Making coding meaningful: university students’ perceptions of bootcamp pedagogies

References

• Amaro, J. P., Barreiros, J., Coutinho, F., Durães, J., Santos, F., Alves, A., Silva, M., & Cunha, J. (2020). Challenges and solutions from an embedded programming bootcamp. OpenAccess Series in Informatics, 81(2), 1–2. https://doi.org/10.4230/OASIcs.ICPEC.2020.2
   Google Scholar
• Baker-doyle, K. J. (2018). I, Pseudocoder : Reflections of a literacy teacher-educator on teaching coding as critical literacy. Contemporary Issues in Technology and Teacher Education, 18(2), 255–270 https://citejournal.org/volume-18/issue-2-18/english-language-arts/i-pseudocoder-reflections-of-a-literacy-teacher-educator-on-teaching-coding-as-critical-literacy/.
   Google Scholar
• Barr, V. (2012). Create two, three, many courses: An experiment in contextualised introductory computer science. Journal of Computing Science in Colleges, 27(6), 19–25 https://dl.acm.org/doi/abs/10.5555/2184451.2184458.
   Google Scholar
• Barr, V. (2016). Disciplinary thinking, computational doing: Promoting interdisciplinary computing while transforming computer science enrollments. ACM Inroads, 7(2), 48–57. https://doi.org/10.1145/2891414
   Google Scholar
• Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
   Google Scholar
• Buitrago Flórez, F., Casallas, R., Hernández, M., Reyes, A., Restrepo, S., & Danies, G. (2017). Changing a generation’s way of thinking: Teaching computational thinking through programming. Review of Educational Research, 87(4), 834–860. https://doi.org/10.3102/0034654317710096
   Web of Science ®Google Scholar
• Burke, Q., Bailey, C., Lyon, L. A., & Green, E. (2018). Understanding the software development industry’s perspective on coding boot camps versus traditional 4-year colleges. SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education, 2018, January, 503–514. https://doi.org/10.1145/3159450.3159485
   Google Scholar
• Burke, Q., & Bailey, C. S. (2020). Becoming an “adaptive” expert. Communications of the ACM, 63(9), 56–64. https://doi.org/10.1891/9780826173157.0007
   Web of Science ®Google Scholar
• Burke, Q., O’Byrne, W. I., & Kafai, Y. B. (2016). Computational participation. Journal of Adolescent & Adult Literacy, 59(4), 371–375. https://doi.org/10.1002/jaal.496
   Web of Science ®Google Scholar
• Camp, T., Adrion, W. R., Bizot, B., Davidson, S., Hall, M., Hambrusch, S., Walker, E., & Zweben, S. (2017). Generation CS: The challenges of and responses to the enrollment surge. ACM Inroads, 8(4), 59–65. https://doi.org/10.1145/3141773
   Google Scholar
• Carter, L. (2011). Ideas for adding soft skills education to service learning and capstone courses for computer science students. SIGCSE’11 - Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 517–521. https://doi.org/10.1145/1953163.1953312
   Google Scholar
• Chilana, P. K., Alcock, C., Dembla, S., Ho, A., Hurst, A., Armstrong, B., & Guo, P. J. (2015). Perceptions of Non-CS Majors in Intro Programming: The Rise of the Conversational Programmer. IEEE Computer Society 251–259. https://ieeexplore.ieee.org/document/7357224
   Google Scholar
• Chowdhury, B., Bart, A. C., & Kafura, D. (2018). Analysis of collaborative learning in a computational thinking class. SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education 2018, January, 143–148. https://doi.org/10.1145/3159450.3159470
   Google Scholar
• Cohen, J. D., Renken, M., & Calandra, B. (2017). Urban middle school students, twenty-first century skills, and STEM-ICT careers: Selected findings from a front-end analysis. TechTrends, 61(4), 380–385. https://doi.org/10.1007/s11528-017-0170-8
   Web of Science ®Google Scholar
• Creswell, J. W. J., & Clark, V. L. P. (2006). Designing and conducting mixed methods research. Sage. https://doi.org/10.1016/j.aenj.2008.02.005
   Google Scholar
• Czerkawski, B. C. (2015). Computational thinking in virtual learning environments E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education October 19, 2019 Kona, Hawaii. , (San Diego, CA: AACE), 1227–1231. https://doi.org/10.13140/RG.2.1.5173.8968
   Google Scholar
• Davenport, J. H., Crick, T., Hayes, A., & Hourizi, R. (2019). the institute of coding: Addressing the UK digital skills crisis. ACM International Conference Proceeding Series, 0–3. https://doi.org/10.1145/3294016.3298736
   Google Scholar
• Dawson, J. Q., Allen, M., & Campbell, A. (2018). Designing an introductory programming course to improve non-majors ’ experiences. SIGCSE’18: The 49th ACM Technical Symposium on Computer Science Education, February 12–24 26–31.
