Special Issues
Call for Submissions: Student-Centric Pedagogies: Alternatives to Lecture
There is significant evidence that student-centric pedagogies are more effective than traditional lecture and have benefits including improved student performance, increased attendance, and better retention in the major. These pedagogies involve active student engagement within the classroom on such things as solving problems, answering questions, generating designs, and modeling. Student-centric pedagogies might involve students acting alone, in small groups, or collaborating as a class.
Calls for faculty to adopt these approaches have been widespread but their impact remains limited in computer science. However, empirical evidence has been reported in other disciplines: biology faculty report the value of problem-based learning IPBL), studio-based learning is used in architecture and the arts, collaborative learning is promoted in introductory engineering design courses, physics faculty pioneered the use of peer instruction supported by clickers, and Process-Oriented Guided-Inquiry (POGIL) is often used in introductory chemistry to replace lecture.
Some of these approaches have been attempted by computing faculty but few results have been reported in the literature. We are looking for papers describing empirical evidence that these approaches, or other alternatives to lecture, have been successfully implemented in the computer science classroom.
A preliminary one-page abstract of the paper is due March 15, 2012. Feedback will be provided to authors by April 1st regarding relevance of the paper with respect to the Special Issue. Full papers submissions are due July 1, 2012 with publication expected in 2013.
Submissions must be done via Manuscript Central (http://mc.manuscriptcentral.com/toce). In the cover letter, indicate that the paper is for the Special Issue on Pedagogy. See the TOCE review criteria at see http://toce.acm.org/authors.html).
Guest editors
Scott Grissom, Grand Valley State University, grissom@gvsu.edu Beth Simon, University of California San Diego, bsimon@cs.ucsd.edu