1. Recruit students
   • Current activities modest, underfunded
   • SIGCSE and other groups have interests in this area, but
     • very limited resources (time, money)
     • volunteers largely not coordinated)
2. Identify what to teach (curricula)
3. Determine appropriate pedagogy
   • Ideas not known by many faculty at many research-oriented universities
   • College/university faculty have little formal training in teaching
   • Periodically, a faculty member "discovers" teaching insights that others have researched, known, and implemented for years
4. Obtain/develop materials/resources (textbooks, labs, equipment, assignments, etc.)
5. Hone teaching skills
   • Conferences attended by few tenured/tenure-track faculty from research-oriented schools
6. Retain students
   • When retention low, need implementation of solid/known techniques
   • Many good models to choose from, but schools/faculty must pay attention

• Splinterization of computing community
  Spotty communication among groups
• Assumptions that experts in one field or for one level have insights for other fields or at other levels
  • Nature of high school or elementary school students different from college or graduate students
  • Comments of "what can be taught" different from "what should be taught"
  • Confusion regarding whether or not undergraduate education is a "professional degree"
• Possibilities for hiring at undergraduate colleges rather different than for research-oriented universities with Ph.D. programs.
• CRA's role
  • If educational activities not embraced by research-oriented universities and count little for tenure, can CRA be a credible agent for computing education?
  • CRA has image of research and graduate preparation, so it is well positioned to work on public image of computing.

1. Resources, particularly funding
2. Focus on public relations
3. Coordination; bringing groups together rather than splintering the community further
4. Sense of legitimacy/support/interest throughout the research community

created 3 January 2007 last revised 4 January 2007

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