Days: Wednesday, February 21st Thursday, February 22nd Friday, February 23rd Saturday, February 24th
View this program: with abstractssession overviewtalk overview
| 08:30 | Jumpstart Teaching Cybersecurity: C5 Instructional Modules Secure Scripting and Cybersecurity and Society ( abstract ) |
| 08:30 | Computer Science Principles Providers and Teachers Forum ( abstract ) |
| 08:30 | Workshop: Integrating Cloud Computing into the Computer Science Curriculum ( abstract ) |
| 08:30 | New Educators Workshop ( abstract ) |
| 08:30 | POSSE Roundup – Getting Started in an HFOSS Project ( abstract ) |
| 08:30 | RESPECT'18: Research on Equity and Sustained Participation in Engineering, Computing, and Technology Conference ( abstract ) |
| 08:30 | CS Education Infrastructure for All: Interoperability for Tools and Data Analytics ( abstract ) |
| 08:30 | Professional Development Workshop for Teaching-Track Faculty ( abstract ) |
| 13:00 | Machine Learning in the Classroom ( abstract ) |
| 13:00 | Microsoft’s Mixed Reality 250 Workshop ( abstract ) |
| 13:00 | RPPforCS for Community Meeting ( abstract ) |
The NVIDIA Deep Learning Institute (DLI) offers hands-on training for developers, data scientists, and researchers looking to solve challenging problems with deep learning and accelerated computing. DLI and Rochester Institute of Technology (RIT) Prof. Raymond Ptucha will present a half-day practical Deep Learning workshop for academic students, staff, and researchers. In this half-day Deep Learning Fundamentals workshop, you will learn an understanding of the general terms and background of deep learning, how to leverage deep neural networks (DNN) within the deep learning workflow to solve a real-world image classification problem using DIGITS, and how to become a certified DLI University Ambassador Program and bring this critical educational content to your own campus.
| 19:00 | CCSC board meeting ( abstract ) |
| 19:00 | Meeting room for CCSC ( abstract ) |
| 19:00 | Workshop 106: Designing Empirical Education Research Studies (DEERS): Creating an Answerable Research Question ( abstract ) |
| 19:00 | Strategies for Integrating the Updated ACM Code of Ethics into the Computing Curriculum ( abstract ) |
| 19:00 | Workshop 111: Geographic Information Systems (GIS): Opportunities of Spatial Data Processing for Computer Science Education ( abstract ) |
| 19:00 | Workshop 101: Programming for the Humanities – a Whirlwind Tour of Assignments for the CS1 Course ( abstract ) |
| 19:00 | Workshop 109: LEGO-based Active Learning Exercises for Teaching Software Development ( abstract ) |
| 19:00 | Workshop 102: Programming web services on the cloud with Node.js ( abstract ) |
| 19:00 | Workshop 110: Playing to Learn: Using Hands-on Activities to Boost Learning in Computer Science ( abstract ) |
| 19:00 | Workshop 103: Introducing Secure Coding in Undergraduate (CS0, CS1, and CS2) and High School (AP Computer Science A) Programming Courses ( abstract ) |
| 19:00 | Workshop 108: The Nand to Tetris Course:Building a Modern Computer from First Principles ( abstract ) |
| 19:00 | Workshop 104: Successfully Engaging Early Undergraduates in CS Research ( abstract ) |
| 19:00 | Workshop 107: Codecast: create your own in-browser coding tutorials for any programming language or interactive tutorials for C and Arduino. ( abstract ) |
| 19:00 | Workshop 105: Learning Discrete Structures Interactively with Alloy ( abstract ) |
View this program: with abstractssession overviewtalk overview
ABSTRACT
As founder of the original Computer Science for All (CS4All) initiative in the Chicago Public Schools, Brenda Darden Wilkerson set the standard for integrating computer science classes into the curriculum for every student. Now, she’s leading the charge to break down barriers for women and members of other underrepresented minorities in the tech industry. She argues that, while many administrators and community leaders see CS4All as merely a key component of a new core curriculum, CS educators are actually sowing the seeds of the next workplace revolution. In this inspirational keynote, Brenda will share the ways that educators on the front lines of this inclusive movement can expect to reap the fruits of their labor — not just professionally, but personally — in surprising ways. And she’ll spotlight the historic role of women, and people of color, in technology and computer science, offering examples that will better allow us all to reclaim our rightful seats at the table.
BIOGRAPHY
Brenda Darden Wilkerson is an advocate for access, opportunity, and social justice for underrepresented communities in technology. She currently serves as the President and CEO of AnitaB.org, an organization working to shape public opinion about issues of critical importance to women technologists in academia, industry, and government. She founded the original Computer Science for All program, building computer science classes into the curriculum for every student in the Chicago Public Schools, and serving as the inspiration for the Obama administration’s national CS4All initiatives.
Dan Garcia (University of California, Berkeley, United States)
| 10:00 | GP: A New Blocks Language for CS Education ( abstract ) |
| 10:00 | Teaching “Blinky Flashy”: Best Practices and Helpful Tips for Teaching eTextiles to a Wide Range of Students ( abstract ) |
PRESENTERS
Ann Gates, Elsa Villa, UTEP, Sarah Hug, UC Boulder
ABSTRACT
Hispanics have the highest growth rates among all groups in the United States, yet they remain considerably underrepresented in computing careers and in attainment of advanced degrees in computing. Hispanics comprise only 13 percent of undergraduate students in all fields. Additionally, only 8.6 percent of baccalaureate degrees are conferred to Hispanic U.S. citizens. With computing careers growing at a faster than average rate in the United States and internationally, it’s important to increase the number of Hispanics who enter and complete degrees. This interactive session will be a structured discussion on collective efforts that can accelerate the number of Hispanics who complete degrees in CS and other computing fields. The results of the session will be summarized and disseminated through venues such as the CAHSI website and AAAS’s Trellis, and submitted for publication in the SIGCSE Bulletin.
| 10:45 | CS for All: Catering to Diversity through Assignment Choices ( abstract ) |
| 11:10 | A Landscape Study of NYC's CS4All Initiative: Findings and Implications for Policy and Practice ( abstract ) |
| 11:35 | Equal Outcomes 4 All: A Study of Student Learning in ECS ( abstract ) |
| 10:45 | The Effect of Reporting Known Issues on Students’ Work ( abstract ) |
| 11:10 | Quantifying the Benefits of Prior Programming Experience in an Introductory Computer Science Course ( abstract ) |
| 11:35 | Python versus C++: An analysis of student struggle on small coding exercises in introductory programming courses ( abstract ) |
| 10:45 | Mixed approaches to CS0: Exploring topic and pedagogy variance after six years of CS0 ( abstract ) |
| 11:10 | Designing an Introductory Programming Course to Improve Non-Majors' Experiences ( abstract ) |
| 11:35 | Brain-Computer Interface for All ( abstract ) |
| 10:45 | The effect of a web-based coding tool with automatic feedback on students' performance and perceptions ( abstract ) |
| 11:10 | Assessing Bootstrap:Algebra Students on Scaffolded and Unscaffolded Word Problems ( abstract ) |
| 11:35 | On the use of semantic-based AIG to automatically generate programming exercises ( abstract ) |
| 10:45 | TMOSS: Using Intermediate Assignment Work to Understand Excessive Collaboration in Large Classes ( abstract ) |
| 11:10 | Social Help-seeking Strategies in a Programming MOOC ( abstract ) |
| 11:35 | Lightweight Techniques to Support Students in Large Classes ( abstract ) |
| 10:45 | Challenges Arising from Prerequisite Testing in Cybersecurity Games ( abstract ) |
| 11:10 | Assessing the Impact of a National Cybersecurity Competition on Students’ Career Interests ( abstract ) |
| 11:35 | Game based Cybersecurity Training for High School Students ( abstract ) |
| 10:45 | Portable Parallel Computing with the Raspberry Pi ( abstract ) |
| 11:10 | A User Space-based Project for Practicing Core Memory Management Concepts ( abstract ) |
| 11:35 | Implementing Malloc: Students and System Programming ( abstract ) |
| 10:45 | Holistic Approaches to Computer Science ( abstract ) |
| 10:45 | Integrating Social Good into CS Education ( abstract ) |
| 10:45 | NSF/IEEE-TCPP Curriculum Initiative on Parallel and Distributed Computing – Status Report ( abstract ) |
| 10:45 | What Would You Say if... Responding to Microaggressions, Bias, and Other Nonsense ( abstract ) |
PRESENTERS
Brianna Blaser, Andrew J. Ko, Richard E. Ladner, University of Washington, Kristen Shinohara, Rochester Institute of Technology
ABSTRACT
This special session will engage teachers on what and how to teach accessibility and disability related topics in their computing courses. We know from the survey by Shinohara et al. [7] that many computing faculty are interested in teaching these topics but do not feel comfortable doing so because they do not have sufficient knowledge to integrate it into their specific courses. The goal of this special session is to provide teachers the beginnings of the knowledge needed and also provide them resources that will enable them to build on that knowledge.
PRESENTERS
Barbara Anthony, Southwestern University
Sambit Bhattacharya, Fayetteville State University
Cay Horstmann, San José State University
Kevin Rickard, Oxnard College
Andrew Fitz Gibbon, Google
ABSTRACT
Cloud computing makes many different resources available to students in a variety of courses. Learn from professors who use cloud tools to support their courses in programs from community colleges to PhD programs in both cloud-specific courses and as part of other subject areas. This session will also include a brief overview of the Google Cloud Platform Education Grants program which makes Google's cloud resources free for higher education classroom use in the US, Canada, and numerous countries in Europe.
PRESENTER
Valinda Scarbro Kennedy, Midwest Academic Relations Program Manager, IBM
ABSTRACT
This workshop will cover free and discounted industry resources including curriculum, cloud, software, datasets and more available for teaching, learning and non-commercial research for use by accredited academic institutions. The free resources available cover topics including blockchain, IOT, cyber security, data science, quantum computing, optimization, predictive analytics and more. At the conclusion of the workshop you will have the website to get the resources for free and the shortcuts for the above topics. In addition, the second part of the workshop will have participants going through the newest academic program using the curriculum and labs exercises. The discounted program includes faculty face to face training, curriculum, industry relevance, cloud labs, proctored testing and badge certification. This integrated program now includes the link for students to opt-in and employers to contact students who have the certification badge for that career path. Here's the link for Valinda's blogsite: https://vscarbro.wordpress.com/
PRESENTERS
Moderator: Lorilyn Owens, Director, Worldwide Member Engagement and Services Oracle Academy
Panelists:
Carol Fletcher, University of Texas at Austin
Helen Hu, Westminster College, Salt Lake City Utah
Thamina Christensen, Group Product Manager, Oracle Corporation
Maya Garcia, Director STEM, DC Office of State Superintendent of Education
Melissa Risteff, CEO Couragion
ABSTRACT
Diversity is important to the overall health of the technology industry. Diversity elevates innovation as individuals from different backgrounds bring varied perspectives to their teams. To create a diverse workforce, we need to encourage more girls and minority students to participate in computer science classes starting in K-12 and continuing through higher education. This panel will focus on the need for student diversity in computer science education. It will discuss in what ways we can prepare teachers to encourage girls and minority students to pursue careers in technology. Panelists will also look at how girls approach CS coursework differently than boys. Finally, we will look at how a diverse team of technologists affects the software creation process, and why the development process is better with diversity.
| 10:45 | How do Gender, Learning Goals, and Forum Participation Predict Persistence in a Computer Science MOOC? ( abstract ) |
| 11:10 | Getting IT Together: A Longitudinal Look at Linking Girls' Interest in IT Careers to Lessons Taught in Middle School Camps ( abstract ) |
| 11:35 | An improved grade point average, with applications to CS undergraduate education analytics ( abstract ) |
ABSTRACT
Academic computer science is at a critical juncture that offers both challenges and opportunities. More students than ever before are choosing to major in computer science and an even larger number of students are taking computer science courses in recognition of the fact that knowledge of computing is essential in the modern world. That interest, of course, is exciting. At the same time, most computer science departments are overwhelmed by the growing demand from students. In this talk, I draw on my own experience as a young faculty member in the similarly challenging 1980s to offer advice on how to make the most of the opportunities that are intrinsic to teaching in such a vibrant field.
