Maintaining course material, such as assignments and lecture notes, in a learning management system (LMS) differs significantly from modern software development practices. For example, there may be limited support for version control, automation, and monitoring (e.g., identifying broken links to third-party content) although various LMSs may provide aspects of this functionality. It is possible, though, to use software development tools to manage course material without abandoning an institution’s LMS. This work describes the use of GitHub Pages for a course website and provides a template for other faculty to use. Although such a website cannot replicate every feature of an LMS, it offers an alternative for computing faculty who want to integrate educational and professional practices and facilitates greater collaboration on course material.
This report examines the introduction of an AI-usage policy within a Software Engineering course, aiming to overcome the challenges of incorporating generative AI (genAI) tools in academic settings. As the debate around the impact of technologies like ChatGPT in education continues, this policy represents a proactive stance, addressing both the opportunities and risks associated with AI tool usage. With N=86 students, this course implemented a policy that promotes responsible AI use through guidelines and an "AI-usage disclosure" form for coursework submissions. This approach sought to improve AI literacy, ensure academic integrity, and mitigate potential academic misconduct cases. Despite challenges, including adherence to AI disclosures and the evolving definition of AI tools, the policy promoted a more inclusive learning environment and encouraged a deeper understanding of AI’s role and limitations in computer science education. The findings highlight the need for ongoing policy revisions to adapt to technological advancements, emphasizing the pilot as an essential step towards integrating AI responsibly in educational contexts.
This paper investigates gender disparity in the computer science (CS) program at the University of British Columbia Okanagan (UBC-O). Despite the national average of about 30% for women in CS programs, UBC-O shows a more severe gender imbalance (about 19%). Analyzing the experiences of CS students at UBC-O revealed that women in the program exhibit lower academic and career self-efficacy, resulting in a lower desire to pursue a career in CS. This occurs despite women having similar or higher academic standing compared to their male counterparts. These findings emphasize the need to invest further efforts to counteract the challenges faced by the women in their CS programs. This study contributes insights to create more inclusive and supportive environments, aiming to increase gender representation in CS programs not only at UBC-O but across other institutions facing similar challenges.
This nifty assignment requires students to construct a Recycling Items Sorting System using Java, focusing on object-oriented design, abstract data types (ADTs), and sorting algorithms to classify recyclables by type and properties. Targeted at intermediate students in a rigorous Object-Oriented Design course, the project emphasizes practical Java application, software design, and problem-solving skills. Provided in the fifth week of a sixteen-week program for postgraduates transitioning to tech, the task challenges students with ADTs, sorting algorithms, and unit testing. Interactive recitation sessions support learning, with an auto-grader on Gradescope facilitating immediate feedback and improvement.
This paper presents the pioneering implementation of a fully work-integrate learning (WIL) approach in Computing Science Education in Canada. This innovative approach aims to enhance inclusivity and diversity in computing education, inspired from successful WIL programs offered within the United Kingdom (UK). This paper offers a concise overview of the program’s development at York University, including its strategies for industry partnership, curriculum design, and mode of delivery. Overall, this work contributes to the advancement of educational practices in computing sciences and serves as a proposal for further implementation of WIL models in other university degree programs across Canada.
