CS2013-final-report

provide for assessing the effectiveness of how students learn has the potential to transform the
teaching of computer science itself.
While we appreciate the value of scaling course availability, we also note that there are important
aspects of education that are not concerned with course content or the transmission of
information, e.g., pedagogy, scaffolding learning. Then again, while MOOCs are a powerful
medium for content delivery, we note that it is important to make sure that characteristics of CS
graduates are still developed.
References
[1] Auletta, K. April 30, 2012. “Get Rich U.”, The New Yorker.
[2] Curtis, K. Computer manpower: Is there a crisis National Science Foundation, 1982.
[3] Microsoft Corporation. A National Talent Strategy: Ideas for Securing U.S.
Competitiveness and Economic Growth. 2012
[4] Reges, S., McGrory, J., and Smith, J. “The effective use of undergraduates to staff large
introductory CS courses,” Proceedings of the Nineteenth SIGCSE Technical Symposium
on Computer Science Education, Atlanta, Georgia, February 1988.
[5] Roberts, E., “Meeting the challenges of rising enrollments,” ACM Inroads, September
2011.
[6] Roberts, E., Lilly, J., and Rollins, B. “Using undergraduates as teaching assistants in
introductory programming courses: an update on the Stanford experience,” Proceedings
of the Twenty-sixth SIGCSE Technical Symposium on Computer Science Education,
Nashville, Tennessee, March 1995.
[7] Wolfman, S., Astrachan, O., Clancy, M., Eiselt, K., Forbes, J., Franklin, D., Kay, D.,
Scott, M., and Wayne, K. "Teaching-Oriented Faculty at Research Universities."
Communications of the ACM. November 2011, v. 54 (11), pp. 35-37.
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