BIOGRAPHY
After receiving his Ph.D. in Applied Mathematics from Harvard University in 1980, Eric Roberts taught at Wellesley College from 1980-85, where he organized and chaired the Computer Science Department. From 1985-90, he was a member of the research staff at Digital Equipment Corporation’s Systems Research Center in Palo Alto, California, focusing on programming tools for multiprocessor architectures. In September 1990, Roberts joined the Stanford faculty, where he remained until he retired from teaching in 2017. He is now the Charles Simonyi Professor of Computer Science, emeritus, and a Bass University Fellow in Undergraduate Education.
From 1990 to 2002, Professor Roberts was Associate Chair and Director of Undergraduate Studies for Computer Science. In that capacity, he was the principal architect of Stanford’s introductory programming sequence. He has written seven computer science textbooks that are used at many colleges and universities throughout the world. From 1998 to 2005, Roberts directed the Bermuda Project, which developed the computer science curriculum for Bermuda’s public secondary schools.
Professor Roberts has been active in professional organizations dedicated to computer science education. He is a Fellow of both the Association of Computing Machinery (ACM) and the American Association for the Advancement of Science (AAAS). From 1998 to 2001, Roberts served as co-chair and principal editor for the ACM/IEEE-CS Joint Task Force on Computing Curricula 2001, which published a detailed set of curriculum guidelines in December 2001. He also chaired the ACM Java Task Force from 2003 to 2007.
In 2003, Roberts received the annual Award for Outstanding Contribution to Computer Science Education from the ACM’s Special Interest Group in Computer Science Education (SIGCSE). In 2012, Roberts received both the Karl V. Karlstrom Outstanding Educator Award from the ACM and the Taylor Booth Education Award from the Institute for Electrical and Electronic Engineers Computer Society (IEEE-CS).
Dan Garcia (University of California, Berkeley, United States)
| 13:45 | Examining the Impact of Computational Creativity Exercises on College Computer Science Students’ Learning, Achievement, Self-Efficacy, and Creativity ( abstract ) |
| 14:10 | Creativity, Customization, and Ownership: Game Design in Bootstrap:Algebra ( abstract ) |
| 14:35 | Updating Introductory Computer Science with Creative Computation ( abstract ) |
| 13:45 | Computational Thinking for All - An Experience Report on Scaling up Teaching Computational Thinking to All Students in a Major City in Sweden [BEST PAPER EXPERIENCE REPORTS AND TOOLS] ( abstract ) |
| 14:10 | Analysis of Collaborative Learning in a Computational Thinking Class ( abstract ) |
| 14:35 | The Computational Algorithmic Thinking (CAT) Flow: An approach to articulating CAT capabilities over time in African-American middle-school girls ( abstract ) |
| 13:45 | Low-Cost Programmable Air Quality Sensor Kits in Science Education ( abstract ) |
| 14:10 | A Biology-themed Introductory CS Course at a Large, Diverse Public University ( abstract ) |
| 14:35 | Programming the Central Dogma: An Integrated Unit on Computer Science and Molecular Biology Concepts ( abstract ) |
| 13:45 | Understanding Professional Identities and Goals of Computer Science Undergraduate Students ( abstract ) |
| 14:10 | Who Teaches Accessibility? A Survey of U.S. Computing Faculty ( abstract ) |
| 14:35 | A Survey of Instructors' Experiences Supporting Student Learning using Humanitarian Free and Open Source Software Projects ( abstract ) |
| 13:45 | Supporting differentiated instruction in programming classes through permanent progress monitoring ( abstract ) |
| 14:10 | Reflections on 17 years of ICT capstone project coordination: effective strategies for managing clients, teams and assessment ( abstract ) |
| 14:35 | Design and evaluation of an undergraduate course on software development practice ( abstract ) |
| 13:45 | Timely Feedback in Unstructured Cybersecurity Exercises ( abstract ) |
| 14:10 | Teaching Cyber Security Using Competitive Software Obfuscation and Reverse Engineering Activities ( abstract ) |
| 14:35 | Enhancing Security Education Through Designing SDN Security Labs in CloudLab [3RD BEST PAPER CS EDUCATION RESEARCH] ( abstract ) |
| 13:45 | PVC: Visualizing Memory Space on Web Browsers for C Novices ( abstract ) |
| 14:10 | Instructor Perspectives on Comparative Heatmap Visualizations of Student Engagement with Lecture Video ( abstract ) |
| 14:35 | Supporting Self-Regulated Learning with Visualizations in Online Learning Environments ( abstract ) |
| 13:45 | Team-Teaching with Colleagues in the Arts and Humanities ( abstract ) |
| 13:45 | Fostering Meaningful Collaboration in an Interdisciplinary Capstone Course ( abstract ) |
| 13:45 | Evaluating CS4All Initiatives—Challenges and Opportunities ( abstract ) |
| 13:45 | Five Slides About: Abstraction, Arrays, Uncomputability, Networks, Digital Portfolios, and CS Principles Explore Performance Task ( abstract ) |
| 13:45 | Exploring a student-centered approach to innovating computer science education ( abstract ) |
| 13:50 | Interactive, language-neutral flowcharts and pseudocode for teaching core CS0/1 programming concepts ( abstract ) |
| 13:55 | Designing active mediated learning tasks: Can small failures enhance student learning? ( abstract ) |
| 14:00 | Interest-driven coding projects ( abstract ) |
| 14:05 | Facilitating multiple programming languages in one space ( abstract ) |
| 14:10 | IRT In 5 Minutes: Easy Ways to Better Understand An Assessment ( abstract ) |
| 14:15 | We Should Give Messy Problems and Make Students Reflect on What They Learn ( abstract ) |
| 14:20 | Teaching Students a Systematic Approach to Debugging ( abstract ) |
| 14:25 | Improving Course Content and Providing Intelligent Support Simultaneously ( abstract ) |
| 14:30 | Recruiting Experts: Toward a Concept Inventory for Computer Science 2 ( abstract ) |
| 14:35 | OpenCSF: An Online Interactive Textbook for Computer Systems Fundamentals ( abstract ) |
| 14:40 | Developing Computer Forensics Minor - Challenges and Opportunities ( abstract ) |
| 14:45 | Bitcoins, Blockchains and Cybersecurity: Teaching emerging topics in the classroom ( abstract ) |
Jessica Schmidt (North Carolina State University, United States)
| 13:45 | Teaching Programming Style in CS 1 with Erroneous Examples ( abstract ) |
| 13:45 | Improve Feedback Mechanism in Programming Assessment Systems with Progress Indicators and Reward to Foster Students' Growth Mindset ( abstract ) |
| 13:45 | BeginToReason An Introduction to Symbolic Reasoning ( abstract ) |
| 13:45 | Developing Software Engineers: A Study of the CS Senior Capstone and Its Influence on Student Professionalization ( abstract ) |
| 13:45 | Reported development of Computational Thinking, through Computer Science and programming, and its benefits for primary school students. ( abstract ) |
| 13:45 | WebBCI: An Electroencephalography Toolkit Built on Modern Web Technologies ( abstract ) |
| 13:45 | Change Impact using Dynamic History Analysis ( abstract ) |
| 13:45 | Creating a Classroom Programming Lab Using Android and Blockly ( abstract ) |
| 13:45 | Summit Selection: Designing a Feature Selection Technique to Support Mixed Data Analysis ( abstract ) |
| 13:45 | Below C Level: A Simulator for Visualizing x86-64 ( abstract ) |
| 13:45 | Automated Intelligent Group Suggestions based on Student’s Conceptual Understanding ( abstract ) |
| 13:45 | Social Motivators and Inhibitors for Women Entering Software Engineering Through Coding Bootcamps vs. Computer Science Bachelor’s Degrees ( abstract ) |
| 13:45 | Automation for Instruction Enhancing Feedback ( abstract ) |
| 13:45 | Study Genie: An Intelligent & Collaborative Web-based Study Platform ( abstract ) |
| 13:45 | Modeling Correct Operation of Webcams for Security Purposes ( abstract ) |
| 13:45 | Quantum Artificial Intelligence for Natural Language Processing Applications ( abstract ) |
| 13:45 | Toward Continuous Assessment of the Programming Process ( abstract ) |
| 13:45 | Weather Radar Algorithm Development using Google Blockly ( abstract ) |
| 13:45 | Developing a Blocked Based Language for the Adafruit Circuit Playground ( abstract ) |
| 13:45 | Air Pollution Data Analysis Platform for Computer Science Education Projects ( abstract ) |
| 13:45 | Software Engineering Education ( abstract ) |
| 13:45 | A Mental Approach to Software Testing ( abstract ) |
| 13:45 | A Four Point Student-led Strategy for Attracting Diverse Small College Commuter Campus Students to Computer Science ( abstract ) |
PRESENTERS
Leigh Ann Delyser, CSforAll Consortium, Fred Martin, CSTA, Stacey Sexton, SageFox
ABSTRACT
This session will define and discuss Research Practice Partnerships, and how these partnerships between K12 and research institutions can impact K12 CS Education for Inclusion.
PRESENTER
Vanessa Gennarelli, GitHub
Mine Cetinkaya-Rundel, Duke University
John David Dionisio, Loyola Marymount University
Ming Chow, Tufts University
ABSTRACT
Git has a learning curve for students (and teachers). What is the benefit of learning version control, and integrating real-world tools in your course? In this series of talks, teachers will share why they choose to use Git and GitHub, and how it benefits their classroom practice.
- Priming for collaboration: what are the mental models, instincts, and practices students need to succeed in internships and industry?
- Tools students can grow with: how does Git give students the ability to transfer their knowledge from year to year and from role to role?
