Framing Statement - University of Washington



Framing Statement and Gratitudes

This is a personal growth portfolio. Its casual presentation and breezy writing is the result of a year long study on how one teaches a particular course. As I’ve worked over many weekends and late afternoons, I have come to understand that what I need both professionally and personally is to maintain my love of teaching and learning. The intention of this portfolio project is to renew and refresh my perspectives on teaching introductory computer science, and to fully enjoy the benefits of collaborative work.

The portfolio that follows focuses on an introductory computer programming course required for both computer science majors and electrical engineering majors planning on attending the University of Washington. I have taught computer programming for the past several years at Green River Community College, but, because of a change in programming language at the University of Washington in Seattle, we have added a new section of computer programming in Java. Pre-engineering students may also take this course, but usually take the C++ course, which is taught procedurally.

Why did I select this particular course for the course portfolio?

Just in terms of teaching and learning, this course is the most difficult for me. Our previous programming courses have been in procedural languages, specifically C, but the introduction of an object-oriented language has me struggling. Teaching the course for only 10 weeks is one constraint. In addition, object-oriented language is more conceptual and consequently harder for beginning students to grasp. The only prerequisite for this course is pre-calculus. Next year I am going to try having a prerequisite of a quarter of procedural language.

What questions do I hope to answer with this course portfolio?

• How well do the course assignments and exams match with the course objectives? Are the goals compatible with the assessments?

• How can my teaching methods be improved to increase student learning?

• Can I find a balance between students wanting more formulaic homework assignments and my belief that struggling through the unknown is an essential part of learning how to program?

• Do the parts of this course mesh into a clear set of experiences?

• What/how/why will I analyze student work?

• What are my reflections on teaching classes early or teaching classes late?

• What do I want to disclose with this course portfolio?

• How would I teach the course differently next time?

• How has this course evolved? How is this course evolving?

• How does this course fit in with the student’s overall learning experience in engineering or computer science? How does it fit into the student’s overall curriculum?

• What can I share that will help future instructors teach this course?

• What can I learn from respected computer science teaching peers about teaching philosophy, teaching methods, teaching tips, or shared struggles?

• What does “the scholarship of teaching” mean to me?

• Is there a governing question (overall question that the course addresses)?

What is the intended audience for this course portfolio? Who will read this portfolio and why?

This portfolio has been adapted to the following audience.

• Math/Physics/Engineering/Computer Science colleagues at Green River.

o I would like to share with them what a course portfolio can look like, if they are interested in the scholarship of teaching.

o It could be a starting point for discussions on how to increase student learning

o It could be an illustration of how students in this class are learning.

• Adjunct computer science/engineering faculty beginning to teach this course.

o It can be very helpful to have a template when teaching a course for the first time. Perhaps this course portfolio can be a teaching aid for a new instructor.

• The Disciplinary Commons group of computer science instructors with whom I am engaging in this year long project.

Gratitudes

Thanks to Laurie Murphy for her incredible encouragement and support as my peer review partner. I’ve learned so much from her teaching and her suggestions for my teaching.

Thanks to Brad Richards for introducing me to the concept of “appreciating beautiful code” as a worthy course objective, and for often bringing up unique and valuable points to question.

Thanks to Josh Tenenberg for his overall commitment to genuine scholarship, his love of and use of precise language, and his general warmth and support of this Commons group. He would laugh out loud at being considered a cheerleader!

Thanks for Richard for being such a terrific colleague before and throughout this portfolio experience. Thanks also for your reading of the portfolio draft. We have been good listeners together.

Thanks to Phyllis, Donald, Michael, John, Jeff, and Ravi for the spirit of enterprise and openness we have shared this year with one another.

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