Teaching computing : a practitioner's perspective

Content: Cover
 Half Title
 Title
 Copyright
 Dedication
 Contents
 Preface
 Part I Introduction
 Part II Curricular Development
 Chapter 1 Eight principles of an undergraduate curriculum
 Chapter 2 Prerequisites: Shaping the computing curriculum
 Chapter 3 When is a computing curriculum bloated?
 Chapter 4 Hill­climbing with curricula and courses
 Chapter 5 Developing a useful curricular map
 Chapter 6 Selected/Annotated references for curricular development
 Part III Courses and the Computing Curricula in Context
 Chapter 7 An historical view of computing curricula Chapter 8 Connecting computer science with other disciplines and the wider communityChapter 9 The role of programming in introductory computing courses
 Chapter 10 Motivating students and working with gifted students
 Chapter 11 Capstone­, research­, and project­experiences
 Chapter 12 Selected/Annotated references for courses and curricula in context
 Part IV Curricular Issues
 Chapter 13 Staying connected with the big picture
 Chapter 14 Balancing the forest and the trees in courses
 Chapter 15 Guided reading and seminar issues Chapter 16 Writing with the computer science curriculumChapter 17 College courses of varying credit
 Part V Computing and Mathematics
 Chapter 18 Mathematics and computing topics in the classroom
 Chapter 19 An opportunity for computing­mathematics dialog
 Chapter 20 Beyond the cliche: mathematical fluency in the computing curriculum
 Chapter 21 Why a required course on theory?
 Chapter 22 Some strategies when teaching theory courses
 Chapter 23 Lessons from the CUPM
 Chapter 24 Selected/Annotated references for relationship between computing and mathematics Part VI In the Classroom: Basics, Lab-based, Active Learning, Flipped ClassroomsChapter 25 Basic do\'s and don\'ts in the classroom: General environment and course suggestions
 Chapter 26 Basic do\'s and don\'ts in the classroom: Combating bias, making presentations, and developing slides
 Chapter 27 Lab layouts for individual and collaborative class sessions
 Chapter 28 Lab­based courses with the 3 c\'s: content, collaboration, and communication
 Chapter 29 Active learning and/or flipped classrooms Chapter 30 Combining technical depth, social/ethical issues, and active student involvementChapter 31 Selected/annotated references for course formats
 Part VII Preparing a Course
 Chapter 32 Planning and organizing a course for the first time
 Chapter 33 Course planning: the day­to­day schedule
 Chapter 34 Utilizing student class preparation to promote active learning
 Chapter 35 What should be in a syllabus?
 Chapter 36 The role of textbooks and multimedia
 Chapter 37 Course development utilizing student­faculty collaboration