- Assessing student work in-context: what benefits does GitHub offer in terms of authentic assessment, contextual feedback, and helping students iterate to improve?
This session is suitable for teachers thinking about using version control, or teachers who use GitHub and want a deeper understanding of features and benefits.
PRESENTERS
Juan Vargas, Trustee Infosys Foundation USA
Joe Politz, Bootstrap UCSD
Joanna Goode, ECS
Tiffany Barnes, BJC
James Cohoon, UVA Tapestry
ABSTRACT
Infosys Foundation USA is hosting the Pathfinders Summer Institute 2018, a large scale professional development for 1000 teachers from July 15-20 at Indiana University Bloomington. Hear from major PD providers about how such multi track PD events can help foster a sense of community among Computer Science and Maker educators, and create opportunities for long term peer learning.
PRESENTER
Rudy Cazabon, Intel Technical Evangelist for AI and VR
ABSTRACT
Artificial Intelligence (AI) is revolutionizing the landscape of technology and its every day application in fundamental ways across many industries. Of the AI techniques that have been developed, deep learning (DL) is the most interesting and powerful technique right now. These techniques ingest untold amounts of data and produce results equaling, if not exceeding, human capabilities in activities ranging from diagnosing cancer from MRI images to playing and winning complex games such as Go. Intel is at the leading edge of this transformation by providing a whole host of technologies limited not only to processors, but to enhancing features of Python, the de-facto language used for the development of the DL technologies, and its deployment into the rich technology ecosystem of AI. This presentation sets out to highlight aspects of the transformation, the AI and DL technologies, and how Intel is driving this revolution and working with educators to ready students for the coming AI future.
This presentation sets out to:
- Provide a survey of the AI and DL landscape
- Provide an overview of the DL technologies
- Cover how Intel is advancing the technology by enhancing the Python language and ecosystem
- Cover how educators can use the Intel technologies to enrich their academic offerings
| 13:45 | Youth Computational Participation in the Wild: Understanding Experience and Equity in Participating and Programming in the Online Scratch Community ( abstract ) |
| 14:10 | Teaching Computational Thinking using Agile Software Engineering Methods: a Framework for Middle Schools ( abstract ) |
| 14:35 | Comparing Block-based and Text-based Programming in High School Computer Science Classrooms ( abstract ) |
| 15:00 | WebTA: Online Code Critique and Assignment Feedback ( abstract ) |
| 15:00 | Calypso for Cozmo: Robotic AI for Everyone ( abstract ) |
| 15:45 | Future-Oriented Motivation and Retention in Computer Science ( abstract ) |
| 16:10 | Helping Underrepresented Students Succeed in AP CSA and Beyond ( abstract ) |
| 16:35 | The Components of a Successful S-STEM Program: What Works at Appalachian State University ( abstract ) |
| 15:45 | Incorporating Computational Thinking in the Classrooms of Puerto Rico: How a MOOC served as an outreach and recruitment tool for Computer Science Education ( abstract ) |
| 16:10 | Increasing Student Self-Efficacy in Computational Thinking via STEM Outreach Programs ( abstract ) |
| 16:35 | Introducing Computational Thinking through Non-Programming Science Activities ( abstract ) |
| 15:45 | Enhancing Robotic Experiences Throughout the Computing Curriculum ( abstract ) |
| 16:10 | Enhanced Robotics! Improving Building and Programming Learning Experiences for Students with Visual Impairments ( abstract ) |
| 16:35 | Experiences in Teaching the Internet of Things Courses ( abstract ) |
| 15:45 | Providing Meaningful Feedback for Autograding of Programming Assignments ( abstract ) |
| 16:10 | ArTEMiS - An Automatic Assessment Management System for Interactive Learning ( abstract ) |
| 16:35 | MRS: Automated assessment of interactive classroom exercises ( abstract ) |
| 15:45 | Unencapsulated Collection - A Teachable Design Smell ( abstract ) |
| 16:10 | Instructional Design + Knowledge Components: A Systematic Method for Refining Instruction ( abstract ) |
| 16:35 | An Explicit Strategy to Scaffold Novice Program Tracing ( abstract ) |
| 15:45 | Enhancing Interest in Cybersecurity Careers: A Peer Mentoring Perspective ( abstract ) |
| 16:10 | Evaluating Two Methods for Integrating Secure Programming Education ( abstract ) |
| 16:35 | Using Virtual Machine Introspection for Operating Systems Security Education ( abstract ) |
| 15:45 | Teaching NoSQL Databases to Undergraduate Students - A Novel Approach ( abstract ) |
| 16:10 | A Visual Introduction to Conceptual Database Design for All ( abstract ) |
| 16:35 | Improving Classroom Preparedness Using Guided Practice ( abstract ) |
| 15:45 | Perfect Harmony: Team Teaching Computing & Music ( abstract ) |
| 15:45 | Writing in CS: Why and How? ( abstract ) |
| 15:45 | Striving for Excellence in Introductory Computer Science Courses Using Culturally Responsive Teaching (CRT) ( abstract ) |
| 15:45 | CS as a Graduation Requirement: A Catalyst for Systemic Change ( abstract ) |
| 15:45 | Using Scapy in Teaching Network Header Formats ( abstract ) |
| 15:50 | Linked-List vs Array in Memory – an Unplugged Active Learning Experience ( abstract ) |
| 15:55 | An HTML5 Browser Application for Modeling and Teaching Linked Lists ( abstract ) |
| 16:00 | Teaching Deduction Using Athena and Related Tools ( abstract ) |
| 16:05 | Using Discord to Understand and Moderate Collaboration and Teamwork ( abstract ) |
| 16:10 | SLASH: Automatically Generating Flash Cards for Reviewing Concepts in Lectures Slides ( abstract ) |
| 16:15 | Computer Programming Training for Under-Served Groups ( abstract ) |
| 16:20 | Toward Teaching Strategies for Block-based Languages: Possibilities, Challenges, and Experiences ( abstract ) |
| 16:25 | Evaluating the Impact of the Girls Who Code Summer Immersion Program ( abstract ) |
| 16:30 | Benefits of Exposure Programs to K12 Student Interest in Computer Science ( abstract ) |
| 16:35 | Exploring Computer Science Beyond High School: Introducing Career and College Pathways ( abstract ) |
| 16:40 | Asset Maps: A Simple Tool for Recruiting and Retaining Underrepresented Populations in Computer Science ( abstract ) |
| 16:45 | The Dual Ladder – Academic vs. Industrial Experience: What kind of experience should computer science students gain during their undergraduate studies and how? ( abstract ) |
PRESENTERS
Jamie Payton, Temple University, Jamika Burge, Capital One, Celine Latulipe, UNC Charlotte, Yolanda Rankin, Florida State University
ABSTRACT
Understanding how to apply fundamental computer science problem solving skills is quickly becoming a required competency. It is critical to address issues of equity and inclusion and to engage people from all groups in learning key concepts in computing. In this panel, we explore important issues of broadening participation discovered and explored at the RESPECT 2018 conference. In particular, panelists will lead a discussion on the role of relationships, identity, and academic and professional cultures in designing for equity and inclusion in computing education. We solicit questions for the panelists via Twitter and welcome interactive audience participation. Submit your questions via Twitter by using #respectpanel2018!
PRESENTER
Phillip Snalune, Co-founder and CEO, Codio, Inc.
ABSTRACT
This presentation demonstrates how computer science departments teaching intro and advanced programming and data science courses, can dramatically reduce wasted admin and system admin time, giving the department instructors and faculty more time to invest in student support, whilst simultaneously reducing IT expense and boosting student engagement - solutions that field deployments show to be easy to adopt, with minimal disruption to existing department workflows and technology.
You will see the power of not just the cloud and virtualization but how containerization dramatically reduces the cost of adopting new cloud technology to support CS course teaching. You’ll see how lecture materials and assessments can control and come to life in new ways inside an IDE; you’ll see innovative approaches to presenting course materials, assessments and the use of auto-grading, how to gain new pedagogical insight into student learning patterns, and explore ways of boosting student engagement.
PRESENTERS
Bruce M. McLaren, Carnegie Mellon University
Franceska Xhakaj, Carnegie Mellon University
Kenneth Holstein, Carnegie Mellon University
ABSTRACT
The term ‘classroom orchestration’ has been used to describe the real-time management of complex educational activities. Implementing personalized classroom activities poses unique challenges for teachers, who are tasked with monitoring classes working on divergent activities, and prioritizing help-giving in the face of limited time. Lumilo is a mixed-reality (MR) smart glasses application that allows teachers to see actionable, real-time analytics about students’ learning, while keeping their heads up, and their attention focused on students in the classroom. We are co-designing Lumilo in collaboration with middle school teachers who use personalized learning software, in particular intelligent tutoring systems (ITSs), in their classrooms. We have developed a prototype of Lumilo (using the Microsoft HoloLens), which has been piloted in several middle school classrooms. In this session, we will provide a brief overview of mixed reality learning technologies, illustrating the many new possibilities that these technologies open to enhance education for both students and teachers. We will also provide an introduction to intelligent tutoring systems, focusing on their applications to CS education. Then, you will learn how real-time learning analytics, such as those generated by ITSs, can support teachers in more effectively personalizing instruction. We will discuss the development and classroom use of Lumilo, and you will have the chance to experience Lumilo for yourself via an interactive demo. Finally, we will introduce authoring tools that can be used to create your own ITSs and MR learning technologies.
