Distinguished Lecture - Meeting Everyone's Need for Computing

Location: 2150 Torgersen Hall
Date: Friday, December 3, 2010
Time: 11:15am-12:30pm
This talk is open to the general public.

A Meet-the-Speaker session will be held 4:00pm-5:30pm in McBryde 106

Video: video

Low Bandwidth Video: video

Slides: PPT

Mark Guzdial
Georgia Tech

Abstract:
While interest in computer science degrees has declined, interest in computer science continues to grow across campus. Some estimates suggest that by 2012 there will be some 13 million end-user programmers in the United States, compared to an estimated 3 million professional software developers. In this talk, I argue for more attention to that much greater number, for having an impact by making more successful the non-professional who uses computer science. I will present historical evidence that our field has had a goal of teaching the non-professionals about computer science for over 40 years, and recent evidence that end-user programmers want what we have to offer, and that we need to develop new kinds of classes and new kinds of approaches to teaching CS to meet their needs. I will present methods for teaching computing that have improved success rates for non-computing majors (while still including programming), such as contextualized computing education.

Bio:
Mark Guzdial is a Professor in the School of Interactive Computing in the College of Computing at Georgia Institute of Technology. His research focuses on learning sciences and technology, specifically, computing education research. He has published several books on the use of media as a context for learning computing. He was the original developer of the "Swiki" which was the first wiki designed for educational use. He received the Ph.D. degree in Education and Computer Science from the University of Michigan in 1993. He serves on the both ACM's Education Board and the Special Interest Group in CS Education (SIGCSE) Board, and is on the editorial boards of the "Journal of the Learning Sciences," "ACM Transactions on Computing Education," and "Communications of the ACM."