   Google Scholar
• Dempster, P., Onah, D., & Blair, L. (2020). Increasing academic diversity and inter-disciplinarity of computer science in higher education. CEP.
   Google Scholar
• Falkner, K., & Sheard, J. (2019). Pedagogic approaches. In S. A. Fincher & A. V. Robins (Eds.), The Cambridge handbook of computing education research. (pp. 327). Cambridge University Press.
   Google Scholar
• Grover, S., & Pea, R. (2017). Computational thinking: A competency whose time has come. Computer Science Education: Perspectives on Teaching and Learning in School, 19(December), 19–39. http://hub.mspnet.org/index.cfm/33300
   Google Scholar
• Hanks, B., Fitzgerald, S., McCauley, R., Murphy, L., & Zander, C. (2011). Pair programming in education: A literature review. Computer Science Education, 21(2), 135–173. https://doi.org/10.1080/08993408.2011.579808
   Google Scholar
• Jenkins, H., Clinton, K., Robison, A. J., Purushotma, R., & Weigel, M. (2013). Confronting the challenges of participatory culture: Media education for the 21 century. The MacArthur Foundation.
   Google Scholar
• Kafai, Y. B., & Burke, Q. (2014). Coding for all. In connected code: Why children need to learn programming. MIT Press.
   Google Scholar
• Kafura, D., Bart, A. C., & Chowdhury, B. (2015). Design and preliminary results from a computational thinking course. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 2015, June, 63–68. https://doi.org/10.1145/2729094.2742593
   Google Scholar
• Khachatryan, D., & Karst, N. (2017). V for voice: Strategies for bolstering communication skills in statistics. Journal of Statistics Education, 25(2), 68–78. https://doi.org/10.1080/10691898.2017.1305261
   Web of Science ®Google Scholar
• Lehman, K. J., Doyle, M., Lyon, L. A., & Thayer, K. (2018). Alternative paths to computing careers and their role in broadening participation. SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education, 2018 January, 670–671. https://doi.org/10.1145/3159450.3159624
   Google Scholar
• Lockwood, J., & Mooney, A. (2018). Computational thinking in secondary education: Where does it fit? A systematic literary review. International Journal of Computer Science Education in Schools, 2(1), 41. https://doi.org/10.21585/ijcses.v2i1.26
   Google Scholar
• Luxton-Reilly, A., Simon Albluwi, I., Becker, B. A., Giannakos, M., Kumar, A. N., Ott, L., Paterson, J., Scott, M. J., Sheard, J., & Szabo, C. (2018). Introductory programming: A systematic literature review. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 55–106. https://doi.org/10.1145/3293881.3295779
   Google Scholar
• Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51–61. https://doi.org/10.1016/j.chb.2014.09.012
   Web of Science ®Google Scholar
• Lyon, L. A., & Green, E. (2020). Women in coding boot camps: An alternative pathway to computing jobs. Computer Science Education, 30(1), 102–123. https://doi.org/10.1080/08993408.2019.1682379
   Web of Science ®Google Scholar
• Margolis, J., Fisher, A., & Miller, F. (1999). Caring about connections: Gender and computing. IEEE Technology and Society Magazine, 18(4), 13–20. https://doi.org/10.1109/44.808844
   Web of Science ®Google Scholar
• McCord, R., & Jeldes, I. (2019). Engaging non-majors in MATLAB programming through a flipped classroom approach. Computer Science Education, 29(4), 313–334. https://doi.org/10.1080/08993408.2019.1599645
   Web of Science ®Google Scholar
• Peteranetz, M. S., Soh, L. K., & Ingraham, E. (2019). Building computational creativity in an online course for non-majors. SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 442–448. https://doi.org/10.1145/3287324.3287346