PRESENTERS
Smita Bakshi, CEO/co-founder
Frank Vahid, Co-founder/Prof UC Riverside
Roman Lysecky, Authoring Co-Lead/Prof Univ of Arizona
Alex Edgcomb, Sr. Software Engineer/Research Specialist UC Riverside
Patty Kraft, San Diego State University
ABSTRACT
We started out with a mission several years ago: to offer a student-centered set of interactive computer-science materials that would replace the static textbook and improve learning outcomes. Within five years, and having served over 250,000 students at over 550 colleges and universities, we've now reached an exciting milestone where we support the entire lower division of CS—and select upper level CS and engineering titles—while offering instructors the ability to mix and match our configurable content to build zyBooks that perfectly align with a particular school’s curriculum and course syllabi. Come join our celebration! We're featuring a number of zyBooks creators and users who successfully use these materials across their curriculum to engage students and increase their confidence. We’ll also be offering highlights of our latest product releases as well as major updates and new platform features.
| 15:45 | A Multi-Institutional Perspective on H/FOSS Projects in the Computing Curriculum ( abstract ) |
| 16:10 | A Scalable Methodology to Guide Student Teams Executing Computing Projects ( abstract ) |
| 16:35 | Teaching Software Product Lines: A Snapshot of Current Practices and Challenges ( abstract ) |
| 17:30 | Teaching Track Faculty in CS ( abstract ) |
| 17:30 | Small Department Initiative ( abstract ) |
| 17:30 | Working together to provide equitable CS K-12 PD at scale ( abstract ) |
| 17:30 | Access to Computing Education for Students with Disabilities ( abstract ) |
| 17:30 | CSTA: Connecting Colleges and K-12 CS Teachers ( abstract ) |
| 17:30 | Examining the Role of Informal Education in K-12 Computing Pathways and CS Education Reform Efforts ( abstract ) |
| 17:30 | Bringing Up Cybersecurity Degree Programs ( abstract ) |
| 17:30 | What To Do About Comp Org? ( abstract ) |
| 17:30 | Peer Instruction: Tips, Techniques and Resources ( abstract ) |
| 17:30 | Active Learning Strategies for Integrating the ACM Code of Ethics into CS Courses ( abstract ) |
| 17:30 | Designing an Introductory Course in Data Science: Topics and Pedagogy ( abstract ) |
| 17:30 | ACM Retention Committee: Proposal for a SIGCSE Symposium 2017 BoF Session ( abstract ) |
| 17:30 | The Authentic Inclusion and Role of Community Colleges in National Efforts to Broaden Participation in Computing ( abstract ) |
| 17:30 | Using Subgoals to Improve Student Performance in CS1 ( abstract ) |
| 17:30 | Pros and Cons of Using Data Analytics for Predicting Academic Performance in Computer Science Courses ( abstract ) |
| 17:30 | CS Education Infrastructure for All: Interoperability for Tools and Data Analytics ( abstract ) |
| 17:30 | How to Build a Student-Centered Research Culture for the Benefits of Undergraduate Students ( abstract ) |
| 18:30 | A Town Meeting: SIGCSE Committee on Expanding the Women-in-Computing Community ( abstract ) |
| 18:30 | How Do We Provide Effective Student Advising and Mentoring During Record Growth? ( abstract ) |
| 18:30 | Building and Nurturing Communities of Practice among K-12 CS Teachers ( abstract ) |
| 18:30 | Teach Access: Teaching the Design and Development of Inclusive Technologies for All ( abstract ) |
| 18:30 | K-12 CS Teacher Certification: What Should New CS Teachers Know and Be Able to Do? ( abstract ) |
| 18:30 | Open Source Student Clubs ( abstract ) |
| 18:30 | Integrating Hands-on Cybersecurity Exercises into our Courses in 2018 ( abstract ) |
| 18:30 | Active Learning in Systems Courses ( abstract ) |
| 18:30 | Building Community in Large or Virtual Classrooms ( abstract ) |
| 18:30 | Computing and Values ( abstract ) |
| 18:30 | Data Modeling for Undergraduate Data Science ( abstract ) |
| 18:30 | GitHub, Tutors, Relatives, and Friends: The Wide Web of Plagiarism ( abstract ) |
| 18:30 | We’re All in This Together: CS students, the tech industry, and mental health ( abstract ) |
| 18:30 | Effective POGIL Implementation Approaches in Computer Science Courses ( abstract ) |
| 18:30 | Global Awareness for Computing Educators and Scholars ( abstract ) |
| 18:30 | Using Gamification Strategies to Motivate and Engage Students in Computer Science Courses ( abstract ) |
| 18:30 | Designing CS Courses using Universal Design Concepts ( abstract ) |
View this program: with abstractssession overviewtalk overview
ABSTRACT
Computer Science is seen in many different ways in society; some may consider it to be an esoteric collection of jargon-laden skills, while others view it as an essential topic of study for all citizens. Many of us are very passionate about sharing our enthusiasm for the subject with others, and we are at a time in history where much of the hard work to get the public to understand that it is something special is starting to bear fruit, as we see Computer Science and Computational thinking appearing in K-12 curricula around the world. But what is it about Computer Science that makes it so important and exciting? Is it a subject in its own right that deserves space in the curriculum? We will explore the reasons that young students should become engaged with the subject, illustrated using an Unplugged perspective.
BIOGRAPHY
Tim Bell is a professor in the Department of Computer Science and Software Engineering at the University of Canterbury. His "Computer Science Unplugged'' project is being widely used internationally with the supporting materials (books and videos) having been translated into over 20 languages. Tim's awards for his work in computing education including the ETH (Zurich) ABZ International Honorary Medal for Fundamental Contributions in Computer Science Education (in 2013) and the IITP President’s Award for Contribution to the IT Profession in 2014. Since 2008 he has been actively involved in the design and deployment of teaching Computer Science and Computational Thinking in New Zealand schools.
Dan Garcia (University of California, Berkeley, United States)
| 10:00 | Developing a Unique Android App-driven Nifty Middle-School Educational Module on Mobile Security for Driving Basic Information Security Awareness and Generating Interests in Cybersecurity ( abstract ) |
| 10:00 | Building out Data Science at Small Colleges ( abstract ) |
| 10:00 | On the Role of Paper in Agile and Active Requirements Engineering Education ( abstract ) |
| 10:00 | Understanding How Computer Science Undergraduate Students are Developing their Professional Identities ( abstract ) |
| 10:00 | The Craft of Code - Exposing Elementary Students to Computing Through the Tangible Crafts ( abstract ) |
| 10:00 | A Multi-institution Exploration of Peer Instruction in Practice ( abstract ) |
| 10:00 | Pedagogical Agent as a Teaching Assistant for Programming Assignments ( abstract ) |
| 10:00 | Computer Science at the Interdisciplinary/Interprofessional Education Crossroad - Informatics at Texas Woman’s University ( abstract ) |
| 10:00 | Coding the Coders: Creating a Qualitative Codebook for Students’ Commenting Patterns ( abstract ) |
| 10:00 | Analysis of the Differences in Designs between CS 1 and CS 2 Students ( abstract ) |
| 10:00 | Alternatives to Simple Multiple-Choice Questions: Computer Scorable Questions that Reveal and Challenge Student Thinking ( abstract ) |
| 10:00 | Language, Thinking, Code: Interactive Essays with Twine ( abstract ) |
| 10:00 | Reflections are Good!: Analysis of Combination of Grades and Students’ Reflections using Learning Analytics ( abstract ) |
| 10:00 | Lessons Learned from an Interactive Educational Computer Game About Concurrent Programming ( abstract ) |
| 10:00 | Online Technical Education in Advanced Technical Education Curriculum ( abstract ) |
| 10:00 | Performance Impact of Computer Science Course Load and Transfer Status ( abstract ) |
| 10:00 | EcoMOD: Integrating Computational Thinking into Ecosystems Science Education via Modeling in Immersive Virtual Worlds ( abstract ) |
| 10:00 | Students' Perceptions of Pair Programming in CS1 ( abstract ) |
| 10:00 | Machine Learning Online Education Experience for Non-technical People ( abstract ) |
| 10:00 | Role of prior experience on student performance in the introductory undergraduate CS course ( abstract ) |
| 10:00 | Computer Science Living-Learning Community for Women at Rutgers: Initial Experiences and Outcomes ( abstract ) |
| 10:00 | Teamwork Training for Programming Contests ( abstract ) |
| 10:00 | How to Foster Creativity? Curriculum of Creativity Development Program for Computer Science Students ( abstract ) |
| 10:00 | Coding and Programming: What Do Italian Primary School Teachers Think? ( abstract ) |
| 10:00 | Conceptualizing student engagement in virtual hands-on lab: preliminary findings from a computer network security course ( abstract ) |
| 10:00 | POGIL activities for Computer Organization and Architecture ( abstract ) |
| 10:00 | Developing Interdisciplinary Programs - Challenges and Opportunities ( abstract ) |
| 10:00 | New Teaching Strategies for New Concepts – What is Different with Block-Based Programming? ( abstract ) |
| 10:00 | Charles Babbage, Ada Lovelace, and the Dawn of Computing ( abstract ) |
| 10:00 | The Ongoing Development of a Collaboration between a Software Project Management Course and an Introduction to Software Development Course ( abstract ) |
| 10:00 | Parsons Problems usage within a MOOC Pedagogy ( abstract ) |
| 10:00 | Supporting Team Submissions and Peer Grading within Submitty ( abstract ) |
| 10:45 | Strategies for basing the CS theory course on non-decision problems ( abstract ) |
| 11:10 | Epplets: A Tool for Solving Parsons Puzzles ( abstract ) |
| 11:35 | Connect the Dots to Prove It: A Novel Way to Learn Proof Construction ( abstract ) |
| 10:45 | Culturally-Centric Outreach and Engagement for Under-served Groups in STEM ( abstract ) |
| 11:10 | Looking Beyond Representation: How Women’s Perceptions of Leadership Change During the Introductory Computing Course ( abstract ) |
| 11:35 | A Model for Increasing Gender Diversity in Technology [2nd BEST PAPER NEW CURRICULA, PROGRAMS, DEGREES AND POSITION PAPERS] ( abstract ) |
| 10:45 | Understanding the Software Development Industry’s Perspective on Coding Boot Camps versus Traditional 4-year Colleges ( abstract ) |
| 11:10 | An Experience Report on a Boot-Camp Style Programming Course ( abstract ) |
| 11:35 | A Collaborative Course for Learning How to Teach Summer Java Coding Camps ( abstract ) |
| 10:45 | A Computer Science Study Abroad with Service Learning: Design and Reflections ( abstract ) |
| 11:10 | Combining Agile Software Development and Service Learning: A Case Study in Experiential IS Education ( abstract ) |
| 11:35 | Social Software Design to Facilitate Service-learning in Interdisciplinary Computer Science Courses ( abstract ) |
| 10:45 | Understanding the New ABET Computer Science Criteria ( abstract ) |
| 11:10 | Computer Science Curricular Guidance for Associate-Degree Transfer Programs ( abstract ) |
| 11:35 | A Systematic Review of the Use of Bloom’s Taxonomy in Computer Science Education ( abstract ) |
| 10:45 | A Summer Program to Attract Potential Computer Science Majors ( abstract ) |
| 11:10 | Docendo Discimus: Students Learn by Teaching Peers Through Video ( abstract ) |
| 11:35 | Two-Stage Programming Projects: Individual Work Followed by Peer Collaboration ( abstract ) |
| 10:45 | Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1 ( abstract ) |
| 11:10 | Does Native Language Play a Role in Learning a Programming Language? ( abstract ) |
| 11:35 | Tracing vs. Writing Code: Beyond the Learning Hierarchy ( abstract ) |
| 10:45 | The Impact of AP Computer Science Principles – Are You Ready to Change Your Undergraduate Courses? ( abstract ) |
| 10:45 | 2018 Panel of Computing Students with Disabilities ( abstract ) |
| 10:45 | Rising CS Enrollments: Meeting the Challenges ( abstract ) |
| 10:45 | The CECE Report: Creating a Map of Informatics in European Schools ( abstract ) |
| 10:45 | How am I Going to Grade All These Assignments? Thinking About Rubrics in the Large ( abstract ) |
PRESENTER
Misty Decker, IBM Z Academic Initiative Program Manager
ABSTRACT
Hands-on labs are such an important of the learning process but they take so much of your time and effort to create, maintain and grade. There is an easy-button to giving your students hands-on experience that is so much fun and so motivating, you will be able to focus your time on deepening the learning. The answer is industry contests! In this session, I'll use Master the Mainframe as an example of a contest that hundreds of high school teachers and university professors use to supplement their classroom instruction. With a contest, getting the grade gets them started but your students are motivated to win the prizes and fame! We create the challenges, teach the material, fix technical problems and answer questions. We even provide a weekly report for you to use for grading! But there's many more options than just IBM. I'll also point you to other contests you may consider to use in a similar way to help teach other topics like blockchain or machine learning.
