/3197091 (Proceedings)

Conference

Conference	Annual Conference on Innovation and Technology in Computer Science Education 2018
Abbreviated title	ITiCSE 2018
Country	Cyprus
City	Larnaca
Period	2/07/18 → 4/07/18
Internet address	https://iticse.acm.org/ITiCSE2018/ https://dl.acm.org/doi/proceedings/10.1145/3197091 (Proceedings)

Keywords

Computer Science
International Benchmarks
Student Engagement

Access to Document

10.1145/3197091.3205839

253300618-oaFinal published version, 404 KB

Link to publication in Scopus

Cite this

Morgan, M., Butler, M., Sinclair, J., Gonsalvez, C., & Thota, N. (2018). Contrasting CS student and academic perspectives and experiences of student engagement. In I. Polycarpou, J. C. Read, P. Andreou, & M. Armoni (Eds.), ITiCSE’18 - Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: July 2–4, 2018 Larnaca, Cyprus (pp. 338-339). Association for Computing Machinery (ACM). https://doi.org/10.1145/3197091.3205839

Morgan, Michael ; Butler, Matthew ; Sinclair, Jane ; Gonsalvez, Christabel ; Thota, Neena. / Contrasting CS student and academic perspectives and experiences of student engagement. ITiCSE’18 - Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: July 2–4, 2018 Larnaca, Cyprus. editor / Irene Polycarpou ; Janet C. Read ; Panayiotis Andreou ; Michal Armoni. New York NY USA : Association for Computing Machinery (ACM), 2018. pp. 338-339

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abstract = "The performance of Computer Science (CS) on a range of international student engagement benchmarks, including the North American National Survey of Student Engagement (NSSE) in the USA and Canada, Student Experience Survey (SES) in Australia, and the Student Engagement Survey (SES) in the UK, has generally been poor over a number of years and unfortunately shows little sign of improvement. In this ITiCSE Working Group we propose to carry out an in-depth analysis of student perspectives and experiences regarding student engagement in their CS courses and to contrast these with the perspectives and experiences of CS academics. We hope this will allow us to better understand the alignment between CS student and CS academic perspectives on student engagement and obtain insight into possible reasons for the reported poor engagement performance.",

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Morgan, M, Butler, M, Sinclair, J, Gonsalvez, C & Thota, N 2018, Contrasting CS student and academic perspectives and experiences of student engagement. in I Polycarpou, J C. Read, P Andreou & M Armoni (eds), ITiCSE’18 - Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: July 2–4, 2018 Larnaca, Cyprus. Association for Computing Machinery (ACM), New York NY USA, pp. 338-339, Annual Conference on Innovation and Technology in Computer Science Education 2018, Larnaca, Cyprus, 2/07/18. https://doi.org/10.1145/3197091.3205839

Contrasting CS student and academic perspectives and experiences of student engagement. / Morgan, Michael; Butler, Matthew; Sinclair, Jane; Gonsalvez, Christabel; Thota, Neena.

ITiCSE’18 - Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: July 2–4, 2018 Larnaca, Cyprus. ed. / Irene Polycarpou; Janet C. Read; Panayiotis Andreou; Michal Armoni. New York NY USA : Association for Computing Machinery (ACM), 2018. p. 338-339.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review

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Morgan M, Butler M, Sinclair J, Gonsalvez C, Thota N. Contrasting CS student and academic perspectives and experiences of student engagement. In Polycarpou I, C. Read J, Andreou P, Armoni M, editors, ITiCSE’18 - Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education: July 2–4, 2018 Larnaca, Cyprus. New York NY USA: Association for Computing Machinery (ACM). 2018. p. 338-339 https://doi.org/10.1145/3197091.3205839