   Google Scholar
• Pollock, L., Mouza, C., Guidry, K. R., & Pusecker, K. (2019). Infusing Computational Thinking Across Disciplines. SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 435–441. https://doi.org/10.1145/3287324.3287469
   Google Scholar
• Pon-Barry, H., Packard, B. W. L., & St John, A. (2017). Expanding capacity and promoting inclusion in introductory computer science: A focus on near-peer mentor preparation and code review. Computer Science Education, 27(1), 54–77. https://doi.org/10.1080/08993408.2017.1333270
   Web of Science ®Google Scholar
• Sanders, K., Boustedt, J., Eckerdal, A., McCartney, R., & Zander, C. (2017). Folk pedagogy: Nobody doesn’t like active learning. ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, October, 145–154. https://doi.org/10.1145/3105726.3106192
   Google Scholar
• Santana, B. L., & Bittencourt, R. A. (2018). Increasing motivation of CS1 non-majors through an approach contextualized by games and media. Frontiers in Education.
   Google Scholar
• Sax, L. J., Lehman, K. J., & Zavala, C. (2017). Examining the enrollment growth: Non-CS majors in CS1 courses SIGCSE ‘17 March, 2017 Seattle, WA. , 2017 (ACM), 513–518. https://doi.org/10.1145/3017680.3017781
   Google Scholar
• Seibel, S., & Veilleux, N. (2011). Factors influencing women entering the software development field through coding bootcamps vs Computer Science Bachelor‘s Degrees. The Journal of Computing Sciences in Colleges, 26(4). 84–96 https://dl.acm.org/10.5555/3344051.3344058
   Google Scholar
• Soh, L. K., Samal, A., Scott, S., Ramsay, S., Moriyama, E., Meyer, G., Moore, B., Thomas, W. G., & Shell, D. F. (2009). Renaissance computing: An initiative for promoting student participation in computing. ACM SIGCSE Bulletin, 41(1), 59–63. https://doi.org/10.1145/1539024.1508885
   Google Scholar
• Stefan, M. I., Gutlerner, J. L., Born, R. T., Springer, M., & Fox, J. A. (2015). The quantitative methods boot camp: Teaching quantitative thinking and computing skills to graduate students in the life sciences. PLoS Computational Biology, 11(4), 1–12. https://doi.org/10.1371/journal.pcbi.1004208
   Web of Science ®Google Scholar
• Tarling, G., Melro, A., Kleine Staarman, J., & Fujita, T. (2020). Coding for non-Computer scientists: Pedagogies for interdisciplinary participation. Proceedings of EdMedia + Innovate Learning, 581–586.
   Google Scholar
• Vihavainen, A., Airaksinen, J., & Watson, C. (2014). A systematic review of approaches for teaching introductory programming and their influence on success ICER ‘14, Proceedings of the 10th Annual Conference on International Computing Education Research July 2014 . , 19–26. https://doi.org/10.1145/2632320.2632349
   Google Scholar
• Waguespack, L., Babb, J. S., & Yates, D. J. (2018). Triangulating coding bootcamps in is education: Bootleg education or disruptive innovation? Information Systems Education Journal, 16(6). 48 http://isedj.org/2018-16/
   Google Scholar
• Waite, J. (2017). Pedagogy in teaching computer science in schools: A literature review. The Royal Society, 1–90. https://royalsociety.org/~/media/policy/projects/computing-education/literature-review-pedagogy-in-teaching.pdf
   Google Scholar
• Willis, A., Charlton, P., & Hirst, T. (2020). Developing students’written communication skills with Jupyter notebooks. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 1089–1095. https://doi.org/10.1145/3328778.3366927
   Google Scholar