PRESENTER
Jacqueline Russell, Microsoft Corporation
ABSTRACT
Come join us to learn about Microsoft MakeCode – a new approach to middle school computing education that utilizes physical computing devices to engage and interest girls and other nontraditional CS student populations through creative, personally meaningful projects. In this workshop, attendees can expect to get hands-on with the micro:bit and the Circuit Playground Express microcontroller boards. All attendees will need to bring a laptop/tablet with internet access and a USB port.
PRESENTER
David Arnow, President, Turing's Craft/Brooklyn College (CUNY)
ABSTRACT
CodeLab is an online, automated, interactive learning tool for students in programming courses. The CodeLab service provides hundreds of very short, focused coding exercises that help students gain mastery over the syntax, semantics and common usage patterns of language constructs and programming ideas. Code submissions for each exercise are automatically checked for correctness and students are given relevant hints in case of incorrect code.
Building on this platform, Turing's Craft has introduced a highly flexible, comprehensive, easy-to use system that allows faculty to create their own auto-graded homework programming projects, with support for individualized grading and student-instructor communication. It's easier than ever for instructors to build, assign, establish due dates for, and optionally review any programming assignment. Projects may vary from fragments of code to full programs that involve both interactive and file i/o.
This session completely illustrates the process of creating, deploying, and grading homeworks projects.
| 10:45 | Impact of Using Tools in an Undergraduate Software Testing Course Supported by WReSTT ( abstract ) |
| 11:10 | Writing In-Code Comments to Self-Explain in Computational Science and Engineering Education ( abstract ) |
| 11:35 | Software Theater — Teaching Demo Oriented Prototyping ( abstract ) |
Got a new stamp in your passport? You are invited to the SIGCSE international attendee luncheon! Please email Elizabeth Patitsas
international@sigcse2018.org for details!
| 13:45 | Game Development with a Serious Focus ( abstract ) |
| 14:10 | Catch 'em early: internship and assistantship CS mentoring programs for underclassmen ( abstract ) |
| 14:35 | How Near Peer Mentoring Affects Middle School Mentees [2nd BEST PAPER CS EDUCATION RESEARCH] ( abstract ) |
| 13:45 | Informal Mentoring of Adolescents about Computing: Relationships, Roles, Qualities, and Impact ( abstract ) |
| 14:10 | A National Study of Undergraduate Research Experiences in Computing: Implications for Culturally Relevant Pedagogy ( abstract ) |
| 14:35 | Diversity Across a Decade: A Case Study on Undergraduate Computing Culture at the University of Illinois ( abstract ) |
| 13:45 | BlueBook: A Computerized Replacement for Paper Tests in Computer Science ( abstract ) |
| 14:10 | Using a computer-based testing facility to improve student learning in a programming languages and compilers course ( abstract ) |
| 14:35 | Including Coding Questions in Video Quizzes for a Flipped CS1 ( abstract ) |
| 13:45 | Subgoal Labeled Worked Examples in K-3 Education ( abstract ) |
| 14:10 | “I Think We Should…”: Analyzing Elementary Students’ Collaborative Processes for Giving and Taking Suggestions ( abstract ) |
| 14:35 | Bricklayer: Elementary students learn math through programming and art ( abstract ) |
| 13:45 | Fix the First, Ignore the Rest: Dealing with Multiple Compiler Error Messages ( abstract ) |
| 14:10 | The Effects of Enhanced Compiler Error Messages on a Syntax Error Debugging Test ( abstract ) |
| 14:35 | Novice programmers' reasoning about reversing conditional statements ( abstract ) |
| 13:45 | Understanding computing in a hybrid world, on the undergraduate curricula Front-End Development ( abstract ) |
| 14:10 | Curriculum-Aligned Work-Integrated Learning: A New Kind of Industry-Academic Degree Partnership ( abstract ) |
| 14:35 | Integrating A Career Preparedness Module into CS2 Curricula Through The Teaching C++ and Java Side-by-Side ( abstract ) |
| 13:45 | Quick-Sort: A Pet Peeve ( abstract ) |
| 14:10 | Map-based Algorithm Visualization with METAL Highway Data ( abstract ) |
| 14:35 | Student Misconceptions of Dynamic Programming ( abstract ) |
| 13:45 | Preparing, Visualizing, and Using Real-world Data in Introductory Courses ( abstract ) |
| 13:45 | Best Practices in Academia To Remedy Gender Bias in Tech ( abstract ) |
| 13:45 | Alternative Paths to Computing Careers and Their Role in Broadening Participation ( abstract ) |
| 13:45 | The role of Researcher-Practitioner Partnerships in CS4All: Lessons from the Field ( abstract ) |
| 13:45 | Asking "CS4What?" as a Basis for CS4All: Workshop Tools to Support Sustainable K-12 CS Implementations ( abstract ) |
PRESENTERS
Jeff Forbes, Duke University (Moderator)
Kamau Bobb, Senior Director, Constellations Center for Equity in Computing, Georgia Tech
Lien Diaz, Director of Ed Innovation and Leadership, Constellations Center for Equity in Computing, Georgia Tech
Kevin Wang, Founder, TEALS
Nwannediya Ada Ibe, Regional Manager, TEALS
ABSTRACT
When seeking equity, diversity, and inclusion, we must be cognizant of the the relationship between equity for students in computing and the broader issues affecting, large educational systems, and the social and structural conditions that influence life that are particular to the US. Truly affecting change in equity will require engaging voices/perspectives from underrepresented communities in a meaningful way. The mission of the new Georgia Tech Constellations Center for Equity in Computing (http://constellations.gatech.edu/) is to ensure that all students—especially students of color, women and others underserved in K-12 and post-secondary institutions—have access to quality computer science education. TEALS works with US high schools to build and grow sustainable computer science programs through teaching partnerships between classroom teachers and volunteers who work in the tech industry. In 2017, TEALS initiated a Diversity, Equity, and Inclusion Working Group to holistically address the overall impact of the program on increasing diversity in CS. This panel will facilitate a discussion of the important issues facing efforts to broaden participation in computing in an equitable way.
PRESENTERS
Henry Gabb, Intel
Bill Jenkins, Intel
ABSTRACT
High-performance computing (HPC) drives scientific breakthroughs. For example, the 2017 Nobel Prize in chemistry was awarded to the developers of cryo-electron microscopy (cryo-EM), a new technique to solve biomolecular structures. Cryo-EM is expected to surpass genomics as the primary data generator in life science. Processing this data is only possible because of advances in HPC. Likewise, deep neural networks have advanced the field of artificial intelligence, but only because HPC makes training these networks feasible. These are just two examples. Many recent scientific advances depend on HPC, and heterogeneous parallelism will enable further breakthroughs. Applications already routinely take advantage of CPUs and GPUs in the same system, and FPGAs will soon be a common component in the mix. However, heterogeneity adds another layer of complexity to software development and tuning. Developers will be expected to map computational kernels to the most appropriate processor architecture. Therefore, heterogeneity is likely to require an even greater separation of concerns between domain experts (those wanting to use computers to answer questions and solve problems) and tuning experts (those focused on application performance and power efficiency). The former will demand parallel programming models that hide architectural details by providing a higher level of abstraction. Both groups will need advanced programming tools to guide software optimization. Domain experts are unlikely to learn hardware description languages to directly program FPGAs, so leveraging optimized libraries and higher level design languages like OpenCL, C and C++ are becoming standard. Will today’s computer science students be expected to develop these IP cores? There are many unanswered questions as we approach the heterogeneous parallel computing future. This session will discuss some of these questions.
PRESENTERS
Sanjay Srivastava, CEO, Vocareum
Steven Shaffer, Pennsylvania State University
Grace Kitzmiller, Amazon Web Services Educate
ABSTRACT
In our global digital economy, the increasing use of data-driven decisions are leading to greater demand for computer scientists, data scientists and college graduates with a background in analytics. In this session, we discuss (1) strategies for teaching essential data computation skills to business, math, engineering and CS students, (2) how coding assignments can be integrated in coursework and deliver student assessments, and (3) how cloud labs provide a cost-effective computing hub for a diverse toolset that can be deployed to students globally.
