After the gold rush: toward sustainable scholarship in computing

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dc.contributor.author Lister, Raymond en_US
dc.contributor.editor Simon and Margaret Hamilton en_US
dc.date.accessioned 2010-07-13T08:50:14Z
dc.date.available 2010-07-13T08:50:14Z
dc.date.issued 2008 en_US
dc.identifier 2008001533 en_US
dc.identifier.citation Lister Raymond 2008, 'After the gold rush: toward sustainable scholarship in computing', Australian Computer Society, Australia, pp. 3-18. en_US
dc.identifier.issn 978-1-920682-59-0 en_US
dc.identifier.other E1 en_US
dc.identifier.uri http://hdl.handle.net/10453/12635
dc.description.abstract Abstract: In just thirty years, we have gone from punched cards to Second Life. But, as the American National Science Foundation (NSF) recently noted, a??undergraduate computing education today often looks much as it did several decades agoa? (NSF, 2006). Consequently, todaya??s a??Nintendo Generationa? have voted with their feet. We bore them. The contrast between the changes wrought via computer research over the last 30 years, and the failure of computing education to adapt to those changes, is because computing academics lead a double life. In our research lives we see ourselves as part of a community that reaches beyond our own university. We read literature, we attend conferences, we publish, and the cycle repeats, with community members building upon each othera??s work. But in our teaching lives we rarely discuss teaching beyond our own university, we are not guided by any teaching literature; instead we simply follow our instincts. Academics in computing, or in any other discipline, can approach their teaching as research into how novices become experts. Several recent multi-institutional research collaborations have studied the development of novice programmers. This paper describes some of the results from those collaborations. The separation of our teaching and research lives diminishes not just our teaching but also our research. The modern practice of stripping away all a??distractionsa?? to maximize research output is like the practice of stripping away rainforest to grow beef a?? both practices appear to work, for a little while, but not indefinitely. Twenty-first century academia needs to bring teaching and research together, to form a scholarship of computing that is an integrated, sustainable, ecological whole. en_US
dc.language en_US
dc.publisher Australian Computer Society en_US
dc.relation.isbasedon http://crpit.com/confpapers/CRPITV78Lister.pdf en_US
dc.title After the gold rush: toward sustainable scholarship in computing en_US
dc.parent Tenth Australasian Computing Education Conference en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Australia en_US
dc.identifier.startpage 3 en_US
dc.identifier.endpage 18 en_US
dc.cauo.name HCTD Research Strength Core en_US
dc.conference Verified OK en_US
dc.for 089999 en_US
dc.personcode 010292 en_US
dc.percentage 100 en_US
dc.classification.name Information and Computing Sciences not elsewhere classified en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom Australasian Computing Education Conference en_US
dc.date.activity 20080122 en_US
dc.location.activity Wollongong, Australia en_US
dc.description.keywords discipline-based education research, scholarship of teaching and learning, action research. en_US
dc.staffid en_US
dc.staffid 010292 en_US


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