Thinking about our teaching

ABSTRACT

During a recent semester, our department faculty had several discussions concerning our disappointment with our students' quality of work. Obviously, we agreed, this cohort of students was not working hard enough. Those of us teaching senior-level courses somewhat politely suggested that the rest of us teaching introductory courses just weren't making those courses challenging enough. Come to think of it, this type of discussion seems to occur every semester --- some time between midterm and exams.

REFERENCES

• 1: Klionsky, D. J. "Why the Scientific Methods Matters: A Cautionary Tale," The Teaching Professor, Volume 17, Number 9, November 2003, page 4, available at www.teachingprofessor.com
• 2: Raymond Lister , John Leaney, Introductory programming, criterion-referencing, and bloom, Proceedings of the 34th SIGCSE technical symposium on Computer science education, February 19-23, 2003, Reno, Navada, USA
• 3: Bloom, B. S. (editor). Taxonomy of Educational Objectives: Handbook 1: Cognitive Domain, Longmans, Green and Company, 1956.
• 4: Scott, T. "Bloom's Taxonomy Applied to Testing in Computer Science Classes," in Proceedings of the Twelfth Annual CCSC Rocky Mountain Conference, J. G. Meineke (editor), Silver City, New Mexico, October 17--18, 2003, pp. 267--274.
• 5: Anderson, L. W. and K. R. Krathwohl (editors). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Addison Wesley Longman, 2001.