| 13:45 | Peer Review in CS2: Conceptual Learning and High-level Thinking ( abstract ) |
| 14:10 | Developing Computational Thinking in Robotics ( abstract ) |
| 14:35 | A Framework for Using Hypothesis-Driven Approaches to Support Data-Driven Learning Analytics in Measuring Computational Thinking in Block-Based Programming Environments. ( abstract ) |
| 15:00 | Compiler Practice System Integrated with Real Open Source Compiler ( abstract ) |
| 15:00 | ZyForce: An FPGA-based Cloud Platform for Experimental Curriculum of Computer System in University of Chinese Academy of Sciences ( abstract ) |
| 15:00 | Design of Practical Experiences to Improve Student Understanding of Efficiency and Scalability Issues in High Performance Computing ( abstract ) |
| 15:00 | Program Analysis Tools in Automated Grading of Homework Assignments ( abstract ) |
| 15:00 | Goals, Topics and Tools of Computer Science for All University or College Courses ( abstract ) |
| 15:00 | Correlation of a Flexible Late Day Policy with Student Stress and Programming Assignment Plagiarism ( abstract ) |
| 15:00 | Designing Adaptive Learning Objects for Enhanced Student Engagement in Data Structures and Algorithms ( abstract ) |
| 15:00 | CS for All Academic Identities ( abstract ) |
| 15:00 | AutoQuiz: an individualized test-oriented tutoring system for students ( abstract ) |
| 15:00 | A Middle-School Camp Experience Emphasizing Data Science for Social Good ( abstract ) |
| 15:00 | Early Detection on Students Failing OSS-based Course Projects using Machine Learning Approaches. ( abstract ) |
| 15:00 | Curriculum Design for a Multidisciplinary Embedded Artificial Intelligence Course ( abstract ) |
| 15:00 | Analysis of Container Based vs. Jailed Sandbox Autograding Systems ( abstract ) |
| 15:00 | Bridging the Research to Practice Gap with Project TACTICal Briefs ( abstract ) |
| 15:00 | Infusing Visual Programming and Interactive Learning to Teach an Introductory Programming Course with Positive Learning Outcomes ( abstract ) |
| 15:00 | 1 Grant + 2 Institutions + 3 Course Variations = Data Science 4 All ( abstract ) |
| 15:00 | Qualitative Analysis of Open-ended Comments in Introductory CS Courses ( abstract ) |
| 15:00 | Fostering a Sense of Belonging among Female CS Students with Affective Peer Tutoring ( abstract ) |
| 15:00 | Proposed Cybersecurity Merit Badge for the Boy Scouts of America ( abstract ) |
| 15:00 | Teaching Variability in a Core Systems Course ( abstract ) |
| 15:00 | Correcting Novice Programmers’ Misconceptions Through Personalized Quizzes ( abstract ) |
| 15:00 | An Interactive Tutorial for Learning to Manipulate References ( abstract ) |
| 15:00 | On Integrating Students in the Development and Review of IT Undergraduate Curriculum ( abstract ) |
| 15:00 | Building a Community of First Year Students Improves Student Retention and Performance in Computing Courses ( abstract ) |
| 15:00 | Do I Need an IRB? - Computer Science Education Research and Institutional Review Board (IRB) ( abstract ) |
| 15:00 | Does Participation In A Programming Boot Camp Impact Retention of Women In Computing? ( abstract ) |
| 15:00 | Development and Analysis of a Spiral Theory-based Cybersecurity Curriculum ( abstract ) |
| 15:00 | What Vulnerability Assessment and Management Cybersecurity Professionals Think Their Future Colleagues Need to Know ( abstract ) |
| 15:00 | A Holistic and Case-Analysis Approach for Cybersecurity Education ( abstract ) |
| 15:00 | A Year of Living Actively: Hybrid PBL In A Community College CS Curriculum ( abstract ) |
| 15:00 | GLIDE (Git-Learning IDE; integrated development environment): In-class collaboration in web engineering curriculum for youths ( abstract ) |
| 15:00 | SPINOZA -- in-class Python problem solving with classroom orchestration ( abstract ) |
| 15:45 | Achievement Goals in CS1: Replication and Extension ( abstract ) |
| 16:10 | Formal research experiences for first year students: A key to greater diversity in computing? ( abstract ) |
| 16:35 | Models for Early Identification of Struggling Novice Programmers ( abstract ) |
| 15:45 | Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor’s Degree in Computer Science [BEST PAPER NEW CURRICULA, PROGRAMS, DEGREES AND POSITION PAPERS] ( abstract ) |
| 16:10 | Recommendations of a Diversity, Equity, and Inclusion Working Group based on Student Data from a National CS Education Program [2nd BEST PAPER EXPERIENCE REPORTS AND TOOLS] ( abstract ) |
| 16:35 | Teaching Inclusive Thinking to Undergraduate Students in Computing Programs ( abstract ) |
| 15:45 | Priming the Pump: Reflections on Training K5 Teachers In Computer Science ( abstract ) |
| 16:10 | A Robotics Experience for All the Students in an Elementary School ( abstract ) |
| 16:35 | Demonstrating the Ability of Elementary School Students to Reason about Programs ( abstract ) |
| 15:45 | Effects of Teacher Training in a Computer Science Principles Curriculum on Teacher and Student Skills, Confidence, and Beliefs ( abstract ) |
| 16:10 | Exploring Instructional Support in an Educational Game for K-12 Computing Education ( abstract ) |
| 16:35 | A Middle-School Module for Introducing Data-Mining, Big-Data, Ethics and Privacy Using RapidMiner and a Hollywood Theme ( abstract ) |
| 15:45 | A Study of Pair Programming Enjoyment and Attendance using Study Motivation and Strategy Metrics ( abstract ) |
| 16:10 | The Importance of Producing Shared Code through Pair Programming ( abstract ) |
| 16:35 | Thematic Analysis of Students’ Reflections on Pair Programming in CS1 ( abstract ) |
| 15:45 | DIVAS: Outreach to the Natural Sciences through Image Processing [3rd BEST PAPER NEW CURRICULA, PROGRAMS, DEGREES AND POSITION PAPERS] ( abstract ) |
| 16:10 | Diversity-focused Online Professional Development for Community college Computing Faculty: participant motivations and perceptions ( abstract ) |
| 16:35 | Broadening Participation in Computing via Professional Development for Community College CS/IT Faculty ( abstract ) |
| 15:45 | Developing Software Engineering Skills using Real Tools for Automated Grading ( abstract ) |
| 16:10 | Evaluating the Use of Specification-Based Test Generation in Software Engineering Courses ( abstract ) |
| 16:35 | Integrating Project Based Learning and Project Management for Software Engineering Teaching: An Experience Report ( abstract ) |
| 15:45 | Leveraging the Raspberry Pi for CS Education ( abstract ) |
| 15:45 | AP Computer Science: Two Complementary Courses ( abstract ) |
| 15:45 | Connecting Evaluation and Computing Education Research: Why is it so Important? ( abstract ) |
| 15:45 | Special Session: Exploring and Discovering Concepts via POGIL ( abstract ) |
| 15:45 | The Authentic Inclusion and Role of Community Colleges in National Efforts to Broaden Participation in Computing ( abstract ) |
PRESENTERS
Jason Black, FAMU, Jean Muhammed, Hampton University, Thorna Humphries, Norfolk State University, Arlisha McQueen, FAMU, Kinnis Gosha, Morehouse College
ABSTRACT
Historically Black Colleges and Universities (HBCUs) face unique challenges and opportunities in Computer Science Education. This session first presents perspectives from industry and HBCUs (Florida A&M University, Hampton University, and Norfolk State University). Then, we will discuss how SIGCSE and HBCUs can work together to address challenges and leverage opportunities for African American and black students to engage in computer science education and careers. Jason Black, FAMU, and founding STARS Computing Corps leader, will moderate the discussion. Jean Muhammad, Chair of Computer Science, Hampton, also brings experience from AT&T Bell Labs and Lucent Technologies. Thorna Humphries, Norfolk State University, brings experience from working at Norfolk, FAMU, Xerox, and Wang. Arlisha McQueen is PhD candidate at Florida State University in Information Science, and is a Computing and Information Science instructor at FAMU. Kinnis Gosha is an Assistant Professor and Director of the Culturally Relevant Lab at Morehouse College. Participants will hear a brief overview of each panalist’s exeperience and background, and then will be led in an interactive group breakout activity designed to better understand the climate, challenges and future of HBCU CS Education. The results of this discussion will be shared and disseminated as a potential white paper.
PRESENTER
Vanessa Gennarelli, GitHub
Amy Dickens, University of Nottingham
Chris Cannon, North Carolina A&T
Elliot Whitehead, UC Boulder/Junior Developer Advocate, Github Education
John Pham, UC Riverside
ABSTRACT
As teachers, we all want to spark and sustain curiosity in our students. How can we connect students to other communities outside the classroom, to make the learning experiences authentic, and help them build a professional network? Three students will reflect on their experiences learning in community through leadership training, events, and working with staff members through internships at GitHub. This session is suitable for teachers who want to understand the learning opportunities open to students through GitHub Education, and hear from students themselves about the benefits for their campus.
| 15:45 | Botball Robotics as a Way to Spark Interest in Computer Science ( abstract ) |
| 16:10 | Everyday Computing: Integrating Computational Thinking into Elementary Mathematics ( abstract ) |
| 16:35 | MyCS: Making the Case for Middle School Computer Science ( abstract ) |
PRESENTERS
Laurie White, Google
Tina Ornduff, Google
ABSTRACT
You've probably heard a lot about machine learning but are worried that adding it to a course will be difficult, especially if you don't have an ML background. In this session, we'll present materials that can be used to incorporate ML in many different courses, including solutions that involve no coding at all.
AUTHORS
Jakita Thomas, Auburn University, jnt0020@auburn.edu
Nicole Joseph, Vanderbilt University, nicole.m.joseph@vanderbilt.edu
Arian Williams, Mississippi Valley State University, Arian.Williams@mvsu.edu
Chan'Tel Crum, Auburn University, czc0077@tigermail.auburn.edu
Jamika Burge, Capital One, Jamika.Burge@capitalone.com
ABSTRACT
This paper examines the narratives of 11 Black women in Computer Science (CS) to explore and understand their intersectional experiences (academic, professional, familial, etc.) in the field of Computing. We video-recorded the participants as they engaged in semi-structured interviews to explore and understand their experiences as Black women in Computing. Four coders engaged in content analysis on the video-recordings as well as transcripts of the video data in two rounds. Overall, our analysis revealed that the women in our study experienced discrimination, expectations from others that are too high or too low, isolation, sexism, and racism; yet they still choose to stay in the discipline. Remaining true to their personal and professional goals, having effective mentors, and inspiration from their fathers all contributed to their successful pathways and strategies of resistance.
PRESENTER
Michael Goldweber, Xavier University, goldweber@xavier.edu
ABSTRACT
CS educational activities for the social good (CSG-Ed) is an umbrella term meant to incorporate any educational activity, from small to large, that endeavors to convey and reinforce computing’s social relevance and potential for positive societal impact. This SIGCAS special session is an opportunity to learn the skills necessary to become a CSG-Ed practitioner. In addition to the presentation of current research highlighting the importance CSG-Ed for attracting and retaining a diverse student audience, attendees will be taken through a set of activities designed to increase one's ability to deploy CSG-Ed activities and assignments. The goal of this SIGCAS special session is to create a new CSG-Ed practitioners and to improve the skill-set of current practitioners.
PRESENTERS
Scott Murray, HCA Healthcare, rsmurray1@gmail.com
Rajendra K.Raj, Rochester Institute of Technology, rkr@cs.rit.edu
Mihaela Sabin, University of New Hampshire, mihaela.sabin@unh.edu
ABSTRACT
With the recent release of the Information Technology Curricula 2017 (IT 2017) by the ACM and IEEE Computer Society, an effort has begun to revise the current IT program criteria used to accredit Information Technology (IT) programs by the Computing Accreditation Commission (CAC) of ABET. ABET accreditation helps to assure that graduates from IT programs meet quality standards set by industry and academia. Jointly sponsored by the ACM and IEEE Computer Society, CSAB is the lead professional society within ABET responsible for developing accreditation criteria for computing programs, including IT. The CSAB/CAC Joint Criteria Committee tasked the IT subcommittee to innovate and revise the IT program criteria based on the IT 2017 recommendations and produce a flexible yet durable accreditation criteria for accrediting IT programs for the next decade.
Representing academia and industry, the IT subcommittee members have embarked on a multi-year process in which drafts of the revised IT program criteria will be shared with the IT community, including academic programs, professionals, program evaluators, and CAC commissioners at events, such as SIGITE and SIGCSE conferences, ABET Symposium, and other appropriate events. In this session, three members of the IT subcommittee will present the process of revising the ABET IT program accreditation criteria and outline the IT subcommittee charge and work to date. The presentation will encourage discussion and elicit feedback on how the essence of the IT discipline and profession can be reflected in the IT program criteria.
| 17:10 | SIGCSE Business Meeting ( abstract ) |
Contact: Kim Kalahar
| 19:00 | Workshop 312: Customizing a Field Experience for CS Undergraduates in Teaching Computer Science ( abstract ) |
| 19:00 | Workshop 310: Playing to Your Strengths: Appreciative Inquiry as a Scholarly Tool for Your Computing Education Practice and Professional Development ( abstract ) |
| 19:00 | Workshop 304: Code Crafters Curriculum: A Textile Crafts Approach To Computer Science ( abstract ) |
| 19:00 | Workshop 302: Chrome Home: Six Fun Activities Introducing Basic Web Programming Techniques ( abstract ) |
| 19:00 | Workshop 308: Integrating Social Justice Topics into CS1 ( abstract ) |
| 19:00 | Workshop 307: Guiding Students to Discover CS Concepts & Develop Process Skills Using POGIL ( abstract ) |
| 19:00 | Workshop 309: Building a Virtual Challenge-Based Learning Environment ( abstract ) |
| 19:00 | Workshop 301: Teaching Parallel & Distributed Computing with MPI on Raspberry Pi Clusters ( abstract ) |
| 19:00 | Workshop 305: Deep Learning in the Classroom ( abstract ) |
| 19:00 | Workshop 311: CSforAll School District Implementation Facilitators Workshop: Just Follow the SCRIPT! ( abstract ) |
| 19:00 | Workshop 306: Organizing a High School Programming Contest ( abstract ) |
| 19:00 | Workshop 303: Introducing bioinformatics algorithms in computer science courses ( abstract ) |
View this program: with abstractssession overviewtalk overview
| 08:45 | Bringing computer science education to secondary school: a teacher first approach. ( abstract ) |
| 09:10 | An Agile Conversion Masters Degree Programme in Software Development ( abstract ) |
| 09:35 | Language Choice in Introductory Programming Courses at Australasian and UK Universities ( abstract ) |
| 08:45 | Developing Course-Level Learning Goals for Basic Data Structures in CS2 ( abstract ) |
| 09:10 | Visualization, Assessment and Analytics in Data Structures Learning Modules ( abstract ) |
| 09:35 | A Domain Analysis of Data Structure and Algorithm Explanations in the Wild ( abstract ) |
| 08:45 | Scratch Microworlds: Designing Project-Based Introductions to Coding ( abstract ) |
| 09:10 | A Cross-Case Analysis of Instructional Strategies to Support Participation of K-8 Students with Disabilities in CS for All ( abstract ) |
| 09:35 | Introducing the Computer Science Concept of Variables in Middle School Science Classrooms ( abstract ) |
| 08:45 | An Active and Collaborative Approach to Teaching Discrete Structures ( abstract ) |
| 09:10 | Active Learning in a Discrete Mathematics Class ( abstract ) |
| 09:35 | Active Learning through Game Play in a Data Structures Course ( abstract ) |
| 08:45 | The Persistent Effect of Pre-College Computing Experience on College CS Course Grades [BEST PAPER CS EDUCATION TRACK] ( abstract ) |
| 09:10 | Using Online Practice Spaces to Investigate Challenges in Enacting Principles of Equitable Computer Science Teaching ( abstract ) |
| 09:35 | Applying the Mathematical Work of Teaching Framework to Develop a Computer Science Pedagogical Content Knowledge Assessment ( abstract ) |
| 08:45 | SIGCSE Filk Circle: Computing in Verse ( abstract ) |
| 08:45 | Special Session: Joint Task Force on Cybersecurity Education ( abstract ) |
| 08:45 | Repositories You Shouldn't Be Living Without ( abstract ) |
| 08:45 | Maryland Computing Education Expansion: From Grassroots to the MCCE ( abstract ) |
Jessica Schmidt (North Carolina State University, United States)
Jessica Schmidt (North Carolina State University, United States)
Julie Zelenski (Stanford University, United States)
| 08:45 | Nifty Assignments ( abstract ) |
PRESENTERS
Brianna Blaser, Andrew J. Ko, Richard E. Ladner, University of Washington
ABSTRACT
This special session will address how to include students with disabilities in computing classes and other educational activities at all levels of education,: K-12, college, and graduate school. There will a review of known pedagogical strategies and technical accommodations that students with and without disabilities can benefit from, as well as breakouts to discuss practical issues around inclusion of students with disabilities.
Presenter: Ibrahim Awwal, Co-Founder of Gradescope
SIGCHI is ACM’s special Interest Group on Human-Computer Interaction (HCI). Interactive systems are the SIGCHI’s domain for research, practice, education, and art. The state of the art on core development on interactive systems is a moving target: from programming languages to the architecture of the user interface, to usability engineering, to user centred design, to ubiquitous computing, to service design, and to experience design. It is a major SIGCHI goal to initiate, to stimulate, and to support educational and learning activities and educational projects in this evolving domain.
During the last 6 years the SIGCHI Education Community is developing and collecting educational resources and organizing workshops at the major SICHI conferences. SIGCHI has developed and is maintaining, a structure of courses in the domain, providing a full educational curriculum for attendees of the conferences, where the annual CHI conference is the major venue.
SIGCHI supports SIGCHI student members without travel funds to participate to any of the 24 SIGCHI conferences when their submission has been accepted (SSTG - the SIGCHI Student Travel Grant). SIGCHI aims at universal participation of any students from developing countries to attend any SIGCHI conference or other HCI related conference or summer school (Gary Marsden Fund). SIGCHI annually supports about 10 new summer- or winter school initiatives in the domain of HCI.
PRESENTERS
Steven I. Gordon, Ohio Supercomputer Center, sgordon@osc.edu
Katharine Cahill, Ohio Supercomputer Center, kcahill@osc.edu
Scott Lathrop, Shodor Education Foundation, lathrop@shodor.org
ABSTRACT
The SIGHPC Education Chapter of the ACM focuses on the promotion of interest in and knowledge of applications of High Performance Computing (HPC) and computation and
data-enabled science and engineering (CDS&E). The chapter partners with a number of other organizations and projects to disseminate a wide range of materials and opportunities for training and education in CDS&E and HPC. SIGHPC and Intel have been sponsoring graduate
fellowships in computational and data science. The education chapter holds regular webinars and maintains a list of computational science training and education materials. The chapter has recently organized a set of activities to expand the reach of their efforts in conjunction with a number of partner organizations. We will review those efforts and provide examples of activities and materials that are available to the community as a whole. We will describe various opportunities for the international community to participate in and benefit from Education Chapter resources and services, and to foster collaborations with other organizations pursuing
complementary efforts.
| 10:00 | Do social and emotional learning outcomes and instructional practices promote persistence in computer science for underrepresented secondary students of color? ( abstract ) |
| 10:00 | The Role of Gestures in Learning Computer Science ( abstract ) |
| 10:00 | Teacher in Residence: Coaching for Computational Agency ( abstract ) |
| 10:00 | Broadening Participation in AP Computer Science Principles: Lessons Learned from Implementation of Beauty and Joy of Computing in NYC ( abstract ) |
| 10:00 | Modeling Student Engagement and Attrition in BJCx, a CS Principles MOOC ( abstract ) |
| 10:00 | How Perceptions of Programming Differ in Children with and without Prior Experience ( abstract ) |
| 10:00 | A "Loopy" Encounter: Teaching Elementary Students the Concept of Loops ( abstract ) |
| 10:00 | Couplets: Helping Elementary School Students Recognize Structure in Code ( abstract ) |
| 10:00 | American Indian Storytelling with Alice ( abstract ) |
| 10:00 | Computer Science Pathways for Latino/a Youth in a Community Technology Center ( abstract ) |
| 10:00 | Creating a Landscape of K-12 CS Curriculum ( abstract ) |
| 10:00 | Using Needs Assessment to Inform a Rural School District’s Efforts to Expand Access to Computer Science Education ( abstract ) |
| 10:00 | Impact of a Pre-College Summer Workshop on Women’s Confidence and Interest in Pursuing Undergraduate Computer Science Studies ( abstract ) |
| 10:00 | Using cultural responsiveness to elicit computational thinking in maker environments ( abstract ) |
| 10:00 | Closing the Gender and Underrepresented Minority Gap in CS: UTeach Computer Science Principles AP Assessment Results ( abstract ) |
| 10:00 | Effective Models for Integrating Computational Thinking into NYC Elementary Schools: A Proposed Research Agenda ( abstract ) |
| 10:00 | Growing the High School CS Teacher Workforce: Predictors of Success in Achieving CS Certification ( abstract ) |
| 10:00 | SpatialCS: CS to Support Spatial Reasoning ( abstract ) |
| 10:00 | Implementation of a District-Level CS for All Policy – What Can We Learn? ( abstract ) |
| 10:00 | The Tablet Game: An Embedded Assessment for Measuring Students’ Programming Skill in App Inventor ( abstract ) |
| 10:00 | Preliminary Results of TACT Integration and Confidence Levels on Seven Big Ideas of CS ( abstract ) |
| 10:00 | Are children more motivated with plugged or unplugged approach to computational thinking? ( abstract ) |
| 10:00 | Tangibles for Graph Algorithmic Thinking: Experience with Children ( abstract ) |
| 10:00 | The Math Gap in an Inclusive CS1 Course ( abstract ) |
| 10:00 | Pair programming interactions in middle school: Collaborative, constructive, dismissive, or disengaged? ( abstract ) |
| 10:00 | Attracting Secondary School Students to Computer Science through Training Teachers to Establish Computer Clubs ( abstract ) |
| 10:00 | Engaging Programming Assignments to Recruit and Retain CS0 Students ( abstract ) |
| 10:00 | The new computing curriculum in English schools: a statistical analysis of student participation ( abstract ) |
| 10:00 | Getting Unstuck: New Resources for Teaching Debugging Strategies in Scratch ( abstract ) |
| 10:00 | Developing Soft Skills with a Classroom Behavior Management Game ( abstract ) |
| 10:00 | iSnap: Automatic Hints and Feedback for Block-based Programming ( abstract ) |
| 10:00 | Storyteller: A New Medium for Guiding Students Through Code Examples ( abstract ) |
| 10:45 | Connecting Colleges/Universities and Local High Schools: A New Model for High School CS Teacher Development ( abstract ) |
| 11:10 | Improving Research and Experience Reports of Pre-College Computing Activities: A Gap Analysis ( abstract ) |
| 11:35 | Examining the State of CS Education in Virginia’s High Schools ( abstract ) |
| 10:45 | Using Music to Engage Students in an Introductory Undergraduate Programming Course for Non-Majors ( abstract ) |
| 11:10 | Sound Design for Video Games: An Interdisciplinary Course for Computer Science and Art Students ( abstract ) |
| 11:35 | Authenticity and Personal Creativity: How EarSketch Affects Student Persistence ( abstract ) |
| 10:45 | Recursion or Iteration: Does it Matter What Students Choose? ( abstract ) |
| 11:10 | GUI-Based vs. Text-Based Assignments in CS1 ( abstract ) |
| 11:35 | Evaluating the Tracing of Recursion in the Substitution Notional Machine ( abstract ) |
| 10:45 | Coding or Hacking? Exploring Inaccurate Views on Computing and Computer Scientists among K-6 Learners in Chile ( abstract ) |
| 11:10 | What We Can Learn About Student Learning From Open-Ended Programming Projects in Middle School Computer Science ( abstract ) |
| 11:35 | An Analysis of a Media-Based Approach to Teach Programming in Elementary Education ( abstract ) |
| 10:45 | Exploring Active Learning Approaches to Computer Science Classes ( abstract ) |
| 11:10 | Scrumage: A method for incorporating multiple, simultaneous pedagogical styles in the classroom ( abstract ) |
| 11:35 | Effects of Active Learning Environments in Computer Science Education ( abstract ) |
| 10:45 | Ethics Education in Context: A Case Study of Novel Ethics Activities for the CS Classroom [3rd BEST PAPER EXPERIENCE REPORTS AND TOOLS] ( abstract ) |
| 11:10 | Quantified Self: An Interdisciplinary Immersive Theater Project Supporting a Collaborative Learning Environment for CS Ethics ( abstract ) |
| 11:35 | Key Concepts for a Data Science Ethics Curriculum ( abstract ) |
| 10:45 | Reconciling the Promise and Pragmatics of Enhancing Computing Pedagogy with Data Science ( abstract ) |
| 11:10 | A Functional Approach to Data Science in CS1 ( abstract ) |
| 11:35 | [TOCE] Involving External Stakeholders in Project Courses ( abstract ) |
| 10:45 | Technology We Can’t Live Without!, revisited ( abstract ) |
| 10:45 | CS4NC Summit 2017: Lessons Learned in Developing a Coordinated Statewide CS For All Initiative ( abstract ) |
| 10:45 | Draft Report of the SIGCSE Committee on Computing Education in the Liberal Arts ( abstract ) |
| 10:45 | IT2017 Report: Implementing A Competency-Based Information Technology Program ( abstract ) |
PRESENTERS
Allen Parrish, U.S. Naval Academy
Rajendra Raj, Rochester Institute of Technology
ABSTRACT
This session will provide an introduction to ABET as the leading organization in the world that provides accreditation of undergraduate computing programs. ABET accredits programs in computer science, information systems and information technology, and provides a flexible infrastructure for accrediting programs in emerging computing disciplines. The session will discuss ABET’s contributions to these academic computing disciplines and to the standardization of computing education. The session will also articulate the benefits of obtaining program accreditation in the computing field.
ABET continues to evolve its computing accreditation criteria as the computing disciplines evolve. During 2017, ABET gave final approval for new computing accreditation criteria to be rolled out over the next few years for both new accreditations and re-accreditations. These criteria are substantially revised from the previous version, and apply to all computing programs, although the computer science criteria received the largest revision. In this session, we will provide an overview of the changes, with a particular emphasis on discussing the rollout of the new criteria and providing advice to programs with accreditation reviews over the next few years who might be affected.
ABET has also developed new program criteria to accredit cybersecurity programs. These criteria have been approved for a year of review and comment, and this session will partially focus on obtaining feedback on these criteria for potential revision. We will also discuss the relationship of ABET accreditation to other types of similar quality assurance and workforce alignment efforts in cybersecurity education, as well as our assessment of the current state of the undergraduate cybersecurity education field – and the applicability of program accreditation to this domain.
PRESENTERS
Jeremy Keeshin, CEO CodeHS
Zach Galant, Co-Founder CodeHS
ABSTRACT
Learn about the CodeHS platform and how it has been used in K-12 classrooms and how it can be used in community colleges and universities. Demo a powerful and simple online IDE, a full assignment submission and grading platform, customizable general purpose auto-graders and more. Learn how you can build your own course with CodeHS, and make use of thousands of community curated computer science quiz questions and programming assignments.
PRESENTERS
Chris Stephenson, Google
Kim Roberts, Google
Tina Ornduff, Google
Antoine Picard, Google
Heather Pon-Barry, Mount Holyoke
Beth Quinn, NCWIT
Mary Streetzel, Google
ABSTRACT
Increasing enrollments and the importance of attracting and retaining diverse students are just two of the many challenges undergraduate CS programs are facing. This "speed dating" session will provide participants with an opportunity to source new solutions by engaging directly with Google program managers and partner faculty. The broad array of interventions and resources will include machine learning, data science, training for peer tutors, engaging in-class and extra-curricular learning content, and self-learning resources for students.
PRESENTERS
Prahasith Veluvolu, Founder of Mimir
Joshua Nahum, Michigan State University
ABSTRACT
Instructional Specialist Joshua Nahum of Michigan State University (MSU), has been using Mimir Classroom to automate grading, reduce plagiarism, and efficiently teach computer science. Thousands of students, like Nahum’s, have been using the platform at more than 75 universities since 2014, and have seen an average 11% boost in final exam scores. To open this session, CEO Prahasith Veluvolu will explain how Mimir is helping instructors, like Nahum, meet class size demand while scaling curriculum with Mimir Classroom. The platform comes standard with free instructor accounts, complementary supplemental curriculum, an average 3-minute support response time, and support for more than 40 languages, frameworks, and databases. Veluvolu will highlight features in Mimir Classroom that have helped universities like University of California Davis, Miami Dade, and MSU optimize their courses. To conclude, Nahum will share his firsthand experience using MImir Classroom to grade his portion of MSU’s 295,000 submissions each semester. Schedule a personalized, in-person walkthrough of Mimir Classroom before leaving the conference by visiting www.mimirhq.com/SIGCSE.
Session Chair: Erik Brunvand, elb@cs.utah.edu, University of Utah
This session is part of an emerging collaboration between the ACM SIGs SIGCSE and SIGGRAPH. One phase of this collaboration is that selected content from SIGCSE will be invited to re-present at SIGGRAPH that same year (initiated with the 2017 conferences). This session includes content that was first presented at SiGGRAPH 2017, and is being re-presented (with updates) at SIGCSE to widen the audience and broaden the inter-SIG collaboration.
Panel (50min): Curriculum Matters: Melding Art + Computer Science
Susan Reiser, reiser@unca.edu, UNC Ashville (panel lead)
Ginger Alford, ginger.siggraph@gmail.com, Trinity Valley School, and Fort Worth Museum of Science and History
Erik Brunvand, elb@cs.utah.edu, University of Utah
Wayne Kirby, kirby@unca.edu, UNC Ashville
Courtney Starrett, courtneystarrett@gmail.com, Seton Hall University
Many universities and colleges, particularly those represented at SIGGRAPH, include digital media classes in their computer science curricula, coding courses in their arts curricula, or programs that combine both arts and computer science. Combinations can have myriad names and may take many forms: e.g., an ad hoc approach, a double major or minor, an interdisciplinary major or minor, or a trans-disciplinary program. Panelists will discuss their universities' approaches to multi-disciplinary work. Is it important to ensure that the essential foundations of each discipline are included in the curriculum? If so, how do we accomplish that? And what are the essential student learning objectives of each discipline?
Talk (25min): Is This Possible? Massive Online Inter-institutional Student Production
Miho Aoki, maoki3@alaska.edu, University of Alaska, Fairbanks
The Massive Collaborative Animation Projects are a collaborative effort to provide a large production experience for students, including those in academic programs with smaller student body and resources. The goal is to provide an online platform for schools to work together and enrich these students’ educational experiences.
ABSTRACT
Over the last few years, efforts to reinvigorate K-12 computer science (CS) education have emerged from the inner circles of education and become a global movement. CS is now seen as a competitive advantage in the global economy and a way up the economic ladder for countries of all sizes. Nations including the UK, South Korea, New Zealand, Israel and Estonia have taken the lead in establishing CS as a core subject. Using the US-based Computer Science for All (CSforALL) initiative as a case study, Ruthe Farmer, Chief Evangelist at CSforALL and former Senior Policy Advisor for Tech Inclusion under President Obama, will share lessons learned and challenges faced in the work to bring CS to all US students such as education policy transformation, weathering changes in political leadership, and leveraging the “long tail” of the CS stakeholder community to achieve sustainable change through collective impact and local engagement. This talk will offer examples and opportunities for all SIGCSE attendees to contribute to the CSforALL movement and become nodes in the distributed national network of organizations and initiatives, both big and small, that will make CSforAll a reality.
BIOGRAPHY
Ruthe Farmer has focused her efforts on diversity and inclusion in tech and engineering since 2001 and is currently Chief Evangelist for the CSforAll Consortium. She served as Senior Policy Advisor for Tech Inclusion at the White House Office of Science & Technology Policy focusing on President Obama’s call to action for Computer Science for All, and previously served as Chief Strategy & Growth Officer and K-12 Alliance Director at the National Center for Women & Information Technology (NCWIT) . Over the course of her career, Ms. Farmer has launched and scaled up multiple national programs including Aspirations in Computing the TECHNOLOchicas campaign for Latinas, AspireIT outreach program, Intel Design & Discovery, Lego Robotics for Girl Scouts and more. She served as the 2012 Chair of Computer Science Education Week, was named a White House Champion of Change for Technology Inclusion in 2013, received the Anita Borg Institute Award for Social Impact in 2014, and the Education UK Alumni Award for Social Impact in 2015. She is a guest contributor for Techcrunch, Amy Poehler’s Smart Girls, the Shriver Report, and the Huffington Post, and has been featured in Forbes and TechRepublic for her work. Ruthe holds a BA from Lewis & Clark College and an MBA in Social Entrepreneurship from the University of Oxford Said Business School and is passionate about integrating innovative business strategies into social change efforts.
Dan Garcia (University of California, Berkeley, United States)
| 15:00 | Workshop 410: Computational Creativity Exercises for Improving Student Learning and Performance ( abstract ) |
| 15:00 | Workshop 409: Improv for Geeks ( abstract ) |
| 15:00 | Workshop 406: Micro:bit Magic: Engaging K-12, CS1/2, and non-majors with IoT & Embedded ( abstract ) |
| 15:00 | Workshop 402: CReST-Security Knitting Kit: Ready to Use Teaching Resources to Integrate Security Concepts into CS Courses ( abstract ) |
| 15:00 | Workshop 407: Understanding the Essence of Successful Computing Education Projects through Analyzing NSF Proposals ( abstract ) |
| 15:00 | Workshop 401: Designing Classroom Activities to Improve Student Engagement and Learning ( abstract ) |
| 15:00 | Workshop 403: Reconciling Data Science and CS1 ( abstract ) |
| 15:00 | Workshop 405: AP CS Principles and The Beauty and Joy of Computing Curriculum ( abstract ) |
| 15:00 | Workshop 404: Playing with and Creating Practice Spaces for Equitable Teaching ( abstract ) |
| 15:00 | Workshop 411: Beyond the Flipped Classroom: Implementing Multiple, Simultaneous Pedagogical Styles Using Scrumage ( abstract ) |
| 15:00 | Workshop 408: Mobile Web App Development for All! ( abstract ) |